Course Design
Below you will find online resources for course planning, syllabus development, planning your grading system, and preparing for assessment.
Course Design
Community-based Learning Instructional Resources from the Center for Academic Excellence, PSU
Course Design and Diversity from the Faculty Teaching Excellence Program, University of Colorado at Boulder. On Diversity in Teaching and Learning: A Compendium contains essays by faculty from a variety of disciplines who share ideas and strategies on topics such as developing an inclusive curriculum, encouraging participation, and fostering diversity in a wide range of classroom environments.
Planning, Designing, and Evaluating Student Assignments from For Your Consideration, an online publication of the University of North Carolina - Chapel Hill
Planning Laboratory Sessions from the Office of Instructional Consultation, University of California, Santa Barbara. Guidelines are written for TAs, but useful for any instructor preparing for lab or recitation sections.
Preparing or Revising a Course from the hard copy book Tools for Teaching by Barbara Gross Davis
Preparing to Teach the Large Lecture Course from the hard copy book Tools for Teaching by Barbara Gross Davis
Teaching Goals Inventory Online from the Center for Teaching at the University of Iowa
Syllabus Development
Syllabus Tutorial from the Center for Teaching and Learning Services, University of Minnesota
Creating a Syllabus for the Learner-Centered Classroom from the Teaching Effectiveness Program, University of Oregon
Creating an Effective Online Syllabus from Houghton Mifflin, College Division. Includes a checklist, guidelines for presenting grading information, and sample syllabi (PDF)
Community-based Learning Syllabus Design from the Center for Academic Excellence, PSU
Developing or Retooling Syllabi Driven by Learning Outcomes- this guide from the University of California, Berkeley shows how to backward engineer a course design by thinking through course learning goals, developing course narratives, and translating goals and narratives into sequenced learning activities that drive syllabi.
Learning Objective Best Practices- examples from five syllabi from various departments that reflect a course level learning outcome that corresponds with a Campus-wide learning outcome.
BA 301, BA 385, EAS 199A, PSY 311, SOC 450
Some Pertinent Questions About Grading by Marilla Svinicki, Center for Teaching Effectiveness, University of Texas at Austin
Evaluating and Grading Students by Marilla Svinicki, Center for Teaching Effectiveness, University of Texas at Austin
Developing Grading Rubrics, Selected Online Resources from the Center for Academic Excellence, PSU
Quizzes, Tests and Exams from Tools for Teaching by Barbara Gross Davis
How to Write Better Tests from Instructional Support Services, Indiana University Bloomington
Writing Multiple-Choice Items that Demand Critical Thinking from the Teaching Effectiveness Program, University of Oregon
Writing and Grading Essay Questions from the Center for Teaching and Learning, University of North Carolina at Chapel Hill
Planning Writing Assignments from the Writing Center, PSU
Utilizing eportfolios from the Center for Teaching, Learning, and Technology, Washington State University
Preparing for Assessment- CAE Resources
Assessment Step-by-Step
Classroom Assessment Techniques
