The Course Design Institute is a signature program of the Drake Institute for Teaching and Learning. In it, Ohio State instructors are introduced to a “backward design” process and strategies that support significant learning. Participants learn about the evidence-based instructional practices and resources to build effective, student-centered courses. Most importantly, the CDI creates the time and space for instructors to concentrate on design work in the company of colleagues and educational developers.
Materials
CDI Workbook — This workbook is used to guide the CDI providing information about all the elements of the backward design process and guiding participants through the activities.
Getting Started With GenAI — This page provides resources for thinking about teaching and learning with GenAI. Resources include TLRC articles, prompting help, and CDI example prompts.
Recommended Readings
- Bruff, D. (2010 September 29). Tools for Grading – Sample Rubrics and Spreadsheets. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/2010/09/tools-for-grading-sample-rubrics-and-spreadsheets/(link is external)
- CAST (2018). Universal Design for Learning Guidelines. http://udlguidelines.cast.org(link is external).
- Fink, L.D. (2009). Designing courses for significant learning. New Directions for Teaching & Learning, 2009(119), 1-7. https://doi.org/10.1002/tl.358(link is external).
- Freeman S., Eddy S., McDonough m., +3 , Smith M.K., Okoroafor N., Jordt N., & Wenderoth N.P. Active learning increases student performance in science, engineering, and mathematics https://doi.org/10.1073/pnas.1319030111(link is external)
- Lovett, M. C., Bridges, M. W., DiPietro, M., Ambrose, S. A., & Norman, M. K. (2023). How learning works : Eight research-based principles for smart teaching. John Wiley & Sons, Incorporated.
- Luke K. (2021). Twelve tips for designing an inclusive curriculum in medical education using Universal Design for Learning (UDL) principles. MedEdPublish, 10(1), 118. https://doi.org/10.15694/mep.2021.000118.1(link is external).
- Nguyen, K.A., Borrego, M., Finelli, C.J. et al. Instructor strategies to aid implementation of active learning: a systematic literature review. IJ STEM Ed 8, 9 (2021). https://doi.org/10.1186/s40594-021-00270-7(link is external)
- Stonybrook University Center for Teaching and Learning Learning Objectives Wheel(link is external) Based on Blooms Taxonomy of the Cognitive Domain, Accessed May 4, 2024.
- Theobald, E.J, Hill, M.J., Tran, E., … Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Natl. Acad. Sci. USA, 117(12), 6476-6483. https://doi.org/10.1073/pnas.1916903117(link is external).
- Winkelmes, M. Bernacki, M. Butler, J. Zochowski, M. Golanics, J. Weavil, K. (2016). A Teaching Intervention that Increases Underserved College Students’ Success.
Teaching and Learning Resource Center
The Teaching and Learning Resource Center (TLRC) has a wide variety of valuable articles. Here are a few that align with CDI topics
- Using Backward Design to Plan Your Course
- Planning Your Course for the General Education Curriculum
- Designing Assessments of Student Learning
- Information Literacy: Concepts and Strategies
- Online Instructor Presence
- Helping Students Write Across the Disciplines
- High-Impact Practices: Enhancing the Student Experience
- Supporting Student Learning and Metacognition
- Beyond the SEI: Collecting Student Feedback on Your Teaching
Additional Readings
- Ambrose, S.A., Bridges, M.W., Lovett, M.C., DiPietro, M., & Norman, M.K. (2010). How learning works: 7 research-based principles for smart teaching. Jossey-Bass.
- Anderson, L., Krathwohl, D., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., Raths, J., & Wittrock, M. (2001). A taxonomy for learning, teaching, and assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Addison Wesley Longman.
- Michael V. Drake for Teaching and Learning. (2020). Drake Institute Reading List. https://drakeinstitute.osu.edu/reading-list
- Fink, L.D. (2003). Creating significant learning experiences: An integrated approaches to designing college courses. Jossey-Bass.
- Hurtubise, L., & Roman, B. (2014). Competency-based curricular design to encourage significant learning. Current problems in pediatric and adolescent health care, 44(6), 164–169. https://doi.org/10.1016/j.cppeds.2014.01.005(link is external)
- Indiana University Center for Innovative Teaching and Learning. Decoding the Disciplines https://citl.indiana.edu/teaching-resources/course-design/decoding-disciplines/index.html(link is external)
- Reynolds, H., & Kearns, K. (2017). A planning tool for incorporating backward design, active learning, and authentic assessment in the college classroom. College Teaching, 65(1), 17-27. https://eric.ed.gov/?id=EJ1126730(link is external)
- Wiggins, G., & McTighe, J. (2013). Understanding by design (2nd ed.). Association for Supervision and Curriculum Development.
AI Resources
Ohio State University resources
- AI Fluency | Office of Academic Affairs
- Artificial Intelligence at Ohio State (ai.osu.edu) the university's hub for approved tools, training, and policies.
- Teaching Support of AI Fluency - up to date information about professional development for all who teach.
- Teaching and Learning to Build AI Fluency - Endorsement
- Teaching and Learning Resource Center -
- Ohio State Syllabus Policies & Statements
Other Resources:
- AI for Education Prompt Library (opens in new window)
- Oregon State University AI Assessment Examples (opens in new window)
- AIMES Library of Examples | Center for Teaching and Learning (opens in new window)
- Harvard Macy Institute Keeping the Human in the AI Loop with SPARC (opens in new window)
- Mollick, E., Assigning AI: Seven Ways of Using AI in Class (opens in new window)
- Purdue University How to Cite AI-Generated Content (opens in new window)
- User’s Guide to the TRACI Prompt Framework (opens in new window)