STLHE 2007 The Course Design and Teaching

Workshop: A Canadian educationaldevelopment initiative

Cynthia Weston, McGill UniversityCheryl Amundsen, Simon Fraser UniversityJanette Barrington, Concordia UniversityCatherine Caws, University of VictoriaTrevor Holmes, University of GuelphTracy Penny-Light, University of WaterlooJeanette McDonald, Wilfrid Laurier UniversityMariela Tovar, McGill UniversityGeraldine VanGyn, University of Victoria

In 1988 at McGill:

•Short topical workshops•Individual faculty consultations•Instructional materials development

(Emerson & Mosteller, 2000; Weimer, & Lenze, 1991;

Levinson-Rose, & Menges, 1981)

Faculty Discussion Groups(semester-long)

Course Design and Teaching Workshop(week-long)

Characteristics of the CDTW

• Design or redesign of a particular course.

Consider the various elements of course design and the learning process through the lens of disciplinary expertise.

• Engage in collaborative discussion and peer critique with colleagues in the design of a course.

Instructional team includes past participants of the CTDW.

Underlying AssumptionsUnderlying Assumptions

1.1. Linking disciplinary knowledge to teaching actionsLinking disciplinary knowledge to teaching actions

(Donald, 2002; Neumann, 2001; Rowland, 1999)(Donald, 2002; Neumann, 2001; Rowland, 1999)

Underlying AssumptionsUnderlying Assumptions

1.1. Linking disciplinary knowledge to teaching actionsLinking disciplinary knowledge to teaching actions

(Donald, 2002; Neumann, 2001; Rowland, 1999)(Donald, 2002; Neumann, 2001; Rowland, 1999)

2.2. Learning-centred teaching Learning-centred teaching

(Saroyan & Amundsen (Eds.), 2004)(Saroyan & Amundsen (Eds.), 2004)

3.3. Coherence and alignment of course design elements Coherence and alignment of course design elements

(Fields of Instructional Design and Systems Theory)(Fields of Instructional Design and Systems Theory)

Learning OutcomeAssessment

StrategyContext

Content A matter of coherence and alignment

Underlying AssumptionsUnderlying Assumptions

1.1. Linking disciplinary knowledge to teaching actionsLinking disciplinary knowledge to teaching actions

(Donald, 2002; Neumann, 2001; Rowland, 1999)(Donald, 2002; Neumann, 2001; Rowland, 1999)

2. 2. Learning-centred teaching Learning-centred teaching

(Saroyan & Amundsen (Eds.), 2004)(Saroyan & Amundsen (Eds.), 2004)

3. Coherence and alignment of course design elements3. Coherence and alignment of course design elements

(Fields of Instructional Design and Systems Theory)(Fields of Instructional Design and Systems Theory)

4.4. A reasoned approach to teaching decisions A reasoned approach to teaching decisions(Saroyan & Amundsen (Eds.), 2004; Shulman 1986,1987)(Saroyan & Amundsen (Eds.), 2004; Shulman 1986,1987)

Underlying AssumptionsUnderlying Assumptions

1.1. Linking disciplinary knowledge to teaching actionsLinking disciplinary knowledge to teaching actions (Donald, 2002; Neumann, 2001; Rowland, 1999)(Donald, 2002; Neumann, 2001; Rowland, 1999)

2. 2. Learning-centred teachingLearning-centred teaching

(Saroyan & Amundsen (Eds.), 2004)(Saroyan & Amundsen (Eds.), 2004)

3. Coherence and alignment of course design elements3. Coherence and alignment of course design elements(Fields of Instructional Design and Systems Theory)(Fields of Instructional Design and Systems Theory)

4. A reasoned approach to teaching decisions4. A reasoned approach to teaching decisions(Saroyan & Amundsen (Eds.), 2004; (Saroyan & Amundsen (Eds.), 2004; Shulman 1986,1987Shulman 1986,1987))

5.5. Reflection as basic to transformational learning. Reflection as basic to transformational learning. (McAlpine & Weston, 2000; Cranton, 1996; Mezirow, 1991; (McAlpine & Weston, 2000; Cranton, 1996; Mezirow, 1991; Schon, 1987)Schon, 1987)

(Your learning logs)(Your learning logs)

Why begin with the analysis of course content?

• Begins with a professor’s expertise

• Engage with subject matter from a different perspective

• Prepares the way for the consideration of learning

McGill/SFU CDTW Process

30-hour Rethinking Teaching Workshops30-hour Rethinking Teaching Workshops

Year-long (or longer) follow up groupsYear-long (or longer) follow up groups

Classroom research studiesClassroom research studies

At SFU - (New) Institute for the Study of Teachingand Learning in the Disciplines

Micro-teaching

Additional materials can be found at:

http://cdtw.wikispaces.com/

The book that details the workshop and faculty development approach described in this paper is available fromStylus Publishing www.styluspub.com

Rethinking Teaching in Higher Education: From aCourse Design Workshop to a Faculty DevelopmentFramework (2004)