Title: Designing Your Course: Instructional Design, Course Planning, and Developing the Syllabus Danielle Mihram, Ph.D. Distinguished Faculty Fellow USC Center for Excellence in Teaching dmihram@usc.edu
1Designing Your CourseInstructional Design,
Course Planning, and Developing the Syllabus
Danielle Mihram, Ph.D. Distinguished Faculty
Fellow USC Center for Excellence in
Teachingdmihram_at_usc.edu
2Effective Course Design
- Effective course design includes the following
key elements - (a) Determining what you want your students to
learn and how you will measure what they are
learning and - (b) Selecting a set of activities, assignments,
and materials that will help you lead these
students in their learning. - At the end of this workshop, instructors should
be prepared to produce a syllabus which - Articulates specific aims and objectives for a
course in their field - Identifies the relationship between course
objectives, course content, and sequencing of
material - Demonstrates how teaching effectiveness is
related to student assessment and course
objectives - States clearly defined mutual expectations
- Is clear, coherent, and comprehensive.
3A Useful and Effective Syllabus
- Requires reflection and analysis before
instruction begins - Provides a plan that conveys the logic and
organization of the course - Includes content, process, and product goals
- Provides students with a way to assess the whole
course its rationale, activities, policies, and
scheduling - Clarifies instructional priorities
- Defines and discusses the mutual responsibilities
for the instructor and the students in
successfully meeting course goals - Allows students to achieve high degrees of
personal control over their learning - Is much more than a practical document, it has
conceptual and philosophical components - Serves as a contract for learning
4Overview
- Instructional design Course planning A
systemic approach - Planning
- Course content
- Course objectives
- The Teaching Goals Inventory
- Group work
- Learning objectives and outcomes
- Instructional strategies for student engagement
and lifelong learning - -- Issues of Assessment
- Examples of assessment tools
- Identifying and assembling resources
- Syllabus checklist
- Useful resources
5Instructional Design Course Planning A
Systemic Approach
- A systemic approach to course design and planning
includes five (5) steps) - 1. Analyzing
- The situational context of your course
- The conditions of your teaching situation
- The characteristics of the students (both student
organization and grouping) - The resources at your disposal
- 2. Planning
- The course content
- The course syllabus
- The course objectives (Formulating your course
and what your students will learn) - The student learning outcomes
6Instructional Design Course Planning A
Systemic Approach
- 3. Conducting
- Selecting appropriate and effective teaching
methods - Ongoing classroom assessment of your students
learning - 4. Assessing
- The course at mid-term
- The course at the end of term
- Reflecting on your teaching
- Course design includes the following
Instructional Commonplaces - Learner
- Teacher
- Subject matter
- Social milieu (learning context)
- Evaluation
7Analyzing
- Conditions of your teaching situation
- What official need(s) is the course to fulfill?
e.g. - Meet the needs of the labor market?
- Satisfy the requirements of a national
accreditation organism? - Update old content and respond to important
developments in a modern field? - What is the courses scope within the general
program of study? (How does your course begin?
Why does it begin and end where it does? - The requirements of subsequent courses
8Analyzing (Contd)
- The characteristics of your students
- Diverse academic profiles? (the courses they
have taken the content and pedagogical
organization of the previous courses) - The degree of homogeneity of the enrolling
students - Their professional (and personal) expectations of
the course - Do the students know each other, and have they
worked together previously? - The resources at your disposal
- Technological support IT support for web-based
teaching, for multi-media instruction, or for
distance learning? - Use of smart rooms?
- Departmental (or university) support for field
trips or out of class activities? - Honoraria for guest speakers?
9Planning
- Initial questions to ask when determining course
content - What are the core scholarly, or scientific, or
field-specific findings and assumptions? - What are the main points of arguments? What are
the key bodies of evidence? - What is the context of the course within the
larger curriculum framework?
10Planning (Contd)
- (Initial questions to ask when determining course
content) - Established course or new?
- Level of course (1st year? Upper division?
Graduate level?) - Is the course required or elective?
- Based on textbook and/or course pack?
- Requires activities outside of class?
