Course design is the process an instructor must go through at the start of any course to plan for successful student outcomes. This process may also take place for a course Re-design. As the instructor, you may want to consider your governing values (basically your teaching philosophy statement), who your students are and course context (situational factors), the overarching goal(s) for your students, what you want your students to understand, and the essential questions your students should be able to answer by the end of the course (Wiggins & McTighe, 2005; Fink, 2005).
Based on works by: Fink (2003) Key components of integrated course design.
UBC’s Curriculum MAP is a tool to support course design and curriculum mapping using the principles of constructive alignment in a step-by-step process. Faculty are able to map course learning outcomes to Program Learning Outcomes, Ministry Standards and UBC Strategic Priorities. The tool also has a Syllabus Generator feature which follows Senate guidelines.
The Student Course Time Estimator tool is a planning tool that helps instructors and course designers estimate the expected student time commitment in a course based on the assigned learning activities. If you require assistance with this tool, please contact firstname.lastname@example.org.
The Academic Integrity Matters (AIM) for Unauthorized Collaboration and Cheating is a self-guided Canvas course provided to support Faculty in introducing their students to: the six fundamental values of academic integrity (Source: ICAI), what constitutes academic dishonesty and situations where it may occur, the importance of academic integrity within the scholarly community, and the methods and resources available to maintain academic integrity.
The Academic Integrity Matters (AIM) for Writing and Plagiarism is a Self-guided Canvas course for UBCO students to learn to recognize plagiarism in its various forms, to learn why avoiding plagiarism is important, and to develop skills for avoiding plagiarism, including citing sources, note-taking, quoting, and, paraphrasing.
Context has a complex and powerful influence upon successful performance-based learning. Contextualizing instruction makes abstract concepts more concrete, promotes understanding and retention. (Tessmer & Richey, 1997)
Learning outcomes represent what is formally assessed and accredited to the student. They offer a starting point for course design.
Assessment has two main purposes: assessment for student learning (which is ongoing or formative) and evaluation of student achievement (which is summative).