Tag Archives: course development

Spring Course (re)Design Workshop Series: Building Courses for Transformative Learning

Back by popular demand! The Brown Center for Faculty Innovation and Excellence is once again offering the  multi-part course design (or redesign) workshop series in the Spring 2018 semester. Through this engaging, hands-on series of workshops, participants will use backward design to develop innovative courses that …

  • foster transformative learning experiences.
  • engage students with complex questions.
  • use a dilemma, issue or question as an organizational principle.
  • clearly defines learning around Essential Learning Outcomes.
  • includes pedagogical practices and strategies that have high-impact on learning and are inclusive of all learners.
  • uses authentic assessment to measure learning at the source.

All workshops will be held in LBC 136

Workshop  Topics

Monday, February 5 – 1:30 -3pm: What’s the Big Idea? – engage students through complex questions.

Monday, February 19 – 1:30-3pm: Essential Learning Goals – write learning goals that are appropriately challenging, foster critical thinking and prepare students for success as global citizens.

Monday, March 12 – 1:30-3pm: High-impact Teaching – develop inclusive assignments and activities that challenge.

Monday, March 26 – 1:30-3pm: Authentic Assessment– create assessments that reliably measure student learning, promote critical thinking, improve your grading experience.

Monday, April 23 – 1:30 – 3pm: Reflect & Share – share your work with your peers.

All workshops will be held in LBC 136

<<Register for Spring Semester Workshop Series >>

Spring has Sprung – Brown Center opportunities

Here is a sample of what the Brown Center for Faculty Innovation and Excellence is offering this Spring:

Teaching Squares:  We are offering the Teaching Square experience for the Spring 2018 semester.  For more information go here: Squares

Course Design for Transformative Learning Workshop Series: A Spring 2018 semester series is being offered.  For more information and to register go here: Course Design

Spotlight Series:  The Spotlight Series resumes with a presentation by Michael Eskenazi:  What does Covfefe mean?  Find more information on the Spotlight series here: Spotlight

Due Dates:

Faculty Resource Network (FRN):  Nominated to attend the Summer Seminar of FRN? Applications due January 29 – go here for more info
Teaching/Inquiry Circles – mid cycle reports due: Survey here
Teaching Squares: end of Fall 2017 reflections due:  Reflection: Teaching Square  
Annual Colloquium on Teaching and Learning – Save the Date:  April 6, 2018 – 9 am to noon.  Look for the Call for Proposal coming soon!
Brown Teacher-Scholar Fellow: Do you have a project, initiative or area of study that could use a “boost” from a teacher-scholar fellow? Would you like to bring some special expertise to campus? If so, please consider submitting a proposal by March 15, 2018For more information go here Brown Teacher-Scholar

For more information or to contact the Brown Center:
browncenter@stetson.edu

Course Design for Transformative Learning Workshop Spring series

Dates and Location have been set for the Spring series of Course Design for Transformative Learning.  

Sign up for one, some or all workshops here:  Registration 

For more information: Course Design for Transformative Learning.  

[pdf-embedder url=”https://blog.stetson.edu/faculty-engagement/wp-content/uploads/2018/01/CourseDesignPoster-Spring18semester.pdf”]

Course Design for Transformative Learning – Spring Registration

The Brown Center for Faculty Innovation and Excellence is once again offering the  multi-part course design (or redesign) workshop series in the Spring 2018 semester. Through this engaging, hands-on series of workshops, participants will use backward design to develop innovative courses that …

  • foster transformative learning experiences.
  • engage students with complex questions.
  • use a dilemma, issue or question as an organizational principle.
  • clearly defines learning around Essential Learning Outcomes.
  • includes pedagogical practices and strategies that have high-impact on learning and are inclusive of all learners.
  • uses authentic assessment to measure learning at the source.

All workshops will be held in LBC 136

Workshop  Topics

Monday, February 5 – 1:30 -3pm: What’s the Big Idea? – engage students through complex questions.

Monday, February 19 – 1:30-3pm: Essential Learning Goals – write learning goals that are appropriately challenging, foster critical thinking and prepare students for success as global citizens.

Monday, March 12 – 1:30-3pm: High-impact Pedagogies – develop inclusive assignments and activities that challenge.