11Overview
- Instructional design Course planning A
systemic approach - Planning
- Course content
- Course objectives
- The Teaching Goals Inventory
- Learning objectives
- Instructional strategies for student engagement
and lifelong learning - -- Issues of Assessment
- Examples of assessment tools
- Identifying and assembling resources
- Syllabus checklist
- Useful resources
12Planning Course Content
- Be clear about what is most worth knowing (What
do students need to know in order to derive
maximum benefit from this educational
experience?) - Describe the content that students will be
required to know - Discuss the content that you will make available
to support individual student inquiry or projects - Provide content that might be of interest to a
student who wants to specialize in this area - Develop a conceptual framework (theory, theme,
controversial issue) to support major ideas and
topics - Decide what topics are appropriate to what types
of student activities and assignments
13Planning Course materials
- Selecting pertinent course materials
- What do you and your students do as the course
unfolds? - About what do you lecture or discuss, or present
as case studies? What is left up to the students
more generally? - What are the key assignments or student
evaluations?
14 Developing Course Objectives
- General objectives A course objective is a
simple statement of what you expect your students
to know. - Determining the objectives is the most important
aspect of course planning (Ask yourself, What do
students need to know in order to derive maximum
benefit from this educational experience? What
educational outcomes do I want a graduate of this
course to display?). - Plan backwards from where you want students to
end in terms of their new knowledge, attitudes,
and skills. - List these as learning objectives (student
learning outcomes) by the end of the course you
will be able to. - Design the course in a logical and scaffolded
sequence of learning activities (reading
assignments, lectures, quizzes,
technology-mediated experiences, formative
assessments)
15Developing Course Objectives (Contd)
- Course Objectives are based on various learning
modes the AVK Model of Learning - Hearing (Audio), as in lectures, seminars and
discussion sections - Seeing (Visual), as in reading and observing
- Doing (Kinesthetic), as in performance, practical
and laboratory work (which may involve taste and
smell as well). - (Students learn in highly individual and complex
combinations of AVK.) - Each discipline and subject has its own AVK
requirements, but incorporating some A, V, and K
learning into your course syllabus not only makes
for a more interesting class but, pedagogically
speaking, also helps to maximize the learning
potential of each student.
16Developing Course Objectives (Contd)
- Verbs that can be used to help construct concrete
objectives for your class. - analyze appreciate classify collaborate
- compare compute contrast define
- demonstrate direct derive
designate - discuss display evaluate explain
- identify infer integrate
interpret - justify list name
organize outline - report respond solicit
state - synthesize
- (N.B. not an exhaustive list)
17Examples of Course Goals
- Discern the differences between personal writing
and writing for academic and other audiences, and
show awareness of and aptitude with voice and
style appropriate for these audiences - Understand the relationship of the visual to the
textual learn to "read" images - Integrate technology in a rich and meaningful way
into the research and writing process - Encourage students to write for a "real world"
audience beyond the classroom, if possible for
campus or local publication.
18Actual Examples of Course Goal Statements (for
you to evaluate)
- "Fin de sicle sic 1800, 1900, 2000 Three
Modern Turns in Mythic National Cultures - we will see how each era privileges certain
classes of texts, defines the individual, the
citizen, and the human in particular ways,
inscribes that individual into the public sphere
of the nation through education and other
institutions, and offers a vision of history that
legitimizes or challenges the group's identity.
