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Rethinking Teaching in Higher Education: A Reasoned Approach to Course Design and Development

Join experts Cheryl Amundsen, Cynthia Weston, Lynn McAlpine, and Phillip Abrami in a comprehensive workshop and year-long group for transforming teaching practices in higher education. Explore theoretical foundations, construct disciplinary knowledge links, prioritize student-centered teaching, and enhance course alignment and coherence. Engage in designing complete courses, discussing with peers across disciplines, and integrating technology effectively. Collaborate with teaching development professionals, past participants, and graduate students to study teaching effectiveness.

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Rethinking Teaching in Higher Education: A Reasoned Approach to Course Design and Development

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  1. Rethinking Teaching in Higher Education:a reasoned approach to the support of student learning Cheryl Amundsen (SFU), Cynthia Weston, Lynn McAlpine (McGill), Phillip Abrami (Concordia)

  2. Teaching Development Process • 30-hour Rethinking Teaching Workshop • Year-long follow-up group • Classroom research studies

  3. Theoretical Foundations of Our Work • Structure of knowledge in the disciplines (Donald 2004; 1997) • Pedagogical reasoning (Shulman 1986,1987; Schwab 1970) • Professional thinking and action (Schon, 1983,1987) • Instructional design (Richley, 1986; Reigeluth, 1999) • Transformational learning (Mezirow, 1991; Cranton, 1996)

  4. Four Underlying Constructs • Disciplinary knowledge linked to teaching actions. • Learning-centred teaching. • Reasoned approach to teaching decisions. • Coherence and alignment of course design elements.

  5. Teaching Development Process • 30-hour Rethinking Teaching Workshops • Year-long follow-up groups • Classroom research studies

  6. Rethinking Teaching WorkshopsWhat Characterizes Them? • Focus is on a complete course. • Design process in the context of the specific subject area. • Discussion and critique with colleagues across disciplines. • Assume the role of both instructor and student in designing courses.

  7. Course Design

  8. First draft - Business

  9. Third Draft - Business

  10. Third Draft - Educational Psychology

  11. Fourth Draft- Educational Psychology

  12. Second draft – Computing Science

  13. Third Draft - Computing Science

  14. Course Design

  15. Format of the Workshop

  16. Why Follow Up Groups? • Support while implementing changes designed in the workshop. • Continuation of sense of teaching community developed during workshop. • Explore teaching related questions.

  17. What about Technology?

  18. The “Layering On” of Technology

  19. Pedagogical Content Knowledge

  20. Instructional Team • Academics with a scholarly interest in teaching development. • Past participants of the workshop and followup groups. • Graduate students.

  21. Studying the Effectiveness

  22. Model of Teaching Expertise

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