mixed.

online.

Quoted from the homepage: The Course Redesign with Technology program focused on: "Lead" faculty sharing the designs of their course and the evidence they have accrued regarding impact on student success. "Adopting" faculty then choose to adopt and adapt that proven strategy to their own courses. All attend the 4-day Summer Institute of the Course Redesign with Technology Program which is an in-depth professional development event that provides the context, dialogue, and support to increase student success at all levels. Continue professional development activities through Professional Learning Communities during the academic year to discuss and evaluate course redesign successes and lessons learned. Faculty meet in monthly discipline-based cohorts (typically) on the proven course redesign model and related pedagogy-technology methods being adopted. Faculty openly publish their practices for redesigned courses in individual teaching eportfolios. MERLOT provided the free and open authoring tool (MERLOT Content Builder) that included a template ePortfolio with scaffolding questions to guide the faculty through sharing their educational practices openly. The open teaching eportfolio template included: The challenges to student success that they are addressing with their course redesign project The characteristics of their students that need to be understood for a successful redesign strategy The implementation of their redesign strategy which included such strategies as flipped classrooms, online homework, virtual labs, flipped-blended course designs, Supplemental Instruction, adaptive learning, and other technology-enhanced delivery methods. Measures of student success, including grades, student retention, engagement, and self-reported success indicators. Student learning outcomes and measures of success were used as indicators of the redesigned course assuring academic standards.