Search results from Tip Sheets

Designing a course is a significant task, but following a proven strategy can help. The following design sequence is one possible order of completing a course design.

When designing a course, it's essential that the intended learning outcomes, the assessments, and the learning activities are aligned with one another

Start by writing student-centred learning outcomes

In a flipped classroom students engage with lectures or other materials outside of class to prepare for an active learning experience in the classroom. Key words: deep learning, class time, active learning

This Teaching Tip Sheet is organized around five questions that you should consider as you are developing your course outline: Intended Learning Outcomes, Context, Content, Teaching Methods, and Assessment Methods. Keywords: course design, questions, intended learning outcomes, teaching methods, assessment methods, course evaluation processes, philosophy of teaching and learning, course plan, assessment tools, course description. 

Course outlines, or syllabi, are an integral part of course design. They generally summarize our course design plans and serve as a “contract” with our students regarding the course described. But how do you create a useful outline? 

The following questions are meant to guide you through the process of designing a “course” or unit of study

Assessment is an integral part of your course design. 

Including well-designed library-based assignments in your courses can help build students’ research and thinking skills.

Classroom participation is a feature of many course designs