This page will bring together common resources that may be useful to Xavier faculty in their teaching. Looking for other information that you do not find here? Let us know at cte@xavier.edu
Course design Creative assignments Syllabus design
Course design
| General Guides to Course Design | Taxonomies of Learning | ||
| Dee Fink's course design tips and a Self-directed Guide for Designing Significant Learning (PDF). See also Fink's examples of specific courses with good designs. |
A brief account of Benjamin Bloom's Taxonomy of cognitive learning - and an example of applying his taxonomy to questions about a photograph. |
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Essential Learning Outcomes of the AAC&U's Liberal Education and America's Promise (LEAP) | ||
| The same site offers a nice overview of five different approaches to course design, including "backwards design" and the "assignment-centered" model of Walvoord and Breihan. |
Dee Fink's Taxonomy of Significant Learning and model of Integrated Course Design |
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| Writing Student Learning Outcomes (Learning Goals) |
Student Learning Outcomes and Assessment | ||
Writing Student Learning Outcomes for Course Syllabi, by UWF's Center for University Teaching, Learning, and Assessment |
Xavier departmental and university core curriculum student learning outcomes. As each department defines and revises its student learning outcomes, they will be posted here. |
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| Action Words linked to Bloom's Taxonomy (PDF) | Xavier's office of Strategic Information Resources has identified further resources for designing program-level student learning outcomes and evaluating student learning. | ||
| A Primer on Writing Effective Learning-Centered Course Goals (PDF) by Robert G. Noyd of USAF Academy, linked to Fink's taxonomy of learning |
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| How to Write Student Learning Outcomes, Kansas State University |
Creative assignments
| Classroom assessment techniques (CATs) |
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| CATs are usually quick, non-graded, in-class activities to provide instructors and students useful feedback about the learning process as it is occurring. | |||
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This list (PDF) from the University of Oregon includes 50 CATs organized according to type of learning, knowledge, skill, or learner reaction. |
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See especially Tomas A. Angelo and Patricia Cross, Classroom Assessment Techniques, San Francisco, 1993.
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Syllabus design
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Locating syllabi of previous Xavier courses |
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Assisting students with disabilities Includes a sample syllabus statement and information about resources for students with disabilities |
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Policy on Academic Honesty and plagiarism |
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Syllabus statement about religious observance (suggested by the Xavier University Student Handbook, 19.25c) |
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“If religious observance will cause a student to be absent from class or otherwise affect his or her ability to complete academic assignments, he or she must notify the instructor in advance and make necessary arrangements to complete the entire course.” |
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| Course schedule with classroom assignments | ||