Abstract:

The strategies recommended are focused on teaching and learning pedagogy and not discipline specific. This presentation was created collaboratively from a multi-disciplinary approach by members of three different schools (Business, Education & Social Services, and Arts & Sciences) and two separate departments (Assessment & Institutional Research and Learning Design). This collaboration allows the presenters to approach the topic with differing perspectives, ensuring relevance to faculty of differing subject areas, university-wide assessors and learning designers. This interactive presentation includes four targeted opportunities for participants to apply the concepts presented to a course or project of their choosing. During the session, participants will:
1) identify learning outcome(s);
2) determine criteria;
3) create measurable evidence; and
4) plan appropriate activities for a course/project.

Therefore, by actively engaging in this session, they will create a personalized step-by-step guide to create a climate of learning for their students. Participants will also have an opportunity to share their examples with the group through collaborative small group discussions and an online application interface (Socrative).

This topic is of critical importance for the following reasons:
1.Provides a lesson design process that aligns learning outcome(s) to assessment(s) through criteria and activities, connecting students to learning materials, and addresses how they will acquire knowledge and skills in a meaningful way.
2. Fosters a thoughtful selection of activities that tie to learning outcomes through formative and summative evidence.
3. Provides a step-by-step guide for faculty to create a climate of meaningful learning.
4. Presents an integrated method that leads to a transformative approach to teaching and learning that is cross-disciplinary and applicable to faculty and instructional designers.
5. Assists faculty in creating lessons that apply the four principles of
1) identifying learning outcome(s);
2) determining criteria;
3) creating measurable evidence; and
4) planning learning experiences and instruction through meaningful activities.

References:
[1] Anderson,L. W., Krathwohl,D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2000). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Boston, MA: Allyn& Bacon.
[2] Dick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction (7th ed.). Saddle River, NJ: Pearson.
[3] Suski, L. (2009). Assessing student learning: A common sense guide (2nd ed.). San Francisco, CA: Jossey-Boss.
[4] Wiggins, G, & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria,VA: ASCD.

Keywords:

Backward design, curriculum development, assessment.