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Brock S. Allen & Kathy S. Williams Co-Directors ctl.sdsu

Brock S. Allen & Kathy S. Williams Co-Directors http://ctl.sdsu.edu. Student Learning Outcomes & Syllabus Guidelines. Brock S. Allen Co-Director SDSU Center for Teaching & Learning. http://www.idexter.com/the_house/photos/garage/garage_44274_14.jpg.

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Brock S. Allen & Kathy S. Williams Co-Directors ctl.sdsu

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  1. Brock S. Allen & Kathy S. WilliamsCo-Directors http://ctl.sdsu.edu

  2. Student Learning Outcomes& Syllabus Guidelines Brock S. AllenCo-DirectorSDSU Center for Teaching & Learning

  3. http://www.idexter.com/the_house/photos/garage/garage_44274_14.jpghttp://www.idexter.com/the_house/photos/garage/garage_44274_14.jpg

  4. http://www.texasgarages.com/ED_RivetLock_Storage.jpeg

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  12. http://img96.exs.cx/img96/9062/hpim05836cm.jpg

  13. ManagingTheir Work Loadand Yours

  14. A Typical MisunderstandingAbout Expectations I’m very frustrated!!I thought the exam was going to test whether we could remember the formulas and maybe calculate some results.

  15. A Typical MisunderstandingAbout Expectations Actually, the most important thing is to select the right formula to use. A calculator can do the rest. I’m very frustrated!!I thought the exam was going to test whether we could remember the formulas and maybe calculate some results.

  16. It's important to understand statistical methodology employed in reports of experiments and to be aware of potential threats to published conclusions. Students will be able to critique the statistical methodology employed in an experiment published in a scientific journal, identifying and explaining potential threats to the author's conclusions. Restate as a Student Learning Outcome Statement

  17. Students will be able to critique the statistical methodology employed in an experiment published in a scientific journal, identifying and explaining potential threats to the author's conclusions. Revise Outcome Statements to Accommodate Multiple-Choice Testing • Students will be able to identify the statistical methodology employed in an experiment published in a scientific journal, and identify potential threats to the author's conclusions.

  18. Achieving Learning Outcomes:Which Will Add the Most to Workload? Student Learning Outcomes Assessment of Student Performance

  19. Let’s PlayOutcomes Sudoku

  20. Achieving Learning Outcomes:Which Will Add the Most to Workload? 100 students; Rate 1= low, 3 = high Instructor Students Value

  21. Achieving Learning Outcomes:Which Will Add the Most to Workload? Student Learning Outcomes Assessment of Student Performance

  22. Achieving Learning Outcomes:Which Will Add the Most to Workload? 100 students; Rate 1= low, 3 = high Instructor Students Value

  23. Assess ActivitiesRegularly So you can so you can make tactical adjustments rather than waiting until the end of the semester.

  24. Basic Assessments • Assessment activities aren’t necessarily add-ons; should reinforce learning • Highlight issues for quick intervention • Summarize, remind students • Promote reflection, deeper processing • KISS: Keep It Simple, Silly • Feedback forms • Blackboard surveys • Focus or advisory group (for credit?) • Quizzes and short essays • Reflections: mini-essays

  25. FEED B ACK Strengths & benefits Areas for improvement Muddiest moment Ideas/issues that intrigued you

  26. Syllabus Guidelines

  27. SDSU Curriculum Guide

  28. Why invest in your syllabus? • More organized and thoughtful students • More students who plan ahead • Reduced “hassles” and disputes • Reduced instructor workload • Work product for your teaching portfolio • Contract renewal or extension at SDSU • Work at other institutions • You own your syllabus content but SDSU retains a permanent license to use it

  29. How much time to invest?Rules of Thumb • Invest more if course… • is larger or multi-section • offered frequently • incorporates complex assignments and/or logistics • OR if students … • lack motivation or discipline • are disorganized and don’t plan well

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