Course Development

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Course Learning Outcomes

Course Learning Outcomes (CLOs) are a critical component of course design and play a key role in guiding both students and instructors. They establish clear expectations for what students will achieve by the end of the course and ensure alignment between learning activities, assessments, and the overall program’s Vocational Learning Outcomes (VLOs). This section provides guidance for understanding, writing, and utilizing CLOs effectively.

What are Course Learning Outcomes (CLOs)?

CLOs articulate what students will know, do, or value by the end of the course. They:

• Provide students with a clear understanding of what they are expected to achieve.
• Help students anticipate learning outcomes and track their progress.
• Support instructors in designing aligned assessments, activities, and resources.
• Ensure consistency between the course and the overarching program VLOs.

Best Practices for Writing CLOs

1. Focus on Priorities: Identify “must know” and “must do” elements for the course and include “nice to know/do” elements only if time permits.
2. Ensure Alignment: Link each CLO to the larger VLOs for the program, ensuring a progression of learning across courses within the program.
3. Be Distinct: Avoid duplicating CLOs across courses. Each course should have unique outcomes that reflect increasing levels of complexity or proficiency.
4. Less is More: Aim for 3-8 robust CLOs that can be evaluated through graded assessments.
5. Be Measurable: Use action verbs from Bloom’s Taxonomy to ensure outcomes are assessable and demonstrate progression.

Structure of CLOs

Each CLO should contain the following four parts:

1. Stem: Begins with “By the end of the course, students will be able to…”
2. Action Verb: A measurable verb that indicates the level of learning (e.g., analyze, design, evaluate).
3. Learning Statement: Describes the knowledge, skills, or abilities to be demonstrated.
4. Context: Explains the “why” or “how,” providing relevance to the learning.

Example of a CLO

By the end of the course, students will be able to analyze alien propulsion systems by examining theoretical designs and proposing innovative solutions to improve efficiency and safety in space travel.

Learning Objectives (LObs)

While CLOs define the overarching goals for the course, Learning Objectives (LObs) break these down into smaller, more specific tasks or skills. These objectives:

• Describe how students will demonstrate they can meet the CLOs.
• Provide clarity on expectations for each learning activity or assignment.
• Are not required to be assessed, unlike CLOs, which must have associated graded assessments.

Example of LObs for the CLO above

• Compare propulsion system designs used in science fiction media.
• Identify key principles of propulsion efficiency in interstellar travel.
• Develop a schematic for a propulsion system model based on theoretical designs.

Steps for Writing CLOs

1. Review the program’s VLOs and ensure the CLOs align with the intended graduate competencies.
2. Use Bloom’s Taxonomy to select action verbs that reflect the desired level of learning.
3. Draft CLOs with clear, concise language, ensuring they are measurable and relevant.
4. Verify that each CLO is distinct and builds on previous courses.
5. Cross-check alignment between CLOs, assessments, and course content.

You can see below how the program’s VLOs inform the CLOs and the CLOs inform the learning objectives.

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Evaluation Plan

The evaluation plan is a critical component of course design and communicates to students how their learning will be assessed. A well-constructed evaluation plan ensures alignment with course learning outcomes (CLOs), provides meaningful feedback, and adheres to institutional policies. This section provides guidance for faculty on designing and implementing effective evaluation plans for their courses.

Purpose of the Evaluation Plan

The evaluation plan serves to:

• Clearly communicate to students the types, frequency, and weightings of assessments.
• Provide a structured method for assessing student achievement of the CLOs.
• Offer meaningful and ongoing feedback to support student progress and learning.
• Ensure alignment with the Academic Evaluation Policy and the published course outline (DCO).

Key Principles for Developing Evaluation Plans

1. Alignment with CLOs:
   • Every graded assessment must align with at least one CLO.
   • Assessments should directly measure the knowledge, skills, or abilities specified in the CLOs.
2. Variety of Assessment Types:
   • Include at least two different assessment types (e.g., written reports, projects, presentations, tests, simulations).
   • Varying assessment types accommodates diverse learning styles and provides a more comprehensive evaluation of student learning.
3. Weighting of Assessments:
   • No single assessment can exceed 40% of the total course grade.
   • If an assessment exceeds 40%, the breakdown of its subcomponents must be provided.
4. Meaningful Feedback:
   • Provide students with feedback that is specific, constructive, and actionable.
   • Feedback should guide students in understanding their progress and identifying areas for improvement.
5. Consistency with the Course Outline:
   • The evaluation plan must align with the published DCO and cannot be altered during the course without appropriate approvals.

