NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1109052
Record Type: Journal
Publication Date: 2016-Jun
Pages: 23
Abstractor: As Provided
ISSN: EISSN-2334-4822
Systematic Assessment of a High-Impact Course Design Institute
Palmer, Michael S.; Streifer, Adriana C.; Williams-Duncan, Stacy
To Improve the Academy, v35 n2 p339-361 Jun 2016
Herein, we describe an intensive, week-long course design institute (CDI) designed to introduce participants to the scholarly and evidence-driven process of learning-focused course design. Impact of this intervention is demonstrated using a multifaceted approach: (a) post-CDI satisfaction and perception surveys, (b) pre-/post-CDI surveys probing pedagogical confidence and perceptions regarding importance of syllabi components, and (c) pre-/post-CDI syllabi analysis using a reliable syllabus rubric validated for higher education courses. The combined results of these qualitative and quantitative studies indicate that participants value the CDI experience, believe they learn basic principles of learning-focused course design, report they are more confident enacting learning-focused concepts in the classroom, believe they are better able to design learning-focused syllabi, and they actually design more learning-focused courses/syllabi.
Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A