Part 1: A frame of reference : 1. A learning-centered approach to course and curriculum design 2. Expanding role of faculty in accreditation and accountability 3. Staying informed 4. Scholarship and faculty rewards 5. Introduction to the model and its benefits 6. Diagramming Part 2: The process : 7. Making the decision to go ahead 8. Getting started 9. Linking goals, courses, and curricula 10. Gathering and analyzing essential data 11. Thinking in the ideal 12. Adjusting from the ideal to the possible 13. Clarifying instructional goals and learning outcomes 14. Designing and implementing your assessment plan: overview and assessing a curriculum 15. Designing and implementing your assessment plan: assessing a course Part 3: Designing, implementing, and assessing the learning experience 16. Designing the learning experience: research on teaching and learning 17. Designing the learning experience: your instructional options 18. Using technology to support learning / Wallace Hannum 19. Distance learning / Wallace Hannum 20. Meeting the needs of adult learners / G. Roger Sell 21. Addressing diversity / G. Roger Sell 22. Developing a learning-centered syllabus Part 4: Your next steps : 23. Using your data: curriculum and course revision 24. Learning from experience
Resources : A. Achieving educational objectives: teaching and learning / Western Association of Schools and Colleges ; B. Student learning, assessment, and accreditation / The Higher Learning Commission of the North Central Association ; C. The proposal templates / Ohio Board of Regents ; D. Criteria for accrediting engineering programs / Accreditation Board for Engineering and Technology (ABET) ; E. Providing institutional support / The Academy for Assessment of Student Learning of the Higher Learning Commission of the North Central Association ; F. An exercise in diagramming a course ; G. Questions for evaluating a college course / Richard R. Sudweeks and Robert M. Diamond ; H. Curriculum-related issues raised by : The engineer of 2929: visions of engineering in the new century I. Multicultural competencies for counselors / American Counseling Association ; K. Ethics / The Commission on Public Relations Education ; K. Mathematics, prerequisites and student success in introductory courses / William J. Hardin ; L. Examples of outcome statements / Lion F. Gardiner ; M. One approach to categorizing your learning outcomes ; N. Decision-making and problem-solving skills of a critical thinker O. Curriculum review: the questions to ask / Robert M. Diamond and Lion F. Gardiner ; P. Writing goals inventory / Elizabeth A. Jones ; Q. Diversity in the classroom: inclusive teaching and learning in a multicultural environment ; R. Copyright: handling permissions and releases ; S. Teaching goals inventory: self-scorable version
Case studies : Developing an institutional assessment culture: Truman State University / Bronwyn Adam ; Developing a statement of learning outcomes: Alverno College ; Developing learning outcomes: Southeast Missouri State University ; Imagining Missouri's future: Missouri State University ; The flexible credit and continuous registration system: meeting the needs for new instructional formats / Robert M. Diamond and Peter B. DuBlois ; Addressing math deficiencies and collecting student data: introductory economics ; Expanding the course time frame to compensate for a lack prerequisites: Introductory calculus ; Dealing with prerequisite at the graduate level: a course in cost-effectiveness ; Using data from students: introductory course in religion ; Designing an ideal curriculum: music/music industry ; Designing an ideal curriculum: surveying alumni: master's program in management ; Ensuring the acquisition of basic core competencies in an introductory course: introduction to business and management ; Distance learning: the lessons learned / Wallace Hannum and Robert King ; Revising an existing course: music for the non-major: State University of New York, College at Fredonia.
