Designing Effective and Innovative Courses. A Practical Strategy. Roanoke College INQ 300 Development Workshop August 15-16, 2012 Adapted from a model developed for The Cutting Edge by Barbara J. Tewksbury Hamilton College.
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A Practical Strategy
Roanoke College INQ 300 Development Workshop
August 15-16, 2012
Adapted from a model developed for The Cutting Edge by
Barbara J. Tewksbury
Goal: Teaching for long term retention and transfer
Introduce a practical strategy for designing an INQ 300 course that:
Emphasis on designing a course in which:
Barkley, E.F., Cross, K.P., Major, C.H. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
Johnson, D.W., Johnson, R.T., & Smith, K.A. (1991). Cooperative learning: Increasing college faculty instructional productivity. ASHE-ERIC Higher Education Reports, No. 4. Washington, DC: GW University.
Our course design process begins with answering the following:
Skills—all revisited in INQ 300
Pose a question or topic in such a way that
In order to make time for the required group project, faculty may wish to
While some of these learning outcomes involve a deeper level of knowledge and understanding than others, the goals are largely reiterative.
At the end of this course, I want students to be able to:
If you want students to be good at something, they must practice; therefore, learning outcomes drive both course design and assessment.