Course Design Table

The following is an example of a course design table for UF 100.  See attached document on this page  for an example from the sciences (ULO 8)
Foundational Studies ULO Criteria and Notions of Exemplary Work

Course Learning Outcomes

“By the end of this course, each student should be able to…”

Assessment Method: Evidence of Student Learning

Planned Teaching and Learning Activities/

These are drawn from the appropriate rubric for the ULO supported by the course.All learning outcomes are listed.  How will the outcomes be assessed in the course?  (Note key assessments to be used for reporting student learning outcomes.) What kind of activities will be used to support students' success on the planned assessments?
2.  Communicate effectively as a listener.

3.  Engage in effective critical inquiry by defining problems, gathering and evaluating evidence, and determining the adequacy of argumentative discourse.

4. b.1 Contributes to team meetings
4.b.2. Facilitates the contributions of team members
4.b.3. Individual contributions outside of team meetings
4.b.4. Fosters constructive team climate
Students will be able to analyze the elements of oral communication delivered by others.

Students will analyze evidence for credibility and adequacy for a particular argument.

Students will work as a team to gather and present their perspectives on an issue making choices about the types of evidence to use and the most effective ways to present it.
Student teams (~6) will divide into two and take on an issue, find additional evidence to explain the issue more deeply and create a presentation (powerpoint, video, or other electronic communication) that will be posted on YouTube to explore

Students will respond to a brief self-assessment survey on their group process (team work) to explore the ways in which the group supported, challenged, and impeded their learning.  It will be given credit as complete/incomplete. Criteria for complete is “Developing” on the rubric.
Building on learning from library unit, students will have read provided sources on social class, educational trends and employment trends and identify an issue to explore more deeply.  Teams will divide to take a perspective and then work to build a case with additional resources.  

Plenary topics and class activities will build understanding of basic concepts that students will have to explore in teams.  

Pedagogies: Team Based Learning strategies to apply concepts.
3B. Collecting and organizing evidence/data/reasons.

3c. Evaluative reasoning
Students will appropriately connect evidence to disciplinary perspectives to understand an issue.

Students will conduct an interview in order to gather primary source evidence about generational differences in values/attitudes about work-life dilemmas
Critical inquiry:  
Students will be assessed on their critique of the various sources used in this unit in terms of the types of information they can gain from various sources (e.g. comparison and contrast between popular press, academic journals, interviews)

A brief (one page) written response will be graded against a rubric.
Students will be engaged in an exploration of the social and historic shifts in the 1960s and their implications for work-life dilemmas.
Mini lectures on what it means to approach ideas from a disciplinary perspective (Sociology, History, Anthropology, Psychology) and apply these disciplines to the topic.
Students will identify major events and chart them on a timeline (identification)
Use of the content (above) to frame interviews with ppl they know about work-life expectations.
2. a. Communicate effectively as a speaker
2.f. Communicate effectively as a listener.
Students will be able to gather evidence by conducting a face to face interview with another person.Groups combine interview data to form an understanding of lived experiences.  

A team response will be submitted by each group.
In discussion groups or teams in plenary (TBD) we will brainstorm questions that can be used to gather evidence from an interview.
Discussion of interviewing strategies and techniques to attend as a listener as well as to verify understanding.  
Vicki Stieha,
Apr 10, 2012, 12:00 PM