Average cost for the first iteration of a Gateway course: $22,500
30 course applications to be part of Gateway
4,282 students have taken a Gateway course
“Faculty are used to being responsible for every aspect of their courses. Teaching is usually something we do pretty much alone. One of the most valuable parts of the Gateway Initiative is the opportunity to work together with a team that includes instructional designers, media production folks, librarians, and teaching assistants. As one of the Gateway professors said, ‘It’s hard to exaggerate how helpful it is to work with a team.’ ”
— Lisa Baldez, Professor of Government, and Latin American, Latino and Caribbean Studies Cheheyl Professor and Director, Dartmouth Center for the Advancement of Learning
The Gateway Initiative is led by DCAL and run in close collaboration with partners throughout the College. Our partnership with Educational Technologies, the unit that provides the instructional design and media resources, is essential for the Gateway work. The Library, Office of Institutional Research, and the Registrar have also provided support, data, and resources.
Biology 13 Learning Fellow Joe Minichiello
The redesign of each course is different depending on the teaching goals, subject, and other variables. While there is no “one size fits all” approach, large-scale course redesigns tend to share the following common elements:
- Faculty and learning design specialists collaborate on learning objectives and competency outcomes. Planning for active, experiential learning opportunities during class time that has been freed from the need to “deliver” content.
- Development of formative assessment materials (ex. short, frequent quizzes), which may be automatically scored to provide instant feedback to students. There is the possibility in some courses of introducing adaptive learning technologies to personalize the feedback.
- Faculty recorded lectures that students can preview before class, review after class and study prior to quizzes and examinations.
- Faculty and instructional designers create hands- on interactive exercises and develop small-group discussion and problem solving tasks.
- Introduction of additional high-value materials, such as simulations, learning games, and visualizations.
- Data analysis to improve student learning. Learning analytics combines information from student usage of teaching materials (such as recorded lectures) with outcome data from formative and summative assessment. These data can be utilized to improve the design of course materials and to alter the pacing, length, and delivery methods of the online and classroom curriculum.
WHAT DOES GATEWAY INCLUDE?
Support for undergraduate Learning Fellows and other instructional costs, as well as a stipend, is provided as needed. Gateway faculty also join a community of practice of Dartmouth professors to discuss and share strategies to enhance active and experiential learning in their teaching, including new opportunities to use student data and collaborate on tools and techniques.
Professor Paul Christesen
“Participation in the Gateway program enabled me to accomplish some of my teaching goals in Classics 1 that were previously out of reach. First, the Gateway Program provided a mechanism for dedicated access to instructional design assistance and collaboration. I worked very closely, and over extended time periods, with the instructional design team to find new opportunities to create active and experiential learning opportunities in the course. The second big advantage of the Gateway Program was that it paid for a team of undergraduate Teaching Assistants. This team of highly motivated undergraduates (who had previously taken and excelled in the course) were instrumental in working with me to develop a tight-knit learning community within our entire class. The Gateway Program also provided a flexible budget that I could draw on for logistical, technical and operational needs that arose as I was teaching the course, a resource that allowed us to experiment with new techniques and methods in the course design and teaching.”
— Professor Paul Christesen CLST 1: Antiquity Today – An Introduction to Classical Studies
ASSESSMENT AND EVALUATION
Faculty are best placed to evaluate the impact of any course redesign efforts on student learning, and this Gateway Initiative seeks to assist faculty in those efforts by pairing the faculty with an evaluation and assessment team.
Learning Designers work with faculty to evaluate the impact of the course redesign, and to plan future changes based on the data gathered from the assessment efforts. Faculty interested in building on their redesign experience through educational research and dissemination receive support from the DCAL and the Gateway team.