Efnisyfirlit

• Front Matter
  • Preface The Present State of Higher Education: Some Perspectives
    • Why Institutions Are So Hard to Change
    • Designing and Assessing Courses and Curricula
    • Purpose of the Book
    • Purposes and Audiences
    • Overview of the Book
      • Part 1: A Frame of Reference
      • Part 2: The Process
      • Part 3: Designing, Implementing, and Assessing the Learning Experience
      • Part 4: Your Next Steps
    • Some Important Suggestions
  • Dedication
  • Acknowledgments
  • About the Authors
• Part One A Frame of Reference
  • Chapter 1 A Learning-Centered Approach to Course and Curriculum Design
    • The Curriculum Is Not Always Equal to or More Than the Sum of Its Parts
    • The Challenges of Curriculum and Course Design
      • Figure 1.1. From Goals to Outcomes to Assessment
    • An Important Relationship
    • Getting Assistance
    • Course Design and the Delivery of Instruction
    • Accountability
    • Institutionwide Initiatives
    • A Brief Introduction to the Model
      • Benefits of This Approach:
      • Figure 1.2. Basic Design Sequence
      • Figure 1.3. Assessment Sequence
    • The Question of Time
    • Additional Resources
  • Chapter 2 The Expanding Role of Faculty in Accreditation and Accountability
    • The Questions Accreditors Ask
    • Timing
    • The Structure of Accreditation
    • Summary
    • Resources
  • Chapter 3 Staying Informed
    • Free and Highly Recommended: General
    • Free and Recommended: Specific Subjects
      • Assessment
      • Teaching and Learning
      • Technology
    • Items to Have on Your Bookshelf
    • Publisher Mailing Lists
    • Academic Support Centers
  • Chapter 4 Scholarship and Faculty Rewards
    • Some Background
    • Recognizing Course and Curriculum Design as Scholarly Work
      • What Makes It Scholarship?
      • Important
    • Resources
  • Chapter 5 An Introduction to the Model and Its Benefits
    • A Note About Community Colleges
    • Need for an Effective Approach
    • Applying Systems Theory to Instructional Design
      • Figure 5.1. Process for the Development of Educational Programs
      • Figure 5.2. Work Flow by Time
    • Characteristics of the Model
      • Thinking in the Ideal
      • Use of Data
      • Team Approach
        • Faculty
        • Facilitators
        • Evaluators
        • Support Staff
      • Political Sensitivity
    • A Key to Success: Start at the Beginning and Explore the Resources You Have Available
    • Summary
    • Additional Resources
  • Chapter 6 Diagramming
    • Figure 6.1. Preliminary Diagram: International Relations
    • Figure 6.2. Unit Outline for Module 5: International Interactions
    • Some Specific Suggestions
      • Figure 6.3.
      • Figure 6.4.
      • Figure 6.5.
      • Figure 6.6.
      • Figure 6.7.
      • Figure 6.8.
