Center for Teaching Excellence

[CourseTitle]
[Interestingquote,motivatinginformation].
[Semester/Year]
[Classlocation]
[ClassMeetingtime(s)]
Instructor:
OfficeHours:

[Name]
[Office,email,phone]
[scheduled+byappointment?VirtualOfficeHours?]

Grading:

[options:SU/Letter,choiceofcredithours?]

I.Rationale:
Whydoesthiscourseexist?Howdoesitfitinwiththerestofthefield/areascurriculum?
II.CourseAimsandOutcomes:
Aims
Thinkingfromtheprospectivestudentspointofview,whatgeneraloutcomesisthecourse
designedtoachieve?Howwillitcontributetothemprofessionally?
SpecificLearningOutcomes:
Bytheendofthiscourse,studentswill:
Listasspecificallyaspossiblethelearningoutcomesthecourseisintendedtoproduce.Itis
helpfulheretothinkaboutthekindsofevidenceyouwillneedtoassessthestudents
learningasyouroutcomesshoulddriveyourassessmentandgradingschema.Kindsof
evidencecanbemanifestinwhatstudentssay,do,thinkand/orfeel.Whattheysay(asonan
exam,paper,project,homework,etc.,orinclassdiscussion)isareflectionoftheirthinking.
Feelingsareoftenneglectedinspecifyingcourseorclassoutcomes,yettheresearchonthe
roleofaffect(emotionsandfeelings)inlearninghasbeenwelldocumentedandhasbeen
showntohaveasignificantinfluenceandintegrationwithcognitivelearning.Forexample,if
youwereteachingacourseonecologyitwouldbedifficulttodowithoutaddressinghuman
values,whichhaveanaffectiveaspecttothem.Ifcertainpsychomotorskillsareintendedto
bedeveloped,theevidencewillbeindoing(asinalabcoursewhereactionsliketitration,
completingsuccessfulassays,collectingmeaningfuldataandanalyzingitareregular
expectations)theyshouldbearticulatedasclearlyaspossible.Awellstatedoutcomehastwo
components:substance(content/subjectmatterlikeosmosisorabsorption)andform:what
actionmustthestudentperformwithregardstothesubstance(compareandcontrast,
evaluate,analyze,apply,etc.)
III.FormatandProcedures:

Howisthecoursestructuredandhowwillclassesbecarriedout?Whatbehavioralexpectations
doestheinstructorhaveforthestudentsinclass?Thisiswherespecificationsforattendance,
participation,respectforothers,etc.shouldbespelledouttoactasabehavioralguide.Ifthe
coursehasmultipleformats(likelecture&recitation,labanddiscussion,grouplearningprojects
and/orpresentations)theseshouldbeexplainedclearly
IV.MyAssumptions
Thisisasectionwheretheinstructorcancommunicatehisorherpersonalassumptionsand/or
biasesregardingthecoursecontenttosetitofffromothersimilarcoursesandotherinstructors.
Doestheinstructorhaveauniqueoperationaldefinitionforsomeofthecorecourseconcepts?
Whatprinciplesand/orbeliefsabouteitherthecontentorhowtoeffectivelylearnthecontent
heldbytheinstructorwoulditbehelpfulforthestudentstoknowupfront?
V.CourseRequirements:Whatevertasksandassignmentsyouincludeinyourcourseshould
bealignedwiththespecifiedlearningoutcomes(finallearningstate,skills,knowledge,attitudes
andvaluesthestudentsleavethecoursewith)youhavedefinedandspecifiedearlier.
1.Classattendanceandparticipationpolicy:
2.Coursereadings:

(a)Requiredtext:

(b)Backgroundreadings,coursepacketavailableintheuniversitybookstore?Useof
courseBlackboardwebsite?Downloadandbringhandoutstoclass?
3.Assignmentsbasedonthenumberofcreditsforwhichthelearnerisenrolled(Thistemplate
providesoptionsforstudentstochoosethenumberofcreditstheyregisterfor.Thisoptionisnot
appropriateforallcourses.)
(a)OnecreditWhataretheminimumrequirementsifthestudentcanchoosetotakethe
courseforonecredit?:
(1)
(2)
(b)TwocreditsInadditiontothoseactivitiesforonecredit,studentselectingtwo
creditswill...
(c)ThreecreditsThoseselectingthreecreditsmustcompletetheworkforthefirsttwo
credits,butinadditiontheymust...
V.GradingProcedures:Gradesforthedifferentcreditoptionswillbebasedon:
1.Onecreditoption:
(a)(%)
(b)(%)
(c)(%)
2.Twocreditoption:
2

