- Paperback: 160 pages
- Publisher: Stylus Publishing; 1 edition (June 23, 2006)
- Language: English
- ISBN-10: 1579221432
- ISBN-13: 978-1579221430
- Product Dimensions: 8.4 x 0.6 x 11 inches
- Shipping Weight: 1 pounds (View shipping rates and policies)
- Average Customer Review: 4.2 out of 5 stars See all reviews (6 customer reviews)
- Amazon Best Sellers Rank: #433,744 in Books (See Top 100 in Books)
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Blueprint for Learning: Creating College Courses to Facilitate, Assess, and Document Learning 1st Edition
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"I am preparing for a course this spring and am using Blueprint for Learning as a guide – this is absolutely wonderful! I appreciate the clarity and systematic manner in which the material is presentedl. It makes it very easy to use and to gain great benefit from. Thanks!" (Scott Gaier, Coordinator of Academic Enrichment and Assistant Professor, Taylor University, IN.)
"[This book] is an outstanding faculty development tool. It neither overcomplicates nor oversimplifies instructional design, and it provides numerous illustrations and references, making it a well-rounded tool. It would be best utilized as a study guide for faculty interested in engaging, learner-centered, accountable instruction.
...an excellent instrument in faculty development, but best used in a structured 'study group' with a seasoned facilitator working with new and interested faculty. Like any good textbook, it is a vehicle for discussion and exploration. Thus, it bests serves the members of such a study group who can flesh out the points made. The visual elements are generally excellent; they are clean and open up the text in interesting ways. (International Journal for the Scholarship of Teaching and Learning)
“Richlin’s text provides a concise survey of research and literature pertaining to instructional design, learning principles, assessment, and documentation of learning outcomes, making such a scope of knowledge manageable for the academic advisor. The author operationalizes research and literature and applies it to sample classroom settings, which can be translated (with minimal limitation) into the academic advising setting. The functionality of Richlin’s Blueprint for Learning makes it usable as just that – a detailed, yet user-friendly outline for maximizing learning not only within classroom settings, but into the advising conference and beyond, making it a ‘must have’ reference text." (NACADA Journal)
"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)
"Richlin has done a very thorough synthesis of the primary work in the field...it will be of great value to me and our faculty." (James E. Zull, Professor of Biology and Director of the University Center for Innovation in Teaching and Education)
"Great job of synthesizing and integrating so much content into a coherent, useful form." (Thomas A. Angelo, Professor of Higher Education and Director of the University Teaching Development Centre)
“As always, I am intrigued and impressed by Richlin’s ability to summarize an expanse of ideas and experiences, create a compelling synthesis, and present this new understanding in readable and appealing form." (Brenda Manning, Director, Faculty Development Family Practice Residency & Faculty Development Fellowship)
“It is the kind of book faculty will actually be able to understand and use because it is straightforward and connects theory, research, and practice in a seamless manner.” (Arthur L. Crawley, Center for Faculty Development, Louisiana State University)
“I’m just stunned at its wonderful value. I really like the specific examples and all of the concrete worksheets and tables. Just amazingly thorough and useful, and so conveniently brief. It’s truly a service for us all, faculty and faculty development pro’s alike!” (Roben Torosyan, Associate Director, Center for Academic Excellence)
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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Top Customer Reviews
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.
Thanks, Dr. Richlin, for devising such a clear step-by-step system for developing courses!