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.

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

• Recognition of inherent differences in motivation, preparation, and aptitude (from day one).
• Facilitation of classroom environment which acknowledges and respects these differences (the elephnt in the room) and uses them to the advantage of the group.
• Development of student motivation, knowledge, and skills from different starting points to maximum progress

• 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.