C e n t e r f o r T e a c h i n g & L e a r n i n g www.ohio.edu/ctl
Facilitator: Tim Vickers, Associate Director v i c k e r s t @ohio.edu
DESIGNING SYLLABI WITH LEARNING OUTCOMES IN MIND
The Gladys W. & David H. Patton College of Education & Human Services- 2011 Professional Development Series
!
Workshop Agenda @ a Glance:
1. Introductions and Workshop Overview
2. Overview of Designing Syllabi with Student Learning Outcomes (SLOs) in mind
3. Writing Goals, Objectives & Outcomes: Exercises with specific worksheets
4. Bringing it all together: Checklists & rubrics for evaluating course designs
General Goals [what we hope to cover in today’s meeting]:
Outline of the critical elements of Ohio University course syllabi with goals, objectives, & student learning outcomes in mind.
Specific Objective(s) [how we intend to reach the above goals in today’s meeting]:
Using Dee Fink’s “Creating Significant Learning Experiences” as a scaffold and framework, we will work on your course
syllabi and possibly (re-)write the goals and objectives for your course, as well as desired learning outcomes for your students.
Learning Outcomes(s) [what should known or be able to done or apply at the end of today’s meeting]:
At the end of this session, the participant will be able to analyze and evaluate their course syllabi, and be able to articulate the
relationships between the learning outcomes outlined in their syllabi along with course activities, assignments and assessment.
Modules for Designing Course Syllabi for Significant Learning
Based on Fink, L. Dee. Creating Significant Learning Experiences: an Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass, 2003.
Module I
Describe and Define Course GOALS, your Learning
OBJECTIVES and Student LEARNING OUTCOMES
Module III
Develop Criteria for Evaluation (Grading/Assessment)
How will students (and the teacher) know if these goals
are being accomplished? (Feedback & Assessment)
Module II
Create a Course Outline/Schedule/Syllabus
What will the teacher & students need to do in order for
students to achieve the learning goals? (Teaching/Learning Activities)
Module IV
Organize Course Content for Significant Learning
Making certain that key components are integrated
(that is, that they support and reinforce each other).
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Packet Table of Contents
Constructing the OHIO Course Syllabus with SLOs in Mind- Overview …………………………..…………..
1
OHIO Faculty Senate Handbook- Required Information to be given at first class meeting ……………………
2
General Principles of Syllabus Construction- Considerations, Sections & Optional Material …………………
3
OHIO Course Syllabus- Sample …………………………………………………………………..……………..
4
Student Learning Outcomes Initiative @ OHIO and a Primer on SLOs ………………………………………… 5-6
Module I: Tips to help identify important course goals, learning objectives and outcomes………………….. 7-8
Module II: Creating a Course Outline, Schedule and/or Syllabus……….……….………….……….………. 9-10
Module III: Developing criteria for Evaluating (Grading/Assessing) SLOs……….……….………...……….. 11
Module IV: Organizing Course Content and Planning for Significant Learning……….……….………..….. 12-15
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Center for Teaching & Learning
Faculty Commons, Alden Library
740.593.2681
ctl@ohio.edu
www.ohio.edu/ctl/
Constructing the OHIO Course Syllabus
with Student Learning Outcomes in Mind
Background: Student Learning Outcomes Initiative at Ohio University*
In March 2007 the Faculty Senate at Ohio University passed a new requirement for all course syllabi, stating:
“The intended learning outcomes or objectives upon successful completion of the class are to be included in the syllabus.”
As noted in a November 2007 letter to Ohio University faculty from David O. Thomas (Chair, University Curriculum Council; Vice-Chair,
Faculty Senate) and David C. Ingram (Chair, Educational Programs and Student Affairs, Faculty Senate),
“the Faculty Senate’s intent of requiring specific learning outcomes on course syllabi is threefold: a) learning outcomes provide
students with an understanding of what they are expected to learn from a given course; b) learning outcomes can assist others
(prospective students, their parents, graduate schools, etc.) understand what our students have learned from a given course or
program of student; and c) clear learning outcomes can assist with curriculum development and program planning.”
