Course Design

Preparing your Course

Syllabus Tools from WFU Includes a date generator, religious holiday list, syllabus language to include (WFU specific but generalizable) and workload estimator (also below).

Workload Estimator from WFU (adapted from Rice University) The genesis of this estimator, as well as some of its potential uses, can be read here. You can also find a stand-alone version of the estimator that can be embedded into your site here.

Conducting an Equity Audit of your Syllabus A inquiry tool for promoting racial and ethnic equity and equity-minded practice.

Checklists for Universal Design The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

Course Design

Course Design Equity and Inclusion Rubric from Stanford University Department of Bioengineering. For more narrative on these rubric items, as well as how to implement transparency and dialogue with students, see the Inclusive Pedagogy Toolkit by Georgetown.

Inclusive Pedagogy Toolkit from Georgetown Designing the learning environment to be meaningful, relevant, and accessible for every student in your course/program is inclusive pedagogy.

Inclusive Teaching Practices from inclusifiED Professors at the University of North Carolina, Kelly Hogan and Viji Sathy share many ideas for structures that support inclusive learning spaces, especially in group work. These are scalable for larger classrooms!

Equitable Assignment Design Resources by Indiana University Bloomington. Assignments designed with equity in mind ensure that all students have optimal conditions in which to demonstrate their learning.

Assessing your Course/Practice

Use Formative Course Feedback From Students- This site provides various tools such as the Plus/Delta feedback tool, the Critical Incident Questionnaire (CIQ), and a few other examples. You will also see how to deliver, collect the typically anonymous responses, review, and summarize the main findings.

The Classroom Observation Protocol for Undergraduate STEM (COPUS) Resources-This protocol was adapted from the Teaching Dimensions Observation Protocol and can be used to reliably characterize how faculty and students are spending their time in the classroom. The COPUS allows observers, after a short 1.5 hour training period, to reliably characterize how faculty and students are spending their time in the classroom.