Innovative Course Design

Introductory Remarks

• Traditional and Non-traditional Assumptions about College Courses

• Traditional Assumptions

• The college course as a scene for a competition in relation to absolute standards

• Consequences of this assumption: need to maintain consistent and uniform assessment methods, focus on fairness of competition, reluctance to provide extensive study aids or facilitate student collaboration and cooperation, "sink or swim" mentality.
• The teacher as content and method expert: need to maintain disciplinary rigor, need to remain within the teacher's scope of competence.

• Non-traditional assumptions

• The college course as an environment that maximizes student motivation and development at multiple levels

• Recognizing inherent differences in motivation, preparation, and aptitude (from day one).
• Using student differences to the advantage of the group (vs. simply documenting difference and alienation).
• Maximizing student progress (relative to individual starting points).
• Limits of non-traditional assumptions: sequenced courses in science and language study.

• Personal Caveat: These are techniques I have learned from others and which I have found useful. Teaching is an art which requires individual appropriation of methods. The following techniques are presented with this caveat in mind.

Electronic Quiz and Polling Technology

• Demo of electronic quizzing and polling

• Uses for checking reading knowledge and lesson preparation: checks reading knowledge at start of class, provides feedback (in "real time") to faculty and students about levels of preparation at the start of class, assesses student preparation without subjective teacher assessment, shares information about preparation with other students immediately.
• Advantages of using electronic technology for this task: teacher only writes questions, scoring and record keeping automated.
• Advanced uses

• Measuring attention and learning during class
• Self-paced and take home exams

Grading Schemes

• Why should everyone be assessed by the same methods and instruments? (Traditional vs. Non-traditional assumptions)
• Grading schemes: Faculty construct a menu of assessments and projects, designate required and optional, formal (rubric governed) vs. informal (completion based), percentage weight ranges, rubrics. Students choose from this menu a "scheme" or set of projects and assignments which satisfy faculty and students requirements and preferences.
• Examples of Grading schemes: Wisdom course, Ethics Course
• Values promoted by grading schemes: increase in motivation, allows for developmental approach to coursework, increases student satisfaction and engagement, promotes creativity in student work.
• Challenges of grading scheme method: keeping track of student work.

Flipping Traditional Classroom Time

• Traditional Model: Lecture, Faculty presentation, followed by student discussion and questioning.
• Flipping: Shift presentations and lectures to homework (using text, audio, and video technology) and do homework and discussion in class. Outsourcing presentations (example of extensive use of outsourcing: [1]
• Values promoted by flipping: Gives students access to interaction with faculty and students during class time, encourages faculty to raise production values for lectures or "outsource" standard presentation material, gives students option to "replay" difficult content, gives students access to faculty while trying to attain mastery of material, reduces passivity of classroom time. (Can be used in combination with electronic quiz technology.)
• For further information: Kahn Academy [2]

Additional Methods

Using Wikis to promote transparency and collaboration

• Wikis for classroom notes, study questions, and student generated content.
• Gonzaga's wiki server
• Demo of wiki editing.
• Values promoted by wikis: transparency and efficiency

Using Audio comments and audio/video files

• Recording audio on student work
• Recording classroom audio
• Values promoted by audio comments on student work: coaching atmosphere, separation of qualitative and quantitative assessment.
• Values promoted by audio from class and mini-audio lectures: helps students who miss class, allows reinforcement of difficult content, emphasis of major ideas, promotes coaching over "sorting" in assessment.