A two-year, phased-in process was developed to incorporate learning outcomes into our curriculum. Beginning Winter Quarter, 2008, all new
courses submitted to the University Curriculum Council were to include learning outcomes. By September 2008, learning outcomes were
required for all General Education Tier 1 offerings (see http://www.ohiou.edu/learningobjectives for the learning outcomes suggested by the
General Education Outcomes Committee). Starting at the end of Fall, 2009, learning outcomes should be included in the syllabi for all courses at Ohio University.
(*Author: Dr. Laurie Hatch, former Director, Center for Teaching & Learning, and Professor of Sociology, Ohio University)
Required OHIO syllabus components
The Ohio University Faculty Handbook requires you to include certain components in your course syllabus. The Faculty Handbook also requires
you to distribute this information (your syllabus) at the first class meeting [SectionIV.A.3]- please see next page for relevant excerpted sections
from the most recent Faculty Handbook. The following checklist outlines these required components (not necessarily in a fixed order):
§
The basis for grading in the course
§
Instructor’s name
§
A description of the penalty for academic dishonesty [Section VIII.F]
§
The call number of the course
§
The instructor’s attendance policy [Section IV.B.3]
§
The descriptive title of the course
§
The instructor’s absence policy [Section VIII.C]
§
The catalog number of the course
§
A statement about intellectual copyright policy [Section IV.A.3
§
The intended learning outcomes or objectives upon
successful completion of the class
Goals, Objectives & Learning Outcomes
As noted in the syllabus component checklist above, faculty are now required to include course objectives and/or course
learning outcomes in their syllabi. (Note: OHIO faculty have long been required to do so for all general education courses).
Goals for the course should reflect what you want the course to cover and what you want your students to learn,
in contrast to…
Objectives, which illustrate how you intend to reach those goals—the means and strategies.
Your assessable Student Learning Outcomes describe what the students should know or be able to do or apply at the end
of the course.
Some Links of Possible Interest
Ohio University Faculty Senate Handbook
www.ohio.edu/f a c u l t y s e n a t e / h a n d b o o k /
Ohio University Learning Objectives
www.ohio.edu/l e a r n i n g o b j e c t i v e s /
Center for Teaching& LearningStudent LearningOutcomes Page
www.ohio.edu/ ctl/student-learning-outcomes.html
Ohio University Q2S (Quarters to Semesters) Background Documents
www.ohio.edu/q 2 s / d o c u m e n t s /
OCEAN (Ohio Curriculum Enhancement and Approval Network) Course Database (OAK log-in required)
https://ocean.admsrv.ohio.edu/ocean/q2s/noi/search.htm
C enter for T eaching & L earning
WWW.OHIO.EDU/CTL/
(740) 593-2681
CTL@OHIO.EDU
1
OHIO Faculty Handbook- Required Information to be given at first class meeting
From the Ohio University Faculty Senate’s Faculty Handbook. Last revised September 2009. Available January 8, 2011 at: http://www.ohio.edu/f a c u l t y s e n a t e / h a n d b o o k /
At the first meeting of the class, the instructor shall distribute a syllabus which also provides students with the following information:
a. The instructor's name, the call number, the descriptive title, and the catalog number of the course;
b. The intended learning outcomes or objectives upon successful completion of the class;
c. The basis for grading in the course;
d. A statement of the instructor's attendance policy (see Section IV.B.3) and the penalty for academic dishonesty (see Section VIII.F);
e. An explanation of policy relative to absences consistent with the student regulations as given in the Undergraduate Catalog and reproduced herein (see
Section VIII.C).
f. In order to protect the instructor's intellectual property, it is suggested that the following statement appear in the syllabus: "The lectures, classroom
activities, and all materials associated with this class and developed by the instructor are copyrighted in the name of (instructor's name) on this date (give
date).”
