Northern Arizona University appears to be getting good results with their math emporium model, based on their internal analysis. The study isn’t water-tight, but it is fairly compelling.
faculty
Northern Arizona University: Modified math emporium for first-year students
In Episode 3 of our video case study, we get a look inside NAU’s version of a math emporium model.
Northern Arizona University: Their work in student support and IPASS initiative
In episode 1 of our e-Literate TV case study on Northern Arizona University, we gave a broad overview of the suite of initiatives (primarily) targeted at helping first-year students amidst the tensions coming from growing enrollments. In this episode we look outside of the classroom to see how they’re approach advising and student support.
Northern Arizona University: A suite of initiatives to help first and second-year students
As part of our e-Literate TV series of case studies, we had a chance this fall to interview faculty and staff at Northern Arizona University about, well, a lot of stuff. Rather than highlighting a specific program or course redesign, NAU has invested in and implemented a suite of initiatives focused on improving student learning and success by rethinking the experience of (mostly) first-year students.
UT Austin and SMOCs: What do we know about whether they work?
In episode 1, we looked at an effort by the College of Liberal Arts at the University of Texas at Austin to develop SMOCs – Synchronous Massive Online Courses – where the core of the redesign centers on the synchronous online experience for large lecture courses (1000+ students in some cases) courses.1 In episode 2, we took a […]
UT Austin and SMOCs: What these synchronous courses look like and cost
Last month we shared a video describing how the College of Liberal Arts at the University of Texas at Austin is taking a different approach than some of the courseware-based or other course redesign efforts.1 In many of these other redesigns, there is an emphasis on the asynchronous elements of lab section and lecture preparation and even fully […]
Recommended Reading: What Do Faculty Really Think of Online Learning?
…As it turns out, it depends. Inside Higher Ed recently published its fifth annual Survey of Faculty Attitudes Toward Technology, conducted in collaboration with researchers from Gallup. These reports cover a range of attitudinal questions on ed tech, online education, and new models of delivering course content. One of the key findings of this year’s […]