1. Pedagogy I: Semester-based Opportunities for Course Redesign The Ohio State University October 25, 2010

2.  Murray Brunton, Professor, Central Ohio Technical College  Wayne Hall, Vice Provost for Faculty Development, University of Cincinnati  Kathryn M. Plank, Associate Director, University Center for the Advancement of Teaching, The Ohio State University  Kim Salyers, Director of the Physical Therapist Assistant Program, Washington State Community College  Amiee Wagner, Assistant Professor, Central Ohio Technical College  Bruce Weaver, Director of the Center for Academic Success, Central Ohio Technical College

3. Overview of our session: 3-to-2 sequences Opportunities for course redesign via course objectives Bridge courses Implications for distance learning (throughout) Discussion, discussion, discussion

4.  Amiee Wagner, Assistant Professor, Central Ohio Technical College

5. Pedagogy I: 3-2 Conversion 3-2 Conversion – 3 quarter sequence to 2 semester sequence Physics I Physics II Physics III Physics II

6. Pedagogy I: 3-2 Conversion Where do you split the 2 nd quarter material? Use: – TAG – OTM – Content continuity You will most likely need to redesign course (at least a little bit).

7. Pedagogy I: 3-2 Conversion How do you deal with the transition? One Idea: Look at your year-long “content package” – Module 1-1 (Quarter – Semester) – Module 2-1 – Module 2-2 – Module 3-2

8.  Kim Salyers Director of the Physical Therapist Assistant Program Washington State Community College  Kathryn Plank Associate Director, University Center for the Advancement of Teaching The Ohio State University

9. Creating Course Objectives Each objective should be phrased to complete the sentence, "Upon successful completion of the course, the student should be able to:“ Objectives should be phrased in terms of measurable skills or behaviors

10. Linking your Objectives To General Education Goals There should be a clear relationship between the course objectives and the General Education Goals at your institution To Assessment Methods The evaluation methods should indicate how achievement of the course objectives will be measured. Include specific reference to any types of evaluation that must be included as a part of the course.

11. Education Goals and Assessment When you look at the course syllabus, hopefully you see: – What should the student be able to do based on what you are teaching? – How do you know that the student can do what you want them to do? – How do you know that the student is meeting college wide educational goals?

13. Helpful tools Verbs for Objectives handout Course Design Institutes

14. To help faculty prepare for quarters-to-semester conversion, we are offering multiple course/curriculum design institutes 5 days long 12 participants in each institute Interactive, hands-on sessions based on the principle of backwards design Participants complete individual portfolios of their planning materials

15. Course Design Wiki

17. Sample Feedback Some of my goals were “underground,” hidden even from me. It was helpful to bring them out into the open. Importance of aligning course objectives with what you teach/assess Breaking the pieces down into course goals, outcomes, activities, etc. And then having to put them back together with connections is great! The structure of this course actually makes course design easier and I think the quality of my course will be better— more interactive. The passion and commitment of my colleagues. I have started to enjoy the course design process when I used to be doubting.

18.  Wayne Hall, Vice Provost for Faculty Development, University of Cincinnati

19. Getting students (and faculty) from here to there: Temporary and transitional assist – Students might add in midstream – Online format to provide remedial pathways Bridge as pilot for more enduring course structures Bridging summer 2012 Audit to determine the need for bridges in 2011-12

20. Questions? Comments? Suggestions?