scholarly journals Course Design for Teaching Development: Key Considerations for Faculty Developers

2021 ◽  
pp. 13-29
Author(s):  
Mohammed Saleh Alkathiri
Keyword(s):  
Learning Outcomes ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Course Design ◽  
Core Competencies ◽  
Faculty Members ◽  
Teaching Development ◽  
Initial Preparation ◽  
Faculty Developer

The purpose of this paper is to address key elements of designing a course that aims at developing core competencies in teaching and learning for faculty members. The paper includes discussion of the initial preparation, objectives and learning outcomes, syllabus construction, assignments, assessments, grading, and teaching strategies. The paper is divided into sections, one for each theme or key topic in relation to course design. Finally, a brief reflection concludes the paper. The process of course design did not only allow to learn about the principles of course design, but also expanded one’s understanding of oneself as a faculty developer.

scholarly journals Constructing the Learning Outcomes with Intercultural Assessment: A 3-Year Study of a Graduate Study Abroad and Glocal Experience Programs

2021 ◽  
Vol 33 (1) ◽  
pp. 82-105
Author(s):  
Chris Cartwright ◽  
Michael Stevens ◽  
Katharina Schneider
Keyword(s):  
Study Abroad ◽  
Learning Outcomes ◽  
Pacific Northwest ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Course Design ◽  
Learning Experience ◽  
Assessment Data ◽  
Mba Students ◽  
Intercultural Assessment

Constructing the learning outcomes and designing the optimal learning environment are valuable practices in teaching and learning endeavors. Doing so for intercultural learning requires a deft balance of learner inputs and instructional acumen. Assessment of intercultural competence is an essential component since it offers learners and instructors insights on where students are, where they wish to grow, and the success of treatment outcomes. In this study of practice, we examine three years of pre-post mixed-method intercultural assessment data, along with teaching and learning practices and outcomes, to gain insights into how this work of instructional design for intercultural competence can succeed. We also provide suggestions for improvements. The learners were 203 MBA students from the U.S. Pacific Northwest who were enrolled in either a short-term study abroad program or a “glocal” learning experience course. Learners were assessed using the Inter cultural Effectiveness Scale (IES) and the AAC&U VALUE Rubric on Intercultural Knowledge and Competency (IKAC). Results support the criticality of intentional instructional course design based on intercultural assessment data for improved intercultural competency development.

Course Development

2020 ◽  
pp. 155-176
Author(s):  
Beverly Dann
Keyword(s):  
Preservice Teachers ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Course Design ◽  
Initial Teacher Education ◽  
Methods Course ◽  
Subject Knowledge ◽  
New Science ◽  
High Participation ◽  
Personal Reflections

This chapter discusses the impact of feedback as dialogue and video use in a new science methods course that was created to meet new governmental requirements. National demands increased the evidence required by preservice teachers to demonstrate quality teaching and learning in initial teacher education programs impacting on program and course design. This led to increasing reflective opportunities and demonstrating knowledge of subject content for preservice teachers in one small metropolitan university. The ability of 32 preservice teachers to reflect on teaching strategies and their subject knowledge as part of a video teaching assignment with peers in a university classroom is described and discussed. Results indicated high participation in dialogue and dialogic feedback. Personal reflections revealed preservice teachers' understanding of teaching strategies, pedagogies, and subject knowledge improved with support. This has implications for final year preservice teacher progress where they need to demonstrate graduate requirements to transition into the profession.

scholarly journals ENGINEERING EDUCATIONAL TECHNOLOGY - WHO NEEDS IT?!

2011 ◽  
Author(s):  
Ralph Harris ◽  
Cheryl Amundsen
Keyword(s):  
Educational Technology ◽  
Learning Outcomes ◽  
Present Article ◽  
Teaching And Learning ◽  
Course Design ◽  
Preparation Time ◽  
Learning Skills ◽  
Learner Centered ◽  
Evaluation Strategies

A lack of knowledge about teaching and learning that is quite common amongst engineering academics combined with a heavy set of professional demands, leads many teaching engineers to use outdated models of instruction or to simply repeat the teaching strategies that they themselves experienced. The present article seeks to inform engineering academics that there exist simple, yet powerful methods to design courses that will be effective for promoting learning and will be efficient in terms of preparation time. Students’ opinions and desires regarding teaching and learning are also considered to provide a measure of the challenge associated with course design. In particular, the elements of learner centered course design are described with an emphasis on linking teaching and evaluation strategies to levels of learning and learning outcomes. Read along, slip into the role of a student for a while and see what engineering educational technology can do for, or to, you and your teaching and learning skills.

