In that sense, course design should begin backwards—that is, with outcomes in mind. Although learning is an iterative process that requires a lot of practice on the part of students, the emphasis should be on higher-order skills. Outcomes (what are expected to students do), objectives (what teachers do), and assignments/coursework need to be aligned and purposeful. Linda Suskie’s 一道本不卡免费高清, now in its third edition, is a comprehensive and accessible introduction and guide to learning outcomes assessment.
Research has also found that students, especially first-generation and less-prepared students, have a firm grasp of what is expected of them. requires clear and thorough explanations and even examples; scaffolding of large assignments; and formative assessment, among other strategies.
Are you looking to add a faculty development component to your next College or department meeting? Invite a representative from the CEIT to give some quick tips on one of the following topics—or, better yet, suggest your own!
一道本不卡免费高清Creating Blackboard modules, teaching with OneNote, using Sway for student presentations, integrating face-to-face and online in a blended course, student engagement in online course, instructor presence in online course, Universal Design for Learning (UDL), accessibility, sustainable learning outcomes assessment, writing-to-learn exercises, giving feedback, using single-point rubrics, guiding class discussion, or peer review.
This is the simplest way to close the loop on your learning outcomes assessment and to continually improve your programs.
Writing across the Curriculum
一道本不卡免费高清Writing across the Curriculum (WAC) is an approach that emphasizes how writing should be taught throughout a curriculum and not limited to English, literature, and composition courses. In addition to a focus on discipline-specific writing, WAC also emphasizes in-class, and especially low-stakes, writing-to-learn exercises.
There is a strong belief that students will be more motivated to learn by doing assignments that are purposeful and meaningful to them—that is, coursework that is not disposable but . This could include work that is public, as the “” movement asserts.
For more information on undergraduate research, visit the websites for Sacred Heart’s Committee for Undergraduate Research一道本不卡免费高清 or the (CUR), the leading national organization.
Open-educational Resources (OER)
To make your classroom as adaptive and engaging as possible, and to decrease the cost of textbooks for students, the University promotes the creation and use of free digital materials and open-educational resources (OER) in face-to-face, online, and blended courses. Faculty should peruse the list of developed by Zach Claybaugh, the University's OER and digital learning librarian. Faculty interested in creating their own OER resources should contact Zach Claybaugh. A $250 stipend is available from the Office of the Provost for faculty or programs who are willing to review OER textbooks for adoption. Departments who adopt OER materials are also eligible for compensation, based on the number of students impacted.
Online and Blended Teaching
The CEIT currently has a course on blended teaching that we offer through Blackboard. Let us know if you’d like access. We’re also in the process of developing a similar course on the , which emphasizes providing to students multiple means of engagement, representation, and action and expression.
Scholarship of Teaching and Learning
The Scholarship of Teaching and Learning (SoTL) There is perhaps no better way to ensure the overall educational effectiveness of the classroom than thinking of it as a research design and looking for the empirically valid impact of our teaching on students. This can be done either individually or with others, in an implementation cohort. Visit the 一道本不卡免费高清, one of the leading publications, for examples of the latest research.
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