Designing Your Course and Syllabus Center for Teaching Excellence Duquesne University August 2014

Think about the course you’ll be teaching ► What do you want students to remember a year or two from now? Write it down.

Integrated Course Design (Fink) Learning Goals Teaching/ Learning Activities Feedback & Assessment Situational Factors Integrated Course Design, L. Dee Fink, Idea Paper #42

Four Steps to Course Design ► 1. Recognize Situational Factors  What is the context of your course? What are the characteristics of the…  course  students  instructor  university, school, & department  discipline

Four Steps to Course Design 2. Establish Significant Learning Goals  SWBAT: “Students will be able to…”  Know – content  Do – skills  Value – affective  Goals drive overall course planning and provide students with direction

Bloom’s Taxonomy – cognitive learning Randy Rodgers

Or, two basic levels ► Surface learning (memorize, remember, have basic understanding) ► Deep learning (apply, analyze, evaluate, create, connect emotionally)

Four Steps to Course Design 3. Plan Feedback and Grading  Align assessment with learning goals  Plan for early and continuous feedback to guide learning  Plan what goes into the grade

Four Steps to Course Design 4a. Develop Teaching and Learning Activities In Class  Plan activities that will give students practice in using new knowledge and developing skills  Provide feedback to students during class

Four Steps to Course Design 4b. Develop Teaching and Learning Activities Out-of-Class  Create assignments that relate to student learning goals  Sequence assignments from simple to complex goals  Provide guidance for assignments via careful instructions and/or grading rubrics

Integrated Course Design - review “SWBAT” Learning goals Active learning in & out of class Assess learning for improvement & grade; what evidence needed?

Course Design Worksheet CHOOSE ONE for practice Learning Goals for Course Plan for Evaluating Student Learning In-Class Learning Activities Out-of-Class Learning Activities 1. Content 2. Skill 3. Value

Course Design Worksheet – example Intro to Bible Learning Goals for Course Plan for Evaluating Student Learning In-Class Learning Activities Out-of-Class Learning Activities Content & cognitive skill: SWBAT to describe & differentiate the genres of scripture and their purposes (e.g., poetry, history…) Feedback on pair activity in class Homework Quiz – multiple choice identify Exam – short answer identify & describe Intro lecture with examples Ss describe & differentiate examples with partner then whole class (paired activity) Next day – give feedback on homework. Address confusion/questions Read about the distinctions with examples. Practice applying the distinctions to several new examples.

Course Design Worksheet – your example Learning Goals for Course Plan for Evaluating Student Learning In-Class Learning Activities Out-of-Class Learning Activities Kind of goal?

Syllabus  Give a context for the course  where does it fit in the core or major curriculum?  what’s the overall purpose of the course?  Include course design elements:  Goals (SWBAT…)  Teaching/learning methods  Learning assessment

Syllabus  Communicate to students  Course plans (calendar)  Standards and expectations  Use a tone that shows you expect and support learning  give support info: e.g., academic integrity, writing, learning with a disability  Use an attractive, readable format  Be a real person – professional, and real

Syllabus  Consult the Academic Calendar  See peach handout or  Note Holy Days and changes in schedule  Use the Syllabus Checklist  See blue handout  other materials