We will learn as scholars how to situate central
texts of culture within precise, illuminating
historical, sociological, and narratological
contexts, in awareness of how ideological
premises become naturalized by disciplines,
theories, and the institutions adapting them to
the service of the nation, as well as by a
characteristic "order of texts" (Chartier) -- a
set of textual or artifactual "performances" that
disseminated those ideologies. - http//www.utexas.edu/courses/arens/1800/1800index
.html
19Actual Examples of Course Goal Statements (for
you to evaluate)
- Principles of Psychology
- The goal of this course is to provide a broad,
general introduction to psychology, which is the
scientific study of behavior and mental
processes. () You should emerge from the course
with an increased awareness of the broad range of
phenomena investigated by psychologists and with
a greater ability to understand and critique
psychological research. Special emphasis will be
placed on applying psychological principles to
everyday life. - http//www.southwestern.edu/giuliant/intro.html
- Fundamentals of Cognitive Neuropsychology
- In this course, we first will examine
traditionally-defined topics in cognitive
psychology (e.g., visual perception, attention,
executive function, memory, motor control,
language, consciousness), and address (a) how
available cognitive theories have shaped the
investigation of cognitive disorders in brain
damaged patients, and (b) how the resulting
neurological data has shaped (or reshaped)
cognitive theory. Although the focus of this
course will be on findings from studies of
cognitive disorders in patients with localized
brain damage, we will also seek converging
evidence from complementary techniques that allow
examination mind-brain relationships in normal
individuals, including functional neuroimaging
(e.g., PET, fMRI) and neuromonitoring (e.g.,
ERP). - http//www.columbia.edu/cu/psychology/courses/syll
abi/3480.html
20Actual Examples of Course Goal Statements (for
you to evaluate)
- Corporate Finance
- This course provides an introduction to the
modern theory and practice of corporate finance. - Marketing Management
- The goals of this course are to introduce you to
the substantive and procedural aspects of
marketing management, and to sharpen your
critical thinking skills.
- Strategy and Organization
- The primary objective of this course is to help
you learn to diagnose management situations so
that you will be able to transfer this skill to
your work experience.
21Course Objectives The Teaching Goals Inventory
(TGI)
- Includes considerations of six major components
- Higher order thinking skills
- Basic academic success skills
- Discipline-specific knowledge and skills
- Liberal arts and academic values
- Work and career preparation
- Personal development
22Course objectives The Teaching Goals Inventory
(TGI)
- Found in
- Angelo, Thomas A. K. Patricia Cross (1993).
Classroom Assessment Techniques - A Handbook for
College Teachers. San Francisco Jossey-Bass (2nd
ed.).
23Course Objectives The Teaching Goals Inventory
(TGI)
- Purposes of the TGI
- To help college teachers become more aware of
what they want to accomplish in individual
courses - To help faculty locate classroom assessment
techniques they can adapt and use to assess how
well they are achieving their teaching and
learning goals among colleagues - To provide a starting point for discussion of
teaching and learning goals among colleagues - See pp. 393-397 in
- Angelo, Thomas A. K. Patricia Cross (1993).
Classroom Assessment Techniques - A Handbook for
College Teachers. San Francisco Jossey-Bass (2nd
ed.). - Online Access to list
- http//www.siue.edu/deder/assess/cats/tchgoals.ht
ml - http//fm.iowa.uiowa.edu/fmi/xsl/tgi/data_entry.xs
l?-dbtgi_data-layLayout01-view
24Course Objectives The Teaching Goals Inventory
(TGI)
- Group work
- Teaching Goals Inventory and Self-scorable
worksheet - (Handout)
- A. Each participant
- Considers ONE course you are (or will) teach
- Responds (by circling in pencil) to each item on
the TGI in relation to that particular course - B. Participants form small groups
- Explain your responses to team members
- C. General discussion what have we learned?
25Actual Examples of Course Goal Statements (for
you to evaluate)
- PHYS345 Electricity and Electronics
- Course Objectives
- As a result of this course, I hope that you can
better - Realize the importance of electricity and
electronics in everyday life and value its
benefit to society. - Access the fundamental physics available for
dealing with engineering problems in the
electrical domain. - Apply selected physical concepts important in
designing and using electrical and electronic
circuits. - Analyze and solve realistic problems, use
mathematical techniques effectively in their
solution, and reason accurately and objectively
about the physical domain. - Translate verbal and graphical descriptions
of physical systems into appropriate mathematical
models. - Analyze and draw valid conclusions from
experimentally obtained data. - Apply spreadsheet or modeling software to
organize data, perform calculations, and display
results graphically. - Communicate technical ideas effectively, both
in writing and orally. - http//www.physics.udel.edu/watson/phys345/frame/
index_syllabus.html
26 Learning Outcomes
- What your students will learn within the content
of a body of knowledge - Each course objective should lead to an
actionable learning outcome A short statement,
formulated from the professors point of view,
beginning with a verb and providing actionable
outcomes - Introduce students to so that help student
discover and then develop the ability to
so as to transfer to give students a
theoretical and practical overview to . - See The Teaching Goals Inventory (TGI)
27Student Learning Outcomes - Specific Objectives
- Specific objectives from the students point of
view (Learning goals and outcomes) -
- What the student must be able to do or achieve
during or at the end of a learning situation or
section (in order to attain the general
objectives). -
- These objectives are linked to each of the
courses themes and general objectives - Permits you to link a given subject and student
performance - Each objective must be linked to an action or
outcome
28Student Learning Outcomes - Specific
ObjectivesAn Example
- (Course Using Technology in Science Education)
- At the end of this course, you should be able to
- 1. List and contrast current models of science
teaching and learning using technology. - 2. Critique current models of teaching and
learning using technology in relation to your
personal philosophy of science education. - 3. Analyze curricular technology models for
alignment with published standards. - 4. Identify effective assessment models for
evaluating technology. - 5. Discuss how pro-active strategies can
establish safe classroom environments where all
students are encouraged to participate and
express their views. - http//faculty.washington.edu/jrios/TEDUC20513/Ge
neral20Course20Information.html
29Actual Examples of Learning Objectives (for you
to evaluate)
- Be able to compare and contrast earnings and cash
flows as measures of performance. - Identify and use three format techniques to
increase the effectiveness of a written business
communication. - Understand the mechanics of the cash flow
statement.
