2020 Course ReDesign Institute
The 2020 Course (Re)Design Institute which was to be held face-to-face May 12th-15th has been postponed due to COVID-19.
During the Course ReDesign Institute, faculty will have the opportunity to work with a community of instructional faculty and staff to improve your course, student engagement, and student learning. The Course (Re)Design Institute will be offered as a blended learning experience, with online learning taking place in the AsULearn environment and face-to-face meetings, as well as additional consults as needed.
The Center for Academic Excellence (CAE) invites current teaching faculty and staff to apply to participate in a Course (Re)Design Institute (CRDI). The CRDI is designed to expand participants’ knowledge and skill in designing quality courses.
During the Institute, participants will have the opportunity to:
- Learn how to apply research-based teaching and learning principles to course design;
- Design or redesign a course built on learner-centered design principles;
- Network and collaborate with your peers across campus.
Faculty who are (re)designing a multi-section course or set of courses and would like to work as a team should apply individually but should indicate other team members on the application form in the designated section.
If you have questions, please contact Crystal Weisner at email@example.com or ext. 828-262-3040.
During the Course (Re)Design Institute, participants will design or substantially redesign courses so that they promote significant long-term learning. Participants will explore learner-centered design principles in a large group setting and then work on individual designs independently or in small, discipline- or pedagogy-focused learning teams. Participants are also invited to consult one-on-one with CAE faculty as needed throughout the week. In addition, other campus leaders will be invited to participate in the institute based on course design goals specified by participants in their initial applications.
The design principles on which the Institute rest are grounded in the literature on course and syllabus design, educative assessment, active learning, Universal Design for Learning, and student motivation. Three constructs are given priority in the CRDI:
- The taxonomy of significant learning
- The process of backward course design
- The concept of integrated course design
This course design model, which begins with the question, "What do I want my students to know 3-5 years after the course is over?" offers participants a framework for considering the whole learner, making her/him the focus of the learning environment. It provides teaching faculty guidance for thinking about the types of knowledge and skills they want students to learn and how students might apply and integrate that knowledge. Additionally, it prompts participants to consider other dimensions of learning: how students might be inspired to care about that knowledge and what students might learn about themselves, others, and their own learning. Finally, it asks participants to consider how they assess whether students have met the course goals.
Dr. Susan Colby, Center for Academic Excellence; Curriculum & Instruction
Dr. Lindsay Masland, Department of Psychology; Center for Academic Excellence
Mary Beth McKee, Center for Academic Excellence
Tom Van Gilder, Center for Academic Excellence