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Building a Pathway for Student Learning: A How-to Guide to Course Design

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Building a Pathway for Student Learning

A How-to Guide to Course Design

By Steven K. Jones, Robert K. Noyd, Kenneth S. Sagendorf

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Format: Paperback, 184 pages
Other Information: illustrations
Published In: United States, 30 October 2014
This book leads you through the process of designing a learning-centered course. It is written as a "how-to" handbook, providing step-by-step guidance on creating a pathway to student learning, including 26 workboxes (also available free online) that lead you through each element of the course design process and promote a rich reflection process akin to being in a workshop setting. The authors prompt you to (1) consider the distinctive characteristics of your students; (2) clearly articulate your course learning goals; (3) create aligned summative assessments; (4) identify the specific knowledge, skills, and attitudes students will need in order to be successful; (5) craft effective learning experiences, informed by the well-documented research on how people learn; and (6) incorporate formative assessment to ensure you and your students are staying on track. Completion of the sequence of worksheets leads to a poster as a visual display of your course design. This graphic depiction of your course ties the components together, provides a clear map of action for teaching your course, for modifying as you evaluate the success of particular strategies or want to introduce new concepts, and for developing your syllabus. A rubric for evaluating course posters is included. For faculty developers, this book provides a proven and ready-made resource and text around which to design or redesign learner-centered course design workshops or multi-day course design retreats, replicating or modifying the renowned workshop that the authors have developed at the Air Force Academy for both faculty new to teaching and those with many years of teaching experience under their belt.

About the Author

Steven K. Jones is currently an Associate Professor of Behavioral Sciences and Leadership at the United States Air Force Academy (USAFA). He has taught for over 20 years in university and service academy classrooms. For the past 10 years, he has served as the Director of Academic Assessment in USAFA's Center for Educational Excellence. He works closely with faculty across the institution on matters of effective course design, particularly as it pertains to assessment of course learning goals and departmental / institutional learning outcomes. His scholarly contributions are focused on the clear articulation, development, and assessment of institutional learning outcomes. Robert K. Noyd is Professor of Biology at the U.S. Air Force Academy where he teaches botany, general biology, and senior seminar courses. He has taught for over 35 years in high school, community college, small college, university, and service academy classrooms. He has served as the Academy's Director of Faculty Development and continues to write innovative educational materials and present workshops throughout the country on course design and learning-focused strategies. His new first edition biology textbook uses research-based principles of learning to motivate and inspire students nationwide. Kenneth S. Sagendorf is the founding Director of the Center for Excellence in Teaching and Learning (CETL) and a Professor at Regis University - a Jesuit University in Denver, CO, USA. He holds degrees in biology (B.S.), applied exercise physiology (M.S.), and College Science Teaching (Ph.D.). In his 20 years in higher education, he has worked as a faculty member and administrator at four academic institutions - from small state schools to research institutions to the United States Air Force Academy. His own scholarship focuses on creating environments and cultures conducive to student learning - at the lesson, course, program, and curricular levels. His publications include books on incorporating disability into the college classroom and curriculum and promoting academic integrity through classroom instruction.

