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CTLP-8200 Course Design Package Template REV August 2024

The Course Design Package Template outlines essential elements for creating a course, including context, learning outcomes, bottlenecks, threshold concepts, assessment plans, alignment, sequencing, and evaluation strategies. It emphasizes the importance of understanding student backgrounds, anticipated challenges, and effective assessment methods to enhance learning. Additionally, it encourages reflection on course design to ensure alignment with educational goals and student needs.

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Somayyeh Amir Abadi
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9 views7 pages

CTLP-8200 Course Design Package Template REV August 2024

The Course Design Package Template outlines essential elements for creating a course, including context, learning outcomes, bottlenecks, threshold concepts, assessment plans, alignment, sequencing, and evaluation strategies. It emphasizes the importance of understanding student backgrounds, anticipated challenges, and effective assessment methods to enhance learning. Additionally, it encourages reflection on course design to ensure alignment with educational goals and student needs.

Uploaded by

Somayyeh Amir Abadi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Course Design Package Template

1. Course Context
INSTRUCTOR ’S NAME:

DEPARTMENT FOR COURSE OFFERING:

TOPIC AND/OR THEME OF COURSE:

TENTATIVE TITLE:

ANTICIPATED CLASS SIZE: LEVEL OF COURSE (1st Year, 4th Year, Masters, DELIVERY FORMAT (In-Class, Online, Hybrid):
etc.):

ANTICIPATED SUPPORT (GAs/TAs, tutorials, YOUR EXPERIENCE WITH COURSE:(Eg. New, Taught Previously)
etc.):

GENERAL COURSE GOALS:

What are the overarching principles and


purposes for the course (providing a
foundation; generating curiosity; mentoring
disciplinary practitioners; empowering
student voices)? What do you hope students
will take away from it?

1
EXPECTED STUDENTS:
Who is likely to take this course, and why
would they take it? (Is it required? A
prerequisite? An elective?)

PRIOR KNOWLEDGE

What prior skills, knowledge, and values


would you expect students to bring to the
course (eg conceptual foundations, writing
skills, motivation, etc., obtained in previous
courses or experiences)?

ANTICIPATED CHALLENGES:

What misconceptions or misunderstandings


might students have?

What are the most difficult concepts/subjects


in the course?

What might be other possible challenges that


you will encounter? (Eg. despised topic,
diversity in background, etc.)

REFLECTION:

How might these details impact your course


design?

2
2. Learning Outcomes
Identify the learning outcomes for your course, and whether they are cognitive, affective, or performative (or a combination). Choose 2 relevant
taxonomies (Blooms’, SOLO, Fink, Medicine Wheel, or others) to compare level of expectation for these outcomes.

Learning Outcome Cognitive, Affective, or [Identify Selected [Identify Selected


By the end of this course successful students will be
Performative? Taxonomy] Taxonomy]
able to . . .

3. Bottlenecks

Drawing on your list of challenges from above, select specific bottlenecks for this course, and with reference to Meyer and Land,
identify the type.

3
4. Threshold Concepts
What are the threshold concepts for your course?

How do they meet the criteria listed in the table below?

Criteria for Threshold Concepts Rationale for how concept meets the criteria

Transformative

Irreversible

Integrative

Bounded

Troublesome

Reflection: How will you help students overcome bottlenecks and threshold concepts in your course?

4
5. Assessment Plan
The assessment plan consists of both summary and rationale. First, using the table below, list the assessments you are planning for your
course, provide a brief description, as you would for students, identify the weighting for each task, and which learning outcome(s) are
aligned.

Assessment Name/Type Assessment Description (as you might share it with Weight (or U Relevant Learning Outcomes
students) for ungraded)

Next, with consideration of the following questions, provide a detailed rationale for your assessment plan. You may answer the questions
individually or combine them into an overall reflection and explanation, whatever your preference.

A. Why have you selected these tasks for your assessment plan? (How will this plan drive student learning; how will it contribute to
conditions for effective assessment?)
B. How will learners understand how to undertake each task? (What skills have you assumed students will already have, and what skills
will you teach them? What supports might you provide to teach them?)
C. How does this assessment plan build in opportunities for feedback?
D. In what ways does this assessment plan address issues of reliability, validity, integrity, and authenticity?
E. In what ways have you incorporated considerations of accessibility, UDL, diversity, inclusion, Indigenization?

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6. Alignment & Sequencing
What would the sequence of your course look like? Include rationale and citations.

Relevant
Teaching Methods Assessment Learning
Learning Experiences
Topic (what you will do to support students (what is assessed
(what students will do in and out of class) Outcome
in and out of class) and when)
#
1.

2.

3.

4.

5.

6
7. Learning Centred Syllabus (Please attach as a separate document)

8. Evaluation Plan
How will you evaluate the effectiveness of your course? (Potential considerations might include teaching challenges you have or might face,
student outcomes, specific concerns or trouble-spots in the design, student engagement, etc.)
1) What questions do you have? 2) What information would help 3) How might you gather this information?
answer these questions?

Final Reflection:

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