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Jumping Silos: How a Large Blended Course Project Joined Student Life, Academics and Instructional Design

Author(s)
Tracey Mac Gowen
Instructional Designer
TWU Office of Lifelong Learning
Amy O'Keefe
Director of Commuter and Non-Traditional Student Services
Texas Woman's University
Keith Restine
Associate Director of Distance Education
Texas Woman's University
Session Information
Faculty Development
Great Idea
April 20, 2010 - 11:00am
15 Minutes
Salon A


Academics and student life developed a project to create large blended courses (150-300 students) that functioned like an active and smaller learning community. We will share how this cross-departmental approach to course design developed new, positive working relationships through inter-campus collaboration to connect learning activities and university activities.

Commuter and Non-Traditional Student Services, through connections with Instructional Design, expressed interest in supporting blended, large enrollment courses due to the potential impact of these courses on Distance Education students. A meeting was called to explore potential connections. It became apparent that numerous resources existed to support instruction and to provide alternatives to static online content and traditional face-to-face activities. Connections to the American Democracy Project Civic Agency Initiative seemed the logical bridge for using supplement resources and experiences to support instruction in selected courses. Discussion led to the challenge to "make learning come alive" by using selected activities to supplement and extend academic instruction in powerful and relevant ways. In the true spirit of blended course designs, discussion about face-to-face instruction moved to talk about experiences designed to engage students and make them active participants in their own learning. The silos began to crumble and the focus became how to provide a vibrant learning experience for students. With a little work and some coordination, Student Life could bring in speakers and movies to support specific academic content, thereby providing additional experiences and content for students. As a result of this initial meeting, a plan was developed to begin the integration of co-curricular activities into selected blended, large enrollment courses. Plans are to pilot this approach with a limited numbers of courses and expand to more courses in the second year of the project. Tentative Outcomes: 1. This approach has transformed the design of specific large enrollment courses to include these co-curricular activities. 2. Relationships among units that traditionally did not collaborate has changed radically. 3. The connection and relationship between academics and student life has changed to one of mutual support. 4. Connections between the American Democracy Project Civic Agency Initiative and academic units have expanded.