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Aligning Activities and Assignments With Course Outcomes

1c: Aligning Activities and Assignments With Course Outcomes

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Module References

Allen, I. E., & Seaman, J. (2017). Digital learning compass: Distance education enrollment report 2017. Retrieved from 

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. White Plains, NY: Longman.

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.

Bok, D. C. (2006). Our underachieving colleges: A candid look at how much students learn and why they should be learning more. Princeton, NJ: Princeton University Press.

Chase, B., Germundsen, R., Cady Brownstein, J., & Schaak Distad, L. (2001). Making the connection between increased student learning and reflective practice. Educational Horizons, 79, 143–147.

Head, A., & Hostetler, K. (2015, September 2). Mary-Ann Winkelmes: Transparency in teaching and learning. Retrieved from 

Intentional Futures. (2017). High-tech, high-touch: Serving student needs at scale. Retrieved from 

Jones, E. A., et al. (1995). National assessment of college student learning: Identifying college graduates; essential skills in writing, speech and listening, and critical thinking (ED383255). Retrieved from 

Lowenthal, P. R., Wilson, B. G., & Parrish, P. (2009). Context matters: A description and typology of the online learning landscape. Proceedings of the Association for Educational Communications and Technology, 2. Retrieved from 

Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.

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.

Twigg, C. A. (2003). Improving learning and reducing costs: New models for online learning. EDUCAUSE Review, 38(5), 28–38.

Walvoord, B. E., & Anderson, V. J. (2009). Effective grading: A tool for learning and assessment in college (2nd ed.). San Francisco, CA: Jossey-Bass.

Wieman, C. (2016). Observation guide for active-learning classroom. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: 

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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