“In order for instruction to be both meaningful and measurable, it is important that instructors begin their course/curriculum design process with outlining the course level student learning outcomes,” writes Vicki Caruana, Ph.D., associate professor of education at Mount Saint Mary College in New York, in a recent Faculty Focus article. In the story, Caruana outlines steps […]
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Course Design / Improving Teaching and Learning /
Whether you’re a first-time teacher or seasoned professional, the first day of class brings its own set of challenges. A recent article in The Chronicle of Higher Education provides tips on preparing for the first day of class and how to use the first class session as a benchmark for success throughout the semester. The […]
Read More Course Design / Improving Teaching and Learning /
A nationwide effort is afoot to make undergraduate math courses more engaging for students. In the past, there was often a one-size-fits-all approach to teaching math, and many of the classes were structured as weed-out courses, Shannon Najmabadi writes in a recent article in The Chronicle of Higher Education. Now, schools such as Rutgers University […]
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Teaching Center staff have recently worked with the American Association for the Advancement of Science (AAAS) to create an online course, Designing an Undergraduate STEM Course. The course was developed by Gina Frey (Executive Director and Florence E. Moog Professor of STEM Education, Chemistry) and Beth Fisher (Director of Academic Services). This course helps participants learn […]
Read More A well-crafted syllabus is a lot more than an outline of the course—it can be a chance to spark students’ interest in the course material and sense of ownership of their learning. In this article in New Directions for Teaching and Learning, “The Syllabus: A Place to Engage Students’ Egos,” Mark Canada provides tips for syllabus […]
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In course planning, starting from your destination can help ensure that everybody gets there.
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