scholarly journals Republication of “Principles of effective course design: What I wish I had known about learning-centered teaching 30 years ago”

2021 ◽  
pp. 105256292110449
Author(s):  
David A. Whetten
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Course Design ◽  
Learning Support ◽  
Learning Assessments ◽  
Design Learning ◽  
Learning Centered ◽  
University Professor ◽  
The Impact

Ten years ago, after 20 years as a university professor, I was asked to direct the teaching and learning support center at my university. I quickly realized I had almost no knowledge of the published scholarship on this subject. From my reading of this literature, I found the research on the predictors of student learning particularly informative. In particular, I gained an appreciation for the impact of course design. In this article, I summarize a framework for designing “significant learning experiences.” In discussing the three key components of course design (learning outcomes, learning activities, and learning assessments), I offer tips and give examples relevant for the field of management. My intent is to share the most important information I have learned from a decade of conversations with experts on student learning—the things I wish someone had taught me 30 years ago.

Coming To Know Caring: A Teaching-Learning Journey

1998 ◽  
Vol 2 (1) ◽  
pp. 17-23 ◽  
Author(s):  
Mary Me Lebold, ◽  
Margaret Re Douglas,
Keyword(s):  
Teaching Strategies ◽  
Teaching And Learning ◽  
Course Design ◽  
Learning Journey ◽  
Caring Communities ◽  
Nursing Courses ◽  
Teaching Learning ◽  
Patterns Of Knowing ◽  
Graduate Nursing ◽  
Coming To Know

Caring is at the center of nursing. Nevertheless, nurses seek to learn more about the meanings and common practices of caring as well as how to teach and enhance these practices. This article describes undergraduate and graduate nursing courses in caring that the authors developed and taught for more than eight years. Course foundations, organizational themes, structural patterns, and teaching strategies are presented. A phenomenological worldview that is consistent with Diekelmann’s “Concernful Practices of Teaching and Learning” undergirds course design. Emphasis is given to personal, aesthetic, ethical, and spiritual patterns of knowing and being, although empirical patterns are included. The structure of the courses focuses sequentially on care of self, care of others, and the creation of caring communities. Each class session is organized to include opportunities for reflection, lecture, discussion, and experiential exercises. Various expressions and interpretations of caring such as story, play, meditation, music, literature, and other art forms are used as teaching strategies. Journal writing is done regularly to encourage the habit of reflective practice.

scholarly journals Shifting Teaching and Learning in Online Learning Spaces: An Investigation of a Faculty Online Teaching and Learning Initiative

2020 ◽  
Vol 24 (1) ◽  
Author(s):  
Jayson W. Richardson ◽  
Ericka Hollis ◽  
Mikah Pritchard ◽  
John Eric M. Novosel-Lingat
Keyword(s):  
Learning Community ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research University ◽  
Faculty Members ◽  
Teaching Approaches ◽  
Structured Interviews ◽  
Hybrid Teaching ◽  
E Learning

We examined the adoption of online teaching strategies by faculty members at a large midwestern research university who participated in a year-long learning community. The purpose of this study was twofold: 1) to investigate changes in teaching approaches resulting from a year-long e-learning professional development initiative; and 2) to understand the perceptions of factors that influenced faculty members’ decision to adopt online or hybrid teaching approaches. The analysis was based on survey data and semi-structured interviews. Barriers, challenges, and successes to the adoption of online teaching strategies are also described in this article. 

scholarly journals Thinking About Learning – Inferences from How We Support Curriculum Design

2018 ◽  
Author(s):  
Gordon Stubley
Keyword(s):  
Student Learning ◽  
Teaching Strategies ◽  
Curriculum Design ◽  
Faculty Members ◽  
Cognitive Mechanisms ◽  
Teaching Development ◽  
Primary Focus ◽  
Open Question ◽  
Learning Analysis ◽  
Educational Movements

Over the past 40 years there has been the development of well-structured workshops and educational movements to aid faculty members’ teaching development. The present study is a reflective analysis of a set of five well-established teaching development initiatives with the hope of inferring how engineering educators collectively think about students’ learning.The content of the initiatives is organized into two broad groups: teaching strategies and characteristics and attributes of student learning. Analysis shows that all of these initiatives emphasize teaching strategies and put much less emphasis on developing understanding of student learning beyond emphasizing two broad general principles on student learning: teaching should be student-learning centred, and learning for mastery requires purposeful active intellectual effort. However, beyond this there is little attention given to aligning teaching strategies with the cognitive mechanics occurring during learning. These initiatives seem to imply that faculty members should teach with a primary focus on student learning but that the details of the learning mechanics are of lesser concern in planning and delivering our courses.This analysis leads to the open question: “Would a better understanding of the cognitive mechanisms involved in learning allow educators to better align teaching strategies with the needs of student learning and to adapt to evolving student characteristics?

