Blueprint for Learning: Creating College Courses to Facilitate, Assess, and Document Learning
** An acclaimed educator presents hands-on advice on teaching that meets today’s emphasis on learning outcomes and assessment
** Informed by the most up-to-date research on how people learn
** For all instructors in higher education--as well as high school teachers
Laurie Richlin has been running a workshop on course design for higher education for over fifteen years, modifying and improving it progressively from the feedback of participants, and from what they in turn have taught her.
Her goals are to enable participants to appropriately select teaching strategies, to design and create the conditions and experiences that will enable their students to learn; and in the process to develop the scholarly scaffold to document their ongoing course design and achievements.
This book familiarizes readers with course design elements; enables them to understand themselves as individuals and teachers; know their students; adapt to the learning environment; design courses that promote deep learning; and assess the impact of the teaching practices and design choices they have made. She provides tools to create a full syllabus, offers guidance on such issues as framing questions that encourage discussion, developing assignments with rubrics, and creating tests.
The book is packed with resources that will help readers structure their courses and constitute a rich reference of proven ideas.
What Laurie Richlin offers is a intellectual framework, set of tools and best practices to enable readers to design and continually reassess their courses to better meet their teaching goals and the learning needs of their students.
Great walkthrough of the complete course prep process
By Paul Witman - August 25, 2006
I participated in the development of this text as a student in the course for which it was created. The text provides a step-by-step walkthrough of several key elements of course design:
1) The environment for learning, and the notions of scholarly teaching and the scholarship of teaching and learning;
2) Background on learning processes (learning styles, types of intelligence, cognitive development), particularly as they affect the design of effective courses; and
3) Course design material for documenting and assessing learning, with structured models for how to create assessment tools that measure what you believe the students should have learned (the learning objectives).
In addition, it provides a number of appendices with templates, rubrics, assessment instruments, and references to other related tools.
As a first-year professor, I've already found this to be a valuable reference to work from, and I highly recommend it.
Excellent roadmap for course development!
By CyberTeach - March 11, 2013
I teach graduate courses in nursing education and have been searching for a text that would walk students through the process of developing a college level course "from scratch" as I feel this is an essential skill for all educators. This book is very easy to navigate and understand and while I have listed it as a recommended text for this semester, next year I plan to require this for my curriculum development course.
Great Book...IF you do the excercises
By Biology Prof - August 18, 2012
I had the good fortune of attending a two-day seminar by Dr. Richlin, and it was fantastic. Although it was impossible to learn all of the techniques described in the book in such a short time, we did complete many of the exercises. If you have to develop a course fromk scratch, I HIGHLY recommend this book . If you are interested in learning about how students learn, there are probably better texts available. Essentially, this book serves as a concise manual with step by step instructions. I've found that after I completed the exercises for one course, revising the documents for a different course was much easier. The first time I developed a course with this book it took about 40 hours. Now that I have the format in place I'm pretty sure I will be able to revise all of the documents for a different but related course in a fraction of the time. It will probably save me 30 hours or so, because most of the work is already done!
Thanks, Dr. Richlin, for devising such a clear... read more
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