(a)(%)
(b)(%)
(c)(%)
3.Threecreditoption:
(a)(%)
(b)(%)
(c)(%)
(d)(%)
Keepinmind,asyoudecidetheweightingforthedifferentassignmentsandtasksyougive
studentsitwillhaveamajorimpactontheireffortdistribution.Forexample,ifyouhavemany
homeworkassignmentsand/orquizzes,butnotanyoneofthemwillcountsignificantlytoward
thefinalgrade,studentsmayinvestlesstimeandcommitmenttodoingthem.Ifacertain
percentageofthestudentsgradesarebasedonclassparticipation,whatcriteriawillbeusedto
makethatassessment:quantityorquality?Ifquality,whatdeterminesquality?
VI.AcademicIntegrity
EachstudentinthiscourseisexpectedtoabidebytheCornellUniversityCodeofAcademic
Integrity.Anyworksubmittedbyastudentinthiscourseforacademiccreditwillbethe
student'sownwork.[Optional:Forthiscourse,collaborationisallowedinthefollowing
instances:listinstances.]
Youareencouragedtostudytogetherandtodiscussinformationandconceptscoveredinlecture
andthesectionswithotherstudents.Youcangive"consulting"helptoorreceive"consulting"
helpfromsuchstudents.However,thispermissiblecooperationshouldneverinvolveonestudent
havingpossessionofacopyofallorpartofworkdonebysomeoneelse,intheformofane
mail,anemailattachmentfile,adiskette,orahardcopy.
Shouldcopyingoccur,boththestudentwhocopiedworkfromanotherstudentandthestudent
whogavematerialtobecopiedwillbothautomaticallyreceiveazerofortheassignment.Penalty
forviolationofthisCodecanalsobeextendedtoincludefailureofthecourseandUniversity
disciplinaryaction.
Duringexaminations,youmustdoyourownwork.Talkingordiscussionisnotpermittedduring
theexaminations,normayyoucomparepapers,copyfromothers,orcollaborateinanyway.
Anycollaborativebehaviorduringtheexaminationswillresultinfailureoftheexam,andmay
leadtofailureofthecourseandUniversitydisciplinaryaction.
VII.Accommodationsforstudentswithdisabilities
IncompliancewiththeCornellUniversitypolicyandequalaccesslaws,Iamavailabletodiscuss
appropriateacademicaccommodationsthatmayberequiredforstudentwithdisabilities.
Requestsforacademicaccommodationsaretobemadeduringthefirstthreeweeksofthe
semester,exceptforunusualcircumstances,soarrangementscanbemade.Studentsare
encouragedtoregisterwithStudentDisabilityServicestoverifytheireligibilityforappropriate
accommodations.
VIII.InclusivityStatement
3

We understand that our members represent a rich variety of backgrounds and perspectives. The
_____ program/department is committed to providing an atmosphere for learning that respects
diversity. While working together to build this community we ask all members
to:
share their unique experiences, values and beliefs
be open to the views of others
honor the uniqueness of their colleagues
appreciate the opportunity that we have to learn from each other in
this community
value each others opinions and communicate in a respectful manner
keep confidential discussions that the community has of a personal (or
professional) nature
use this opportunity together to discuss ways in which we can create
an inclusive environment in this course and across the Cornell
community
IX.TentativeCourseSchedule[basedonagraduatelevelcourseoncollegeteachingthat
meetsonceaweekfortwohoursandrequiresstudentstokeepajournal]:(Maychangeto
accommodateguestpresenters&studentneeds)
Topics
Assignment
January22
Topics/MajorConcepts
covered

Readingstobediscussed
[Text]Chapter#,
additionalreadings
fromcoursepacket,
handouts

January29
Whatislearning?
Whatarelearning
outcomes?