    • A Short Exercise in Diagramming
• Part Two The Process
  • Chapter 7 Making the Decision to Go Ahead
    • Figure 7.1. The Model
    • Why Projects Begin
    • Questions to Consider
    • Establishing Academic Priorities: Collecting the Information Needed
      • Students
      • The Job Market
      • Other Faculty
      • Administrators
    • Deciding to Begin Curriculum Projects
      • Exhibit 7.1. Establishing the Need for Curriculum Design Projects
      • Exhibit 7.2. Indicators of Potential Success for Curriculum Design Projects
    • Deciding to Begin Course Projects
      • Designing New Courses
      • Redesigning Existing Courses
        • Exhibit 7.3. Establishing the Need for Course Design Projects
        • Exhibit 7.4. Indicators of Potential Success for Course Design Projects
    • Summary
  • Chapter 8 Getting Started
    • Figure 8.1. The Model
    • Who Should Be Involved
      • Students
      • Evaluation Specialist
      • The Registrar
    • Pre-Project Meetings
    • Goals of First Formal Meeting
    • Developing an Instructional Philosophy
    • Case Study: Getting the Right People Involved in Designing an Orientation Program for Teaching Assistants
    • Summary
  • Chapter 9 Linking Goals, Courses, and Curricula
    • Goals of a Curriculum
      • Figure 9.1. The Underpinnings of a Curriculum
    • Developing a Cohesive Curriculum
      • Figure 9.2. The Underpinnings of a Curriculum: A Checklist
    • The Basic Core Competencies
      • The Core Competencies
    • Developing Your Own List of Core Competencies
      • Exhibit 9.1. The Essential Learning Outcomes
      • Exhibit 9.2. The Principles of Excellence
    • Resources
    • Case Studies
    • Summary
    • Additional Resources
  • Chapter 10 Gathering and Analyzing Essential Data
    • Figure 10.1. From Goals to Outcomes to Assessment
    • Student Characteristics
      • Entry-Level Knowledge of Subject
      • Attitudes
      • Priorities and Expectations
      • Long-Range Goals
      • Older Students
      • Gathering the Information
      • Data from Outside Academe
        • Exhibit 10.1. Desirable Student Outcomes: Different Roles, Different Perspectives
        • Table 10.1. News Directors' Ratings of Various Skills for On-Air Television People
    • Educational Priorities of the Institution
    • Field of Knowledge
    • Research
      • Content of the Discipline
      • Future Directions of the Discipline
      • Pedagogy
    • Time and Space
    • Summary
  • Chapter 11 Thinking in the Ideal
    • Figure 11.1. The Model
    • Focusing on Structure and Sequence
      • Important
        • Figure 11.2. Draft 1: Communications Design, First Semester
        • Figure 11.3. Draft 3: Communications Design, First Semester
    • Blended Curricula and Blended Course
    • Using the Research on Teaching and Learning
      • Research Findings on Good Teaching Practice
        • Quality begins with an organizational culture that values:
        • A quality undergraduate curriculum requires:
        • Quality undergraduate instruction builds in:
      • Research Findings on Curriculum Design
        • Exhibit 11.1. Research Findings on Helping Students Meet High Expectations
    • Dealing with a Lack of Prerequisite Skills
    • Case Study: Freshman English
      • Content
      • Structure and Time
      • Standardization Between Sections
      • Evaluation and Placement
        • Figure 11.4. Instructional Sequence for Freshman English
      • Remediation
      • Other Applications of This Approach
    • Case Study: The Orientation Program for New Teaching Assistants
    • Some Suggestions
    • Additional Case Studies
      • Dealing with Prerequisite Problems
      • Designing the Ideal Course or Curriculum: Collecting and Using Data
    • Summary
  • Chapter 12 Adjusting from the Ideal to the Possible
    • Figure 12.1. The Model
    • An Important Frame of Reference
      • Increasing Specificity
    • The Steps That Follow
      • Curriculum Projects
        • Figure 12.2. Development Process
      • Course Projects
    • Curriculum Projects: Factors to Consider
      • Case Study: Retailing Major
        • Figure 12.3. Ideal Curriculum for Retailing Major
        • Figure 12.4. Operational Curriculum for Retailing Major
    • Course Projects: Factors to Consider
      • Goals
      • Time
      • Resources
        • Human Resources
        • Computers and Other Technical Resources
          • Exhibit 12.1. Team Teaching: Advantages and Disadvantages
        • Community Resources
        • Instructional Materials
      • Space
      • Funding
      • Students
      • Instructional Options
      • Grading and Scheduling Options
      • Case Study: Introductory Philosophy Course
        • Figure 12.5. Ideal Design for Introductory Philosophy Course
        • Figure 12.6. Operational Design for Introductory Philosophy Course
    • Summary
  • Chapter 13 Clarifying Instructional Goals and Learning Outcomes
    • Figure 13.1. Production, Implementation, and Evaluation for Each Course
    • The Relationship Between Goals, Outcomes, and Assessment
      • Figure 13.2.
