Fink’s Course Design Model The model establishes course or learning goals, assessment practices (evaluation) and feedback and teaching and learning activities as an inter-dependent triad that can generate synergy when course activities and goals are properly integrated. The Fink model incorporates steps to help instructors consider their audience and establish appropriate course practices that promote student learning honor institutional context, and respect instructor autonomy. Referenced from: the UBC Guide to Teaching for New Faculty Essential Questions for Course Design Consider situational factors. Start by gathering information about the course: the number of students, pre/co-requisites, the students’ prior knowledge and experience, the nature of the course, how it fits into the curriculum or program, the nature of the subject, the culture of the discipline, and expectations of the department and institution. Identify Learning Goals. Once you understand your context then you can identify what you want the students to learn. The learning goals may be constrained by departmental and institutional expectations. Design Feedback and Assessment Activities. You first need to determine what is worth assessing. You must identify strategies to provide feedback to students to help them learn, and decide what evidence you will collect to determine whether students are achieving the course goals. Design Learning Activities. Once you have clear course goals and understand the required assessment and feedback practices you will incorporate in your course, you can then create activities
Fink’s Course Design Model The model establishes course or learning goals, assessment practices (evaluation) and feedback and teaching and learning activities as an inter-dependent triad that can generate synergy when course activities and goals are properly integrated. The Fink model incorporates steps to help instructors consider their audience and establish appropriate course practices that promote student learning honor institutional context, and respect instructor autonomy. Referenced from: the UBC Guide to Teaching for New Faculty Essential Questions for Course Design Consider situational factors. Start by gathering information about the course: the number of students, pre/co-requisites, the students’ prior knowledge and experience, the nature of the course, how it fits into the curriculum or program, the nature of the subject, the culture of the discipline, and expectations of the department and institution. Identify Learning Goals. Once you understand your context then you can identify what you want the students to learn. The learning goals may be constrained by departmental and institutional expectations. Design Feedback and Assessment Activities. You first need to determine what is worth assessing. You must identify strategies to provide feedback to students to help them learn, and decide what evidence you will collect to determine whether students are achieving the course goals. Design Learning Activities. Once you have clear course goals and understand the required assessment and feedback practices you will incorporate in your course, you can then create activities
Faculty-Handbook2016-2017.docx