[Text]Chapter#,
additionalreadings
fromcoursepacket,
handouts

February5
MotivatingStudents

[Text]Chapter#,
additionalreadings
fromcoursepacket,
handouts

February12
EffectiveTeaching
Strategies

[Text]Chapter#,
additionalreadings
fromcoursepacket,
handouts

February19
Experientialand
collaborativelearning
Guest:Lecturer?

[Text]Chapter#,
additionalreadings
fromcoursepacket,
handouts
4

OneJournalEntry
Weeklyelectronic
journalsareawayto
getstudentreactions
andquestionsoncourse
readings
Weeklyelectronic
journalsareawayto
getstudentreactions
andquestionsoncourse
readings
Weeklyelectronic
journalsareawayto
getstudentreactions
andquestionsoncourse
readings
Weeklyelectronic
journalsareawayto
getstudentreactions
andquestionsoncourse
readings
Weeklyelectronic
journalsareawayto
getstudentreactions
andquestionsoncourse

Journalentry
electronically
submitted
Journalentry
electronically
submitted
Journalentry
electronically
submitted
Journalentry
electronically
submitted

readings
February26
Usesoftechnology
Guest:?
March5
EngagingStudents
Interactively
March12
Howdoyouknowtheyare
learning?Tests,
assignments,quizzes,etc.
March26
Workingwithtodays
diversestudents
April2
EvaluatingTeaching&the
TenureSystemGuest:?

[Text]Chapter#,
additionalreadings
fromcoursepacket,
handouts
[Text]Chapter#,
additionalreadings
fromcoursepacket,
handouts
[Text]Chapter#,
additionalreadings
fromcoursepacket,
handouts
[Text]Chapter#,
additionalreadings
fromcoursepacket,
handouts
[Text]Chapter#,
additionalreadings
fromcoursepacket,
handouts

Journalentry
electronically
submitted
Journalentry
electronically
submitted
Journalentry
electronically
submitted
Journalentry
electronically
submitted
Journalentry
electronically
submitted
Due:Personal
TheoryDrafts
Due:Portfolio
Drafts
Due:Case
StudyDrafts
Finaldrafts
dueon
assignments:
May10

April9
CourseDesign&Planning
April16
CaseStudypresentations
April23
CaseStudypresentations
April30
PresentationsandWrapup

X.AdditionalResourceReadingsonCollegeTeaching
Bateman.W.L.(1990).OpentoQuestion:TheArtofTeachingandLearningbyInquiry.San
Francisco:JosseyBass,Publishers.[LB1738.M3]
Bowser,B.P.(1993).ConfrontingDiversityIssuesonCampus.NewburyPark,CA:Sage
Publications.[LC1099.3B69]
Boyer,E.L.(1992).ScholarshipReconsidered.NewYork:TheCarnegieFoundationforthe
AdvancementofTeaching.[LA227.3B79S36:Olin]
Brookfield,S.(1990).TheSkillfulTeacher.SanFrancisco:JosseyBassPublishers,Inc.
[LB2331.B68:MannLibrary]

