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Teaching Resources
Course Design
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Overview
Although there are many models for
designing a course, all include some basic elements:
 identify
learning goals, both content and skills;
determine methods to assess
student success in meeting those goals;
provide activities and
assignments that help students meet learning goals.
In her book
Tools for Teaching, Barbara Davis lists 5 general strategies to
consider before tackling plans for a specific course--
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If the course is
new to you but has been offered before, talk with faculty who
have taught it previously.
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If the course is
new to you and has never been offered before, review textbooks
on the topic of the course.
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If you've taught
the course before, begin by assembling everything associated
with the course--syllabus, texts, handouts, exams, notes, &
student evaluations.
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Identify the
constraints in teaching the course--time, number of students,
level, majors v non-majors, requirements, etc.
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Consider how
your course relates to others in the department.
With new environments for learning
steadily increasing, course design has become specialized to
accommodate different modes of teaching and learning. Designing
an online course or linked course must take into consideration such
factors as technological requirements or sharing teacher
responsibility.
Learning-Centered Course Design
is a model of course design developed by the Center of Teaching and
Learning at Stanford University. In it the teacher first
identifies the learning goals of the course and then "works
backwards," designing the course from the perspective of what
students will have learned from the course when it is over, and then
figuring out how best to help them achieve these goals.
Jan Hayes 2005
Lesson Design Workshop
Guide to Best
Practices for Academic Program Analysis & Improvement
This site provides suggestions on how
to collect, analyze, synthesize, and interpret information to
evaluate curriculum for the purpose of improving student learning
outcomes.
Instructional Media
Resources can provide materials and tools to use in your course.
 Teaching Tip May 2008:
Designing and Teaching Hybrid Courses. Includes
additional sources for designing hybrid courses.
From our
library--
Fink, D. (2003).
Creating significant learning experiences: an integrated approach
to designing college courses. San Francisco: Jossey-Bass.
Jacobs, L.C., &
Chase, C. (1992). Developing and using tests effectively: A guide
for faculty. San Francisco: Jossey-Bass.
McGee, P.,
Carmen, C., & Jafari, A. (2005). Course management systems for
learning: Beyond accidental pedagogy. Hershey, PA: Information
Science Publishing.
Ouellett, M.L.
(2005). Teaching inclusively: Resources for course, department,
and institutional change in higher education. Stillwater, OK:
New Forums Press.
Piskurich, G.M.
(2006). Rapid instructional design: Learning ID fast and right.
San Fracisco: Pfeiffer.
Pregent, R.
(2000). Charting your course: How to prepare to teach more
effectively. Madison, WI: Atwood Publishing.
Richlin, L.
(2006). Blueprint for learning: Constructing college courses to
facilitate, assess, and document learning. Sterling, VA: Stylus
Publishing.
Stim, R. (2004).
Getting permission: How to license and clear copyrighted
materials online and off. Berkley, CA: NoLo.
The Cutting Edge Course Design Tutorial will help you
"articulate goals for a course; build a course that meets those
goals and assesses student learning; explore a variety of
teaching techniques to engage student learning and make
students responsible for their learning; develop a plan for a
rigorous, effective and innovative course.
A
Radical Course Revision--A Case Study by Julie Stout,
Indiana University, lists her steps to success for an overhaul
of a classroom course design.
Teaching Goals Inventory, a tool, originally created by
Patricia Cross and Thomas Angelo in
Classroom Assessment Techniques, contains 53 prompts to help
instructors identify their goals for a particular course. This
on-line version offers rapid self-scoring and data comparisons
across goal areas and disciplines. The book Classroom
Assessment Techniques is available from the LTITC library;
read a
review.
Designing a Course
http://teaching.ucsc.edu/tips-design.html
Fink’s Five Principles of Good Course
Design
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/finks5.htm
Vanderbilt Center for Teaching: Course
Design
www.vanderbilt.edu/cft/resources/teaching_resources/preparing/course_design.htm
Designing and Teaching a Course
http://ctl.stanford.edu/Newsletter/designing_and_teaching.pdf
Instructional Strategies for Online
Courses
www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp
Redesigning
On-Site or Traditional Courses for Online Environments
Author Julie
Stout of West Virginia University takes you step-by-step through her
redesign of an on-site editing class for an online program.
Illinois Online Network provides insight into designing online
courses.
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