Course Planning
and Design
Sections
Words of Advice - the Voice of Experience
As you embark on the course design or revision process, Richard Prégent
(1994), author of the popular book Charting Your Course, offers
the following words of advice.
- Don't try to do everthing at once. Focus on changing one or
two aspects of a course at a time. Develop a long range (e.g. 2-3 years)
plan to finalize your course and continue to finetune once intended
goals are achieved. Remember, a new or redesigned course is a work in
progress. Balance your course design efforts with your other academic
responsibilities.
- Don't forget that a course must be designed and implemented for
students, not the professor. If your intent in teaching is to support
student learning, then course design becomes more than just preparing
lectures and tests, it extends to preparing other pedagogical activities
and supports that promote student success.
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Getting Started
Teaching
Goals Inventory (TGI) (self-scorable version)
TGI is a self-assessment tool that aids instructors in becoming more aware
of what they want to accomplish in individual courses. It also helps faculty
locate Classroom Assessment Techniques they can adapt and use to assess
how well they are achieving their teaching and learning goals.
Seven Principles for Good Practice in Undergraduate Education
Arthur Chickering and Zelda Gamson, AAHE
Principles to guide your teaching practice and the development of your
courses.
Good
Teaching The Top Ten Requirements
Richard Leblanc, York University
Requirements for effective teaching from Richard Leblanc - a Seymous Schulich
Award winner for Teaching Excellence.
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Course Planning Guides
Preparing
or Revising a Course
Taken from "Tools for Teaching," general strategies and advice
are provided on course design from deciding what you want to accomplish
and structuring the course, to choosing textbooks and selecting course
policies. A quick and easy reference tool.
Preparing a Course
Office of Faculty and TA Development, Ohio State University
This chapter stresses the importance of thoughtful planning and provides
guidelines and advice for preparing a course from developing course goals,
preparing for your first day of class, to evaluating the course. A table
of contents at the beginning of this document provides a quick reference.
Course
Planning and Design
Centre for Teaching and Learning, University of North Carolina
The planning model presented in this section focuses on the student rather
than on content. It addresses content mastery and the intellectual skills
students should have upon finishing a course. To aid in the planning process
many examples are provided.
Step
by Step: Planning a College Course
Teaching and Learning Centre, University of Nebraska Lincoln
A ten-step approach to designing a course is presented. The opening table
of contents allows for easy navigation between sections.
How
can we 'unstuff' the curriculum?
Teaching Learning Group, Curtin University
This resource offers practical suggestions to help faculty "unstuff
the curriculum" and achieve quality education through strategic changes
in course structure and instructional strategies.
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Assessment
9
Principles of Good Practice for Assessing Student Learning
AAHE Assessment Forum
The nine principles offer advice and guidance for designing assessment
strategies and approaches.
Creating
a Postive Assessment Environment
Teaching Options Newsletter, Centre for University Teaching, University
of Ottawa
In this document, Dr. Marini of the University of Calgary examines the
why, what, how, and when issues which surround the practice of student
assessment, and ultimately the acievement of meaningful assessment that
is perceived to be fair by students.
(No link available at this time).
Classroom
Assessment Techniques
Southern Illinois University at Edwardsville
This site identifies and explains how to implement various activities
faculty can use to collect feedback on how well their students are learning
what is being taught.
(No link available at this time).
University
of Guelph Grading System, Procedures, and Policy
1999/2000 Undergraduate Calendar (tab down to section on grading)
University guidelines about all aspects of grading are documented (i.e.
criteria, submission of grades, etc.)
Grading:
Suggestions for Maximizing Students' Perceptions of Fairness
University Teaching Services, University of Manitoba
Quizzes,
Tests, and Exams (excerpt from Tools for Teaching)
Basic strategies, testing modes (traditional and innovative), and exam
construction guidelines are provided. See "Tools for Teaching"
for other chapters on student assessment.
For more information and ideas on student assessment, refer
to the Student
Assessment (PDF file) resource package prepared for new faculty.