Steps for Creating an Evaluation Plan

1. Review the Course Learning Outcomes (CLOs):
   • Identify the key skills, knowledge, or abilities students are expected to demonstrate by the end of the course.
2. Select Assessment Types:
   • Choose assessments that best measure the intended outcomes (e.g., projects for design-based CLOs, reports for analytical CLOs).
   • Consider formative (ungraded) assessments to provide practice and feedback before summative evaluations.
3. Determine Weightings:
   • Distribute weightings to reflect the importance and complexity of each assessment.
   • Ensure a balanced distribution that aligns with institutional policies.
4. Draft Assessment Descriptions:
   • Write clear descriptions of each assessment, including grading criteria and alignment with CLOs.
   • Share this information with students at the start of the course and again when introducing the assessment.
5. Plan Feedback Mechanisms:
   • Determine how and when students will receive feedback (e.g., rubrics, written comments, one-on-one discussions).
   • Ensure feedback is timely to support learning and improvement.

Best Practices

• Transparency: Clearly communicate the evaluation plan to students at the start of the course.
• Fairness: Ensure assessments are reasonable in scope and appropriately weighted for the time and effort required.
• Inclusivity: Design assessments that accommodate diverse learning needs and promote equitable opportunities for success.

Types of Assessments

• Tests/Exams
• Quizzes
• Applied Activities
  • Discussions
  • Case study analysis
  • Role playing
  • Prototyping or model building
  • Lab activities or field work
  • Debates
  • Simulations/virtual simulations
  • Blogging
• Assignments
  • Essays
  • Reports
  • Projects
  • Presentations
  • Reflections
  • Posters/Infographics

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Essential Employability Skills (EES)

Essential Employability Skills (EES) are a mandatory component of Ontario College Certificate, Diploma, and Advanced Diploma programs, as required by the Ministry of Colleges and Universities. These skills are critical for workplace readiness, enabling graduates to perform effectively in diverse professional settings. EES are intentionally assessed and integrated into all programs to ensure students develop the competencies necessary for career success.

What are Essential Employability Skills (EES)?

EES are transferable skills that support students’ personal and professional growth. They complement technical knowledge and vocational competencies, helping graduates meet workplace demands. The Ontario Government identifies 11 Essential Employability Skills, grouped into six broader categories:

1. Communication (EES 1 & 2)
   • Communicate clearly, concisely, and correctly in written, spoken, and visual formats to meet audience needs.
   • Respond effectively to written, spoken, or visual messages.
2. Numeracy (EES 3)
   • Execute mathematical operations accurately.
3. Critical Thinking & Problem Solving (EES 4 & 5)
   • Apply a systematic approach to solve problems.
   • Use a variety of thinking skills to anticipate and address issues.
4. Information Management (EES 6 & 7)
   • Locate, select, organize, and document information using appropriate technology and systems.
   • Analyze, evaluate, and apply relevant information from various sources.
5. Interpersonal (EES 8 & 9)
   • Show respect for diverse opinions, values, and belief systems.
   • Work collaboratively in teams to foster effective relationships and achieve goals.
6. Personal (EES 10 & 11)
   • Manage time and resources effectively to complete projects.
   • Take responsibility for one’s own actions, decisions, and consequences.

Integrating and Assessing EES

To integrate EES into your course, intentional planning is required to create meaningful learning opportunities where students can develop and demonstrate these skills. Consider the following strategies:

• Relevance to the Field: Identify how EES apply in your discipline (e.g., client communication, teamwork, budgeting).
• Application in Learning Activities: Design assignments, activities, and projects that allow students to practice and refine EES.
• Frequent Evaluation: Assess each EES at least twice throughout the program to ensure consistent skill development.

