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.
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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.
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.
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