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Teaching Practices and Methods
A
Brief Summary of the Best Practices in College Teaching
Tom Drummond, North Seattle Community College
This document provides a collection of practices that constitute excellence
in college teaching. These elements represent the broad range of effective
actions teachers take, and requisite conditions teachers establish to
facilitate learning. The list is brief and is intended more as a reference
than as a "source of enlightenment".
A
Berkeley Compendium of Suggestions for Teaching with Excellence
Barbara Gross Davis, Lynn Wood, and Robert C. Wilson University
of California, Berkeley
Categorized into 25 sections, award winning faculty from the University
of California, Berkeley share suggestions for teaching with excellence
- from teaching techniques to grading strategies, motivating students,
and much more.
Teaching
Techniques
Centre for Teaching and Learning, University of North Carolina
This section (of a larger document) on course design surveys the appropriate
use of the lecture method, briefly examines some alternative teaching
methods, and suggests ways to organize the class period.
Selecting
a Delivery Strategy
Faculty Development, Honolulu Community College
Three delivery strategies are presented: lecture, demonstrations, or discussion.
Questions follow each to help faculty determine which methods are best
for intended learning outcomes.
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Incorporating Technology
Implementing
the Seven Principles: Technology as a Lever
Arthur W. Chickering and Stephen C. Ehrmann, AAHE
This short essay describes some of the most cost-effective and appropriate
ways to use computers, video, and telecommunications technologies to advance
the Seven Principles.
Large
Class FAQs: Technology
Centre for Effective Learning and Teaching, Penn State University
Though aimed at large class settings, the information provided is relevant
to all learning environments. Were reference is made to Penn State services
resources, refer to the TSS website
for local support.
Making Effective Use of the
Internet and Information Technology to Address Some Common Teaching Tasks
(PDF file)
Created by Rob de Loë, Geography
Department, University of Guelph
This chart lists strengths and limitations as well as guidelines and considerations
when incorporating various forms of instructional technology (e.g. email,
listservs, course web pages) in a course. Examples of use for each technological
solution are also listed.
Computer
Assisted Learning (CAL) On the Web: How You Can Get Up and Running
Centre for Computer Based Learning inLand Use and Environmental Sciences,
University of Aberdeen
Provides guideslines and considerations for incorporating the Internet
into the classroom by using existing sites, creating your own materials,
or through student project work.
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Course Syllabus
Effective Course Outlines (PDF file)
Preparing a Syllabus
- a checklist
Teaching Support Services, University of Guelph
A comprehensive checklist of items to include in your course outline,
including recommendations for students with disabilities.
Master
Syllabus Form
The Sheridan Centre for Teaching and Learning, Brown University
Designed for Brown University faculty, this template provides a model
for designing a course outline. Accompanying instructions are provided.
Writing
a Syllabus
Centre for Faculty and Evaluation Development, Kansas State University
This three-page PDF document provides suggestions for inclusion in a course
outline.
How
to Improve your Teaching with the Course Syllabus
Observer Newsletter, American Psychological Society
Author Drew Appleby offers advice on preparing a syllabus to increase
communication effectiveness and improve teaching.
Building
a Better Syllabus
Office of Teaching Effectiveness, University of Colorado
This two-page document briefly outlines what makes a good syllabus and
provides a checklist for review.
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Syllabus Resources
Learning-centered
Syllabi Workshop
Centre for Teaching Excellence, Iowa State University
Author Lee Haugen takes you through a process of preparing a learning-centred
syllabus. A table of contents is provided along with a list of references.
Appendix
B: Preparing a Syllabus - a checklist
Centre for Excellence in Learning and Teaching, Penn State University
A comprehensive checklist with select links to other sites for syllabus
examples and more detailed information about syllabus contents is provided.
Instructors
Template for Preparing Guidelines to Help Students Succeed in Your Courses
The Office of Faculty and TA Development, Ohio State University
In addition to providing course information in your syllabus, add a section
which offers guidines and advice for succeeding in your course. Suggestions
are provided.