Reviews

Roll up your sleeves and get ready to learn practical guidelines for designing a learning-centered course. This book puts aside theory and argument for the transformational work of re-tooling courses with an emphasis on deep, lasting learning. Various strategies maximize the hands-on, retreat-like approach to achieving what the authors call transparency, alignment, and integration in course design. The book is more than a good read: it is a genuine workout for teachers committed to improving student learning. ""Building a Pathway for Student Learning" offers a practical, research-informed, systematic, comprehensive yet concise pathway for faculty interested in designing and building more effective courses. The book is itself a cleverly designed curriculum that will engage and assist faculty across the disciplines from novices to veterans, working individually or collaboratively in understanding and implementing 'backward design.' I strongly commend and recommend this book to academic administrators and faculty alike for its conceptual clarity, pragmatic advice and admirable brevity. --Tom Angelo, Assistant Provost, Director of the Center for the Advancement of Faculty Excellence (CAFE) and Professor of Higher Education" "This book is valuable for both the novice and experienced faculty member. I am particularly impressed that it is written at a level that is easy to understand, yet guides the reader to a complex product individually designed to improve student learning."--Todd Zakrajsek "Building a Pathway for Student Learning" provides a practical and flexible guide to the wicked problem of teaching in higher education. As Jones, Noyd, and Sagendorf explain, faculty possess the content knowledge that is a prerequisite to teach effectively in college. That knowledge, however, is necessary but not sufficient for our work. What students know and are capable of doing as a result of our courses is what matters most, yet the dynamic nature of our students, disciplines, and institutions means that a static approach to teaching is bound to fail. Our disciplinary expertise, no matter how great, will not allow us to resolve this wicked problem.We need to supplement our disciplinary understanding with a systematic yet flexible approach to designing learning experiences for students. This book outlines an efficient and powerful process to do that. Jones, Noyd, and Sagendorf are excellent guides along the way. They have synthesized the best scholarly literature on learning and teaching; they also have practical experience gained by facilitating scores of course design retreats for diverse faculty. Done well, Jones, Noyd, and Sagendorf remind us, course design is a scholarly and deeply creative activity. With this book as our guide, we will make progress in building pathways toward deeper student learning in all of our courses."--Peter Felten, Assistant Provost for Teaching and Learning, Executive Director of the Center for Engaged Learning and the Center for the Advancement of Teaching and Learning" "Roll up your sleeves and get ready to learn practical guidelines for designing a learning-centered course. This book puts aside theory and argument for the transformational work of re-tooling courses with an emphasis on deep, lasting learning. Various strategies maximize the hands-on, retreat-like approach to achieving what the authors call transparency, alignment, and integration in course design. The book is more than a good read: it is a genuine workout for teachers committed to improving student learning."--John Zubizarreta, Ph.D., Professor of English, Director of Honors & Faculty Development, Carnegie Foundation/CASE U.S. Professor of the Year "This book leads you through the entire process of designing a well-aligned, learning-centered course - and makes it easy. Not only does it explain solid course design principles we can all agree on, such as backward design, but it also provides the hands-on practicality of a workbook: The reader creates a course as she proceeds through the book. Faculty can use on their own, or educational developers can develop an extended course design workshop around it."--Linda B. Nilson, Ph.D. Director, Office of Teaching Effectiveness and Innovation -This book is valuable for both the novice and experienced faculty member. I am particularly impressed that it is written at a level that is easy to understand, yet guides the reader to a complex product individually designed to improve student learning.---Todd Zakrajsek -Roll up your sleeves and get ready to learn practical guidelines for designing a learning-centered course. This book puts aside theory and argument for the transformational work of re-tooling courses with an emphasis on deep, lasting learning. Various strategies maximize the hands-on, retreat-like approach to achieving what the authors call transparency, alignment, and integration in course design. The book is more than a good read: it is a genuine workout for teachers committed to improving student learning.---John Zubizarreta, Ph.D., Professor of English, Director of Honors & Faculty Development, Carnegie Foundation/CASE U.S. Professor of the Year -This book leads you through the entire process of designing a well-aligned, learning-centered course - and makes it easy. Not only does it explain solid course design principles we can all agree on, such as backward design, but it also provides the hands-on practicality of a workbook: The reader creates a course as she proceeds through the book. Faculty can use on their own, or educational developers can develop an extended course design workshop around it.