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Iterative and Collaborative Curriculum Design and Course Alignment

Tuesday, May 6, 2014

2:30 PM-4:30 PM

During this session, we will discuss how to create the appropriate interactive environment to facilitate this process of curriculum design. We will also discuss the use of course assessment data to give feedback and refine broader objectives that are aligned in part to the course level student outcomes. The use of the AEFIS knowledge management system as a tool to support curriculum design, mapping, assessment and evaluation in order to create adaptive and agile curriculum designs will be examined.  Curricula are complex systems of courses and other activities with significant dependencies and interactions. In this presentation, Don McEachron will discuss the methodology used by the School of Biomedical Engineering, Science and Health Systems to develop a learning indicator-driven alignment and integration of courses into a competency-based curriculum. This is an iterative process involving both program designers and instructional faculty. At the instructor level, placing a course within the context of a developmentally appropriate curriculum requires an understanding of how to create and align course level student learning outcomes. At the program design level, it is critical to devise a knowledge management system that builds and reinforces learning through appropriately timed and spaced experiences. The result is a significant design problem that operates on multiple cognitive levels requiring considerable patience and teamwork.

Presented by Don McEachron

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Stephen DiPietro

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Stephen DiPietro


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