The IDEA Center

with Virginia S. Lee

We have designed a series of modules that together provide a comprehensive introduction to course development with a central focus on student learning. We have presented day-long workshops as well as more extended 2-4 days retreats touching on each of modules for new faculty and graduate students, for example.

We can also present each module as a stand-alone workshop or combinations of modules depending on the need of your institution. For example, we combined the modules on writing learning outcomes, assessing student learning, and evaluating and improving instruction and presented them at a weekend retreat for faculty at a community college to prepare them for the requirements of re-accreditation.

We can also adapt the modules for curriculum (as opposed to course) development. For example, we have presented various combinations of the modules to selected faculty of academic departments as they embarked on curriculum reform in the major.

with Barbara J. Millis

A syllabus can fulfill a number of functions. It can offer basic course information (a "roadmap" or a "contract"), but it can also inspire students to excel in your course. Core data is essential—course objectives, the schedule of assignments, evaluation requirements, etc.—but a well-thought-out syllabus will also shape the nature of the learning experience. This experiential workshop will look beyond the essential components of a syllabus—whether paper produced or a "syllaweb"—to more sophisticated issues that will do more than "protect" you: they will also "promote" you and your learning objectives.

with Barbara J. Millis

In this highly interactive workshop, faculty will apply principles of "backwards design" (goals, assessment, and then activities and assignments) to re-envision their courses so that students become more actively involved in their own learning. Learning to teach more effectively also means teaching more efficiently. Participants will review and apply research on learning; they will find out how to use a variety of teaching methods, assessment/evaluation approaches, technology, and other tools to create engaged learning environments. Without critical reflection and analysis, teachers tend to teach as they were taught. This workshop focuses on breaking this cycle by helping faculty gain the knowledge and skills to help them create courses that challenge and support students in their learning.