Innovative Course Design

Introductory Remarks

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.
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.

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.

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.

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]

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.