Why EES Matter

Employers consistently prioritize employability skills over technical knowledge when hiring and evaluating employees. EES ensure graduates can:

• Identify and solve workplace problems effectively.
• Communicate clearly with clients, colleagues, and stakeholders.
• Work collaboratively in diverse teams.
• Adapt to changing environments and manage responsibilities efficiently.

Consider

Reflect on which EES you can intentionally integrate into your course. Where can you explicitly teach EES that naturally align with your content? How can you incorporate EES into the evaluation criteria for assessments?

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Learning Activities

Learning activities are essential components of effective teaching, designed to actively engage students in the learning process and help them achieve course learning outcomes. These activities promote a deeper understanding of course content, encourage skill development, and foster critical thinking and collaboration.

Purpose of Learning Activities

Learning activities are designed to:

• Facilitate the application of course concepts in meaningful ways.
• Support a variety of learning styles and preferences.
• Engage students actively in their own learning journey.
• Develop transferable skills such as problem-solving, teamwork, and communication.

Types of Learning Activities

• Lectures
  • Instructor-led verbal presentations, often supplemented with slides or visual aids, to explain key concepts.
• Guest Speaker(s)
  • Industry professionals or subject matter experts share insights, experiences, and knowledge with students.
• Class Discussions
  • Interactive sessions where students share ideas, ask questions, and critically engage with course content.
• Community Volunteer Work
  • Students engage in service-oriented activities within the community, applying course concepts and developing civic responsibility.
• Labs
  • Hands-on sessions where students conduct experiments or practice techniques in a controlled environment.
• Reflective Writing
  • Students analyze and connect their learning experiences to personal and professional growth.
• Group Work
  • Collaborative tasks where students work together to complete projects, solve problems, or discuss topics.
• Clinical Portfolios
  • Collections of student work showcasing skills, experiences, and competencies in clinical or applied settings.
• Research
  • Students investigate topics, gather and analyze data, and synthesize information to deepen understanding.
• Acute Care Skill Building
  • Training in healthcare-related skills focused on addressing urgent or critical patient needs.
• Field Work
  • Experiential learning outside the classroom in real-world settings.
• Scenario Testing
  • Simulations requiring students to demonstrate critical thinking and decision-making skills.
• Self-Directed Learning
  • Students set learning goals and explore resources independently.
• Physical Fitness Training
  • Activities to improve physical health, strength, and endurance, linked to wellness or kinesiology objectives.
• Presentations
  • Students prepare and deliver spoken or multimedia presentations on course topics.
• Physical Activity
  • Movement-based learning activities that incorporate fitness or practical application.
• Role-Playing Activities
  • Simulated exercises where students assume roles to practice communication, problem-solving, or job-related skills.
• In-Class Exercises
  • Short, focused activities during class that reinforce learning and encourage participation.
• Field Trip(s)
  • Off-site visits to locations relevant to the course for experiential learning.
• Small Group Instruction
  • Sessions with a limited number of students for more personalized learning.
• One-to-One Instruction
  • Individualized teaching where the instructor provides tailored guidance.
• Case Studies
  • Analysis of real-world or fictional scenarios to apply course concepts in decision-making.
• eLearning Components
  • Digital learning tools such as quizzes, discussion forums, and interactive modules.
• Other (Specify)
  • Any additional activity not listed here that enhances student learning.

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Resources

Selecting the right resources is a crucial part of course design, as they support student learning and ensure that content is relevant, accessible, and engaging. Resources may include a mix of publisher textbooks, open educational resources (OER), and other online tools and platforms. This section outlines the types of resources you can use and provides examples to guide your selection.