Bruffee,K.A.(1993).CollaborativeLearning:HigherEducation,Interdependence,andthe
AuthorityofKnowledge.Baltimore:JohnsHopkinsUniversityPress.[LB1032.B76]
Christensen,C.R.,Garvin,D.A.,&Sweet,A.(1991).EducationforJudgement:TheArtistryof
DiscussionLeadership.Boston:HarvardBusinessSchool.[LB2331.E376:HotelSchool]
Cohen,E.G.(1994).DesigningGroupwork.NewYork:TeachersCollegePress.[LB
1032.C67x94]
Cornesky,R.(1993).TheQualityProfessor:ImplementingTQMintheClassroom.Madison,
WI:MagnaPublications.[LB2331.C65]
Cranton,Patricia(1994).UnderstandingandPromotingTransformativeLearning.San
Francisco:JosseyBass,Publishers.[LC5225L42C72:MannLibrary]
Cruickshank,D.R.,Bainer,D.,&Metcalf,K.(1995).TheActofTeaching.NewYork:McGraw
Hill.
DarlingHammond,L.,&Millman,J.(1990),TheNewHandbookofTeacherEvaluation.Sage
Publications.[LB2838N4215:Mann]
Davis,J.R.(1993).BetterTeaching,MoreLearning:StrategiesforSuccessinPostsecondary
Settings.Phoenix:OryxPress.[LB2331.44D38X]
Dewey,J.(1938).ExperienceandEducation.CollierBooks.[LB875.D39:Mann][LB875.D51
E9:Uris]
Eble,K.E.(1985).TheAimsofCollegeTeaching.SanFrancisco:JosseyBass,Publishers.
[LB3051.E15]
Fenstermacher,G.D.,&Soltis,J.F.(1986).ApproachestoTeaching.NewYork:Teachers
CollegePress.[LB1025.2F34]
Gowin,D.B..&Novak,J.D.(1984).LearningHowtoLearn.CambridgeUniversityPress.
[LB1049N93:ILRandMannReserve]
Gullette,M.M.(ed.)(1984).TheArtandCraftofTeaching.HarvardUniversity:Harvard
UniversityPress.[LB2331.A78]
Hutchings,P.(1993).UsingCasestoImproveCollegeTeaching:AGuidetoMoreReflective
Practice.Washington,D.C.:AAHETeachingInititaive,AmericanAssociationofHigher
Education.[LB2331H88:Hotel]
Katz,J.(1993).TurningProfessorsintoTeachers.Phoenix:OryxPress.[LB2331.K32K325]
Lowman,J.(1995).MasteringtheTechniquesofTeaching(secondedition).SanFrancisco:
JosseyBass,Publishers.[LB2331.L68:Olin]
Mager,R.F.(1984).PreparingInstructionalOutcomes(rev.2nded.).Belmon,CA:Fearon
PittmanPublishers.[LB1028.5.M19]

Mezirow,J.(1991).TransformativeDimensionsofAdultLearning.SanFrancisco:JosseyBass,
Publishers.[LC5225.L42M61:MannReserve]
Milton,andAssociates(1982).OnCollegeTeaching:AGuidetoContemporaryPractices.San
Francisco:JosseyBass,Publishers.[LB2331.058]
Mosston,M.,&Ashworth,S.(1990).TheSpectrumofTeachingStyles:FromCommandto
Discovery.WhitePlains,NY:Longman.
CTEFacultyProgram(1993).TeachingEvaluationHandbook.Ithaca:CornellUniversity
OfficeofInstructionalSupport.[LB2333.T25]Availablefordownloadingat
http://www.cte.cornell.edu/resources/teh/teh.html
Orlich,D.C.,Harder,R.J.,Callahan,R.C.,Kauchak,D.P.,Pendergrass,R.A.,&.Keogh,A.
J.(1990).TeachingStrategies:AGuidetoBetterInstruction.Lexington,MA:D.C.Heathand
Company.[LB1025.2.T257:Mann]
Pintrich,P.R.,Brown,D.R.,&Weinstein,C.E.(eds.)(1994).StudentMotivation,Cognition,
andLearning:EssaysinHonorofWilbertJ.McKeachie.Hillsdale,N.J.:LawrenceErlbaum.
[LB1060S876X]
Posner,G.J.,&Rudnitsky,A.N.(1994).CourseDesign:AGuidetoCurriculumDevelopment
forTeachers(fourthedition).NewYork:Longman.
Schunk,D.H.(1991).LearningTheories:AnEducationalPerspective.MacmillanPublishing
Co.[LB1060.S37:Mann]
Stones,Edgar(1992).QualityTeaching.LondonandNewYork:
Williams,J.A.(1994).ClassroominConflict:TeachingControversialSubjectsinaDiverse
Society.Albany,NY:StateUniversityofNewYorkPress.[LB2331.W47:Olin]
Wilshire,B.W.(1990).TheMoralCollapseoftheUniversity:Professionalisms,Purity,and
Alienation.Albany,NY:StateUniversityofNewYorkPress.[LA227.3.W74]
For further information on this resources and more, please contact the
CTE at:
cornellcte@cornell.edu
607-255-3990
www.cte.cornell.edu