Section IV.B.3. Class Attendance Policy
The weight given to class attendance in determining a student's grade is an academic matter; therefore, all instructors are responsible for their own attendance policies.
They will convey these policies to their students during the first week of classes each term. A written statement of each attendance policy will be transmitted to the
appropriate department chair.(It is noted that all classes will meet for their full period on days immediately before and after vacation.). Each attendance policy must be
consistent with the following guidelines:
a. The policy must not contradict the student regulations on absences as given in the Undergraduate Catalog and reproduced herein (see Section VIII.C).
b. Any limits on the number of excused absences, or on the availability of make- up work for excused absences, must be included in the policy.
Within their established attendance policies, instructors are expected to accommodate students returning to class after a legitimate (see Section VIII.C.5) absence. This
accommodation may take the form of make-up work, recalculation of the student's grade based on remaining work, or other means, as specified in the policy.
Section VIII F. Academ ic Dishonesty
The Ohio University Student Code of Conduct prohibits all forms of academic dishonesty. These include cheating; plagiarism; forgery; furnishing false
information to the University; and alteration or misuse of University documents, records, or identification. If a student engages in course-related academic dishonesty, his
or her grade on the work in question or in the course may be lowered by the instructor. Any student wishing to protest the instructor's action has recourse to the established
grievance procedures, starting at the department level. (See the Undergraduate Catalog or Student Handbook or contact University Judiciaries for further information.)
Instructors may also report cases of academic dishonesty to the Director of University Judiciaries for further action; however, by so doing, an instructor does
not in any way relinquish the right to assign a grade in a course. The student may appeal the grade through the appeal-of- grade procedure of Section IV.C.3. Any student
accused of academic dishonesty by University Judiciaries is entitled to notice of charges being made against him or her and to a full hearing. If suspension or dismissal is
recommended, the student is further entitled to appeals procedures and will not be suspended or dismissed from the University while appeals are in process.
Section VIII.C Notification of Causes of Absence
Students may document reasons for their absences as follows:
1. When a student is to participate in an authorized University activity such as a departmental trip, music or debate activity, ROTC function, or athletic competition,
notification should be issued by the sponsoring office.
2. Students absent from class due to hospitalization as inpatients in O'Bleness Memorial Hospital will not be issued a notification of cause of absence. However, students
may request that their instructors call the Health Center for verification of their hospitalization on certain days.
3. Students who receive medical or dental care as outpatients at Hudson Health Center will not be issued a notification of cause of absence. However, students may request
their instructors to call the Health Center (the attending physician, if possible) for verification that they received outpatient care on a given day. It is assumed students
visiting the Health Center as outpatients will do so without missing classes whenever possible.
4. Students who receive medical care from health care personnel or facilities other than the University Medical Services are expected to present the instructors of classes
necessarily missed for this reason verification of the date(s) they received such care from the physician or dentist attending them.
5. Students returning to a class after a legitimate absence, can expect their instructor's assistance within the limits of the instructor's established attendance policy. In cases
of legitimate absence such as illness, death in the immediate family, religious observance, jury duty, involvement in University-sponsored activities-some accommodation
(makeup work, excused absences, change of grade computation) will be arranged subject to previously announced limitations. There are
occasions where the size or nature of the course makes it necessary to set limits on the number of excused absences or the availability of makeup work, particularly for
exams or special events such as field trips or outside speakers. Such limitations will be explained in the instructor's statement of attendance policy at the beginning of each
course. Students with scheduled activities must check with the instructor as early as possible to clarify that there will be no conflict with the policy.
2
General Principles of Syllabus Construction
Source: Ohio University’s “Guide for Teaching Assistants 2010-2011”, Center for Teaching & Learning, Ohio University, Athens, OH.