1. Publisher Textbooks
   Publisher textbooks are professionally developed resources that provide comprehensive coverage of course topics. They often include supplementary materials such as online quizzes, videos, and case studies.
   • Advantages:
     • Well-researched and peer-reviewed content.
     • Accompanied by instructor resources like PowerPoint slides and test banks.
   • Examples:
     • Engineering Mechanics: Dynamics by Pearson.
     • Principles of Marketing by McGraw-Hill.
     • Fundamentals of Nursing by Elsevier.
2. Open Educational Resources (OER)
   OER are freely accessible and openly licensed materials that can be customized for your course. They promote equity and affordability in education while allowing flexibility in content delivery.
   • Advantages:
     • Free for students and adaptable to specific course needs.
     • Often include multimedia resources such as videos, interactive simulations, and quizzes.
   • Examples:
     • Introduction to Psychology by OpenStax.
     • The No-Tech Challenge: Teaching Adult Learners with Low-Tech Access (Pressbooks).
     • MERLOT (Multimedia Educational Resource for Learning and Online Teaching).
     • eCampusOntario Open Library (Canadian-focused OER).
3. Online Resources and Tools
   Online resources encompass a broad range of digital materials, including videos, tutorials, articles, and interactive platforms. These resources can supplement course content and provide hands-on, practical learning opportunities.
   • Examples of Online Tools:
     • Khan Academy: Free lessons and tutorials on various subjects.
     • LinkedIn Learning: Professional development videos and certifications.
     • Coursera and edX: Access to university-level courses on topics like AI, marketing, and design.
   • Examples of Multimedia Resources:
     • YouTube: Educational channels like CrashCourse or TED-Ed.
     • Simulations and Games: PhET Interactive Simulations for science and math, or serious games for skill-building.
   • Discipline-Specific Examples:
     • Engineering: Autodesk tutorials and tools for CAD.
     • Business: Harvard Business Review articles and case studies.
     • Healthcare: AnatomyZone for anatomy visualization.
4. Institutional and Library Resources
   Many colleges and universities provide access to databases, journals, and digital resources through their libraries. These resources are often tailored to specific disciplines.
   • Examples:
     • JSTOR, ProQuest, and ScienceDirect for academic articles.
     • eBook collections available through the institution’s library portal.
     • Digital archives and research guides curated by the library.
5. Custom Resources and Instructor-Created Materials
   Custom resources allow instructors to tailor content to the specific needs of their students. These materials can include lecture notes, curated reading lists, and multimedia content.
   • Advantages:
     • Fully aligned with course learning outcomes.
     • Incorporates instructor expertise and context.
   • Examples:
     • Case studies written by the instructor.
     • Recorded lectures or screencasts on key topics.
     • Custom quizzes and assignments hosted on the learning management system (LMS).

Best Practices for Selecting Resources

1. Alignment with Learning Outcomes: Ensure all resources support the course learning outcomes and program vocational learning outcomes.
2. Accessibility: Choose resources that are easily accessible to all students, considering AODA compliance for digital resources.
3. Cost-Effectiveness: Opt for free or affordable options like OER whenever possible to minimize financial barriers for students.
4. Engagement: Include a variety of resource types (e.g., videos, articles, interactive tools) to cater to different learning styles.
5. Currency and Relevance: Use up-to-date materials that reflect current industry practices and trends.

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Assessment Plan

An assessment plan is a framework that helps faculty connect course learning outcomes (CLOs) to the evaluation methods identified in the evaluation plan on the course outline, ensuring that each outcome is adequately assessed. By mapping assessments to learning outcomes, teachers can verify that their evaluation plan provides a balanced approach to measuring knowledge, skills, and competencies.

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Syllabus

A syllabus is a detailed document provided to students at the start of a course that outlines the learning plan for the course, including weekly topics, alignment to course learning outcomes, required readings, and assessment due dates. The syllabus provides students with a roadmap for the semester, helping them understand the scope and sequence of their learning, plan their time effectively, and know where to access resources and support. For faculty, the syllabus is a tool that ensures alignment between course design and delivery, offering transparency and consistency. Providing a syllabus at the beginning of the semester sets clear expectations, fosters accountability, and establishes a foundation for a productive and engaging learning experience.

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Assessment Descriptions and Grading Criteria

Assessment is the process of evaluating student learning, skills, and performance to determine whether they have achieved the intended course learning outcomes (CLOs).
Effective assessments align directly with CLOs and provide students with opportunities to demonstrate their knowledge and abilities in meaningful ways.
Assessments not only measure student progress but also support learning by providing constructive feedback to guide improvement.