- Conduct independent research and write a
publishable article for a newspaper or
professional journal. - Understand the implementation of SOX on US
businesses and the resulting changes. - Prepare and deliver a persuasive presentation
using logical and emotional arguments.
30Actual Examples of Learning Objectives (for you
to evaluate)
- Art History - Survey II
- Learning Outcomes and Performance Objectives with
their methods of measurement as used to
determine the students mastery of those
outcomes.Learning Outcomes/Performance
Objectives/Measurements - A. The student will identify vocabulary, media,
and general theories related to the history of
art from the 14th century through present day.
Evaluation written assignments, including
research papers, and written exams. - B. The student will distinguish and classify
works of art and architecture within the context
of the individual, society, time, place and
circumstance within the time frame covered in
this course. Evaluation written assignments,
including research papers, museum/gallery visits
and written exams. - C. The student will describe the material,
cultural and conceptual conditions involved in
making and using works of art and architecture.
Evaluation written assignments, including
research papers, museum/gallery visits and
written exams. - D. The student will interpret works of art and
architecture by synthesizing formal analysis with
scholarly research. Evaluation research papers,
exhibit and/or resource critique. -
- http//www.accd.edu/sac/vat/arthistory/arts1304/s
yllabus.htm
31For Access to Syllabi in all Fields
- Go to
- World Lecture Hall
- http//web.austin.utexas.edu/wlh/browse.cfm
32Overview
- Instructional design Course planning A
systemic approach - Planning
- Course content
- Course objectives
- The Teaching Goals Inventory
- Group work
- Learning objectives
- Instructional strategies for student engagement
and lifelong learning - -- Issues of Assessment
- Examples of assessment tools
- Identifying and assembling resources
- Syllabus checklist
- Useful resources
33Instructional Strategies
- The core question How to develop a challenging
and supportive course climate that builds on
students interests, exemplifies the big topics
in the field, teaches interpersonal and
collaborative skills, and develops the capacity
for lifelong learning (learning how to learn in
the field). - Decide on a mix of strategies to shape basic
skills and procedures, present information, guide
inquiry, monitor individual and group activities,
and support and challenge critical reflection - The chosen strategies must fit with the outcomes
you hope to achieve - Examples of general instructional strategies
- Training and coaching
- Lecturing and explaining
- Inquiry and discovery
- Field work and community-based work
- Experiential opportunities (such as internships)
and reflection (portfolios)
34Encouraging Active Student Involvement and
Lifelong Learning
- Are course topics related to content, or process,
or both? What embedded activities will help
students to learn the tools of the discipline or
field? - Activities and products that can involve students
in sustained intensive work, both independently
and with one a other might include - Group research projects
- Reaction papers on one of several topics
provided by the instructor or suggested by the
student(s) - Challenging the students to improve the
syllabus by adding or omitting a reading
assignment or two (with a rationale for doing so) - A learner-centered approach changes the students
role by encouraging acceptance of personal
responsibility for learning - intentional
learning (this can be difficult for students
who have been educated as passive learners).
