Changing the Course of Learning

Large Course Redesign Grant Initiative

The Center for Excellence in Teaching and Learning (CETL) invites participation in a university-wide initiative to improve student outcomes by redesigning large-enrollment courses using active learning strategies and integrated educational technologies to “change the course of learning.” The Large Course Redesign (LCR) Grant Initiative is aimed at “making large courses feel small.” 

Research has shown that undergraduate enrollments in the United States are highly concentrated in introductory courses. On average nationally the 25 largest courses generate about 35 percent of student enrollment. In addition, successful completion of these courses is key to student progress toward a degree. High failure rates in these courses can lead to significant drop-out rates between the first and second years of enrollment.  National course redesign initiatives have demonstrated significant improvement in achievement of learning outcomes, reduction in drop-failure-withdrawal (DFW) rates, and enhanced resource effectiveness, along with improved student attitudes toward the subject matter.


Eligibility Criteria & Program Features

  • Courses should have an enrollment of 100+ students in very large sections or a large number of smaller sections;
  • Courses should have an identifiable academic problem (e.g., high DFW rates, lack of student engagement, limited assessment strategies, limited faculty-student or student-student interaction);
  • LCR projects should be as specific as possible about anticipated results and benefits to different stakeholders (i.e. students, faculty, department, university)
  • In cases where there are multiple sections, the intent is to redesign the whole course rather than a single class/section
  • The decision to commit to the LCR project has strong support from the academic department and department head
  • Identification of an exemplary course being taught at a peer/aspirant institution and willingness to travel to learn what others are doing more effectively
  • Projects can be led by individual faculty (any full time rank) or involve a team of faculty



Budget Outline for 2019 cycle

Semester Funding
Spring 2019 ~$5K for discovery phase to cover travel if necessary
Summer 2019 ~$5k - $15K summer funding provided to the faculty member(s) upon completion of course design plan
Fall 2019 ~5K - $10K course buyout provided to the department at the University rate of $1556/credit plus 23% fringe (if applicable) and/or support for 10hr Graduate Assistant for one semester with funding provided at completion of course development process and development of HuskyCT site