When creating assessment descriptions, it is essential to ensure that the instructions are clear and include the grading criteria that will be used to evaluate student work.

Grading Criteria Overview

Grading criteria define how student performance will be evaluated for each assessment. Clear, consistent criteria ensure that grading is fair, transparent, and aligned with the goals of the course. Different types of grading criteria may include:

1. Point Systems: Assigning numerical values to specific elements of an assignment.
2. Checklists: Outlining required components or steps that students must complete.
3. Holistic Assessment: Evaluating the overall quality of work based on general performance descriptors.
4. Rubrics: Detailed frameworks that outline specific expectations and performance levels for various aspects of an assignment.

While all grading criteria have their place, rubrics are the most comprehensive and effective tool for evaluating student work in a fair and transparent manner.

Using Rubrics for Assessment Evaluation

Rubrics are structured tools that break down assignments into key criteria and describe performance across different levels, such as exemplary, proficient, developing, and beginning.

Benefits of Rubrics:

• Clarity: Clearly communicate expectations to students.
• Consistency: Ensure grading is uniform across all submissions.
• Feedback: Provide targeted feedback on strengths and areas for improvement.
• Alignment: Directly link to CLOs, ensuring assessments measure intended outcomes.

Components of a Rubric:

1. Criteria: The aspects of the assignment that will be evaluated (e.g., clarity of argument, use of evidence, creativity).
2. Performance Levels: Descriptions of performance quality (e.g., exemplary, proficient, needs improvement).
3. Descriptors: Detailed explanations of what is required to achieve each performance level for each criterion.

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Develop Your Weekly Units

Designing weekly units involves structuring content and activities to guide students through focused learning experiences that align with course learning outcomes. A well-designed unit should include clear objectives, engaging content, meaningful activities, and opportunities for assessment and reflection.
Below is a guide called BOPPPS that outlines the essential components of a weekly unit.
As a recommended practice, break your lessons up into small chunks of lecture and learning activities to engage students in the lesson(s).

1. Bridge-In
   A Bridge-In captures students’ attention and connects prior knowledge to new learning, setting the stage for engagement. This can be achieved through a thought-provoking question, a real-world scenario, a short story, or an interactive activity that sparks curiosity and relevance.
2. Learning Objectives
   Clearly define what students will achieve by the end of the unit.
   • Objectives should be specific, measurable, attainable, relevant, and time-bound (SMART).
   • Use action verbs from Bloom’s Taxonomy (e.g., analyze, create, evaluate).

   Example:
   By the end of this unit, students will be able to evaluate the ethical implications of adopting alien-inspired technologies in human industries.

3. Pre-Test
   Assess students’ prior knowledge or readiness for the week’s content.
   • Use short quizzes, polls, discussions, or reflective questions to gauge your students’ understanding of the topic that week.
4. Instructional Materials
   Provide the core knowledge or skills students need to meet the learning objectives using a variety of resources to support student learning. You can use lectures paired with PowerPoint slide decks, a series of videos, demonstrations, or other teaching techniques to teach content to students.
   • Materials should be relevant, accessible, and diverse to accommodate various learner needs.
   • Examples include textbooks, articles, videos, and OERs.

   Examples:

   • Readings: “Stellar Innovations: Theoretical Foundations and Applications of Alien Technologies” (textbook).
   • Video: Beyond the Stars: Innovations from Alien Worlds.
5. Learning Activities
   Engage students actively with the content through hands-on or reflective activities.
   • Activities should align with the learning objectives and help students apply what they have learned.
   • Include individual and collaborative tasks to cater to different learning preferences.

   Examples:

   • Group discussion on the ethical dilemmas of alien technology.
   • Role-playing exercise to propose guidelines for integrating alien systems.
6. Post-Test
   Evaluate what students have learned and identify areas needing reinforcement.
   • Use quizzes, short-answer questions, applied tasks, or discussions.
7. Summary
   Conclude the unit with a recap of key points and a reflection activity.
   • Summarize the week’s content and connect it to upcoming topics.
   • Encourage students to reflect on their learning experience.