Institute+Objectives

**P1. To compose learning objectives that exercise specific levels of student thinking** Sa. To understand three learning domains (of Bloom’s taxonomy) Sb. To structure lectures that area compatible with [|learning styles] and needs (chunking)
 * At the end of the Teaching Institute, all participants will be able: (P=primary objectives S=secondary objectives)**

**P2. To identify high-impact teaching practices most suited to participants’ disciplines** Sd. To design engaging assignments Sm. To develop technology based options to support high impact teaching practices

**P3. To design courses/units around threshold concepts** **P4. To identify emerging instructional challenges in participants’ disciplines** Sf. To determine needs for redesigning a course Sh. To explore methods of course design

**P5. To develop appropriate //formative// course design assessments** Si. To design/re-design a course in response to existing student performance and feedback

**P6. To expand the repertoire of student evaluation methods** Sj. To construct summative assessment rubrics articulated with assignment/course goals Sl. To design assessment rubrics articulated with assignment goals

**P7. To design focused writing assignments** Se. To understand our purpose in the academic process (writing, speaking, and be critical thinking) Sk. To create a repository of writing assignment designs (for writing intensive courses)

**P8. To select technologies that facilitates achieving learning goals** Sn. To identify affordances of available instructional technologies

**Secondary objectives** Sa. To understand three learning domains (of Bloom’s taxonomy) Sb. To structure lectures that area compatible with students’ learning styles and needs Sd. To design engaging assignments Se. To understand our purpose in the academic process (writing, speaking, and be critical thinking) Sf. To determine needs for redesigning a course Sg. To identify threshold concepts for courses you teach Sh. To explore methods of course design Si. To design/re-design a course in response to existing student performance and feedback Sj. To construct summative assessment rubrics articulated with assignment/course goals Sk. To create a repository of writing assignment designs (for writing intensive courses) Sl. To design assessment rubrics articulated with assignment goals Sm. To develop technology based options to support high impact teaching practices Sn. To identify affordances of available instructional technologies rev. 4/1/201

media type="custom" key="9636856"