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Minnesota State University, Mankato

Minnesota State University, Mankato

Course Design Certificate Program

Page address: http://www.mnsu.edu/cetl/programs/course_design.html/

Integrated Course Design Certificate Program


Dr. Ross

The Course Design Certificate Program offered by CETL is an expanded version of the L. Dee Fink Integrated Course Design workshop which will also include additional sessions on the use of technology, active learning and assessments for those teaching face-to-face courses, and additional sessions on alignment and navigation, content, use of media, access and compliance and self-assessment using the Quality MattersTM rubric for those teaching online courses. The program, facilitated by Stewart Ross and Linda Jacoby, contains two tracks:

Track A - Course Design for Face-to-Face Courses

This track is appropriate for faculty primarily teaching and designing traditional face-to-face courses or those teaching and designing hybrid courses that have scheduled, weekly face-to-face classroom meetings or weekly face-to-face labs.

Topics in the two-semester program will include:
  • Introduction to Integrated Course Design
  • The Taxonomy of Significant Learning
  • Identifying and Addressing Situational Factors
  • Goals & Learning Objectives
  • Assessments
  • Developing Learning Activities
  • Strategies for Course Organization
  • Creating a Syllabus
  • Introductory Activities
  • Technology for Teaching & Learning
  • Active Learning
  • Assessments & Rubrics
  • Peer Project Presentations
  • The Teaching Dream

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    Track B - Course Design for Online Courses

    This track is appropriate for faculty primarily designing and teaching, or planning to design and teach, online courses or hybrid courses that have infrequent face-to-face meetings. Content of this track is designed to help faculty design courses that will meet the 40 standards of the Quality MattersTM 2008-2010 Rubric.

    Topics in the two-semester program will include:
  • Introduction to Integrated Course Design
  • The Taxonomy of Significant Learning
  • Identifying and Addressing Situational Factors
  • Goals & Learning Objectives
  • Assessments
  • Developing Active Learning Activities
  • Strategies for Course Organization
  • Creating a Syllabus
  • Introductory Activities
  • Overview of the QM Standards
  • Alignment of Objectives, Assessments & Activities
  • Organization and Navigation
  • Content and Media
  • Access and Compliance (ADA and Copyright)
  • Self-Assessment of Course Using QMTM Rubric


  • Expectations

    All participants in both tracks are expected to develop a new academic course or redesign a current academic course they expect to teach sometime within the next three semesters. All participants are required to complete course development prior to the final session in April. Participants in Track A must be prepared to describe and share their course and accomplishments with their colleagues in the Track at the final meeting in April. If unable to attend, a video-taped presentation may be substituted. Participants in Track B must conduct a self-assessment of their course using the QM rubric and share what revisions, if any, based on the rubric, they expect to make to their course before delivering it. Instead of a self-review, participants may pair with a colleague in the group to do a confidential peer review each others' courses if preferred-- in which case only the course designer/author will share what he/she learned or expects to revise in the future for his/her own course.


    All participants must attend all eight (8) face-to-face, two-hour meetings during the year or participate in a synchronous online "make-up" meeting or videotaped session. Synchronous online or videotaped "make-up" sessions will be offered to those who must miss live, face-to- face sessions for personal or professional reasons, however, no more than three (3) live, F2F meetings can be missed and made up electronically during the year. Participants are expected to do a minimum of 3 hours of "homework" on their own courses following each session. So minimum total hours of "participation credit" is: 8 sessions x 2 hours each = 16 hours 3 hours of post-session work on course x 8 sessions = 24 Certificate Commitment Total = 40 hours


    Certificate

    At the conclusion of the program, you will be honored at the Spring CETL Luncheon and receive a Certificate of Completion from the MSU, Mankato Center for Excellence in Teaching and Learning.