If you have dropped in from somewhere else, you might wish to start with the either the introduction to our Course Design Tutorial itself or the introduction page for faculty professional development for those who want to adapt or adopt our Course Design workshop.
The major challenges in helping faculty design effective courses and how we address these issues
Faculty typically are put off by workshops full of education jargon.
- We teach our workshops using common English terminology and avoid education jargon (see relevant section in tutorial).
- We ask workshop participants to develop student-focused goals phrased as, "At the end of this course, students will be able to ..." (see relevant section in tutorial).
- We ask workshop participants to focus on what tasks students will be able to do that involve higher order thinking skills, rather than simply on what content students will know at the end of the course (see relevant section in tutorial).
- We ask participants to set goals for students that are concrete and that can be assessed directly by tasks that can be given to students (see relevant section in tutorial).
- Our workshop emphasizes relevance and analysis of what students in a particular course need and how content and goals can best prepare students for future tasks after the course is over (see relevant section in tutorial).
- Our workshop provides opportunities for participants to learn about a variety of classroom and assignment strategies and to develop their own activities using those strategies (see relevant section in tutorial).
- Our workshop emphasizes integration of assessment from the beginning of the course design process (see relevant section in tutorial).
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©2005 On-line Course Design Workshop and Tutorial developed by Dr. Barbara J. Tewksbury (Hamilton College) and Dr. R. Heather Macdonald (College of William and Mary) as part of the program On the Cutting Edge, funded by NSF grant DUE-0127310.