---Linda B. Nilson, Ph.D. Director, Office of Teaching Effectiveness and Innovation -Building a Pathway for Student Learning provides a practical and flexible guide to the wicked problem of teaching in higher education. As Jones, Noyd, and Sagendorf explain, faculty possess the content knowledge that is a prerequisite to teach effectively in college. That knowledge, however, is necessary but not sufficient for our work. What students know and are capable of doing as a result of our courses is what matters most, yet the dynamic nature of our students, disciplines, and institutions means that a static approach to teaching is bound to fail. Our disciplinary expertise, no matter how great, will not allow us to resolve this wicked problem.We need to supplement our disciplinary understanding with a systematic yet flexible approach to designing learning experiences for students. This book outlines an efficient and powerful process to do that. Jones, Noyd, and Sagendorf are excellent guides along the way. They have synthesized the best scholarly literature on learning and teaching; they also have practical experience gained by facilitating scores of course design retreats for diverse faculty. 'Done well, ' Jones, Noyd, and Sagendorf remind us, 'course design is a scholarly and deeply creative activity.'With this book as our guide, we will make progress in building pathways toward deeper student learning in all of our courses.---Peter Felten, Assistant Provost for Teaching and Learning, Executive Director of the Center for Engaged Learning and the Center for the Advancement of Teaching and Learning -Building a Pathway for Student Learning offers a practical, research-informed, systematic, comprehensive yet concise pathway for faculty interested in designing and building more effective courses. The book is itself a cleverly designed -curriculum- that will engage and assist faculty across the disciplines - from novices to veterans, working individually or collaboratively - in understanding and implementing 'backward design.' I strongly commend and recommend this book to academic administrators and faculty alike for its conceptual clarity, pragmatic advice and admirable brevity.---Tom Angelo, Assistant Provost, Director of the Center for the Advancement of Faculty Excellence (CAFE) and Professor of Higher Education "Building a Pathway for Student Learning provides a practical and flexible guide to the wicked problem of teaching in higher education. As Jones, Noyd, and Sagendorf explain, faculty possess the content knowledge that is a prerequisite to teach effectively in college. That knowledge, however, is necessary but not sufficient for our work. What students know and are capable of doing as a result of our courses is what matters most, yet the dynamic nature of our students, disciplines, and institutions means that a static approach to teaching is bound to fail. Our disciplinary expertise, no matter how great, will not allow us to resolve this wicked problem.We need to supplement our disciplinary understanding with a systematic yet flexible approach to designing learning experiences for students. This book outlines an efficient and powerful process to do that. Jones, Noyd, and Sagendorf are excellent guides along the way. They have synthesized the best scholarly literature on learning and teaching; they also have practical experience gained by facilitating scores of course design retreats for diverse faculty. 'Done well, ' Jones, Noyd, and Sagendorf remind us, 'course design is a scholarly and deeply creative activity.'With this book as our guide, we will make progress in building pathways toward deeper student learning in all of our courses."--Peter Felten, Assistant Provost for Teaching and Learning, Executive Director of the Center for Engaged Learning and the Center for the Advancement of Teaching and Learning "Building a Pathway for Student Learning offers a practical, research-informed, systematic, comprehensive yet concise pathway for faculty interested in designing and building more effective courses. The book is itself a cleverly designed "curriculum" that will engage and assist faculty across the disciplines - from novices to veterans, working individually or collaboratively - in understanding and implementing 'backward design.' I strongly commend and recommend this book to academic administrators and faculty alike for its conceptual clarity, pragmatic advice and admirable brevity."--Tom Angelo, Assistant Provost, Director of the Center for the Advancement of Faculty Excellence (CAFE) and Professor of Higher Education Building a Pathway for Student Learning provides a practical and flexible guide to the wicked problem of teaching in higher education. As Jones, Noyd, and Sagendorf explain, faculty possess the content knowledge that is a prerequisite to teach effectively in college. That knowledge, however, is necessary but not sufficient for our work. What students know and are capable of doing as a result of our courses is what matters most, yet the dynamic nature of our students, disciplines, and institutions means that a static approach to teaching is bound to fail. Our disciplinary expertise, no matter how great, will not allow us to resolve this wicked problem.We need to supplement our disciplinary understanding with a systematic yet flexible approach to designing learning experiences for students. This book outlines an efficient and powerful process to do that. Jones, Noyd, and Sagendorf are excellent guides along the way. They have synthesized the best scholarly literature on learning and teaching; they also have practical experience gained by facilitating scores of course design retreats for diverse faculty. Done well, Jones, Noyd, and Sagendorf remind us, course design is a scholarly and deeply creative activity. With this book as our guide, we will make progress in building pathways toward deeper student learning in all of our courses."--Peter Felten, Assistant Provost for Teaching and Learning, Executive Director of the Center for Engaged Learning and the Center for the Advancement of Teaching and Learning"

EAN: 9781579228927
ISBN: 1579228925
Publisher: Stylus Publishing
Dimensions: 27.9 x 21.6 x 1.3 centimetres (0.51 kg)
Age Range: 15+ years
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