Difference between revisions of "Resource:How to design curriculum for your new innovation center"
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=== Credit Classes === | === Credit Classes === | ||
Sessions that allow students to learn a topic for credit towards their degree that often form after a professor has tried the lesson in an experimental fashion. These classes are paid for and supported by the learning institution regardless of their location. This is the standard class that students and faculty are familiar with for teaching. | Sessions that allow students to learn a topic for credit towards their degree that often form after a professor has tried the lesson in an experimental fashion. These classes are paid for and supported by the learning institution regardless of their location. This is the standard class that students and faculty are familiar with for teaching. | ||
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Old ideology that focused solely on building a robust set of learning objectives and "How-Tos" regardless of how each student would be effected. This has now shifted into Learning Experience Design. | Old ideology that focused solely on building a robust set of learning objectives and "How-Tos" regardless of how each student would be effected. This has now shifted into Learning Experience Design. | ||
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New ideology that spawned from Curriculum Design to incorporate how students truely learn and how their environment affects the learning conducted in classes. This shift has brought forth questions around "How could bad or boring classes be improved?" and "What makes good or interesting classes so great?". These questions are being tested through experimental teachings in pop-up classes and workshops in Innovation Centers. | New ideology that spawned from Curriculum Design to incorporate how students truely learn and how their environment affects the learning conducted in classes. This shift has brought forth questions around "How could bad or boring classes be improved?" and "What makes good or interesting classes so great?". These questions are being tested through experimental teachings in pop-up classes and workshops in Innovation Centers. | ||
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=== Pop-Up Classes === | === Pop-Up Classes === | ||
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== Faculty Support == | == Faculty Support == | ||
Revision as of 16:55, 4 January 2017
Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from the template we provided you here. Use the text editor or OR click on Show wiki text editor (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, visit this page or contact team@universityinnovation.org. Delete this paragraph after building out your page.
Contents
Overview
Designing curriculum is not an overnight venture and hinges on the support of faculty, staff, students, and the administration to become a success. Curriculum can take shape in many forms including pop-up classes, classes for credit, and workshops in an Innovation Center. Learning how to effectively utilize all these resources at a university is a challenging task but it is possible with a strong group of student leaders.
Vocabulary
Credit Classes
Sessions that allow students to learn a topic for credit towards their degree that often form after a professor has tried the lesson in an experimental fashion. These classes are paid for and supported by the learning institution regardless of their location. This is the standard class that students and faculty are familiar with for teaching.
Curriculum Design
Old ideology that focused solely on building a robust set of learning objectives and "How-Tos" regardless of how each student would be effected. This has now shifted into Learning Experience Design.
Learning Experience Design
New ideology that spawned from Curriculum Design to incorporate how students truely learn and how their environment affects the learning conducted in classes. This shift has brought forth questions around "How could bad or boring classes be improved?" and "What makes good or interesting classes so great?". These questions are being tested through experimental teachings in pop-up classes and workshops in Innovation Centers.
Pop-Up Classes
Faculty Support
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Pop-Up Classes
Test
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Expansion
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Timeline
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Misc Information for Success
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