Blueprint for Learning: Constructing College Courses to Facilitate, Assess, and Document Learning »

Laurie Richlin is Director of Faculty Development, Charles R. Drew University of Medicine and Science, as well as Director of the regional Lilly Conferences on College and University Teaching, Executive Editor of the Journal on Excellence in College Teaching, and President of the International Alliance of Teacher Scholars

Shirley Ronkowski is Director of the Teaching Assistant Development Program, University of California, Santa Barbara.

** 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 teachers

Laurie 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.

Preface; Acknowledgments; Introduction; SECTION ONE: 1 Course (Re)design; 2 Scholarly Teaching and the Scholarship of Teaching and Learning; 3 Scholarly Design Process; 4 Professor; 5 Students; 6 Environment; 7 Content; SECTION TWO: 8 Facilitating Learning; 9 Biology of Learning; 10 Kolb Experiential Learning Cycle; 11 Gardner’s Multiple Intelligences; Styles of Learning and Teaching; 12 Cognitive Development of College Students; 13 Bloom Taxonomies; Motivation; 14 Metaphors for the Teaching; Learning Connection; 15 Ethics of Teaching; 16 Designing Learning Experiences; SECTION THREE: Assessing Learning; 17 Grading Schemes and Policies; 18 From Goals to Assessment.; 19 Building in Feedback: Classroom Assessment Techniques; 20 Tests and Blueprints; 21 Assignments and Rubrics; SECTION FOUR: Documenting Learning; 22 Syllabus; 23 Attachments; 24 Explanation of Design Choices; SECTION FIVE: Learning Resources and Planning Instruments; Seven Principles for Good Practice in Undergraduate Education; Learner-Centered Psychological Principles; Course Portfolio Design: Syllabus, Attachments, and Explanation; Revised Teaching Goals Inventory; Sample Teaching Goals by Bloom Levels; Grasha-Reichmann Student Learning Style Scales; Grasha Teaching Styles Inventory: Version 3.0; Instructional Script; Ethical Principles in University Teaching; Rubrics for Portfolio; References; Glossary of Course Design Terms; Index.