scholarly journals Una Propuesta de Modelo Didáctico para Estudiantes Adultos Universitarios / A Teaching Model Proposal for Adult University Students

2014 ◽  
Vol 4 (4) ◽  
pp. 43 ◽  
Author(s):  
Ana Cruz Chust
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Nontraditional Students ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Faculty Members ◽  
University Teaching ◽  
Shared Knowledge ◽  
Student Group ◽  
Theoretical Assumptions

<p>En los últimos años se ha producido un cambio significativo en la estructura por edades de los estudiantes universitarios, incrementándose los mayores de 25 años hasta suponer un tercio del total. Estos estudiantes “adultos” entran en la universidad por caminos alternativos, llegan con experiencias personales y profesionales diferentes y como aprendices tienen peculiaridades distintas de los estudiantes más convencionales. En este contexto, los profesores universitarios han actualizado y modificado sus estrategias docentes para atender las necesidades de estos estudiantes no tradicionales. Consideramos que es importante estudiar estos cambios para que las instituciones tracen modelos didácticos que respeten las diferencias individuales de los estudiantes. Los resultados del estudio cualitativo realizado en la Universidad Europea de Madrid con profesores universitarios experimentados en docencia de adultos es un primer paso para construir una propuesta de un modelo didáctico adaptado a este perfil de estudiantes. Las conclusiones apuntan que los profesores son bastante sensibles a las necesidades de estos estudiantes y su docencia revela la incorporación de aspectos recogidos en los enfoques de educación de adultos: respeto a la idiosincrasia de cada aprendiz, diseño de situaciones didácticas flexibles, reconocimiento y utilización de las experiencias previas como recurso pedagógico, así como la corresponsabilidad en el aprendizaje. Los profesores coinciden en afirmar que la incorporación de estos estudiantes en las aulas está suponiendo un desafío sin precedente en la docencia universitaria tradicional y, pese a la necesidad de más formación sobre educación de adultos, la mayoría lo vivencia en términos de desarrollo personal y profesional.</p><p>***</p><p>Due to the increased enrollment of students over 25 years of age in higher education institutions, this study focused on interviewing faculty members in order to understand the characteristics and special aspects related to teaching and learning this student group. Results revealed that college teachers have been updating and modifying their teaching strategies to meet the needs of these nontraditional students. Findings suggest teachers are sensitive to these students’ needs, and their teaching strategies seem to incorporate adult education approaches. Teachers agreed that the inclusion of these students in the classroom is a challenge unprecedented in traditional university teaching and, despite the need for more training on adult education, most experience it in terms of personal and professional development. This study has found that adult learners need more guidance and direction from the teacher than traditional students, and that they have little motivation to work in group projects and generate shared knowledge. These aspects contradict the theoretical assumptions of adult learning on their autonomy in learning and peer collaboration preference.</p>

scholarly journals A course design workshop as a possible path from a content-centered to a learning-centered teaching

2017 ◽  
Vol 17 (52) ◽  
pp. 337
Author(s):  
Cinthia Bitencourt Spricigo ◽  
Elisangela Ferretti Manffra ◽  
Alenoush Saroyan
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Course Design ◽  
Development Programs ◽  
Whole Process ◽  
Learning Centered ◽  
Mcgill University ◽  
Design Workshop ◽  
South Of Brazil ◽  
Do So

In order to meet the needs of a constantly changing Society, the Universities need to constantly improve their processes of teaching and learning. To do so, it is essential that professors are fully committed and well prepared to teach aiming at students learning, instead of content delivery. Faculty development programs might be helpful to support the institution and the professors in this way. Since designing these programs is a challenging task, we intend to contribute with faculty developers by reporting our experience here. We have adapted a course design workshop developed at McGill University to our context at PUCPR, in Curitiba, South of Brazil. During the workshop, the participants had to write a new syllabus of their course, elaborate a concept map, both of them with only the essential aspects for learning. They had to define the learning outcomes and only afterwards to choose active methods to help students achieve them. Throughout the whole process, participants gave feedback to each other. The activities of the workshop, along with the fruitful discussions among professors of different backgrounds helped professors to view the content as something that supports the development of learning outcomes. Therefore, we conclude that this workshop has opened the way to methodological innovations that develop learning of higher cognitive dimensions, since the professor has established more challenging expectations for the students when writing the new teaching plan.

Sign in / Sign up

Export Citation Format

Share Document