** An acclaimed educator presents hands-on advice on teaching that meets today’s emphasis on learning outcomes and assessment** Informed by the most up-to-date research on how people learn** For all instructors in higher education--as well as high school teachersLaurie Richlin has been running a workshop on course design for higher education for over fifteen years, modifying and improving it progressively from the feedback of participants, and from what they in turn have taught her.Her goals are to enable participants to appropriately select teaching strategies, to design and create the conditions and experiences that will enable their students to learn; and in the process to develop the scholarly scaffold to document their ongoing course design and achievements.This book familiarizes readers with course design elements; enables them to understand themselves as individuals and teachers; know their students; adapt to the learning environment; design courses that promote deep learning; and assess the impact of the teaching practices and design choices they have made. She provides tools to create a full syllabus, offers guidance on such issues as framing questions that encourage discussion, developing assignments with rubrics, and creating tests. The book is packed with resources that will help readers structure their courses and constitute a rich reference of proven ideas.What Laurie Richlin offers is a intellectual framework, set of tools and best practices to enable readers to design and continually reassess their courses to better meet their teaching goals and the learning needs of their students.
Shirley Ronkowski is Director of the Teaching Assistant Development Program, University of California, Santa Barbara.
Table of Contents
Preface Acknowledgments Introduction SECTION ONE 1. Course (Re)design 2. Scholarly Teaching and the Scholarship of Teaching and Learning 3. Scholarly Design Process 4. Professor 5. Students 6. Environment 7. Content SECTION TWO 8. Facilitating Learning 9. Biology of Learning 10. Kolb Experiential Learning Cycle 11. Gardner’s Multiple Intelligences; Styles of Learning and Teaching 12. Cognitive Development of College Students 13. Bloom Taxonomies; Motivation 14. Metaphors for the Teaching; Learning Connection 15. Ethics of Teaching 16. Designing Learning Experiences SECTION THREE. Assessing Learning 17. Grading Schemes and Policies 18. From Goals to Assessment 19. Building in Feedback. Classroom Assessment Techniques 20. Tests and Blueprints 21. Assignments and Rubrics SECTION FOUR. Documenting Learning 22. Syllabus 23. Attachments 24. Explanation of Design Choices SECTION FIVE. Learning Resources and Planning Instruments Seven Principles for Good Practice in Undergraduate Education Learner-Centered Psychological Principles Course Portfolio Design. Syllabus, Attachments, and Explanation Revised Teaching Goals Inventory Sample Teaching Goals by Bloom Levels Grasha-Reichmann Student Learning Style Scales Grasha Teaching Styles Inventory. Version 3.0 Instructional Script Ethical Principles in University Teaching Rubrics for Portfolio References Glossary of Course Design Terms Index
