Setting Expectations for Learning in a Course
While faculty members routinely converse about and solicit suggestions for how to teach a course, decisions on how teach a course should depend on what a faculty member expects students to learn in the course. However, thinking and talking about expectations for student learning are hindered by inadequate language for describing expectations for student learning and lack for processes for translating expectations into what will happen in the course.
Prof. Jeffrey E. Froyd
Director of Faculty and Organizational Development at Texas A&M University, Texas A&M University
University of Minnesota-Twin Cities Bryan/College Station, Texas Area
Sunday, 14 January 2018
, From 10:00 a.m. - 4:00 p.m.
Institute of Leadership in Higher Education (ILHE), M25 - Ground Floor Room 013, Medical campus.
This session will focus on a six-step process:
(1) articulate envisioned student learning, (2) design tasks through which students can demonstrate envisioned learning, (3) design process/instruments with which student work can be evaluated, (4) implement the process and organize results, (5) interpret/analyze results, and (6) present results to students/learners. The process is not step-by-step sequential, but iterations and returns to earlier steps are expected. Steps (1) through (3) are best done before the course begins when a faculty member has time and space to think through expectations for student learning and how they will be implemented in the course. The session will focus on activities related to these steps. Steps (4) through (6) are implemented while the course is being taught and are heavily depend on characteristics specific to the course being taught. Work on step (1) will involve developing familiarity with the language of learning outcomes and Bloom's taxonomy. Work on step (2) will involve course-specific assignments designed to support expectations established in step (1). Work on step (3) will involve development of rubrics and other scoring processes. One session will not be sufficient for participants to develop their knowledge and skills in this area. That is why a second session has been developed for day 3.
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