      • From Goals to Outcomes: Your First Step
      • A Case Study: Critical Thinking
    • The Importance of Stating Outcomes
    • Misconceptions About Outcomes: A Brief History
    • From Broad Statements to Specifics
    • Writing Outcomes
    • Categorizing Outcomes
    • Process Outcomes
    • An Almost Painless Way to Specify Outcomes
    • Specifying Grading Criteria and a Word About Grade Inflation
    • Representative Samples of Outcome Statements
    • Limitations of Outcome Statements
    • Additional References
    • Phase II
    • Summary
  • Chapter 14 Designing and Implementing Your Assessment Plan: Overview and Assessing a Curriculum
    • The Structure of This Chapter and the Next
    • A Basic Reference
    • Evaluation Assistance
      • Using Before-and-After Comparisons
      • Unanticipated Assessment Results
    • Different Audiences: Different Reports
    • Using Assessment Instruments Developed Elsewhere
      • Exhibit 14.1. Selecting Assessment Instruments
    • Developing a Plan for Assessing a Curriculum
      • A Red Flag
      • Timing
        • Figure 14.1. The Data Collection Sequence—Undergraduate Curriculum
      • A Curriculum: The Sum of Its Parts
      • Your First Steps
    • Resources
  • Chapter 15 Designing and Implementing Your Assessment Plan: Assessing a Course
    • Figure 15.1. Production, Implementation, and Evaluation for Each Course
    • Collecting Useful Information
      • Exhibit 15.1. Research Findings on Testing and Grading
    • Assessing Group Work
      • Exhibit 15.2. Group Assessment Form
    • Simulations
    • Pilot Testing New Materials and Instructional Techniques
      • Exhibit 15.3. MINI-QUEST Questionnaire for Student Evaluation of a Unit. (For new instructional material, change “unit” to “material”)
    • Where to Start
    • Keeping Students Informed: An Important Lesson
    • A Final Word on Assessment
    • Resources
• Part Three Designing, Implementing, and Assessing the Learning Experience
  • Chapter 16 Designing the Learning Experience: The Research on Teaching and Learning
    • Figure 16.1. Production, Implementation, and Evaluation for Each Course
    • The Changing Role of Faculty in the Learning Process
      • Think Research: Think Scholarship
      • The Research on Teaching and Learning
      • Research Findings on the Lecture
      • Research Findings on Instructional Methods and Learning
        • Seven Principles for Good Practice in Undergraduate Education: Representative Items
    • Summary
    • Resources
  • Chapter 17 Designing the Learning Experience: Your Instructional Options
    • Figure 17.1.
