NUTSHELL NOTES "Teaching tips in a nutshell" - The University of Colorado at Denver's One-page Web-page Newsletter for Teaching Excellence

A true teaching system is a practiced teaching philosophy. It is characterized by products and actions that are unified to produce stated priorities. If we state that "critical thinking is a priority outcome," then the majority of class meetings should have critical thinking exercises, and one should be able to look at our exams or projects and confirm that critical thinking is indeed the emphasis there also. When one has a true teaching system, an "annual review" becomes a clear exercise?we state our intended outcomes and demonstrate the degree to which we were successful in reaching them. We are free to be extremely innovative in our choice of actions to reach our objectives, but we'll be most successful if we clearly convey our system and intended outcomes to students from the start.

A common sequence is to (1) construct lesson plans and discussions to cover material, (2) to teach it, and (3) to create an exam or term project to assess whether students learned what we believed we taught. And sometimes we get confronted with results embodied in the statement: "I taught it, but they didn't learn it!"

Instructors with strong alignment don't follow this sequence. They typically write their exam questions based on selected outcomes before they construct lesson plans or teach. This sequence guarantees a close fit between what they teach, and what they most want students to learn. The challenge to "cover the material" is endemic to every course in every discipline; there is never any shortage of material. But merely "covering material" is a way to lose our primary outcomes. What we "cover" is not nearly so important as what students learn. Rather than cover just any material, students should reach prioritized outcomes that are of major importance. A good way to reach such outcomes is to consciously provide clear, consistent guidance through instructional alignment. This is true at the general philosophical level of the course. It is also true at the concrete level of every individual class meeting that transpires through the course. Now, try the concept of alignment for yourself in one of your courses.

(1) Look at the next unit you are going to teach, be it a day, week, or chapter. Write at least two primary learning outcomes that you want from this unit.

(2) Create an evaluation tool. Draft a list of test questions or problems that you will use to assess whether students achieved the designated outcomes. If you'll use another assessment tool?like a project or assignment rather than a test?draft a list of the key points you will use to evaluate success. Then arrange your list in the order in which you intend to present the material.

(3) Next, consider how to teach this material well. Decide on sequence and methods. Could you lecture briefly on a concept and pose each problem to the class for discussion or paired work, or could you teach the concept and provide a homework assignment due next period that allows students to grapple with the concept? Consider innovations, but choose what is comfortable for you.

(4) Disclose your desired outcomes and your chosen teaching method(s) to your students in writing before you begin the unit, then teach the material. Use the list you drafted in "2" above to keep your emphasis where you decided you wanted it. Good practice provides enough flexible time to respond well to relevant student questions, but take care not to allow your priorities to be sidetracked by coverage of less important material or by irrelevant discussions during class. Keep on task.

(5) Finally, evaluate student learning in accord with your intentions and your disclosure. Note the degree of success you found in using alignment as opposed to not paying so much attention to the concept.

It is open to the development of complete online programs utilizing Real Education, any other vendor or a product (such as CU-Virtual or Web CT). Units that are exploring options should take advantage of the expertise of the CU Online staff. Darby Walker and Trace Reddell are available to work with faculty and administrators on instructional design issues, vendor and software options, registration and administration processes, and other critical service and support issues. In addition, they may be able to provide loaned computers to faculty, dependent upon availability and needs. You can contact CU Online at 303-556-5947.

Working through the Vice Chancellors for Academic Affairs, each campus is invited to submit one or two proposals, with budget requests of $10,000 to $15,000 per proposal. All proposals must address the following seven categories of information and should range in length from 3 to 5 pages. Proposals are due to the Vice Chancellor of Academic Affairs at CU-Denver by December 7, 1998?we just received notice on 11/25/98'sorry! A selection of the two proposals to be forwarded on to the System Office will be made at that time.

Proposal Requirements

1. Goals/Needs to be Addressed

Describe the degree, core, certificate, credential or other "complete" program that the unit/department wishes to build. Explain the rationale for the proposed online series of courses, including the goals or needs that are being addressed. Identify the learning outcomes that may result from the online experience.

2. Contact Information

Name, title, phone number and e-mail address of faculty member responsible for coordinating the unit's overall effort. Name, title, phone number and e-mail address of the administrator or coordinator who will interface with the CU Online office, answer student inquiries, list the courses in appropriate schedules, market the courses, etc.

3. The Online Program Curriculum

List the courses to be developed for online delivery that will be covered by this grant. For each course, please provide the course number, title, and a one-paragraph description.

List any remaining courses that will need to be developed to offer the "complete" program in an online format. Describe the unit's plans for completing this work, including time frame for completion and plans for covering the additional course development costs.

4. Plan for Developing the Online Courses Under this Grant

Describe the time frame for course development. Courses being developed with these grant funds must be completed prior to the Fall, 1999, semester.

Identify the method of development, whether by vendor or other service, to be used to build the online courses.

Describe the provider's experience in online course development and delivery.

Describe how online students will access the online courses and will obtain technical support, library services, and other student services.

Describe how students, both in-state and out-of-state, will register for the online courses and how tuition will be collected. How will these procedures interface with the University's SIS and financial systems? Identify how instructors will be paid for teaching the online courses, whether normal load or overload. Describe the faculty's role in evaluating and approving the online courses/program and the pedagogical approaches to be used to ensure that students achieve the desired learning outcomes as described in item #1.

5. Student Information

Provide information on:

Student market(s) to be served (matriculating students, rural Colorado, business community, international, etc.) Enrollment activity to date in the program including number of courses, size of enrollments (current semester and past if applicable).

Size of projected enrollment once the complete program, degree, certificate, or major is online.

Plan/strategy for publicizing the online offerings to the targeted student market.

Any special admissions requirements for online students.

6. Business Case

Funding requests to this grant program should be in the range of $10,000- $15,000. To demonstrate that the unit has considered the one-time and ongoing costs for offering a complete online program, please provide a detailed budget covering the course development and delivery aspects of this proposal, including:

Course development costs, including any faculty stipends One-time and ongoing vendor fees Staff costs to administer and coordinate the program Faculty computers (or equipment upgrades) A plan for covering the development of remaining courses

To demonstrate the financial viability of the program, please provide a financial plan, including

How tuition rates will be set, including identification of applicable fees, and whether or not there will be in-state and out-of-state tuition rates.

Size of the projected enrollment (resident and nonresident) once the complete program is online.

Anticipated revenues that the unit may access (tuition, fees, etc.) in support of program administration, development and delivery.

7. Letter of Commitment

A signed letter from the appropriate unit head (chair, dean or both) indicating their full support and commitment for carrying out the project.