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 ...

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 ...

What is Terminal Learning Objective? This is a statement of what a learner will be able to do at the end of a course of instruction. Any course of instruction, whether practical or academic, should ...

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 ...

Creating a course map is like planning a road trip—you start with your destination (learning outcomes) and chart the best route to get there (instruction, activities, and assessments). A ...

When designing a course, where do you begin? Perhaps you typically begin by identifying topics you’d like to address or texts you want to include. In this approach, the focus is primarily on content ...

After the Program Outcomes have been established, the next step and in many ways, the first step in the actual assessment cycle is to identify the learning outcomes that should occur for each course.

Most edtech conversations often focus on “tech”—the new apps, data systems, assessments and other technologies. But the “ed” discussions—particularly the art of teaching with these tools—are often ...

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 ...