Have you or your program conducted and completed the analysis steps? Then, you are ready to begin the Backwards Design process for creating your course and developing learning goals, objectives, and ...

In my last post about the inverted/flipped calculus class, I stressed the importance of Guided Practice as a way of structuring students’ pre-class activities and as a means of teaching self-regulated ...

This guide has been created to support WMU instructors in the design and development of courses for all modalities, helping them to create learning experiences that meet instructional goals and ...

Assessment of course quality, student learning, and professor effectiveness has become paramount in many of today’s universities and colleges. We seem always to strive for a better way to assess our ...

Learning outcomes and objectives are the fundamental elements of most well-designed courses. Well-conceived outcomes and objectives serve as guideposts to help instructors work through the design of a ...

Pick one of your current course learning outcomes or create a new one based on a topic you teach. Evaluate the outcome using these questions: Is it specific and measurable? Does it focus on observable ...

This page serves as a resource for faculty teaching in the Core or developing a new course for the Core. Below, faculty can find the current learning objectives for each Core area. Critical Thinking ...

Hi, my name is Donna-Maria Maynard. I’m a professor of psychology in the School of Education at the University of the West Indies. Today I’m going to talk to you about establishing a field experience ...

One of the common misconceptions about inclusive teaching practices is that it excludes the use of tests, which for many instructors and subjects offer an efficient and clear measure of student ...