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• Contents
• 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
• Some Important Suggestions
• 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
• An Important Relationship
• Getting Assistance
• Course Design and the Delivery of Instruction
• Accountability
• Institutionwide Initiatives
• A Brief Introduction to the Model
• 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
• 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
• 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
• Characteristics of the Model
• A Key to Success: Start at the Beginning and Explore the Resources You Have Available
• Summary
• Additional Resources
• Chapter 6: Diagramming
• Some Specific Suggestions
• A Short Exercise in Diagramming
• Part Two: The Process
• Chapter 7: Making the Decision to Go Ahead
• Why Projects Begin
• Questions to Consider
• Establishing Academic Priorities: Collecting the Information Needed
• Deciding to Begin Curriculum Projects
• Deciding to Begin Course Projects
• Summary
• Chapter 8: Getting Started
• Who Should Be Involved
• 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 Assis
• Summary
• Chapter 9: Linking Goals, Courses, and Curricula
• Goals of a Curriculum
• Developing a Cohesive Curriculum
• The Basic Core Competencies
• Developing Your Own List of Core Competencies
• Resources
• Case Studies
• Summary
• Additional Resources
• Chapter 10: Gathering and Analyzing Essential Data
• Student Characteristics
• Educational Priorities of the Institution
• Field of Knowledge
• Research
• Time and Space
• Summary
• Chapter 11: Thinking in the Ideal
• Focusing on Structure and Sequence
• Blended Curricula and Blended Course
• Using the Research on Teaching and Learning
• Dealing with a Lack of Prerequisite Skills
• Case Study: Freshman English
• Case Study: The Orientation Program for New Teaching Assistants
• Some Suggestions
• Additional Case Studies
• Summary
• Chapter 12: Adjusting from the Ideal to the Possible
• An Important Frame of Reference
• The Steps That Follow
• Curriculum Projects: Factors to Consider
• Course Projects: Factors to Consider
• Summary
• Chapter 13: Clarifying Instructional Goals and Learning Outcomes
• The Relationship Between Goals, Outcomes, and Assessment
• The Importance of Stating Outcomes
• Misconceptions About Outcomes: A Brief History
• From Broad Statements to Specifi cs
• 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
• The Structure of This Chapter and the Next
• A Basic Reference
• Evaluation Assistance
• Different Audiences: Different Reports
• Using Assessment Instruments Developed Elsewhere
• Developing a Plan for Assessing a Curriculum
• Resources
• Chapter 15: Designing and Implementing Your Assessment Plan
• Collecting Useful Information
• Assessing Group Work
• Simulations
• Pilot Testing New Materials and Instructional Techniques
• 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 Changing Role of Faculty in the Learning Process
• Summary
• Resources
• Chapter 17: Designing the Learning Experience
• Building the Assessment Process into Your Design
• A Note of Caution
• The Impact of Technology
• Beyond Outcomes: Student Engagement
• Factors to Consider
• Other Linkages and Structures
• A Reminder About Core Competencies
• Your Next Steps
• Funds for Instructional Innovation
• A Final Note on Selecting Your Design Options
• Additional Resources
• Chapter 18: Using Technology to Support Learning
• Benefits of Using Technology
• Misuses of Technology
• Appropriate Uses of Technology
• Guidelines for Using Technology Effectively
• How to Go Wrong (or, What Not to Do)
• Conclusion
• Additional Resources
• Chapter 19: Distance Learning
• The Growth in Distance Education
• Benefits of Distance Learning
• Categories of Distance Learning
• Some Recommendations
• Course Management Systems
• Your Role in Online Courses
• Conclusion
• Resources
• 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
• 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
• The Diverse Classroom
• A Closing Note
• Additional Resources
• Chapter 22: Developing a Learning-Centered Syllabus
• Why Use a Learning-Centered Syllabus?
• Royalties and Copyright
• Summary
• Resource
• Part Four: Your Next Steps
• Chapter 23: Using Your Data: Curriculum and Course Revision
• Learning from Others
• Case Studies in Course and Curriculum Revision
• 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
• 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
• Section 13 (Selected Portions)
• Resource D: Criteria for Accrediting Engineering Programs
• 1. General Criteria for Baccalaureate Level Programs
• Resource E: Providing Institutional Support
• Resource F: An Exercise in Diagramming a Course
• Course Description
• Resource G: Questions for Evaluating a College Course
• Resource H: Curriculum-Related Issues Raised by The Engineer of 2020: Visions of Engineering in the
• Resource I: Multicultural Competencies for Counselors
• Resource J: Ethics
• 2006 Recommendations
• Resource K: Mathematics, Prerequisites, and Student Success in Introductory Courses
• Introduction
• Resource L: Examples of Outcome Statements
• Goal 1: Critical Thinking
• Goal 2: Ethics
• A Discipline-Specific Example: Ecology
• Resource M: One Approach to Categorizing Your Learning Outcomes
• Taxonomies of Educational Objectives
• Resource N: Decision-Making and Problem-Solving Skills of a Critical Thinker
• Resource O: Curriculum Review: The Questions to Ask
• Resource P: Writing Goals Inventory
• Resource Q: Diversity in the Classroom: Inclusive Teaching and Learning in a Multicultural Environme
• 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
• Three Phases of Assessment
• Leadership, Involvement, and Change
• Resources
• Case Study 2: Developing a Statement of Learning Outcomes
• Case Study 3: Developing Learning Outcomes
• Case Study 4: Imagining Missouri’s Future
• Academic Philosophy
• International Programs
• The Community and Social Issues Institute
• Case Study 5: The Flexible Credit and Continuous Registration System
• A Case Study
• The Need for Flexibility in Time and Structure
• What Such a System Allows
• Administrative Issues
• Learning Outcomes, Accountability, and Retention
• Case Study 6: Addressing Math Deficiencies and Collecting Student Data
• Beginning Sequence for Introductory Economics Courses
• Collecting Student Data to Improve Teaching
• Case Study 7: Expanding the Course Time Frame to Compensate for a Lack of Prerequisites
• Case Study 8: Expanding the Course Time Frame to Compensate for a Lack of Prerequisites
• Case Study 9: Dealing with Prerequisites at the Graduate Level
• Case Study 10: Using Data from Students
• Case Study 11: Designing an Ideal Curriculum
• Case Study 12: Designing an Ideal Curriculum: Surveying Alumni
• Case Study 13: Ensuring the Acquisition of Basic Core Competencies in an Introductory Course
• Case Study 14: Distance Learning: The Lessons Learned
• Background
• The Course
• Course Design and Planning
• Formative Evaluation and Course Modification
• Lessons Learned
• Recommendations
• Conclusion
• Case Study 15: Revising an Existing Course
• References
• Index