** An acclaimed educator presents hands-on advice on teaching that meets today's emphasis on learning outcomes and assessment** Informed by the most up-to-date research on how people learn** For all instructors in higher education--as well as high school teachersLaurie Richlin has been running a workshop on course design for higher education for over fifteen years, modifying and improving it progressively from the feedback of participants, and from what they in turn have taught her.Her goals are to enable participants to appropriately select teaching strategies, to design and create the conditions and experiences that will enable their students to learn; and in the process to develop the scholarly scaffold to document their ongoing course design and achievements.This book familiarizes readers with course design elements; enables them to understand themselves as individuals and teachers; know their students; adapt to the learning environment; design courses that promote deep learning; and assess the impact of the teaching practices and design choices they have made. She provides tools to create a full syllabus, offers guidance on such issues as framing questions that encourage discussion, developing assignments with rubrics, and creating tests. The book is packed with resources that will help readers structure their courses and constitute a rich reference of proven ideas.What Laurie Richlin offers is a intellectual framework, set of tools and best practices to enable readers to design and continually reassess their courses to better meet their teaching goals and the learning needs of their students.

Richlin bases this book for instructors on 15 years of course design instruction, in which she applied her own strategies to come up with the blueprint presented here. For new college teachers as well as those with experience who want to sharpen their skills, she covers techniques for course design and redesign as well as methods for facilitating, assessing, and documenting learning. Twenty-four short chapters each begin with learning objectives and then address aspects of teaching such as styles, motivation, ethics, grading, and the syllabus. The last section comprises learning resources and planning instruments including learner-centered psychological principles, sample teaching goals by Bloom levels, and Grasha-Reichmann student learning style scales, among other materials. Annotation ©2006 Book News, Inc., Portland, OR (booknews.com)

** An acclaimed educator presents hands-on advice on teaching that meets today's emphasis on learning outcomes and assessment