Some Syllabus Considerations
• Include more rather than less material
• Detailed syllabus = valuable learning tool for students
• Use lists, informal language, headings and table of contents, if long
• Create a document for all of the different learners who take your course
• Discuss course policies & ground rules
• Include supplementary material
What Students Want to Know on the Syllabus
• Topics covered, types of exams, grading system, textbooks/readings
• Policies on attendance, late work and make-up work
• Purpose of course, nature of class sessions, background needed to do well
Sections of a Course Syllabus
• Basic information
Course title, number, catalog description, current year and term
Instructor’s office, phone, e-mail, office hours (restrictions on office hours and calls at home)
• Course Objectives
State learning goals or expected objectives
Write in terms of student performance rather than instructor’s actions & intent
Provide the conceptual structure used to organize the course
Describe the activities of the course that will accomplish the objectives
• Course Materials
Text(s), with rationale for choice(s)
Prices of texts and names of bookstores where can be purchased
Specification when reading should be done
List of additional needed materials
• Course Organization
Major units of the course described
Provides overview for students
Instructional Strategies for each unit (lecture, group discussion, etc.)
Amount of time devoted to each unit indicated
Calendar with all dates specified as firm or tentative (provide updates, list drop dates)
• Basis for Evaluation
Criteria and guidelines used in process of evaluation and grading (Note- there is much student anxiety around this point!)
Communicate evaluation in as clear and concise a manner as early in course as possible
Dates for examinations should be set well in advance to facilitate student preparation
Grading procedures and components of the final grades, with weights, should be included
The scale used should be included, as well as information about any dropped grades
• Course Policies to Include on Syllabus (if applicable)
Attendance
Make-ups
Illness
Late work
Extra credit
Cheating
Missing work
Extension requests
Plagiarism
Optional Sections of a Course Syllabus
• Format for papers and/or reports
• Sample test questions
• Assignment sheets
• Handouts
• Supplementary materials
3
(Syllabus template for non-existent nutrition course, adapted from sample created by Dr. Sherrie Gradin, Professor of English, Ohio University)
Nutrition 345: Health Behaviors, Problems, and Policies
Winter 2011
Instructor: Dr. Seuss
Class Meetings: MW 10-12
Office: 52 Green Eggs and Ham
Office phone number: 555-5555
Required Texts/Materials:
Call #: 12345
Location: 354 The Cat in the Hat
E-Mail: seuss@ohio.edu
Office hours: 24/7
The Study of Seussville Health Behaviors, (Whoville Press: 2010)
Course Goals
The goals of this nutrition course are to prioritize key nutrition behaviors, identify health and nutrition needs, and
integrate these behaviors into appropriate health interventions, educational training, and policy.
Course Objectives
• Review nutritional recommendations and components.
• Discuss differences in nutritional requirements associated with sex, age, and activity.
• Describe causes and consequences of nutritional problems.
• Explain complications of underlying physiologic conditions (e.g. diabetes & malabsorption).
• Identify key factors involved in correcting nutritional behaviors.
• Describe resources and strategies to treat nutritional disorders.
Student Learning Outcomes
At the end of this nutrition course, you should be able to:
• Analyze a nutritional problem. Measured via individual presentation & mini-research paper.
• Determine a strategy to correct the problem. Measured by nutritional policy proposal and group project.
• Write a draft of a nutritional policy addressing the broader scope of the problem. Measured by
individually-written draft of a nutritional policy.
Assignments and grading
Individual presentation and mini-research paper:
Group project and proposal for a nutritional policy:
Individually-written draft of a nutritional policy:
25 %
25%
50%
Grading Scale
A/A- 90-100%
B+/B/B- 80-90%
C+/C/C- 70-80%
D+/D/D- 60-70%
F below 60%
Attendance/Absence Policy
You are expected to be here each time our class meets, and to have completed all necessary preparations for engaging in the course.
