Course Development Grants

Achieving Curriculum Coherence through Constructive Alignment Curriculum Development Department RC Colleges and Institutes at Yanbu
2012 - 2013

Our Logo The brown color reflects the standing history of our institute, which ranks among the most distinguished Engineering and Business Colleges and Institutes in the Kingdom. The red color, which shows passion and courage, represents our strong faith in the notion that education can and will transform the lives of Saudi students. The green color symbolizes learning, growth and harmony in our curricula and extra-curricular activities. The blue color, as the symbol of inspiration and spirituality, reflects our deep commitment to excellence in all our pedagogical endeavors.

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ACHIEVING CURRICULUM COHERENCE THROUGH CONSTRUCTIVE ALIGNMENT

In this era of the new knowledge economy and emergent new pedagogies, the Curriculum Development Department (CDD) has been making tremendous efforts to support the enhancement of teaching and learning throughout the RC Colleges and Institute at Yanbu by means of various funded projects. The pedagogical aim behind this endeavor is to provide an effective and inclusive vehicle for the dissemination of good practice across the sector. During the course of this semester, the CDD will be offering grants for course developments that are based on the framework of Constructive Alignment. Project Title Achieving Curriculum Coherence: Constructive alignment between intended learning outcomes, teaching and learning, and assessment practices. Objectives The objectives of this project, which is part of the CDDs strategic direction, are as follows: To reinforce the recently completed workshop on Design for Effective Learning conducted by the members of the Education Development Center. To raise the awareness of RC Colleges and Institute faculty members of the importance of putting the notion of constructive alignment into practice. To establish a shared culture and vision of curriculum development and implementation among faculty members at the sector. To develop an infrastructure and database for the CDD. To provide a transparent educational system for teachers, students, quality assurance boards and external examiners.

Course Development Grants Credit Hours 2 3 4 Remark Grant 3000 Saudi Riyals 4500 Saudi Riyals 6000 Saudi Riyals Number of Participants Per Person Per Person Per Person

Letter of Recognition from the DMD- Academic Affairs

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GUIDELINES AND INSTRUCTIONS

1. Grant eligibility All RC Colleges and Institute academic faculty members are eligible to participate in this project. There are various options for participation: (i) an individual teacher can take a course that he is familiar with and develop it using the Constructive Alignment Framework. (ii) an individual teacher may team up with a maximum of three faculty members to apply for this grant. Members of this team must develop three courses together in order to receive grants for three persons. (iii) if two or more teachers teach the same course, they need to establish a team (maximum of three teachers per team) and select two additional courses in order to participate in this project. 2. Funding areas All Diploma, Associate and Bachelor degree taught courses at the RC Colleges and Institute 3. Deadline for submission Rolling 4. Application processes All participants are required to submit a completed application form to the CDD before starting their projects (see the application form below). The CDD, in collaboration with the EDC, will carry out an initial assessment of your application and notify you of the outcome (i.e., whether it is approved or needs clarification). 5. How should I start this project? (Tips) We strongly recommend you to attend the DEL course offered by the Education Development Center. If you could do not have a chance to attend it, consider the following tips: Team up with one of your colleagues who attended the Design for Effective Learning Course. Draft your proposal following the submission templates and guidelines given below. Arrange a meeting with the EDC to obtain support and advice.

List of suggested reading Biggs, J. (2003) Aligning teaching and assessing to course objectives. Teaching and learning in higher education: New trends and innovation. Nightingale, S., Carew, A. & Fung, J. (2007). Application of Constructive Alignment Principles to Engineering Education: Have we really changed? Proceedings of the 2007 AaeE Conference, Melbourne. Felder, M.F., Rugarcia, A. & Stice, J.E., (2000) The Future of Engineering Education V Assessing Teaching Effectiveness and Educational Scholarship, Chem. Eng. Education, 34(3), 198-207 Goel,S. and Sharda, N. (2004).What do Engineers Want? Examining engineering education through Blooms taxonomy. in 15th Annual Conference for the Australasian Association for Engineering Education,(pp. ) Toowoomba, Queensland, Australia, AaEe. Krathwohl, D.R. (2002). A Revision of Blooms Taxonomy: A Forty Year Retrospective, Chicago, The National Society for the Study of Education, 46(4), 452-455. Lewis, E. (2004), A Challenge to Established Assessment Practice, Higher Education Quarterly 58(1), 43-62. Oehlers, D and Walker, D (2006) Assessment of deep learning ability for problem solvers International Journal of Engineering Education 22(6): 1261-1268 Spector, J.M (2006) A methodology for assessing learning in complex and ill-structured task domains Innovations in Education and Teaching International 43(2): 109-120 6. When should I have completed my project? All grantees are required to complete their chosen projects within a period of 6 months starting from the approval date. However, extensions can be given in exceptional cases at the discretion of the CDD. Grantees must inform the CDD of any change to the course approved for development in advance. Failure to do so will affect their eligibility for the grants. All intellectual property rights and produced documents will remain the sole property of the RC Colleges and Institutes at

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GUIDELINES AND INSTRUCTIONS Continued...

Yanbu. Any publicity relating to this grant which offers information about RC Colleges and Institutes Course Development Grants must be approved by the CDD prior to its release. 7. Progress report Grantees are required to schedule 2 meetings with the CDD and EDC members to show case progress and receive feedback if necessary. A Small Group Instructional Diagnosis (SGID) report on your chosen course will be provided to you by EDC members to help you, when developing your course, to take into consideration the students needs and the following teaching and learning inputs: (i) What the teacher is doing well that helps students learning (ii) What the teacher is doing that hinders the students learning (iii) How to address some of the major issues identified. 8. Project format Your paper must be typed in Times New Roman font The size of font used in your text should be 12- Titles, headings and subheadings can be in Times New Roman 12 Bold. 9. How do I submit my project? You must submit your project as per the given templates and instructions. