Lisa J. Goodnight, Ph.D. Ralph V. Rogers, Ph.D. Purdue
University Calumet Hammond, IN A New Model for Faculty
Collaboration: Ensuring Rigorous Curriculum and Assessment in Dual
Credit Courses
Slide 2
A Call to Action by the State of Indiana: Assessable,
Affordable, Accountable Indiana Commission of Higher Education
(September 2008) Moving beyond college access to degree success
Ensuring college is affordable Embracing accountability for results
In Indiana, only 36% of high school graduates earn a college degree
in 4 years, 57% do so in 6 years.
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Gap in Perceptions of High School and University Faculty
Slide 4
Creation of Dual Credit Courses University Lead faculty member
paired with a high school teacher (high school teacher will teach
the course under the supervision of the university faculty member)
Collaborate on curriculum and pedagogy Align the high school course
with the university course Determine means of
assessment/rubrics
Slide 5
Faculty Partnerships University Faculty Collaborate with high
school faculty to align high school course with the university
course Instructor of record Observe the high school teacher and
offer feedback Engage in blind grading for inter-rater reliability
Submit final grades to registrar at university High School Faculty
Collaborate with university faculty to align their course with the
university course Responsible for day-to-day instruction of the
course Engage in blind grading for inter-rater reliability
Administer student evaluations of the course Submit final grades to
the university faculty member
Slide 6
Process of Collaboration Face to face meeting of the whole
Summer workshops Fall and Spring workshops
Slide 7
Role of the University Faculty Instructor of record at the
university Paid $3000 or received a course release Certify that the
course taught at the high school is a university course Monitor the
progress of the students Observe the high school teacher and offer
feedback Engage in blind grading for inter-rater reliability Submit
final grades to registrar at university
Slide 8
Role of the High School Faculty Collaborate with university
faculty to align their course with the university course Received a
small stipend for this project Responsible for day-to-day
instruction of the course Engage in blind grading for inter-rater
reliability Administer student evaluations of the course Submit
final grades to the university faculty member
Slide 9
Inter-Rater Reliability Krippendorffs Alpha Strength is that
computed reliabilities are comparable across any numbers of coders
and values, different metrics, and unequal sample sizes.
Slide 10
Inter-Rater Reliability on One interpretation of Krippendorff's
alpha is: = 1 indicates perfect reliability = 0 indicates the
absence of reliability. Units and the values assigned to them are
statistically unrelated < 0 when disagreements are systematic
and exceed what can be expected by chance. = 1 - D within units =
in error D within and between units = in total
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D o is the observed disagreement: D e is the disagreement one
would expect when the coding of units is attributable to chance
rather than to the properties of these unit
Slide 12
Slide 13
Courses Offered FY 2009-2010 Communication/Speech Pre-Calculus
First and Second courses in Chemistry English Composition FY
2010-2011 Introduction to Sociology Introduction to Psychology
Calculus based Physics
Slide 14
Assessment of Student Learning PUC CourseAssessment
ToolInter-Rater Reliability Communication/SpeechInformative
SpeechFall 2009.94, Good reliability Spring 2010.97, Strong
reliability Pre-CalculusProblem Set.96, Strong reliability and.93,
Good reliability for two teachers ChemistryBuffer LabFall 2009.46,
Major issues with reliability Spring 2010.98, Excellent reliability
English CompositionLiteracy Narrative Critical Review Reflective
Essay
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Increased Participation of high school students Fall 2009Spring
2010 Total=201 students Communication: 30 Pre-Calculus: 135
Chemistry: 73 86% earned a C- or better Total=228 students
Communication: 37 Chemistry: 73 English Comp: 248 89% earned a C-
or better In total over 2500 university credits were earned by
students in the first year.
Slide 16
Lessons Learned from 2009-10 Courses taught at the high school
were rigorous university courses and the unique and evolving
faculty partnerships worked to achieve demonstrated and measurable
quality Ensured quality and integrity of university curriculum
Rigorous instruction through the unique partnership 2500 credit
hours earned by students 87% of students earned college credit
Overall student assessment of learning was excellent!
Slide 17
Lessons Learned, cont. Both faculty members must be
enthusiastic and willing to collaborate Major issues with admission
and registration Cost analysis: What is the true cost to the
university for dual credit? Purdue Calumets costs were not covered
through student tuition. Engaging in marketing research on the
price point for dual credit to northwest Indiana families Expanded
course offerings for 2010-2011: American Government, Introduction
to Psychology, Introduction to Sociology, and two course sequence
in calculus based Physics Over 350 students enrolled for Fall 2010
Over 600 students enrolled for Fall 2010 at two high schools
Slide 18
Moving Forward Can this program be expanded? How many faculty
are needed? How can technology assist in faculty collaboration,
strengthening inter-rater reliability, and tracking students? How
can we drive the costs of the business side down? How do we lower
the costs of admission and registration?
Slide 19
New Twists From Indiana Commission on Higher Education (ICHE)
State funding for dual credit shall be limited to a set of priority
liberal arts courses identified by ICHE. the rate charged to
Indiana students for the identified dual credit priority liberal
arts courses shall not exceed $25 per credit hour, beginning July
1, 2011 State support for dual credit funding to public education
institutions shall be identified separately under a formula
prescribed by the Commission Incentive Funding Dual Credit, on-time
degree, low income funding