Monday, March 26 – 1:30-3pm: Authentic Assessment– create assessments that reliably measure student learning, promote critical thinking, improve your grading experience.

Monday, April 23 – 1:30 – 3pm: Reflect & Share – share your work with your peers.

All workshops will be held in LBC 136

<<Register for Spring Semester Workshop Series >>

Authentic Assessment: Innovative Course-building Workshop on December 8

The fourth workshop* in the Innovative Course-building Workshop Series will be held, Friday, December 8th from 2:30 pm – 4 pm in SAGE HALL – ROOM 222

This workshop is a multi-part course design (or redesign) workshop series. Through this engaging, hands-on series of workshops, participants will use backward design to develop innovative courses that …

  • foster transformative learning experiences.
  • engage students with complex questions.
  • use a dilemma, issue or question as an organizational principle.
  • clearly defines learning around Essential Learning Outcomes.
  • includes pedagogical practices and strategies that have high-impact on learning and are inclusive of all learners.
  • uses authentic assessment to measure learning at the source.

Coming Up*:

08 Dec 17 Authentic Assessment– create assessments that reliably measure student learning, promote critical thinking, improve your grading experience.
Location:  SAGE 222

19 Jan 18 Reflect & Share – share your work with your peers.
Location: Hand Art Museum – Conference Room

*While the workshop builds, participants are welcome to drop-in any workshop.

Are you interested but just couldn’t fit it in?  Good news, we will repeat the workshop next semester!  Sign up here.

Workshop Recaps

(click on title)

  1.  What’s the Big Idea? – engage students through complex questions. (22 Sep 17)
  2. Essential Learning Goals – write learning goals that are appropriately challenging, foster critical thinking and prepare students for success as global citizens. (06 Oct 17)
  3. High-impact Pedagogies – develop inclusive assignments and activities that challenge. (10 Nov 17)

Innovative Course Design Workshop III: High-impact Strategies (Recap)

Facilitator: Julia K. Metzker
Date: 10 Nov 17, 2:30-4pm
Topic: High-impact Strategies: Developing inclusive assignments and activities that challenge

Workshop Goals

You will …

  • explore evidence base for high-impact practices and teaching strategies.
  • design transparent activities and/or assignments.

Participants in the third workshop in a five-part course design series, explored evidence based strategies for designing assignments and activities that have high-impact on learners.

<<download the handouts or review the presentation>>

NOTE: The concepts in this series will build over each workshop.  The prezi will also evolve as we move through the series.

Life in College Matters for Life After College (2014)
This Gallup-Purdue study of college graduates finds the type of school these graduates attended matters less to their work lives and current well-being than their experiences while in school.

Check-in …

We started with a round-robin check-in to gauge success and challenges faced in the course (re)design process thus far.  The list of resources below came up in that conversation.

Best practices in service-learning/community-based learning.  There are a ton of resources if you are interested in incorporating community-based learning in your course.  To get you started …
Using course portfolios to document your teaching
Reading Strategies

Learn …

Resources from workshop:

  • High-Impact Educational Practices—ways of engaging and challenging students—such as first year programs; intensive writing, collaborative assignments, undergraduate research, internships, and major projects that help students achieve essential learning outcomes
  • Visible Learning (HATTIE, 2009) – “Visible Learning means an enhanced role for teachers as they become evaluators of their own teaching. According to John Hattie Visible Learning and Teaching occurs when teachers see learning through the eyes of students and help them become their own teachers. In his meta-analysis of over 800 meta- analyses, Hattie identifies the interventions with the highest rate of return for student success.
  • Transparency in Learning and Teaching in Higher Education (TILT-HIgherEd) – The Transparency in Learning and Teaching in Higher Education project (TILT Higher Ed) is a national educational development and research project that helps faculty implement a transparent teaching framework that promotes college students’ success. Transparent teaching methods help students understand how and why they are learning course content in particular ways. Housed at UNLV, the project invites participants from all institutions of higher education in the US and abroad. Any instructor may join the project by signing up online.
  • Kuh, G. D. (2009). High-Impact Educational Practices: What they are, who has access to them, and why they matter. Washington, D.C.

