1. Gain an interdisciplinary perspective on how faculty from other units approach teaching and learning Expand knowledge of teaching strategies Acquire the tools necessary to redesign a course that clearly communicates goals And expectations and supports Student learning. Learn to better assess student Learning and use this information To make adjustments not only to courses But also potentially to department curricula In order to enhance student learning Develop relationships with faculty From across campuses to maintain Ongoing interdisciplinary conversations On teaching and learning Contribute to a university wide Culture of innovation, renewal, And best practices regarding Teaching and learning. Become a more Reflective teacher Identify which elements of the current Course design work well and which Need to be changed. Write the goals and outcomes of the course with reference to the course sequence, the department’s needs, and the university program requirements. Create assessments that will indicate if Student learning outcomes have been met, and provide the information to make appropriate changes. Design materials to support activities and assessments Create materials and reflective narratives To demonstrate the changes that have been made in the process of course redesign. Participate in peer review of other Group members work. Before and after syllabi Before and after materials Reflective writing On redesign process Participation in seminar Meetings Course Redesign Goals, Outcomes and Products Goals : intended results of the course in general terms, written in broad, global language. Outcomes : intended results of the course in measurable performance. Products : how we see The outcomes.

2. Before and after syllabi Before and after materials Reflective writing On redesign process Participate in seminar Meetings The Connection Between Outcomes And Products Products Identify which elements of the current Course design work well and which Need to be changed. Write the goals and outcomes of the course with reference to the course sequence, the department’s needs, and the university program requirements. Create assessments that will indicate if Student learning outcomes have been met, and provide the information to make appropriate changes. Design materials to support activities and assessments Create materials and reflective narratives To demonstrate the changes that have been made in the process of course redesign. Participate in peer review of other Group members work. Outcomes

3. Topic Outline Fall quarter –Goals, outcomes, transfer –Assessment –Activities Winter quarter –Activities and class room management –Feedback –Syllabus function and design Spring quarter –Student course evaluations –Wrap up and review –Final peer review and finalizing the end products