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Course design in STEM in Higher Education
- Course name: Course design in STEM in Higher Education
- Code discipline: ???
- Subject area: Humanities
Short Description
This course is meant to guide you through the process of designing an elective course that you can potentially teach at Innopolis University. The transferable skills you should acquire within this course are (1) to be able to consciously make educated pedagogical decisions related to essential aspects of course design in higher education - the course design process as well as setting up course level objectives and aligning with them assessments, course content, and instructional practices; (2) to be able to document those decisions as a syllabus.
Prerequisites
Prerequisite subjects
- HSS104
Prerequisite topics
- Bloom et al.’s taxonomy
- constructive alignment
Course Topics
| Section | Topics within the section |
|---|---|
| Setting course objectives. |
|
| Instruction. |
|
| Documentation. |
|
Intended Learning Outcomes (ILOs)
What is the main purpose of this course?
What is the main goal of this course formulated in one sentence? The main purpose of this course is to enable students to design a university elective course.
ILOs defined at three levels
Level 1: What concepts should a student know/remember/explain?
By the end of the course, the students should be able to ...
- describe several course design frameworks and judge their applicability;
- explain the purpose of needs assessment and describe the steps of the process;
- explain the difference between knowledge-based and competency-based course design approaches;
- characterize national, international, and occupational (CS2020) curricula;
- give examples of program level competencies – universal, general professional, professional;
- explain the concepts of alignment, sequencing, progression, and recycling related to course design;
- list and describe the learning theories you know;
- list and describe teaching and learning approaches you know;
- describe how ethical and inclusive teaching issues should be considered during the course design;
- explain the concepts of alignment, progression, and recycling;
- give examples of different forms of syllabi and explain their purposes;
- explain the purpose of a teaching philosophy statement and give examples of the content relevant for this document.
Level 2: What basic practical skills should a student be able to perform?
By the end of the course, the students should be able to ...
- design course level competency statements in line with CS2020 curriculum;
- describe the intended learning outcomes of the course;
- align course level objectives with national, occupational, and institutional curricula;
- align the course ILOs with assessment and instruction;
- design course materials;
- design formative and summative assessment tasks aligned with the competency statement
Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios?
By the end of the course, the students should be able to ...
- perform needs assessment and write up results;
- design and teach a 45’ class on their own where content, instruction, and assessment are mutually aligned and aligned with the competency statement;
- write up a course syllabus;
- justify their pedagogical choices based on research-based evidence.
Grading
Course grading range
| Grade | Range | Description of performance |
|---|---|---|
| A. Excellent | 95.0-100.0 | - |
| B. Good | 80.0-94.99 | - |
| C. Satisfactory | 70.0-79.99 | - |
| D. Fail | 0.0-69.99 | - |
Course activities and grading breakdown
| Activity Type | Percentage of the overall course grade |
|---|---|
| Needs assessment | 10 |
| Participation | 25 |
| Class analysis | 40 |
| Thinking behind your course | 10 |
| Syllabus | 10 |
| Course presentation | 5 |
Recommendations for students on how to succeed in the course
Participation and self-study are important.
You will benefit from discussing the course readings.
Resources, literature and reference materials
Open access resources
- Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. Retrieved from http://www.deefinkandassociates.com/ GuidetoCourseDesignAug05.pdf
- CC2020 Task Force. 2020. Computing Curricula 2020: Paradigms for Global Computing Education. Association for Computing Machinery, New York, NY, USA.
- Bates, A.W. (2015) Vancouver BC: Tony Bates Associates Ltd. ISBN: 978-0-9952692-0-0.
Closed access resources
- Teaching and Learning STEM: A Practical Guide, Richard M. Felder and Rebecca Brent. Jossey-Bass—A Wiley Brand: San Francisco, CA, 2016. ISBN: 978-1-118-92581-2
- Race, P. (2019). The Lecturer's Toolkit: A Practical Guide to Assessment, Learning and Teaching (5th ed.). Routledge.
- Biggs, J. B., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Open University Press.