35Considering Issues of Assessment
- (To be discussed at greater length in another
session) - Demonstrations of learning should include
multiple ways to represent knowledge and skills - Consider the role and rationale for individual
and group assessment opportunities - Provide worked examples and grading rubrics where
possible so that all learners know what
constitutes good (successful) work - Consider using both formative and summative modes
of assessment
36Examples of Assessment Tools
- Products (essays, research reports, other
projects) - Performance assessments (music, dance, dramatic
performance e.g., role play, science
experiments, demonstrations, debates.) - Process-focused assessment (journals, learning
logs, reflective statements, oral presentations) - Assessment of recall and application at the
highest cognitive level (Blooms et al.
taxonomies) - Examine the CET website for more helpful
information on assessment - http//www.usc.edu/programs/cet/resources
/assessment/
37Overview
- Instructional design Course planning A
systemic approach - Planning
- Course content
- Course objectives
- The Teaching Goals Inventory
- Group work
- Learning objectives
- Instructional strategies for student engagement
and lifelong learning - -- Issues of Assessment
- Examples of assessment tools
- Identifying and assembling resources
- Syllabus checklist
- Useful resources
38 Identifying and Assembling Resources
- Consider ways to include the full range of
knowledge nodes (some of which may include
alternative and conflicting perspectives). These
would include - Lectures, panel presentations, case studies,
demonstrations, facilitation, discussion, online
discussion boards - books and readings, films, multimedia, maps,
libraries, museums, theaters, studios, labs,
databases, Internet sites, . - Involve outside individuals, communities, or
officials for guest lectures and service learning
opportunities where appropriate (For example
USCs Joint Educational project JEP.) - Assign projects that will tap into students
personal interpretations by challenging them to
search for further information or new, even
contradictory, points of view.
39Overview
- Instructional design Course planning A
systemic approach - Planning
- Course content
- Course objectives
- The Teaching Goals Inventory
- Group work
- Learning objectives
- Instructional strategies for student engagement
and lifelong learning - -- Issues of Assessment
- Examples of assessment tools
- Identifying and assembling resources
- Syllabus checklist
- Useful resources
40Syllabus ChecklistExpanded from Grunert, J.
(2007). The Course Syllabus
- Course Identifiers
- Instructor Contact Information
- Purpose of Course
- Course Goal and Learning Objectives
- Course requirements, Prerequisites, Co-requisites
- Required, Recommended Materials
- Assignments and Exam Due Dates
- Evaluation specifics
- Grading criteria
- Policies, Expectations
- Missed exams, quizzes
- Attendance
- Other, as required
- Detailed Schedule
- Reading list with reference
41Useful Resources on Course Design and Syllabus
Creation
- Grunert, Judith (2007) The Course Syllabus A
Learning-Centered Approach. San Francisco
Jossey-Bass.
- Prégent, Richard (2000). Charting Your Course
How to Prepare to Teach More Effectively.
Madison, Wisconsin Atwood (English ed.).
42Useful Resources on Course Design and Syllabus
Creation
- Angelo, Thomas A. and K. Patricia Cross (1993).
Classroom Assessment Techniques A Handbook for
College Teachers. San Francisco, CA Jossey-Bass
(2nd ed.).
- Richlin, Laurie (2006). Blueprint for Learning
Constructing College Courses to Facilitate,
Assess, and Document Learning. Sterling, VA
Stylus.
43Useful Resources on Course Design and Syllabus
Creation
- Teaching and Learning Resources on the website of
the USC Center for Excellence in Teaching - http//www.usc.edu/programs/cet/resources/
- Syllabus and Course Design
- http//www.usc.edu/programs/cet/resources/creating
_syllabi/ - USC Office of Curriculum - Sample Syllabus
Template - http//www.usc.edu/dept/ARR/curriculum/handbook.ht
ml
44Review
- Instructional design Course planning A
systemic approach - Planning
- Course content
- Course objectives
- The Teaching Goals Inventory
- Group work
- Learning objectives
- Instructional strategies for student engagement
and lifelong learning - -- Issues of Assessment
- Examples of assessment tools
- Identifying and assembling resources
- Syllabus checklist
- Useful resources