This study analyzed the process through which 45 courses were transformed using the Three Pillars Course Transformation Method. The three pillars (deep learning, intellectual skills, and professional skills) advanced active learning and engaged learning in order to impact student success. The transformation process began with training of faculty members on using the method booklet before they went on to transform courses while working with an instructional designer who took the role of a Higher Learning Commission Quality Initiative Project (HLC-QIP) consultant. The study analyzed the transformation process, focusing on the pedagogical support provided to faculty members, benefits, and challenges. While course developers encountered challenges during the process, these issues were essentially duly addressed by the HLC-QIP consultant. The project was a success; transformed courses were reconstructed to include active and engaged learning activities with robust assessment strategies and well-developed syllabi. Course developers also went away with new, instructional design skills that they would use for the rest of their careers.

中文翻译：

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重新设计二十一世纪的学习：使用三大支柱方法分析转变学生学习的过程

这项研究分析了使用三支柱课程转换方法转换45门课程的过程。三大支柱（深度学习，智力技能和专业技能）促进主动学习和参与式学习，以影响学生的成功。转换过程始于对教职员工进行使用方法手册的培训，然后再与负责高级学习委员会质量倡议项目（HLC-QIP）顾问的教学设计师合作，对课程进行转换。该研究分析了转型过程，重点是为教职员工提供的教学支持，收益和挑战。尽管课程开发人员在此过程中遇到了挑战，但HLC-QIP顾问基本上解决了这些问题。这个项目是成功的。重建了经过改造的课程，以包括积极有效的学习活动，稳健的评估策略和完善的教学大纲。课程开发人员还摆脱了新的教学设计技能，这些技能将在他们的余下的职业生涯中使用。