syllabus
Pandemic Flu Syllabus Statement for Psychology 202
Submitted by Caton Roberts on Mon, 08/24/2009 - 10:01Tags:
As we plan ahead for the possibility of a flu outbreak, this is one possible statement to add to your course syllabus.
In the Event of a University-Wide Health Care Emergency
Working backwards as a path to course design
Submitted by Jeff Henriques on Tue, 03/17/2009 - 09:50Tags:
As a number of noted educators have suggested, the process of designing a new course can be made more manageable if you have a clear sense at the start of the process what you are hoping students will take away from their learning experience. That sounds good, but how do you figure out what are your end goals?
The Teaching Goals Inventory (TGI) is a self-assessment tool to help you become more aware of what goals you want to accomplish in individual courses, land can provide a starting point for discussions of teaching and learning goals.
Creating an Exemplari Syllabi
Submitted by Jeff Henriques on Fri, 03/13/2009 - 14:09Tags:
At it's most basic level, a syllabus provides students with information about the dates for readings, assignments, and exams. However, a syllabus can be used to communicate so much more information to your students and can help set the tone for the entire semester.
The Society for Teaching Psychology offers the following suggestions on how to create an exemplary syllabi.
Jeanne M. Slattery (Clarion University)
Janet F. Carlson (Texas A & M University at Galveston)
Exemplary syllabi:
Value of Peer Interaction
Submitted by Lillian Tong on Tue, 03/03/2009 - 13:25Tags:
I just returned from the "reunion" meeting of the National Academies Summer Institute on Undergraduate Education in Biology* where we heard the adventures of 2008 participants when they applied active learning in their large lecture courses. A majority used clickers, which was impressive because they only had a few months to organize it, and most had very positive results. Some people included the activities they developed in their Summer Institute groups (strip sequences, for example, where groups of students ordered strips of paper with steps in a process), or case studies, or large g
The “Backward Design” Process
Submitted by Erica Halverson on Sun, 02/01/2009 - 15:22Tags:
This is from a presentation at the 2005 Teaching Academy Summer Institute by Mitchell Nathan & Erica Halverson
Adapted from Understanding by design and Understanding by design: Professional development workbook (Wiggins & McTighe, 1998, 2004).
We chose this framework for presenting course redesign because it embodies the principles of what we know about how people learn.
Why is this called “backward design”? As novice designers, our instinct is often to start with a great learning activity that we know that really highlights a specific topic or skill.
