Aligning Activities and Assignments With Course Outcomes

1c: Aligning Activities and Assignments With Course Outcomes

Advising Subject Matter Expert(s)

Module References

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Angelo, T. A. (2012). Designing subjects for learning: Practical, research-based principles and guidelines. In L. Hunt & D. Chalmers (Eds.), University teaching in focus: A learning-centred approach (pp. 93–111). Melbourne, Australia: ACER Press.

Biggs, J. B., & Tang, C. S-k. (2007). Teaching for quality learning at university (3rd ed.). Maidenhead, UK: Open University Press.

Biggs, J. B., & Tang, C. S-k. (2011). Teaching for quality learning at university: What the student does (4th ed.). Maidenhead, England: McGraw-Hill/Society for Research into Higher Education/Open University Press.

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Staley, C. C. (2003). 50 ways to leave your lectern: Active learning strategies to engage first-year students. Belmont, CA: Wadsworth/Thomson Learning.

Svinicki, M. D., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth.

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Wiggins, G. P., & McTighe, J. (2005). Understanding by design (expanded 2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Winkelmes, M.-A. (2013). Transparent assignment template. Retrieved from 

Winkelmes, M.-A., Copeland, D., Jorgensen, E., Sloat, A., Smedley, A., Pizor, P., . . . Jalene, S. (2015, May). Benefits (some unexpected) of transparently designed assignments. The National Teaching and Learning Forum, 24(4), 4–6.

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