The Bologna Process, Faculty,
Curriculum and Teaching
Christopher C. Morphew
Institute of Higher Education
University of Georgia
Prepared for workshops at State Agrarian University of Armenia
June 4-12, 2007
Developing or modifying courses
• What is purpose of course?
– How does it fit into rest of program curriculum?
– What should students learn?
• How will we ensure students learn?
• How will we organize students’ learning?
• How can we know when students have learned?
Developing or modifying courses
• Who is taking course?
– What types of students?
– What will they already know?
• How can we build on what students already know?
• At what level must we begin student learning?
Developing or modifying courses
• What is core knowledge in this subject area?
• How should course material be organized?
• What types of knowledge/skills should course
generate for students?
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Memorization
Skills
Analysis
Critical thinking
Communication
Presenting information and
Evaluating Students
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What is optimal way to present information?
– Lecture
– Interaction
– Student-led learning
– Practica
What is optimal way to evaluate students?
– Oral exam
– Written exam
• Multiple-choice
• True-false
• Open-ended questions
– Quizzes
– Papers
– Open or closed-book
Grading students
• How should students be graded?
– ECTS system versus local
– Using a Rubric
– Weighting assignments
Components of a Rubric
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Element: the major, critical attributes that are parts of the assignment
Scale: the possible points to be assigned (high to low) to each element
Criteria: how the elements are evaluated
Standard: a description of how well the criteria must be met for the
performance to be considered good.
• Descriptors: statements that describe each level of the performance.
• Indicators: specific, concrete examples or telltale signs of what to look
for at each level of the performance
Fairness and ethics
• Ensuring fairness in teaching, grading and student
relations
– Academic honesty
– Syllabus = contract
– Acknowledging differences in learning styles
Academic honesty
Developing a policy of academic honesty for faculty,
students and academic staff
“I will be academically honest in all of my
academic work and will not tolerate
academic dishonesty of others.”
– UGA Student Honor Code