Practice …

Before the next workshop …

  1. describe an assignment to a colleague or friend not familiar with your course/discipline.  Ask them to identify the purpose, task and criteria for the assignment from the perspective of a novice. (see details in handouts)
  2.  Literature Jigsaw with Focused Questions (see below)

Literature Jigsaw with Focused Questions

Reading assignments (#’s assigned in email)

#1: Flaherty, C. (2017). Large-Scale Assessment Without Standardized Tests. Inside HigherEd, pp. 1–5.

#2: Pascarella, E. T., & Blaich, C. (2013). Lessons from the Wabash National Study of Liberal Arts Education. Change: The Magazine of Higher Learning, 45(2), 6–15.  (Read pages 2-9)

#3: Alby, C. J. (2012). A summary of Hattie’s Research on Learning.

#4: Winkelmes, M.-A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Weavil, K. H. (2016). A Teaching Intervention that Increases Underserved College Students’ Success . Peer Review, 18(1/2), 31–36.

Questions to guide your reading:
  1. Briefly summarize the work
  2. What was the main takeaway?
  3. What methods were used to collect the evidence?
  4. How confident are you in the conclusions?
  5. What does this research tell you about student learning?
  6. How might you use this information in your own teaching?

Happy Reading!

Third workshop – November 10 – Course Design for Transformative Learning

The third workshop in the Course Design for Transformative Learning Series will be held tomorrow, Friday, November 10th from 2:30 pm – 4 pm.

Please note: The location has been changed to SAGE HALL – ROOM 239.

This workshop is a multi-part course design (or redesign) workshop series. Through this engaging, hands-on series of workshops, participants will use backward design to develop innovative courses that …

  • foster transformative learning experiences.
  • engage students with complex questions.
  • use a dilemma, issue or question as an organizational principle.
  • clearly defines learning around Essential Learning Outcomes.
  • includes pedagogical practices and strategies that have high-impact on learning and are inclusive of all learners.
  • uses authentic assessment to measure learning at the source.

NEXT SESSION:

10 Nov 17 High-impact Pedagogies – develop inclusive assignments and activities that challenge.
Location:   SAGE 239

08 Dec 17 Authentic Assessment– create assessments that reliably measure student learning, promote critical thinking, improve your grading experience.
Location:  SAGE 222

19 Jan 18 Reflect & Share – share your work with your peers.
Location: Hand Art Museum – Conference Room

<<sign up here to receive course materials and future notices >>

Previous sessions:

22 Sep 17 What’s the Big Idea? – engage students through complex questions.

06 Oct 17:  Essential Learning Goals – write learning goals that are appropriately challenging, foster critical thinking and prepare students for success as global citizens.

For more information or questions please contact the Brown Center at browncenter@stetson.edu

 

Certificate in Course Design for Essential Learning, Registration Open!

Certificate in Course
Design for Essential Learning

A credential for faculty who teach General Education courses

January 9-12, 2018
Stetson University
Deland, FL
Logistics | Registration

The Brown Center for Faculty Innovation and Excellence at Stetson University is thrilled to announce a new Course Design Institute and Certification Program. If you are devoted to developing students into liberally educated, global citizens who can think creatively and critically about complex issues through General Education courses, please consider attending this dynamic 4-day certification institute. Included in the registration fee ($900), is an optional credential for teaching General Education courses (see below).

Faculty and instructional staff that teach interdisciplinary courses, General Education and/or first-year seminars may be particularly interested in obtaining this qualification.

This program provides a credential that can be used as documentation of excellence in course design. Faculty and instructional staff that teach interdisciplinary courses, general education and/or first-year seminars may be particularly interested in obtaining this qualification.

This certificate initiates with a 4-day face-to-face course design institute at Stetson University in Deland, Florida. Here faculty will have the time, resources, and intensive support to build courses anchored in research that:

  • are intentionally designed around a dilemma, issue, or question.
  • focus on general learning outcomes.
  • incorporate high-impact practices.
  • are inclusive of all students.
  • assess student learning authentically and transparently.

Dates & Location

The institute will take place from January 9 through 12, 2018, at Stetson University. Stetson University’s DeLand campus is located approximately half-way between Daytona Beach and Orlando, just off of I-4 in the Sunshine State of Florida. [MAP]

Registration Rates

Registration is now open. The early-bird rate ($900) expires on December 1st, 2017 . Registration fee includes breakfast and lunch each day, an opening reception, and all institute materials. The institute is limited to 40 people, so register early!

