Alignment

Throughout the outline it should be evident that the themes established by the outcomes and objectives are integrated into the assignments, methods of instruction and evaluation. For more information, consult the Course Outline of Record: A Curriculum Reference Guide. This extensive reference document was adopted by the State Academic Senate's Curriculum Committee in Spring 2008.

Assignments

List typical assignments required in the class involving reading and/or writing, including demonstrations of ability to use symbol systems (logic, math, music) or to apply skills--and any other activities. These assignments should reflect the department's minimum expectations for students and serve as a guide for faculty in developing their own syllabi. Degree-applicable courses must include tasks/assignments that require students to think critically and apply concepts taught in the course. Additionally, assignments should be aligned/integrated with the learning outcomes and objectives for your course.

Methods of Instruction

Identify examples of instructional methodology. These methods of instruction should be appropriate to the learning outcomes and objectives in your course. Note: While these methods will be reflective of the typical teaching patterns in the class, individual instructors will have the freedom to choose their specific methods of instruction to achieve the course outcomes and objectives.

You MUST include some items in this topic. You may select from the list below and/or list others that apply.

Methods of instruction may include, but are not limited to, the following:

  • Lecture and visual aids
  • Discussion of assigned reading
  • Discussion and problem solving performed in class
  • In-class essays
  • In-class exploration of Internet sites
  • Quiz and examination review performed in class
  • Homework and extended projects
  • Field observation and field trips
  • Guest speakers
  • Collaborative learning and small group exercises
  • Collaborative projects
  • Laboratory discussion sessions and quizzes that evaluate the proceedings weekly laboratory exercises

Methods of Evaluating Objectives

* Clearly indicate CRITERIA for evaluating the assignments.

Procedures for evaluating student performance should measure the degree to which the student achieves the overall outcomes for the course as well as the course objectives stated in Learning Objectives of the course outline. In order to align and integrate with the student learning outcomes of the course, the methods of evaluation should be consistent with and reflective of the assignments topic of the course outline and should clearly address the criteria by which assignments will be evaluated. Methods of evaluation must include a final evaluation procedure (i.e. a final examination or a final project or presentation).

  • For degree-applicable courses, grades must be based on demonstrated proficiency in the subject matter and the ability to demonstrate that proficiency, at least in part, by means of:
    Substantial writing assignments, including essay exam(s), written homework, research paper(s), laboratory or reading report(s)
  • Computational or non-computational problem solving exercises, including exam(s), laboratory report(s), fieldwork, homework problems
  • Skills demonstrations, including class performance(s), fieldwork, performance/proficiency exam(s).




EXAMPLES:

  • Weekly or bi-weekly written assignments that summarize and analyze current environmental legal topics on regional, national and international levels. Writing assignments will include a written critical analysis of the current research including the pros and cons of an environmental science issue.
  • Final examination requiring students to demonstrate abilities to summarize integrate and analyze concepts that have been introduced and studied throughout the course.
  • Midterm objective and/or essay examinations and comprehensive final, all of which are composed of concept based questions which will require the student to demonstrate the ability to integrate and summarize facts and translate them into fundamental units of knowledge.
  • Research paper, and working outline for such project, involving summary, synthesis, and critical analysis of data.
  • Participation in and contribution toward classroom discussions and in-class collaborative work.
  • Field project writing assignment, a preliminary outline or synopsis of this, and a completed set of response paragraphs; all the above demonstrate the student's growth in synthesizing ethnographic data and analyzing them anthropologically.
  • Lab activity - Practice and demonstration of techniques in the student laboratory designed to demonstrate critical thinking skills and to problem solve as required in the assignments and experimental investigations.
  • Evaluation of programming assignments for correctness, completeness, technique and style.
  • Programming assignments (based upon correctness, documentation, code quality and test plan executions).
  • Successful completion of computer aided design assignments with output verifying modeling correctness; use of structured design intent principles, and documentation.
  • A two-hour comprehensive final exam including multiple-choice questions and CAD modeling and documentation exercise that will require students to summarize, integrate, and critically analyze the major theoretical perspectives, modes of inquiry, and the important core concepts examined throughout the course.
  • A written and oral group report produced by small ( 5 to 8 students) collaborative groups using the "case method" to critically analyze and evaluate selected clinical case histories illustrating the role of assessment and treatment models in clinical psychology.
  • A research paper that examines a significant contemporary issue or problem in clinical psychology selected by the student or instructor. The focus of the research paper will be on the summary, integration, critical analysis and/or synthesis of the theoretical perspectives and/or body of empirical data germane to the explication of the problem or issue examined. The majority of the source material for the research paper must be derived from primary sources and relevant psychological journal articles. The research paper should be 10 to 15 pages in length and follow the style and format of the American Psychological Association Publication Manual or other standard research paper format.
  • Mid-term and final examinations using a combination of objective, short answer and essay questions to evaluate the student's grasp of the theories, core concepts, methods of inquiry and significant empirical data that comprise the course content. The essay component will require critical thinking and analysis and/or synthesis.
  • Periodic contact between instructor and job supervisor and assessment of final evaluation orm as it relates to grading and total hours required.
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