Designing Engaging Face-to-face Courses

1. By the end of this lecture, learners will be able to:

   1. Identify the key components of the outline that define what must be taught.

   2. Align their instructional plans with the existing institutional framework to ensure coherence and consistency.

Resources include:

1. Sample course outline for Psychology 101 at the Community College of Baltimore County, Maryland

2. Practice Worksheet for understanding the course outline

By the end of this lecture, learners will be able to:

1. Interpret course objectives to determine the knowledge and skills students must develop.

2. Organize lesson content into manageable chunks that support the required course objectives.

3. Sequence learning activities in a logical order that aligns with the course objectives.

By the end of this lecture, learners will be able to:

1. Explain the TILT framework and its three components: Purpose, Task, and Criteria.

2. Apply the TILT method to redesign an existing assignment for clarity and relevance.

3. Evaluate assignments to determine whether expectations are clear and supportive of student success.

Resources:

1. TILT Assignment Template - A structured template guiding faculty to articulate the Purpose, Task, and Criteria for any assignment.

2. Assignment Makeover Examples (Before and After)

3. Additional Audio and Video explanations of the TILT Framework

By the end of this lecture, learners will be able to:

1. Define assessments and explain their role in supporting course objectives.

2. Differentiate between formative and summative assessment purposes.

3. Recognize how assessments contribute to aligned and coherent course design.

By the end of this lecture, learners will be able to:

1. Identify common types of formative assessments used in face-to-face teaching.

2. Explain how formative assessments support student learning and instructor decision-making.

3. Select appropriate formative strategies that align with existing course objectives.

By the end of this lecture, learners will be able to:

1. Describe the purpose of summative assessments in evaluating student mastery.

2. Match summative assessment types to the course objectives they are intended to measure.

3. Apply criteria for designing valid and reliable summative assessments.

By the end of this lecture, learners will be able to:

1. Explain the core principles of Universal Design for Learning and how they support diverse learners.

2. Identify common barriers that students encounter in face-to-face classrooms.

3. Apply simple accessibility and UDL strategies to improve clarity, engagement, and participation.

Resources

1. UDL Guidelines - CAST

2. Accessibility Quick Check for Faculty

3. WCAG 2.1 Quick Reference Guide

This final section gives you the opportunity to bring together everything you have learned. Instead of designing an entire course, you will create one week or one module of instruction. This is a manageable way to apply course objectives, transparent assignment design, formative and summative assessments, and UDL principles in a realistic teaching context.

Use the template for module creation and plan your lesson. By the end of this activity, you will have a polished, classroom-ready product that you can use immediately in your face-to-face course.

By the end of this lecture, learners will be able to:

1. Create a one-week or one-module course plan aligned with course objectives.

2. Apply TILT principles to design one transparent assignment.

3. Integrate at least one formative and one summative assessment aligned to the objective.

4. Incorporate UDL and accessibility strategies into their lesson plan and materials.

Resources:

1. A downloadable template for module creation