Should you miss a class period, you are responsible for contacting a fellow student and making up any work assigned. You are allowed
four (4) hours of absences for the quarter, excused and unexcused (including legitimate school activities, religious holidays. While I
understand that emergencies, accidents, and illnesses occur, once the four-hour limit has been reached, every hour of absence after the
four hours will lower your final grade by one-third per each hour of absence.
Academic Dishonesty and Plagiarism
“The Ohio University Student Code of Conduct prohibits all forms of academic dishonesty. These include cheating; plagiarism; forgery;
furnishing false information to the University; and alteration or misuse of University documents, records, or identification. If a student
engages in course-related academic dishonesty, his or her grade on the work in question or in the course may be lowered by the
instructor.” (Faculty Handbook Section VIII.F)
Intellectual Copyright Policy (as set out in the Faculty Handbook)
The lectures, classroom activities, and all materials associated with this class and developed by the instructor are copyrighted in the name
of [instructor’s name] on this date [give current date].
Tentative Schedule (Subject to Change)
Week 1
Week 2
Week 3
Week 4 …
4
Available on January 8, 2011 at: http://www-rohan.sdsu.edu/~acserv/
5
6
Module I: Tips to help identify important course goals, your learning objectives, and your
student learning outcomes.
Goals for the course should reflect what you want the course to cover and what you want your students to learn,
in contrast to…
Objectives, which illustrate how you intend to reach those goals—the means and strategies.
Your assessable Student Learning Outcomes describe what the students should know or be able to do or apply
at the end of the course.
Why learning outcomes?
Learning outcomes help instructors more precisely to tell students what is expected of them. By doing this, they:
• help students learn more effectively. They know where they stand and the curriculum is made more open to them.
• make it clear what students can hope to gain from following a particular course or lecture.
• help instructors to design their materials more effectively by acting as a template for them.
• help instructors select the appropriate teaching strategy, for example lecture, seminar, student self-paced, or laboratory class.
It obviously makes sense to match the intended outcome to the teaching strategy.
• help instructors more precisely to tell their colleagues what a particular activity is designed to achieve.
• assist in setting examinations based on the materials delivered.
• ensure that appropriate assessment strategies are employed.
Source: Jenkins, A. & Unwin, D, How to Write Learning Outcomes [On-line] Available on January 8, 2011 at: http://www.ncgia.ucsb.edu/education/curricula/giscc/units/format/outcomes.html
SMART Objectives/Outcomes
Specific- they should state clearly what the student should know/be able to do and at what level
Measurable- you should be able to conceive of how their attainment might be assessed
Attainable- by the students
Realistic- could be seen as similar to attainability, but refers to their appropriateness to the overall task
Time appropriate- or achievable within the time span of the session/lesson/course
Source: Atherton, J. S. (2010) Learning and Teaching Objectives [On-line] Available on January 8, 2011 at: http://www.learningandteaching.info/teaching/objectives.htm
Useful Questions for Formulating Significant Learning Outcomes (Objectives/Goals)
"A year (or more) after this course is over, I want & hope that students will
Foundational Knowledge
•
•
.”
(Sample verbs: remember, understand, identify, etc.)
What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.) is/are important for students to
understand and remember in the future?
What key ideas (or perspectives) are important for students to understand in this course?
Application Goals
(Sample verbs: use, critique, manage, solve, analyze, create, coordinate, calculate, imagine, assess, etc.)
•
What kinds of thinking are important for students to learn?
♦ Critical thinking, in which students analyze and evaluate
♦ Creative thinking, in which students imagine and create
♦ Practical thinking, in which students solve problems and make decisions
•
•
What important skills do students need to gain?
Do students need to learn how to manage complex projects?
7
Integration Goals
•
(Sample verbs: connect, relate, compare, integrate, identify the similarities/differences between…, etc.)
What connections (similarities and interactions) should students recognize and make…:
♦ Among ideas within this course?
♦ Among the information, ideas, and perspectives in this course and those in other courses or areas?
♦ Among material in this course and the students' own personal, social, and/or work life?
