Assessment of course quality, student learning, and professor effectiveness has become paramount in many of today’s universities and colleges. We seem always to strive for a better way to assess our ...

In my last post about the inverted/flipped calculus class, I stressed the importance of Guided Practice as a way of structuring students’ pre-class activities and as a means of teaching self-regulated ...

Have you or your program conducted and completed the analysis steps? Then, you are ready to begin the Backwards Design process for creating your course and developing learning goals, objectives, and ...

After the Program Outcomes have been established, the next step and in many ways, the first step in the actual assessment cycle is to identify the learning outcomes that should occur for each course.

One of the most robust backward design models developed for higher education is L. Dee Fink’s integrated course design. Fink outlines a streamlined process for designing academic courses, divided into ...

This guide has been created to support WMU instructors in the design and development of courses for all modalities, helping them to create learning experiences that meet instructional goals and ...

Integrating course design and assessment planning ensures cohesive teaching practices and enhances student learning outcomes. An integrated approach considers the interconnectedness of situational ...

Summative assessments are implemented at the end of a unit, course, or instructional period to evaluate how well students have achieved the learning objectives, such as knowledge, skills, and ...

Anticipate a wide range of technical skills your students will need to participate fully in the course Create or curate existing instructional materials to help them learn how to use the tools (use ...

As faculty plan for experiential learning in a course, there is much to consider since this approach is quite different from what is involved in preparing traditional academic lectures. Experiential ...