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 ...

Often, instructors want students to do more than know content that is increasingly complex. Other goals may refer to students’ interaction within the larger program or within the world. Fink (2013) ...

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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.

When you begin creating a course, you want to design with the end in mind. The best way to approach this is to start by writing measurable course learning objectives. Course learning objectives are ...

This guide has been created to support WMU instructors in the design and development of courses for all modalities, helping them to create learning experiences that meet instructional goals and ...

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 ...

Learning requires building new skills and understanding on prior knowledge and abilities. The order and way students experience new information will have a large impact on how successful they are at ...

Assignments and the associated grades represent one of the most powerful tools in our teaching repertoire. It takes great care and precision to design assessments, and how we measure and translate ...