Course (Re)Design Seminar
Faculty are invited to participate in the course (re)design process to refresh a course they currently teach or create a new course with the design process that we will facilitate/provide. The seminar requires a 3-day commitment with whole group instructional sessions followed by small group/team planning sessions, working on a different course aspect each day covering learning outcomes, assessment processes and instructional strategies. Individual faculty or course teams may be interested in this opportunity to design a new course or revitalize an existing one. Space is limited so please fill out the online application by April 30, 2018.
The seminar is modeled on a research-based course design process that focuses on learning-centered instruction and constructive alignment. Learning-centered instruction requires that decisions are made with specific reference to the kind of learning that is desired and strategies are chosen because they are the most likely to support that kind of learning. Educative assessment ensures that assessment leads to further learning with more emphasis given to formative rather than summative assessment. Constructive alignment aims to coordinate all the components of a course – learning outcomes, assessment and instructional strategies – so that one component reflects another.
Participants will be expected to share their product at various times throughout the seminar (5-10 min lessons/presentations on small samples of their course).
Take the opportunity to focus on designing your course with CTL staff and colleagues at hand for consultation! Participants will be asked to focus on one course throughout the seminar, and the knowledge gained will assist you in refreshing or creating other courses you teach.
For more information about the seminar, contact Heather Bradshaw.
Rethinking Teaching in Higher Education
by A. Saroyan & C. Amundsen (2004)
Charting Your Course: How to Prepare to Teach More Effectively
by R. Pregent (1994)