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STLHE 2007

The Course Design and Teaching Workshop: A Canadian educational development initiative. STLHE 2007. Cynthia Weston, McGill University Cheryl Amundsen, Simon Fraser University Janette Barrington, Concordia University Catherine Caws, University of Victoria

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STLHE 2007

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  1. The Course Design and Teaching Workshop: A Canadian educational development initiative STLHE 2007 Cynthia Weston, McGill University Cheryl Amundsen, Simon Fraser University Janette Barrington, Concordia University Catherine Caws, University of Victoria Trevor Holmes, University of Guelph Tracy Penny-Light, University of Waterloo Jeanette McDonald, Wilfrid Laurier University Mariela Tovar, McGill University Geraldine VanGyn, University of Victoria

  2. In 1988 at McGill: • Short topical workshops • Individual faculty consultations • Instructional materials development • (Emerson & Mosteller, 2000; Weimer, & Lenze, 1991; Levinson-Rose, & Menges, 1981)

  3. Faculty Discussion Groups (semester-long) Course Design and Teaching Workshop (week-long)

  4. Characteristics of the CDTW • Design or redesign of a particular course.  Consider the various elements of course design and the learning process through the lens of disciplinary expertise. • Engage in collaborative discussion and peer critique with colleagues in the design of a course.  Instructional team includes past participants of the CTDW.

  5. Underlying Assumptions 1. Linking disciplinary knowledge to teaching actions (Donald, 2002; Neumann, 2001; Rowland, 1999)

  6. Underlying Assumptions 1. Linking disciplinary knowledge to teaching actions (Donald, 2002; Neumann, 2001; Rowland, 1999) 2. Learning-centred teaching (Saroyan & Amundsen (Eds.), 2004) 3. Coherence and alignment of course design elements (Fields of Instructional Design and Systems Theory)

  7. A matter of coherence and alignment Content Assessment Learning Outcome Context Strategy

  8. Underlying Assumptions 1. Linking disciplinary knowledge to teaching actions (Donald, 2002; Neumann, 2001; Rowland, 1999) 2. Learning-centred teaching (Saroyan & Amundsen (Eds.), 2004) 3. Coherence and alignment of course design elements (Fields of Instructional Design and Systems Theory) 4. A reasoned approach to teaching decisions (Saroyan & Amundsen (Eds.), 2004; Shulman 1986,1987)

  9. Underlying Assumptions 1. Linking disciplinary knowledge to teaching actions (Donald, 2002; Neumann, 2001; Rowland, 1999) 2. Learning-centred teaching (Saroyan & Amundsen (Eds.), 2004) 3. Coherence and alignment of course design elements (Fields of Instructional Design and Systems Theory) 4. A reasoned approach to teaching decisions (Saroyan & Amundsen (Eds.), 2004; Shulman 1986,1987) 5. Reflection as basic to transformational learning. (McAlpine & Weston, 2000; Cranton, 1996; Mezirow, 1991; Schon, 1987) (Your learning logs)

  10. Why begin with the analysis of course content? • Begins with a professor’s expertise • Engage with subject matter from a different perspective • Prepares the way for the consideration of learning

  11. McGill/SFU CDTW Process • 30-hour Rethinking Teaching Workshops • Year-long (or longer) follow up groups • Classroom research studies At SFU - (New) Institute for the Study of Teaching and Learning in the Disciplines

  12. Micro-teaching

  13. Additional materials can be found at: http://cdtw.wikispaces.com/ The book that details the workshop and faculty development approach described in this paper is available from Stylus Publishing www.styluspub.com Rethinking Teaching in Higher Education: From a Course Design Workshop to a Faculty Development Framework (2004)

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