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Undergrad_Grad_Course_Design_Presentation.pptx
- 1. Framework, Elements, andBest Practices for Course Design for Undergraduate and Graduate Programs
- 2. What is CourseDesign? • Course design is the systematic planning of course content, structure, and delivery. • Aligns learning outcomes, teaching methods, materials, and assessments. • Ensures a cohesive and meaningful learning experience for students at all levels.
- 3. Key Elements ofCourse Design 1. Learning Objectives 2. Course Content 3. Teaching and Learning Activities 4. Assessment and Evaluation 5. Instructional Materials 6. Course Policies 7. Feedback and Improvement
- 4. Undergraduate vs. Graduate CourseDesign • Undergraduate: - Foundational knowledge - Structured learning - Focus on skill acquisition • Graduate: - Research-oriented - Critical analysis and synthesis - Independent and collaborative inquiry
- 5. Step-by-Step Design Process 1. Define course goals and learning outcomes 2. Analyze student needs and context 3. Develop course outline and syllabus 4. Select appropriate instructional strategies 5. Design assessment tools (formative/summative) 6. Choose or create learning materials 7. Review and revise periodically
- 6. Bloom's Taxonomy for LearningObjectives • Cognitive levels: - Remember, Understand, Apply - Analyze, Evaluate, Create • Graduate courses emphasize higher-order thinking Example: 'Evaluate theoretical models of leadership'
- 7. Aligning Course Components Ensure alignment between: • Learning Outcomes • Teaching Methods • Assessments → Coherence improves learning effectiveness and student satisfaction.
- 8. Example Course Structures (12Weeks) Undergraduate: • Week 1–2: Introduction, core skills • Week 3–6: Theory and application • Week 7: Midterm assessment • Week 8–11: Advanced topics • Week 12: Final review/exam Graduate: • Week 1–2: Orientation and literature review • Week 3–6: Case studies, discussions • Week 7: Mid-semester project • Week 8–11: Independent research • Week 12: Thesis presentations
- 9. Best Practices inCourse Design • Use backward design: start with outcomes • Encourage active learning • Provide timely and constructive feedback • Ensure accessibility and inclusivity • Continuously assess and improve the course • Tailor depth and complexity to student level