Have you or your program conducted and completed the analysis steps? Then, you are ready to begin the Backwards Design process for creating your course and developing learning goals, objectives, and ...

In my last post about the inverted/flipped calculus class, I stressed the importance of Guided Practice as a way of structuring students’ pre-class activities and as a means of teaching self-regulated ...

Assessment of course quality, student learning, and professor effectiveness has become paramount in many of today’s universities and colleges. We seem always to strive for a better way to assess our ...

One of the most robust backward design models developed for higher education is L. Dee Fink’s integrated course design. Fink outlines a streamlined process for designing academic courses, divided into ...

Pick one of your current course learning outcomes or create a new one based on a topic you teach. Evaluate the outcome using these questions: Is it specific and measurable? Does it focus on observable ...

Learning outcomes and objectives are the fundamental elements of most well-designed courses. Well-conceived outcomes and objectives serve as guideposts to help instructors work through the design of a ...

One of the common misconceptions about inclusive teaching practices is that it excludes the use of tests, which for many instructors and subjects offer an efficient and clear measure of student ...