    • Building the Assessment Process into Your Design
    • A Note of Caution
    • The Impact of Technology
    • Beyond Outcomes: Student Engagement
    • Factors to Consider
      • Distance Learning
      • Logistical Factors
        • Some logistical options to consider as you move ahead
      • Instructional Setting
      • Process Options
    • Other Linkages and Structures
      • Learning Communities
      • Community Service or Service Learning
      • Cooperative Education
      • Internships
      • Simulations and Games
    • A Reminder About Core Competencies
    • Your Next Steps
      • Figure 17.2. Production, Implementation, and Evaluation for Each Course
    • Funds for Instructional Innovation
    • A Final Note on Selecting Your Design Options
    • Additional Resources
      • General
      • Active Learning
      • Collaborating with Other Institutions
      • Problem-Based Learning
      • Portfolio-Based Teaching
      • Research as a Teaching Tool
      • Service Learning: Involving the Community
      • Simulations
      • Team-Based Learning
      • Testing as a Teaching Tool
  • Chapter 18 Using Technology to Support Learning
    • Benefits of Using Technology
    • Misuses of Technology
      • Reducing Costs by Replacing Faculty
      • Changing Delivery but Not Content
    • Appropriate Uses of Technology
      • Taking Advantage of the Options
      • Technology to Supplement Instruction
      • Improving the Quality of the Learning Experience
    • Guidelines for Using Technology Effectively
      • Principle 1: Good Practice Encourages Student-Instructor Interaction
      • Principle 2: Good Practice Encourages Cooperation Among Students
      • Principle 3: Good Practice Encourages Active Learning
      • Principle 4: Good Practice Gives Prompt Feedback
      • Principle 5: Good Practice Emphasizes Time on Task
      • Principle 6: Good Practice Communicates High Expectations
      • Principle 7: Good Practice Respects Diverse Talents and Ways of Learning
    • How to Go Wrong (or, What Not to Do)
    • Conclusion
    • Additional Resources
      • Web Sites
      • Books
  • Chapter 19 Distance Learning
    • The Growth in Distance Education
    • Benefits of Distance Learning
      • The Challenges
      • Access to Resources and Services
    • Categories of Distance Learning
      • Blended Learning
    • Some Recommendations
      • Focus on Your Student
      • Synchronous Versus Asynchronous
      • Establish Deadlines Involved
    • Course Management Systems
      • The Crucial Role of the Course Syllabus
    • Your Role in Online Courses
      • Is Distance Learning Right for You?
    • Conclusion
    • Resources
      • Web Sites
      • Books
  • Chapter 20 Meeting the Needs of Adult Learners
    • A National Perspective for Adult Learning
    • Priorities of Adult Learners: Implications of Self-Determination Theory
    • How Adults Learn: Implications of the Research
      • What Should I Do If I Have a Mix of Adult and Traditional Students in My Course or Program?
    • Institutional Strategies for Meeting the Educational Needs of Adult Learners
    • Additional Resources
  • Chapter 21 Addressing Diversity
    • Dimensions of Diversity and Its Values in Postsecondary Education
    • Major Recent Events and Their Implications for Diversity in Postsecondary Education
      • September 11, 2001, and Its Aftermath
      • University of Michigan Affirmative Action Cases
      • Claims of Liberal Bias Among Faculty
      • Student Success Initiatives
      • Diversity and Community Study
    • The Diverse Classroom
      • Making All Students Feel Welcome
      • Treating Students as Individuals
      • Creating an Environment in Which All Students Feel They Can Participate Fully
      • Treating Students Fairly
    • A Closing Note
    • Additional Resources
  • Chapter 22 Developing a Learning-Centered Syllabus
    • Why Use a Learning-Centered Syllabus?
      • Content and Style
      • Some Specific Suggestions
      • A Matter of Style and Tone
      • Obtaining Permission to Reproduce Copyrighted Material
      • Putting Your Syllabus Online
    • Royalties and Copyright
    • Summary
    • Resource
• Part Four Your Next Steps
  • Chapter 23 Using Your Data: Curriculum and Course Revision
    • Figure 23.1.
    • Learning from Others
    • Case Studies in Course and Curriculum Revision
      • The Evolution of an Introductory Psychology Course: A Case Study
      • Revising an Existing Course: Music for the Non-Major
        • Figure 23.2. Fall Field-Test Version of Introductory Module for Music in the Western World
        • Figure 23.3. Spring Revision of Introductory Module for Music in the Western World
    • A Final Word on Course and Curriculum Revision
  • Chapter 24 Learning from Experience
    • A Respected, Honored Activity
    • A Quality Educational Experience: Impossible Without a Quality Curriculum
    • Learning from Experience: The Basic Principles of Change
      • Exhibit 24.1. Designing a College Curriculum
    • Summary
• Resources
  • Resource A Achieving Educational Objectives: Teaching and Learning
    • Criteria for Review
  • Resource B Student Learning, Assessment, and Accreditation
    • Fundamental Questions for Conversations on Student Learning
    • Evaluating the Student Learning Organization's Efforts to Assess and Improve
  • Resource C The Proposal Templates
    • All sections are identified below:
    • Section 13 (Selected Portions)
      • Institution/Proposed Program—Grading Policies and Measuring Student Success
        • (Overview of institution /department /program goals and objectives for measuring student success.)