Human Dimensions Goals (Sample verbs: interact with others regarding…, come to see themselves as…,decide to become…, etc.)
•
•
What could or should students learn about themselves?
What could or should students learn about understanding others and/or interacting with them?
Caring Goals (Sample verbs: value…, be ready to…, get excited about…, be more interested in…, etc.)
•
What changes/values do you hope students will adopt?
Feelings?
Interests?
Ideas?
"Learning-How-to-Learn" Goals (Sample verbs: read & study effectively, create a learning plan, identify sources of knowledge on…, etc.)
•
What would you like for students to learn about:
♦ how to be good students in a course like this?
♦ how to learn about this particular subject?
♦ how to become a self-directed learner of this subject, i.e., having a learning agenda of what they need/want to learn, and a
plan for learning it?
Adapted from: Fink, L. Dee. Creating Significant Learning Experiences: an Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass, 2003, p. 37 & p. 75.
Worksheets for writing course GOALS, your learning OBJECTIVES, and student learning OUTCOMES.
General Goals:
What we hope to cover in a class, course, curriculum.
• List the course goals:
___________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Specific Objective(s):
How we intend to reach the above goals Thus, goals are MORE than the sum of the objectives!
• List your learning objectives
___________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Learning Outcomes(s)
What should be known, or be able to be done, or applied; relative to the learning goals. In principle
(and good practice?), it is what we should (be able to) assess
• List student learning outcomes (“upon successful completion of this course, my students will….”)
___________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________
8
Module II: Create a rough course outline and/or schedule then syllabus.
What will the teacher & students need to do in order for students to achieve the learning goals?
(Teaching/Learning Activities).
Adapted from Fink, D. (2003). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey-Bass, p. 108.
Adapted from Fink, D. (2003). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey-Bass, p. 132.
Assignments-Activities to Achieve Student Learning Outcomes
Curriculum & Instruction
• Design Assignments
• Plan Learning Experiences and Instruction- Organize content and plan learning experiences/learning
• List assignments and activities to achieve your overall goals and outcomes:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________
9
Module II: Bloom’s Revised Taxonomy Planning Framework
Adapted from “Bloom's Revised Taxonomy”. Available on January 8, 2011 at: http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm
Actions
Higher-order thinking
Creating
(Putting together ideas or
elements to develop an
original idea or engage in
creative thinking).
Evaluating
(Judging the value of ideas,
materials and methods by
developing and applying
standards and criteria).
Analyzing
(Breaking information down
into its component
elements).
Applying
Lower-order thinking
(Using strategies, concepts,
principles and theories in
new situations).
Understanding
(Understanding of given
information).
Remembering
(Recall or recognition of
specific information).
Products
Designing
Constructing
Planning
Producing
Inventing
Devising
Making
Film
Story
Project
Plan
New game
Song
Media product
Advertisement
Painting
Checking
Hypothesising
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
Debate
Panel
Report
Evaluation
Investigation
Verdict
Conclusion
Persuasive
speech
Comparing
Organising
Deconstructing
Attributing
Outlining
Structuring
Integrating
Survey
Database
Mobile
Abstract
Report
Graph
Spreadsheet
Checklist
Chart
Outline
Implementing
Carrying out
Using
Executing
Interpreting
Exemplifying
Summarising
Inferring
Paraphrasing
Classifying
Comparing
Explaining
Recognising
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
Learning Activities
Illustration
Simulation
Sculpture
Demonstration
Presentation
Interview
Performance
Diary
Journal
Recitation
Summary
Collection
Explanation
Show and tell
Example
Quiz
List
Label
Outline
Quiz
Definition
Fact
Worksheet
Test
Label
List
Workbook
Reproduction
10
Module III: Developing criteria for Evaluating (Grading/Assessment)
How will students (and the teacher) know if these goals are being accomplished?
