Course Design Sections
References and Resources
Below is a list of references and resources to help you when designing your course designated by topic area.
- Designing Measurable Learning Goals
- Assessments that Align with Your Learning Goals
- Metacognition and Self-Regulated Learning
- What is the value of Course Specific Learning Goals? by Beth Simon (Computer Science, UC San Diego) and Jared Taylor (Life Sciences, University of British Columbia) conducted a study of students and faculty perceptions of the usefulness of learning goals (published in the Journal of College Science Teaching, Nov/Dec 2009).
- “At the end of my course, students should be able to…” The benefits of creating and using effective learning goals. by Michelle Smith (Molecular, Cellular, & Developmental Biology, CU) and Katherin Perkins (Physics, CU) describe the characteristics of good learning goals and the benefits of creating and using them (published in Microbiology Australia, March 2010).
- Overarching Goals – SERC Course Design Workshop by Dr. Barbara J. Tewksbury (Hamilton College) and Dr. R. Heather Macdonald (College of William and Mary) as part of the Cutting Edge workshop series. This is just one section of the workshop (highly recommended) which focuses on the question “What do I want my students to be able to do when they are done with my course?”
- Assessment self-guide – Pedagogy in Action has some very well developed articles and ideas on assessment. The assessment self-guide can help.
- Assessment resources – Carnegie Mellon University has some excellent resources on assessment.
- Cutting Edge metacognition module – You can find a tremendous amount of material on the role of metacognition in learning.
- Learning About Thinking and Thinking About Learning: Metacognitive Knowledge and Skills for Intentional Learners – This short piece by Karl Wirth provides further material on metacognition.
- Schraw, G., Crippen, K.J., and Hartley, K., 2006. Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning. Research in Science Education, Vol 36, pp 111-139.