Track – Mastery in Course Design

To get students to higher levels of thinking, as an experienced lecturer you’ll have encountered misconceptions of students. Possibly you have already tried different approaches without leading to success for the student. Why is that?
In this track you will integrate, inspired by design-bases research (DBR), insights from research on subject-oriented education directly into your course. You will develop strategies with which students will be able to understand the most complicated concepts in your course. Thinking can be taught.
By developing a prototype you test your new material to reduce potential thinking problems in students. You will develop, on a higher level than just content knowledge, the needed pedagogical knowledge and skills to tackle these challenging educational situations.

Participants enter the track with students’ learning difficulties on the subject matter, for example outcomes from old exams, conversations between and with students and subject related teaching literature about learning difficulties. Outside of the meetings, participants will collaborate with their faculty colleagues, the other participants of the track and their students’ voice to realize the intended quality criteria.

This track also focuses on cultivating a Community of Practice (CoP). Within the CoP participants work on a shared issue about the track’s topic at a generic level. Insights may be applied in one’s own prototype. This track is interdisciplinary.

In 6 meetings of 3 hours each, every 4 to 5 weeks, you design course material that will eliminate difficulties that students have with certain concepts, theories, principles, discipline-based skills. The sessions use design-based research (DBR), quality criteria for education and pedagogical content knowledge (PCK) as a capstone. In the last meeting you will present your (nearly) implemented design (prototype) to the rest of the participants and the trainers. You also invite another colleague to attend this presentation.

– Meaningful generalizations are formed by working deeply with information –

Didactic principles

• Interdisciplinary;
• Hands-on;
• Working solution-oriented;
• Evidence-based;
• Practical.

What do you gain from this track?
As a participant yo

• incorporate insights of discipline-based teaching and learning research to fit their instructional contexts and student needs; 
• use self-report, peer review, student learning, and student feedback to document teaching and inform philosophy; 
• implement and disseminate innovative, effective approaches to reflective practice.; 
• facilitate discussions about assumptions that underlie curricular decisions at department, school, or discipline levels;
• design and/or direct processes that analyze and document teaching; 
• improve goals and outcomes through intentional study and experimentation; 
• make discipline-specific inquiry a central part of all aspects of a course; 
• foster an appreciation of inquiry as a valuable practice; 
• share effective approaches to teaching with colleagues. 

Registration will be possible from 30 May.