(Feedback: Evaluation, Grading and Assessment)
Evidence of Learning
o Determine Acceptable Evidence of Learning What is evidence of understanding?
o Develop criteria for Evaluation (grading and assessing)
Worksheet for Assessing Student Learning Outcomes
•
List tools/instruments/activities, etc. to assess outcomes
Note: Some of your course assignments and activities will probably double as assessment tools.)
Student
Learning Outcomes:
Ways of
Assessing
this Kind of Learning:
Actual
Teaching-Learning
Activities:
Helpful
Resources:
(e.g., people, things)
1.
2.
3.
4.
5.
Adapted from: Fink, L. Dee. Creating Significant Learning Experiences: an Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass, 2003, p. 264.
11
Module IV: Organizing Course Content and Planning for Learning
Make certain that these key components are integrated, that is, that they support
and reinforce each other.
Criteria for Assessing Course Designs
(The major criteria are shown in bold)
Significant
Learning
Learning
Goals
Teaching and
Learning
Activities
Feedback &
Assessment
Active
Learning
Educative
Assessment
SITUATIONAL
FACTORS
In-Depth
Situational
Analysis
Source: Fink, L. Dee. Creating Significant Learning Experiences: an Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass, 2003, p. 127.
12
Module IV: Semester Blueprint/Template
Week
Content
Skills,
etc.
Lesson Plans &
Activities
Assignments/
Activities
Assessment
(Goals/Objectives)
Outcomes
Week
I
Week
II
Week
III
Week
IV
Week
V
Week
VI
Week
VII
Week
VIII
Week
IX
Week X
Week
XI
Week
XII
Week
XIII
Week
XIV
13
Module IV:
Sample Course Alignment Grid Template
Adapted from Driscoll, A. & Wood, S. Developing Outcomes-Based Assessment for Learner-Centered Education: A Faculty Introduction. Sterling, VA: Stylus, 2007, p. 163.
Course Information:
Professor:
Week
Week I
Week II
Week III
Week IV
Week V
Week VI
Week VII
Week VIII
Week IX
Week X
Week XI
Week XII
Week XIII
Week XIV
Meeting
Outcome
Outcome
Outcome
Outcome
Outcome
Outcome
Class 1
Class 2
Class 3
Class 4
Class 5
Class 6
Class 7
Class 8
Class 9
Class 10
Class 11
Class 12
Class 13
Class 14
Class 15
Class 16
Class 17
Class 18
Class 19
Class 20
Class 21
Class 22
Class 23
Class 24
Class 25
Class 26
Class 27
Class 28
1
2
3
4
5
6
Reading A
Reading B
Reading C
Reading D
Assignment 1
Assignment 2
Assignment 3
Assignment 4
Assignment 5
Assessment 1
Assessment 2
Assessment 3
Assessment 4
14
Module IV:
Sample Course Alignment Grid A
Adapted from Driscoll, A. & Wood, S. Developing Outcomes-Based Assessment for Learner-Centered Education: A Faculty Introduction. Sterling, VA: Stylus, 2007, p. 163.
Course Information:
Professor:
Week
Week I
Week II
Week III
Week IV
Week V
Week VI
Week VII
Week VIII
Week IX
Week X
Week XI
Week XII
Week XIII
Meeting
Outcome
Outcome
Outcome
Outcome
Outcome
Outcome
Class 1
Class 2
Class 3
Class 4
Class 5
Class 6
Class 7
Class 8
Class 9
Class 10
Class 11
Class 12
Class 13
Class 14
Class 15
Class 16
Class 17
Class 18
Class 19
Class 20
Class 21
Class 22
Class 23
Class 24
Class 25
Class 26
Class 27
Class 28
1
2
3
4
5
6
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Reading A
Reading B
Reading C
Reading D
X
X
X
X
Assignment 1
Assignment 2
Assignment 3
Assignment 4
Assignment 5
X
X
X
X
Assessment 1
Assessment 2
Assessment 3
Assessment 4
X
X
X
X
Week XIV
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
15