Developing
Course Profiles for the Web
Teaching Support Services, University of Guelph
In response to the VPAC mandate to phase in course profiles (which supplement
course calendar descriptions), TSS has developed a range of services and
resources to help faculty meet this goal.
Example
of a Course Syllabus on the Web - BIOL-1040
Check your department/college website for links to other examples of
online syllabi.
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First Class Meetings
Planning
is the Key: Administrative Details for the First Day of Class
Centre for Teaching Development, University of California San Diego
This document offers a quick, itemized list of considerations for first
class meetings grouped under eight subtopics. They include: information
to provide, classroom discipline, time management, organization and presentation
of materials, Desire2Learn techniques, classroom discussion, grading, and
ethics.
The
First Day of Class
Office of Faculty and TA Development, Ohio State University
First class meetings are important in setting the tone for the rest of
the semester. In this document, faculty are advised to think carefully
about how to present themselves and how to establish the course. A process
to aid faculty in this endeavour is provided.
The
Most Important Day: Starting Well
Delivee L. Wright, University of Nebraska-Lincoln
This document offers a range of advice for the first class meeting from
setting the tone for the course to introducing the course texts. A table
of contents lets you browse through individual topics. A checklist for
the first day and references are also included.
Survival Tips for the First Class Meeting
M. Anne Naeth, University of Alberta
Author Anne Naeth shares a comprehensive list of tips in preparing for
the first class meeting such as dealing with nervousness and getting information
from your students.
Getting
Started
Richard Felder, North Carolina State University and Rebecca Brent, East
Carolina University
Felder and Brent share several suggestions for making the first class
meeting an effective beginning to a course. They cover opening formalities,
tips on learning students' names, and ideas for motivating students' interests.
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Lesson Planning/Assignment Design
Assignment
Design
Writing Consulting: Faculty Resources
This resource provides a process to assist faculty and teaching staff
in designing effective assignments that achieve course goals and learning
outcomes.
Questions for Lesson Planning
Teaching and Learning Centre, University of Nebraska-Lincoln
As the title of this document suggests, seven questions are posed to help
faculty in the lesson planning process.
Lesson
Planning Procedures
Faculty Development, Honolulu Community College
This document stresses the importance of lesson plans to being organized
and managing time effectively. Three stages of lesson planning are presented.
Planning
a Class Session
Centre for Excellence in Teaching and Learning, Penn State University
This short document highlights the importance of being adequately prepared
for class, offering a three step approach: getting the big picture,
filling in the details, and gauging your progress.
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TRC Resources - A Selection
Angelo, T.A. & Cross, P. Classroom Assessment Techniques: A
Handbook for College Instructors. San Francisco: Jossey-Bass,
Inc.
Davis, B. (1993). Tools for Teaching. San Francisco: Jossey-Bass,
Inc.
Diamond, R. M. (1998). Designing and Assessing Courses and Curricula.
San Francisco: Jossey-Bass.
Gibbs, G. (1992). Problems and Course Design Strategies.
The Polytechnics and Colleges Funding Council.
Gibbs, G. (1995). Assessing Student Centred Courses. Oxford:
The Oxford Centre for Staff Development.
Gronlund, N. (1995). How to Write and Use Instructional Objectives.
(5th edition). Englewood Cliffs, NJ: Prentice Hall Inc.
Grunert, J. (1997). The Course Syllabus: A Learner-Centred Approach.
Bolton, MA: Anker Publishing.
Hatfield, S.R. (1995). The Seven Principles in Action.
Bolton, MA: Anker Publishing Co. .
Lovell-Troy, L. & Eickmann, P. (1992). Course Design for College
Teachers. Englewood Cliffs, NJ: Educational Technology Publications,
Inc.
Pregent, R. (1994). Charting Your Course: How to Prepare to Teach
More Effectively. Madison, WI: Magna Publications, Inc.
Walvoord, B.E. & Anderson, V.J. (1998). Effective Grading:
A Tool for Learning and Assessment. San Francisco: Jossey-Bass,
Inc.
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