        • (Grading/Evaluation Policies. Insert requested information below.)
        • Student/Learner Assessment and Evaluation Processes for Measuring Student/Learner Success for Matriculated Students/Learners:
  • Resource D Criteria for Accrediting Engineering Programs: Effective for Evaluations During the 2007–2008 Accreditation Cycle
    • General Criteria for Baccalaureate Level Programs
      • Criterion 1: Students
      • Criterion 2: Program Educational Objectives
      • Criterion 3: Program Outcomes and Assessment
      • Criterion 4: Professional Component
  • Resource E Providing Institutional Support
    • Exhibit E.1. Academy Features and Benefits for Institutions
    • Outcomes of the Academy
  • Resource F An Exercise in Diagramming a Course
    • Course Description
      • Figure F.1. One Possible Flow Diagram: Exploratory Science 118
  • Resource G Questions for Evaluating a College Course
  • Resource H Curriculum-Related Issues Raised by The Engineer of 2020: Visions of Engineering in the New Century
  • Resource I Multicultural Competencies for Counselors
    • Required Competencies:
    • Guidelines for Measuring Assessment:
    • Guidelines to Measure Skill Development:
    • Guidelines to Measure Awareness:
  • Resource J Ethics
    • 2006 Recommendations
  • Resource K Mathematics, Prerequisites, and Student Success in Introductory Courses
    • Introduction
      • Phase 1: Mathematics Prerequisite Identification
        • It was our basic assumption that:
        • Table K.1. Prerequisite Mathematics Skills Identified by Course
  • Resource L Examples of Outcome Statements
    • Goal 1: Critical Thinking
      • Objectives
    • Goal 2: Ethics
      • Objectives
    • A Discipline-Specific Example: Ecology
  • Resource M One Approach to Categorizing Your Learning Outcomes
    • Taxonomies of Educational Objectives
      • Cognitive Objectives
      • Affective Objectives
  • Resource N Decision-Making and Problem-Solving Skills of a Critical Thinker
  • Resource O Curriculum Review: The Questions to Ask
    • Be Clear About Purpose and Desired Results: Mission Statements, Goals, and Objectives
    • Monitor Program Quality: Know and Improve Actual Results
    • The Education Process: Producing Learning
    • Other Important Considerations
  • Resource P Writing Goals Inventory
  • Resource Q Diversity in the Classroom: Inclusive Teaching and Learning in a Multicultural Environment
    • Outline of Seminar
  • Resource R Copyright: Handling Permissions and Releases
    • Background on Copyright Law and Fair Use
    • Public Domain
    • Fair Use
    • What Requires Copyright Permission
  • Resource S Teaching Goals Inventory: Self-Scorable Version
• Case Studies
  • Case Study 1 Developing an Institutional Assessment Culture: Truman State University
    • Three Phases of Assessment
      • 1. Value Added
      • 2. Performance Measures
      • 3. Reflection and Refinement
    • Leadership, Involvement, and Change
      • Administrative Leadership
      • A Community Effort
      • Staged Implementation
      • Making Good Things Visible
      • Important Lessons
      • Sustaining the System
      • Everyone's Input: Everyone's Responsibility
    • Resources
  • Case Study 2 Developing a Statement of Learning Outcomes: Alverno College
  • Case Study 3 Developing Learning Outcomes: Southeast Missouri State University
    • Objective 1: Demonstrate the ability to locate and gather information
    • Objective 2: Demonstrate capabilities for critical thinking, reasoning, and analyzing
    • Objective 3: Demonstrate effective communication skills
    • Objective 4: Demonstrate an understanding of human experiences and the ability to relate them to the present
    • Objective 5: Demonstrate an understanding of various cultures and their interrelationships
