Blueprint for Learning: Constructing College Courses to Facilitate, Assess, and Document Learning

6 customer reviews
ISBN-13: 978-1579221423
ISBN-10: 1579221424
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Editorial Reviews

Review

"Models, matrices, and rubrics abound in this rich resource for course design and the scholarship of teaching and learning. Faculty will love it!" -- Laura L. B. Border, Director, Graduate Teacher Program, University of Colorado at Boulder

About the Author

Laurie Richlin is Director of Faculty Development, Charles R. Drew University of Medicine and Science, as well as Director of the regional Lilly Conferences on College and University Teaching, Executive Editor of the Journal on Excellence in College Teaching, and President of the International Alliance of Teacher Scholars

Shirley Ronkowski is Director of the Teaching Assistant Development Program, University of California, Santa Barbara.
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Product Details

  • Hardcover: 160 pages
  • Publisher: Stylus Publishing (June 23, 2006)
  • Language: English
  • ISBN-10: 1579221424
  • ISBN-13: 978-1579221423
  • Product Dimensions: 0.5 x 8.8 x 11.2 inches
  • Shipping Weight: 1.4 pounds (View shipping rates and policies)
  • Average Customer Review: 4.3 out of 5 stars  See all reviews (6 customer reviews)
  • Amazon Best Sellers Rank: #3,534,328 in Books (See Top 100 in Books)

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Customer Reviews

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12 of 12 people found the following review helpful By Paul Witman on August 25, 2006
Format: Paperback Verified Purchase
I participated in the development of this text as a student in the course for which it was created. The text provides a step-by-step walkthrough of several key elements of course design:

1) The environment for learning, and the notions of scholarly teaching and the scholarship of teaching and learning;

2) Background on learning processes (learning styles, types of intelligence, cognitive development), particularly as they affect the design of effective courses; and

3) Course design material for documenting and assessing learning, with structured models for how to create assessment tools that measure what you believe the students should have learned (the learning objectives).

In addition, it provides a number of appendices with templates, rubrics, assessment instruments, and references to other related tools.

As a first-year professor, I've already found this to be a valuable reference to work from, and I highly recommend it.
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1 of 1 people found the following review helpful By Biology Prof on August 18, 2012
Format: Paperback
I had the good fortune of attending a two-day seminar by Dr. Richlin, and it was fantastic. Although it was impossible to learn all of the techniques described in the book in such a short time, we did complete many of the exercises. If you have to develop a course fromk scratch, I HIGHLY recommend this book . If you are interested in learning about how students learn, there are probably better texts available. Essentially, this book serves as a concise manual with step by step instructions. I've found that after I completed the exercises for one course, revising the documents for a different course was much easier. The first time I developed a course with this book it took about 40 hours. Now that I have the format in place I'm pretty sure I will be able to revise all of the documents for a different but related course in a fraction of the time. It will probably save me 30 hours or so, because most of the work is already done!

Thanks, Dr. Richlin, for devising such a clear step-by-step system for developing courses!
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1 of 1 people found the following review helpful By CyberTeach on March 11, 2013
Format: Paperback Verified Purchase
I teach graduate courses in nursing education and have been searching for a text that would walk students through the process of developing a college level course "from scratch" as I feel this is an essential skill for all educators. This book is very easy to navigate and understand and while I have listed it as a recommended text for this semester, next year I plan to require this for my curriculum development course.
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