fundamentals+of+course+design+i:+ developinglearninggoals+ · workshop&goals& •...
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Fundamentals of Course Design I: Developing Learning Goals
Kris% Rudenga Joseph Michalka
Kaneb Center for Teaching and Learning
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Workshop Goals
• Upon successful comple%on of this workshop, you will be able to: – Understand and appreciate the importance of goal-‐directed course design – Ar%culate learning goals for a variety of courses
• You will leave with learning goals for a future course
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Integrated Course Design
Fink, L. Dee (2003). Crea%ng Significant Learning Experiences: An Integrated Approach to Designing College Courses.
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GeUng Started
• “What big ques%ons will my course help students answer, or what skills, abili%es, or quali%es will it help them develop and how will I encourage my students’ interest in these ques%ons and abili%es?”
Bain, Ken. What The Best College Teachers Do (2004). Harvard University Press, Cambridge, MA. (pp 21, 48-‐67)
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Big Ques%ons
• What ques%ons should students be able to answer or think about more effec%vely by the end of your course?
Huston, Therese. (2012). Teaching What You Don’t Know. Harvard University Press. Cambridge Massachusees. London, England.
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Big Ques%on Examples • Introduc%on to Chemistry – How can everything we know of in the world be made from less than 125 elements? How do those elements connect and interact with each other?
• American Women’s History (UNC History Dept) – What makes American women’s experiences dis%nct from men and from one another? How have women contributed to the development of the United States?
• Food & the Brain (Notre Dame PSY dept)
– What happens in your brain when you eat a piece of chocolate? Why might you eat more when you are stressed out? How do these processes differ across individuals?
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Learning Goals
– What do we want the students to accomplish in the course? – How do we want our students to be different a=er this course?
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Why Ar%culate Learning Goals?
• Iden%fy the most important outcomes for the course • Keep the course focused • Form the basis for designing assessments/ assignments • Add transparency for the students – Improves student performance
• Decrease %me spent responding to student work
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When Wri%ng Student Learning Goals
• Use specific language – Students will be able to • Describe, Analyze, Argue, Solve, Create, Compare, etc.
• Avoid vague or passive language – Goals of knowing and understanding are valuable but vague • What would a student do to demonstrate their knowledge/understanding?
– Avoid passive language such as “Students will be exposed to…”
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Learner-‐centered
• “Upon successful comple%on of this course, you will be able to” • Try focusing on the following: – Knowledge – Skills – AUtudes
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Bloom’s Taxonomy
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Example: Introduc%on to Chemistry
• Upon successful comple%on of this course, you will be able to: – predict simple chemical formulas and geometries. – understand the reasoning for the periodic table’s structure as well as be able to predict trends involving ioniza%on energies, electron affini%es, and other chemical proper%es.
– describe and be able to solve problems involving the ideal gas law and simple thermodynamic rela%onships.
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Example: Food & the Brain
• Upon successful comple%on of this course, you will be able to: – explain the func%on of brain circuits in normal and pathological feeding behavior; describe current scien%fic evidence for the role of the central nervous system in the control of food intake.
– read and analyze primary scien%fic literature; cri%que and evaluate that literature orally and in wri%ng.
– draw and communicate connec%ons between principles learned in this class and your own ea%ng behaviors
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Example: American Women’s History
• Upon successful comple%on of this course, you will be able to: – understand how individuals are shaped by their own past and by the past of their society and ins%tu%ons; describe the opera%ons of large-‐scale forces responsible for causing change over %me, such as poli%cs, economics, and religion.
– read and understand a variety of literary forms, including primary (diploma%c correspondence, journalis%c reports, and private papers) as well as secondary sources (academic prose); analyze and construct cause-‐and-‐effect rela%onships from disparate data sources.
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Measurability • Part of any course involves assessing students in order to assign grades and provide feedback.
• It can be helpful while determining your learning goals to consider the assessment methods you are planning on employing – “Predict simple chemical formulas and geometries” could be tested simply with mul%ple choice, or require greater thought by the students, if they must generate appropriate structures.
– “Read and analyze primary scien%fic literature; cri%que and evaluate that literature orally and in wri%ng”
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Balanced Course Design
Fink, L. Dee (2003). Crea%ng Significant Learning Experiences: An Integrated Approach to Designing College Courses.
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Helpful Resources • Bain, Ken. (2004). What the Best College Teachers Do.
Harvard University Press. Cambridge Massachusees. London, England.
• Fink, L. Dee. (2003). Crea%ng Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey-‐Bass. – A Self-‐Directed Guide to Designing Courses for Significant Learning
• Huston, Therese. (2012). Teaching What You Don’t Know. Harvard University Press. Cambridge Massachusees. London, England.
• McKeachie, W.J. and Svinicki, M. (2006). McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Houghton Mifflin Company. Boston, MA and New York.