    • Objective 6: Demonstrate the ability to integrate the breadth and diversity of knowledge and experience
    • Objective 7: Demonstrate the ability to make informed, intelligent value decisions
    • Objective 8: Demonstrate the ability to make informed, sensitive aesthetic responses
    • Objective 9: Demonstrate the ability to function responsibly in one's natural, social, and political environment
  • Case Study 4 Imagining Missouri's Future: Missouri State University
    • Academic Philosophy
      • Public Affairs
    • International Programs
    • The Community and Social Issues Institute
  • Case Study 5 The Flexible Credit and Continuous Registration System: Meeting the Needs for New Instructional Formats
    • A Case Study
    • The Need for Flexibility in Time and Structure
    • What Such a System Allows
      • Flexible Credit
      • Continuous Registration
    • Administrative Issues
    • Learning Outcomes, Accountability, and Retention
  • Case Study 6 Addressing Math Deficiencies and Collecting Student Data: Introductory Economics
    • Beginning Sequence for Introductory Economics Courses
      • Figure CS6.1. Beginning Sequence for Introductory Economics Course
      • The Course Syllabus
        • Graph Skills for Introductory Economics
          • Introduction
          • Instructions
    • Collecting Student Data to Improve Teaching
      • Exhibit CS6.1. Selected Portion of Questionnaire Regarding Small-Group Discussion Leaders
      • Exhibit CS6.2. Selected Portion of Report to Individual Discussion Leaders
  • Case Study 7 Expanding the Course Time Frame to Compensate for a Lack of Prerequisites: General Chemistry
  • Case Study 8 Expanding the Course Time Frame to Compensate for a Lack of Prerequisites: Introductory Calculus
    • Figure CS8.1. Self-Paced Calculus (MAT 295, 296, 397, 398) Course Sequence
    • Figure CS8.2. Correlation Between Mathematics Preparation and Performance in Introductory Calculus
  • Case Study 9 Dealing with Prerequisites at the Graduate Level: A Course in Cost-Effectiveness
    • Figure CS9.1. Course Description for Second Part of Cost-Effectiveness in Instruction and Training
  • Case Study 10 Using Data from Students: Introductory Course in Religion
    • Exhibit CS10.1. Survey of Student Interest in Various Topics in Religion
    • Exhibit CS10.2. Ratings for Levels of Interest in Possible Religion Course Topics
    • Exhibit CS10.3. Structure of Introductory Course in Religion
  • Case Study 11 Designing an Ideal Curriculum: Music/Music Industry
    • Figure CS11.1. Structure of Bachelor's Degree Program in Music/Music Industry
  • Case Study 12 Designing an Ideal Curriculum: Surveying Alumni: Master's Program in Management
    • Figure CS12.1. Part of Draft 6: Proposed Master's Degree in Business Administration Program in Management
    • Figure CS12.2. Part of Draft 14: Proposed Master's Degree in Business Administration Program in Management
    • Figure CS12.3. Part of Draft 14: Proposed Master's Degree in Business Administration Program in Management (continued)
  • Case Study 13 Ensuring the Acquisition of Basic Core Competencies in an Introductory Course: Introduction to Business and Management
    • Figure CS13.1. Structure of Introductory School of Management Course
  • Case Study 14 Distance Learning: The Lessons Learned
    • Background
    • The Course
    • Course Design and Planning
      • Figure CS14.1.
    • Formative Evaluation and Course Modification
      • A Focus on Course Revision
    • Lessons Learned
    • Recommendations
    • Conclusion
  • Case Study 15 Revising an Existing Course: Music for the Non-Major
    • Figure CS15.1 Fall Field-Test Version of Introductory Module for Music in the Western World
    • Figure CS15.2 Spring Revision of Introductory Module for Music in the Western World
• Back Matter
  • References
  • Index

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