The Curriculum Development Initiative (CDI) was developed as part of the University's long term strategic plan in response to a need for a program that would not only assist faculty with the integration of technology into their coursework but would sustain course development going forward. Now in its fourteenth year, CDI grants provide significant support to academic departments to undertake technology-enabled curriculum development projects to enhance teaching and learning. The CDI is funded through the University's student technology fee and is administered by the Teaching, Learning, and Technology Center (TLTC), in collaboration with the Office of the Provost. The faculty will be notified when these grants are available with a Request for Proposals (RPF).
From the program's inception in 1996 through 2001 CDI projects were identified through a Request for Proposals (RFP) open to all faculty and selected by a steering committee composed largely of previous project participants. In 2002, at the recommendation of Provost Mel Shay, the TLT Center adopted the approach of the PEW Large Course Redesign Project and CDI projects through 2006 have focused primarily on the redesign of large enrollment courses and the development of online courses in the undergraduate curriculum. These projects were nominated and approved by a steering committee consisting of representatives from the Provost's Office, the Deans, the Faculty Senate and the TLTC.
Since 2007, CDI projects have focused on the development of the Core Curriculum, creation of online courses in the undergraduate and continuing education curricula, and assessment of student learning outcomes.
The current round of CDI projects focuses on these categories: Online Learning and Assessment. Funding for this academic year is $100,000.
CDI Focus Categories
The TLT Center is committed to supporting online learning initiatives and has done so for over 8 years. In the Fall of 2003 that support expanded to include the development of Arts & Sciences (A&S) online courses to allow traditional undergraduates the experience of learning online as well as assist nontraditional students in completing their degree requirements. In 2007 the Quality Matters™ rubric was adopted by the Arts and Science EPC to both help the college EPC assess online courses for quality of delivery and ensure that the development of online courses met a set of criteria based on best practice and research in higher education. Since adoption by the A&S EPC of Quality Matters, the TLT Center has standardized all online course development to the Quality Matters principles. CDI has funded and provided support for the online development and delivery of approximately 40 A&S courses, 4 CORE courses, 6 MBA Pre-Qualifier courses and 6 undergraduate courses at the Stillman School of Business, and 2 certificate programs in the Division of Continuing Education & Professional Studies.
Outcomes Assessment is both an important initiative academically but is also ingrained in many accrediting bodies' requirements for accreditation. The TLT Center and Academic Affairs has continued to work with departments to create "Collective Assessment" instruments to gauge student learning outcomes in Math, Critical Thinking, Information Fluency and Reading and Writing. Collective Assessments in Math were deployed with several more planned including Modern Languages and English.