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Teaching Goals Inventory
Self-assessment of instructional goals to help faculty become more aware of what they want to accomplish in individual courses, locate Classroom Assessment Techniques they can adapt and use to assess how well they are achieving these goals, and provide a starting point for discussion of teaching and learning goals among colleagues.
http://fm.iowa.uiowa.edu/fmi/xsl/tgi/data_entry.xsl?-db=tgi_data&-lay=Layout01&-view
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Helping Others to Understand What We Want to Do
Worksheet for assessing a syllabus
http://www.isu.edu/ctl/nutshells/old_nutshells/Sylldvlpt.htm
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AAR Syllabus Project
Comprehensive, searchable, list of syllabi in religion and theology available on the Internet (collected by the American Academy of Religion).
http://www.aarweb.org/Programs/Syllabus_Project/default.asp
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Using Video and Film
American Academy of Religio list of resources and sample syllabi for using video and film in the classroom.
http://www.aarweb.org/Programs/Syllabus_Project/films.asp
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Internet Guide to Religion
Comprehensive annotated guide to internet resources on religion and theology; helpful for research, class-use, student research, and e-texts.
http://www.wabashcenter.wabash.edu/resources/guide_headings.aspx
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Introduction to Designing Online Learning
An online tutorial describing a methodology for creating online learning. Upon completion of the course you should be able to: explain why online education is an effective learning format for adult learners; write measurable learning objectives; Organize content into an online format; and create assessment tools/exercises that measure achievement of learning objectives. University of Tennessee.
http://edtech.tennessee.edu/set/2002/set4/
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Quality Matters Rubric
Contains several versions of a rubric designed for peer review (and thus design and development) of online courses. Includes annotations demonstrating the criteria in practice.
http://www.qualitymatters.org/Rubric.htm
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Focusing on Active, Meaningful Learning (pdf)
A short article in which a teaching-scholar defines what she means by “active and meaningful learning,” discusses unstructured cooperative learning and critical thinking, and reflects on experience in using these concepts in the courses she teaches and the textbooks she writes. Idea Paper no. 34, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
http://www.theideacenter.org/sites/default/files/Idea_Paper_34.pdf
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Planning Your Course:11 Guiding Questions
Series of detailed questions to guide you through the construction of a course, organized in categories such as: where are you? where do you want to go? how would you know if the students got there? how can you help them get there? what are the students going to do? etc.
http://ctl.byu.edu/home/information/course-development/other-guides/planning-your-course-11-guiding-questions/
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Universal Design of Instruction: Definition, Principles, and Examples
An overview of the research on “universal design,” which aims to design instruction to maximize the learning of students from a wide variety of ethnic and racial backgrounds, English language skills, learning styles, and disabilities?
http://www.washington.edu/doit/Brochures/Academics/instruction.html
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Cutting Edge Course Design Tutorial
Helps you: articulate goals for a course or portion of a course; build a course or portion of a course that meetsthose goals and assesses student learning; explore a variety of teaching techniques that emphasize student engagement.
http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/index.html
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Writing a Syllabus (pdf)
A 4 page annotated list of what should be included in a course syllabus, (according to the literature of learning in higher education) if a syllabus is to effectively communicate what the course is about, why the course is taught, where it is going, and what will be required. IDEA Paper no. 27, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
http://www.idea.ksu.edu/papers/Idea_Paper_27.pdf
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Association for Supervision and Curriculum Development (ASCD)
This website is a rich repository of resources to support the design model advocated in the book "Understanding by Design" (Grant Wiggins and Jay McTighe, 1998), particularly around backwards design for effective "outputs."
http://www.ascd.org/research_a_topic/Understanding_by_Design.aspx
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Writing Learning Outcomes
A brief overview of the differences between measurable (good) and non-measurable (poor) learning outcomes and the importance of the former. "Learning outcomes should flow from a needs assessment. The needs assessment should determine the gap between an existing condition and a desired condition. Learning outcomes are statements which describe a desired condition -- that is, the knowledge, skills, or attitudes needed to fulfill the need."
http://www.aallnet.org/prodev/outcomes.asp
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Cognitive Design Solutions: Instructional Design
Although this is a commercial site, it has many great summaries of major theorists and theories in easy to read charts and diagrams. Based on Robert Mager’s “Criterion Referenced Instruction (CRI) it demonstrates how instruction can be measurable and thus capable of being evaluated and systematically improved.
http://www.cognitivedesignsolutions.com/Instruction/InstructionalDesign.htm
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Performance Measurement Net, “Outcomes vs Outputs: Why it’s important to understand the difference?
Using a business model, this web site makes a nice distinction between “outputs” (that which is a direct result of a process) and “outcomes” (that which is achieved over the longer term).
http://www.performance-measurement.net/news-detail.asp?nID=221
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