Paul Quick, PhDCoordinator of Faculty and TA Development

Course Design 1:Planning your FYOS

First-Year Odyssey Seminar Workshops

Questions via the web?

Submitvia webform: ctl.uga.edu/fyos/stream

via Twitter: @ugactl (use tag #FYOS)

Goals for this FYOS workshop

Discuss questions faculty have about planning FYOS

Become familiar with backward-course design

Become familiar with two taxonomies of learning to better appreciate the FYOS goals

Explore how to integrate FYOS learning goals into your planning

Why are you here?

How many have submitted proposals? https://fyo.uga.edu/

How many have a syllabus? How many of you are at the idea-stage?

What questions about planning your FYOS do you have?

Traditional Course Design

How are courses traditionally put together?

Backward Course Design

One to two years after my FYOS is over, my students

will be able to…

Blue Sky Dream

Bloom’s Taxonomy(revised by Anderson & Krathwohl)

CARINGDeveloping new• Feelings• Interests• Values

LEARNING HOW TO LEARN• Becoming a better student• Inquiring about a subject• Self-directing learners

HUMAN DIMENSION Learning about:OneselfOthers

INTEGRATIONConnecting:• Ideas• People• Realms of life

FOUNDATIONAL KNOWLEDGEUnderstanding and remembering:• Information• Ideas

APPLICATION• Skills• Thinking: critical,

creative, & practical• Managing projects

Fink’s Taxonomy

of Significant Learning

Blue Sky Dreams and FYOS Goals

On which taxonomy do your Blue Sky dreams fit?

Fink’s Taxonomy and FYOS: fyo.uga.edu

Backward Course Design

Situational Factors

Context Specific teaching and learning situation General context of teaching and learning

Nature of the subjectCharacteristics of learnersCharacteristics of teacher

CARINGDeveloping new• Feelings• Interests• Values

LEARNING HOW TO LEARN• Becoming a better student• Inquiring about a subject• Self-directing learners

HUMAN DIMENSION Learning about:OneselfOthers

INTEGRATIONConnecting:• Ideas• People• Realms of life

FOUNDATIONAL KNOWLEDGEUnderstanding and remembering:• Information• Ideas

APPLICATION• Skills• Thinking: critical,

creative, & practical• Managing projects

Learning Goals Come First

In a course with significant learning, students will:

1. Understand and remember the key concepts, terms, relationship, etc.

2. Know how to use the content.

3. Be able to relate this subject to other subjects.

4. Understand the personal and social implications of knowing about this subject.

5. Value this subject and further learning about it.

6. Know how to keep on learning about this subject, after the course is over.

FYOS Goal 1

Introduce first-year students to the importance of learning and academics so that we engage them in the academic culture of the University. Assignments and discussion will:

Focus on seminar topic Encourage student to be self-reflective learners

What’s the reason for study? What’s it mean to be a self-directed learner?

www.ctl.uga.edu/fyos

Goal 1: Assessment and Learning Activities

Have student relate long-term professional and personal goals. Where do those goals come from? How do students intend to use their college career to help pave the way toward those goals?

Journal entries, brief oral presentation, reflective essay

Have students reflect on these questions the first week of class and then revisit them at the end . Perhaps have them revise and reflect upon changes.

www.ctl.uga.edu/fyos

FYOS Goal 2

Give first-year students an opportunity for meaningful dialogue with a faculty member to encourage positive, sustained student-faculty interactions.

Key elements of seminar will: Introduction to faculty members’ scholarly path Inclusion of one or more written exercises that:

document dialogue between student and faculty guide students in thinking and rethinking

academic

Goal 2: Assessment and Learning Activities

Trade questions: Students write questions, the professor collects them and redistributes them randomly back to students. Students are given a few minutes to try to answer the question. Discuss selected questions as a whole class. Written paper, journals, blogs Written documentation of dialogue between the

faculty and student in the preparation of: a poster presentation, an oral presentation, a mathematical proofwww.ctl.uga.edu/fyos

FYOS Goal 3

Introduce first-year students to the instruction, research, public service and international missions of the University and how they relate to teaching and learning in and outside the classroom so that we increase student understanding of and participation in the full mission of the University. Web-based overview resources will be made

available Students are required to attend at least 3

campus events

Goal 3: Assessment and Learning Activities

For each event a student attends write about the event and attempt to connect that event with one of the missions of the University and/or with the seminar and/or the work of the professor/discipline/department.

These can be posted on blogs, on eLC or turned in on paper.

www.ctl.uga.edu/fyos

FYOS Learning Goals: One-Column Chart

Learning Goals

Seminar Topic Knowledge

Significant Learning Goal(see Fink)

Significant Learning Goal(see Fink)

FYOS Goal 1

FYOS Goal 2

FYOS Goal 3

FYOS Planning: Three-Column ChartLearning Goals Assessment Activities Learning Activities

Seminar Topic Knowledge

Significant Learning Goal(see Fink)

Significant Learning Goal(see Fink)

FYOS Goal 1

FYOS Goal 2

FYOS Goal 3

Weekly Schedule