Optional Post-Institute Credential in Teaching General Education Courses

During the year following the institute, participants interested in obtaining a teaching credential will be divided into small interdisciplinary learning communities. Participants will develop a portfolio that demonstrates evidence of student learning to earn a credential in teaching General Education courses. The facilitators will be available to provide support, feedback, structure, and virtual meetings as well as a carefully curated bibliography of resources.

Facilitators

  • Julia Metzker, Executive Director for the Brown Center for Faculty Innovation and Excellence at Stetson University
  • Cynthia Alby, Professor of Teacher Education at Georgia College and Lead Instructor for Georgia’s Governor’s Teaching Fellows program
  • Caralyn Zehnder, Lecturer in Biology at the University of Massachusetts, Amherst and founding member of ICb-G, the Innovative Course-building Group
  • Alicia Slater, Chair and Professor of Biology and University Director of Curriculum and Assessment at Stetson University

Travel & Logistics

Click here for information for planning your trip to sunny DeLand, FL!

Innovative Course Design Workshop II: Essential Learning Goals (Recap)

Facilitator: Julia K. Metzker
Date: 06 Oct 17, 2:30-4pm
Topic: Essential Learning Goals – Constructing learning goals that challenge, foster critical thinking, and prepare students to be successful global citizens.

Workshop Goals

  • draw connections between your course and the essential learning outcomes
  • write SCHMI course-level outcomes

On 06 Oct 17, participants in the second workshop in a five-part course design series, used  the SCHMI model to write effective, measurable and inclusive learning outcomes for their courses.

<<download the handouts or review the presentation>>

NOTE: The concepts in this series will build over each workshop.  The prezi will also evolve as we move through the series.

Reflect …

We began with a modified version of the DEAL reflection technique.

*Ash, S.L. & Clayton, P.H. (2009). Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning. Journal of Applied Learning in Higher Education. 1(1).

Learn …

Resources from workshop for developing learning outcomes:

I’ve attached the AAC&U Rubrics for you to look at.

SCHMI Framework (see handout for details)

  • S – Student centered
  • C – Concrete
  • H – High-order
  • M – Measurable
  • I – Inclusive

Practice …

Before the next workshop …

  1. revise (or write) learning outcomes so they meet the SCHMI framework (Handout: p11)
  2. Think through how your discipline & course contribute to essential learning. (Handout: p12-13)

Course Design for Transformative Learning

The Brown Center for Faculty Innovation and Excellence is offering a multi-part course design (or redesign) workshop series. Through this engaging, hands-on series of workshops, participants will use backward design to develop innovative courses that …

<<Register for Spring Semester Workshop Series >>

  • foster transformative learning experiences.
  • engage students with complex questions.
  • use a dilemma, issue or question as an organizational principle.
  • clearly defines learning around Essential Learning Outcomes.
  • includes pedagogical practices and strategies that have high-impact on learning and are inclusive of all learners.
  • uses authentic assessment to measure learning at the source.

NEXT SESSION:

10 Nov 17 High-impact Pedagogies – develop inclusive assignments and activities that challenge.
Location:   SAGE 239 (LOCATION UPDATE)

Workshop Dates & Topics

All workshops are on Friday afternoons, 2:30-4 pm

22 Sep 17 What’s the Big Idea? – engage students through complex questions.
Location: Sage 222

Friday – 06 Oct 17:  Essential Learning Goals – write learning goals that are appropriately challenging, foster critical thinking and prepare students for success as global citizens.
Location: NEW LOCATION:  SAGE 222 

NEXT SESSION:

10 Nov 17:  High-impact Pedagogies – develop inclusive assignments and activities that challenge.
Location: NEW LOCATION:  SAGE 239

08 Dec 17 Authentic Assessment- create assessments that reliably measure student learning, promote critical thinking, improve your grading experience.
LocationNEW LOCATION:  SAGE 222

19 Jan 18 Reflect & Share – share your work with your peers.
Location: Hand Art Museum – Conference Room

<<sign up here to receive course materials and future notices >>