1. The Bologna Process, Faculty, Curriculum and Teaching Christopher C. Morphew Institute of Higher Education University of Georgia Prepared for workshops at State Agrarian University of Armenia June 4-12, 2007

2. Developing or modifying courses What is purpose of course? –How does it fit into rest of program curriculum? –What should students learn? How will we ensure students learn? How will we organize students’ learning? How can we know when students have learned?

3. Developing or modifying courses Who is taking course? –What types of students? –What will they already know? How can we build on what students already know? At what level must we begin student learning?

4. Developing or modifying courses What is core knowledge in this subject area? How should course material be organized? What types of knowledge/skills should course generate for students? –Memorization –Skills –Analysis –Critical thinking –Communication

5. Presenting information and Evaluating Students What is optimal way to present information? –Lecture –Interaction –Student-led learning –Practica What is optimal way to evaluate students? –Oral exam –Written exam Multiple-choice True-false Open-ended questions –Quizzes –Papers –Open or closed-book

6. Grading students How should students be graded? –ECTS system versus local –Using a Rubric –Weighting assignments

7. Components of a Rubric Element: the major, critical attributes that are parts of the assignment Scale: the possible points to be assigned (high to low) to each element Criteria: how the elements are evaluated Standard: a description of how well the criteria must be met for the performance to be considered good. Descriptors: statements that describe each level of the performance. Indicators: specific, concrete examples or telltale signs of what to look for at each level of the performance

8. Fairness and ethics Ensuring fairness in teaching, grading and student relations –Academic honesty –Syllabus = contract –Acknowledging differences in learning styles

9. Academic honesty Developing a policy of academic honesty for faculty, students and academic staff “I will be academically honest in all of my academic work and will not tolerate academic dishonesty of others.” –UGA Student Honor Code