Course Design and Syllabus Construction Heather Macdonald, College of William and Mary Robyn Wright...
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Transcript of Course Design and Syllabus Construction Heather Macdonald, College of William and Mary Robyn Wright...
Course Design and Syllabus Construction
Heather Macdonald, College of William and Mary
Robyn Wright Dunbar, Stanford University
Barbara Tewksbury, Hamilton College
Developing a Course: Different Strategies
Teacher-centered What will I cover?
Learning-centered What will they learn?
Course Design Process (one approach)
Consider your audience and context Articulate your goals and objectives
Overarching goals Ancillary skills goals Select content to achieve goals
Develop a course plan, select teaching strategies, design assignments and assessments
Course Design Tutorial serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/index.html
Consider Your Audience and Course Context Required course? Elective course? Attitudes and motivation of students? Commuter or residential students? Course size? Associated lab? Support (e.g., TAs, tech support) Other ….
These will influence the choices you make about the course
Articulate Overarching Goals What do you want students to be able to
do by the end of the course?
What kinds of problems do you want them to be able to solve?
How might students apply what they have learned in the future?
How will students be changed as a result of taking the course?
Some Examples of GoalsI want students to be able to:
use characteristics of rocks and surficial features in an area to analyze the geologic history
predict the weather given appropriate meteorological data
analyze unfamiliar areas and assess geologic hazards (different than recalling those done in class)
interpret unfamiliar geologic maps and construct cross sections
formulate new research questions in ____
Focus on Higher-order Learning Skills
Bloom’s Taxonomy
Taxonomy of Educational Objectives (1956)
KnowledgeComprehension
Application
AnalysisSynthesis
Evaluation
Focus on Measurable Skills/Actions
What could students do to show that they have mastered the following goals? Use characteristics of rocks and surficial
features in an area to analyze the geologic history
Learn to appreciate their natural surroundings
Evaluate Possible Goals for Entry-level Geologic Hazards Course
I want students to be able to: analyze historical records in an area and
predict the likelihood of future natural disasters.
understand the connection between plate tectonics and natural hazards
research and evaluate news reports of a natural disaster and communicate their analyses to someone else.
appreciate the awesome power of nature
Select a Specific Course That You Anticipate Teaching
What are your overarching end-of-course overarching goals? When students have completed my course, I
want them to be able to:
Ancillary Skills Goals Writing and/or oral communication Accessing and reading professional
literature Quantitative skills Research skills Teamwork skills Other
Choose Content Topics to Achieve Goals
Selecting topics What are the essentials? What meets student needs? Linked to goals?
Compare to the wide range of content topics – is something missing that you value?
Be able to research and evaluate news reports of a natural disaster and communicate analyses to someone else
Instructor #1 chose four specific disasters as content topics
1973 Susquehanna flood Landsliding in coastal California Mt. St. Helens Armenia earthquake
Instructor #2 chose four themes as content topics Impact of hurricanes on building codes and insurance Perception and reality of fire damage on the environment Mitigating the effects of volcanic eruptions Geologic and sociologic realities of earthquake prediction
Course Plan Build the course around assignments,
units, or projects designed to achieve your goals (rather than around a list of content items and topics to which you want students to be exposed)
How will you give students frequent practice in doing x (with timely and constructive feedback)? How will you build independence over time?
Select Teaching Strategies and Assessments
Learn about successful student-active teaching strategies think-pair-share, jigsaw, discussion,
simulations, role-playing, concept mapping, debates, labs, research experiences….
assignments involving writing, posters, oral presentation, service learning….
Make deliberate choices of the best strategy for the task (in your context).
Teach the Earth - Science Education Resource Center at Carleton College (includes Starting Point & On the Cutting Edge)
A Comment
What students receive grades on should be tasks that allow you to evaluate whether they have met the course goals
Cutting Edge Course Design Tutorialhttp://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/index.html
Syllabus Construction Goals Expectations Tone