Course Design Summer Institute
This annual course is intended for faculty interested in designing or revising an assigned class.
- 7-week synchronous program
- Designed to familiarize you with evidence-based practices of course design
- Learn the basic tools and features of Canvas
- Stay Tuned! Applications accepted on a rolling basis each Summer
Course Design
Course design is a cyclical process for which several models exist. The TLC works with program-specific course design teams as well as instructors to ensure that our resources reflect the best and most relevant approaches to designing instruction.
General Resources
- Bloom's Taxonomy (Vanderbilt University)Overview of Bloom's Taxonomy and the revised taxonomy from the Vanderbilt University Center for Teaching
- The Course Mapping GuideThe Course Mapping Guide is a walk-through of the course mapping process. While designed for online, this resource could easily be adapted for any course modality. This site is designed to help you build a vision and a map for your course. The guided exercises in this site will help you identify course competencies and create learning outcomes that provide a foundation for your course map. Mapping out your course will allow you to demonstrate alignment between your course's learning outcomes, materials, and assessments.
- Pearls on Educational Principleshe Pearls on Educational Principles program consists of brief one-page brochures that include a description of an educational theory, applications of the theory, and space to develop new applications for teaching in the curriculum.
- Video: IPE: "Plan with the End in Mind. A Framework for developing learning experiences with feedback from learners"Interprofessional Education requires detailed coordination with learners from a large range of backgrounds. Planning for Interprofessional Education activities can become so complex, that focus on the intended learning competencies may be lost. In this interactive session, Jinnette Senecal, Michael Moramarco, and Erin Appelt shared their experiences with overcoming complicated logistical needs, all while ensuring that instruction and experiences are competency-based. They provided a framework to follow while developing Interprofessional Education activities that include the purposeful involvement of learner feedback.
Sign in to your ATSU email to view.
Videos
TLC Learning Channel Playlist
To browse videos, select the playlist button 
at the top right of the video to see all titles.
Templates and Examples
Templates and Examples
The following serve as examples of various course design elements that you can incorporate into your course.
Syllabi: Please note that there may departmental or college-level standards for syllabi
Rubrics: Rubrics are scoring guidelines and expectations that can be used to provide consistency when assessing students. They clearly articulate the scoring criteria and allow for standardization when multiple evaluators are involved.
- Course Design BlueprintThe Course Design Blueprint is intended to assist faculty in planning their course, as part of the Course Design Summer Institute.
This link will create a copy of the blueprint which you can edit. Schedule a consultation with the TLC if you'd like to learn more about how to use it. - Example SyllabusOPWL 537 Course Example Syllabus
- Learning Contract (Example)Learning Contracts are tools to help students take ownership over their learning at the outset of a project or course, they prompt students to reflect on how they learn, and they establish clear goals and project timelines.
Bibliography
Bibliography
The following list includes recommended articles and books related to active learning.
Anderson, L. W., & Bloom, B. S. (2014). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s [Taxonomy of educational objectives].
Bligh, J., Prideaux, D. & Parsell, G. (2001). PRISMS: new educational strategies for medical education. Med Educ 35:520-1.
Harden, R., Crosby, J., & Davis, M. (1991). Outcome based education: part 1 --an introduction to outcomes-based education. Med Teach 21(1): 7-14.
Harden, R. (2000). Curriculum mapping: a tool for transparent and authentic teaching and learning. Med Teach 23(2):123-7.
Prideaux, D. (2000). The emperor's new clothes: from objectives to outcomes. Med Educ 34: 168-9.
Print, M. (1993). Curriculum development and design. Sydney: Allen and Unwin.
—please feel free to send us a message tlc@atsu.edu if you have feedback or suggestions for resources that should be included.