1 / 26

The Course Ajar: Principles and Practices for Multi-Section Program Design

The Course Ajar: Principles and Practices for Multi-Section Program Design. Ed Nagelhout Department of English. UNLV Faculty Research Institute ● 5 March 2010. When is a class not a class?. When is a course not a course?. When it’s a program. Program Design. Program Design.

bevis
Télécharger la présentation

The Course Ajar: Principles and Practices for Multi-Section Program Design

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Course Ajar: Principles and Practices for Multi-Section Program Design Ed NagelhoutDepartment of English UNLV Faculty Research Institute ● 5 March 2010

  2. When is a class not a class? When is a course not a course?

  3. When it’s a program

  4. Program Design Program Design Program Thinking Program Planning

  5. Program Design All students should have basically the same experience in every section no matter the teacher or platform

  6. Program Design are necessary Form (rules and structure) for freedom to exist.

  7. Program Design English 407A: Business Writing • ~75 sections per year (~1500 students): • 10-15 traditional face-to-face sections • 25-30 hybrid sections • 25-30 online/distance ed sections All sections of English 407A use WebCampus as the primary delivery of course content.

  8. Program Design To Meet Programmatic Goals, the Business Writing Program employs: • Common Syllabus • Common Outcomes • Common Projects • Multiple Assessment Measures • Standards for Excellence • Pedagogical Aims • Teacher Agency

  9. One question about program design: What features of your current course design lend themselves to programmatic thinking? • Think about time spent in class: • Lectures? • Discussions? • In-class work? • Think about time spent outside class: • Reading? • Assignments? • Homework? • Writing?

  10. Student Workload never having to say, Assessmentmeans . . . “I’m sorry.”

  11. Student Workload Outcomes should focus on . . . Knowing How Knowing What and

  12. Student Workload Assignments must be flexible for students AND teachers.

  13. Student Workload English 407A Outcomes • Write to multiple audiences, for various purposes • Plan and manage short- and long-term writing projects • Draft, design, revise, and edit documents • Design and implement appropriate research strategies • Write collaboratively (co-authoring, peer revising) • Follow and adjust to business writing conventions • Design documents for both content and visual appeal • Use writing to help prepare and deliver oral presentations • Write ethically and responsibly

  14. Student Workload Common Outcomes Common Assignments • Introductory Project (2) • Major Group Project (3) • Case Project (4) • Employment Project • All have multiple deliverables • 407A Process • Invent/Plan • Draft • Peer Review • Revise • Teacher Response • Revise • Edit • Evaluation • Evaluation Criteria • General Criteria • Project-Specific Criteria • Based on outcomes

  15. Student Workload Programmatic Assessment • Analyze Findings By • Outcome • Criteria for a Single Project • Criteria across Projects • Platform • Section or Across Sections • Analyze Findings For • Student Learning • Teacher Effectiveness • Teacher Support • Program Effectiveness

  16. One question about assessment: What do you want to know? • Think about student success: • Outcomes? • Skills? • Consistency? • Think about course success: • Goals? • Program? • Coherence?

  17. Teacher Workload must be clearly articulated Teacher expectations time in class time responding to student work time in office hours class prep time professional development time

  18. Teacher Workload Teacher Support Teacher Efficiency Teacher Responsibility Teacher Choice Teacher Strengths Teacher Effectiveness

  19. Teacher Workload Teacher Support Structures • 10-Hour-Per-Week Commitment • New Teacher Mentor Program • Staff Meetings • Norming/Response Workshops • Professional Development Workshops • Course Materials • Online and In-Class Handouts • Project Notes and Samples • Student Writing Samples • Daily Message Samples and Prompts

  20. Teacher Workload Case Project Staff Meeting (sample) • General Criteria • Format • Audience • Depth of Thought • Argument • Business Style • Grammar and Correctness • Project-Specific Criteria • Fix the Problem • Maintain Relations • Quality of Internal Document • Quality of External Document 1) Start with criteria 2) Define criteria 3) Strategies for discussing criteria in class 4) Respond to samples w/ criteria 5) Evaluate samples w/criteria

  21. Final Summary • To achieve consistency and coherence, you must think and plan programmatically. • A commitment to assessment leads to robust outcomes which lead to flexible assignments which lead to applicable assessment measures. • Effective and efficient teachers develop from a clear set of expectations and diverse support structures. • Be PATIENT!

  22. Final Questions? For more information and to view samples, please visit: http://www.unlv.edu/faculty/nagelhout/service/courseajar/ Ed Nagelhout FDH 628 895-5073 ed.nagelhout@unlv.edu

More Related