There is widespread recognition that large enrollment introductory classes are a significant
problem. Lack of engagement incongruous learning styles and teaching methods and high failure
dropout rates are some of the symptoms. Recent developments in accountability at both state and
federal levels make addressing the problem even more crucial. The University of North Texas has
developed and promulgated a process for redesigning these classes that brings to bear the
creativity of the faculty resulting in higher-level student learning without increasing
instructional costs. This groundbreaking book provides the reader with a theoretical foundation
for course redesign that employs assessment-driven experiential learning and tools and examples
to bring all or part of the process to their campus.
