Course (Re)Design Seminarapp

May 8th to 11th, 2017

Deadline for applications: April 21, 2017

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 content, learning outcomes, instructional strategies and assessment processes. 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 July 29th.

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 the course – content, objectives, strategies and assessment – 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, but the knowledge gained will assist you in refreshing or creating other courses you teach.

For more information about the seminar, contact John Parry.

Resources

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)