Software and tools used within the course
- Provide at least 3 open/freemium access tools
- None
Teaching Methodology: Methods, techniques, & activities
Activities and Teaching Methods
| Learning Activities | Section 1 | Section 2 | Section 3 |
|---|---|---|---|
| Interactive Lectures | 1 | 1 | 1 |
| Lab exercises | 1 | 1 | 1 |
| Individual Projects | 1 | 1 | 1 |
| Flipped classroom | 1 | 1 | 1 |
| Peer Review | 1 | 1 | 1 |
| Discussions | 1 | 1 | 1 |
| Presentations by students | 1 | 1 | 1 |
| Written reports | 1 | 1 | 1 |
| Oral Reports | 1 | 1 | 1 |
| Experiments | 0 | 0 | 1 |
Formative Assessment and Course Activities
Ongoing performance assessment
Section 1
| Activity Type | Content | Is Graded? |
|---|---|---|
| Needs assessment | Compare and contrast three course design frameworks: ADDIE, SAM, Integrated course design. List the stages you will take to design your course. Design a plan to perform needs assessment. |
0 |
| Thinking behind your course | Document the following sections of the portfolio (“Thinking behind your course”): Situational factors Program level objectives Competency statement Assessment |
0 |
Section 2
| Activity Type | Content | Is Graded? |
|---|---|---|
| Learning theories and teaching and learning approaches | Compare and contrast the following learning theories: behaviorism, cognitivism, constructivism, connectivism. Describe and critically evaluate the following teaching and learning approaches: project-based learning, problem-based learning, case-based learning, just-in-time teaching, process oriented guided inquiry learning (POGIL), studio-based learning, universal design for learning. Which of the learning theories and teaching and learning approaches reflect your teaching philosophy? |
0 |
| Ethical considerations and inclusive teaching. | Explain how instructional and materials design should consider the special needs of color-blind, dyslectic, dysgraphic, intellectually advanced, and culturally diverse students. |
0 |
| Teaching practice. | Plan, design materials, and teach a 45’ pilot class for BS students. Participate in your classmates’ class as a student or as an observer. Document your reflection about your class. Document and present your feedback for your classmates’ classes. |
1 |
| Scholarship of teaching and learning | Read and summarize one of the provided articles, post your summary on the forum. Discuss the articles with your classmates. Explain how what you have read can impact your pedagogical choices. |
1 |
| Thinking behind your course | Document the following sections of the portfolio (“Thinking behind your course”): Learning theory your course draws upon. Give example of learning experiences your students will be exposed to that are aligned with the vision of that learning theory. Teaching and learning approach your course draws upon. Give example of learning experiences your students will be exposed to that are aligned with those approaches. Ethical and inclusive teaching issues you should consider while designing your course and materials. How learning will happen in your course. List the topics that will be covered and how they will be sequenced. Explain the progression within the course – how the students will be challenged during the course. Explain which concepts will be recycled within the course. Explain how the course competency statement, ILOs, assessments, and instruction are mutually aligned in the course. Anticipate the potential risks in the course and plan how you can overcome them. |
0 |
Section 3
| Activity Type | Content | Is Graded? |
|---|---|---|
| Syllabus | Write up a draft of the syllabus of your course using the provided template. | 0 |
| Teaching philosophy statement | Write a draft of your teaching philosophy statement. | 1 |
Final assessment
Section 1
- Grading criteria for the Needs assessment report:
- The work shows the evidence of thorough planning and performing research. The plan was timely designed as per which data need to be collected, the ways to collect them and to analyze them. Several, where possible, representatives/groups of representatives of each of the types of stakeholders (industry, students, University) have been interviewed. Other data were collected if necessary. The collected data provide solid evidence to justify the choices of the course content and mode of delivery.
Section 2
- none
Section 3
- Grading criteria for the course syllabus, course development portfolio, and presentation:
- The work is a result of incremental documentation of the vision of the course developer of the situational factors, course objectives, instruction, feedback and assessment, potential risks, and evaluation of the course. The work demonstrates that the course designer makes their pedagogical decisions consciously and responsibly and based on the research evidence where possible; proper explanations and examples are provided to justify those choices. The course designer demonstrates excellent knowledge of learning theories and instructional approaches and full understanding of the concepts of alignment/integration, progression, and recycling.
The retake exam
Section 1
- For the retake, students must submit course syllabus and present their course design portfolio.
Section 2
Section 3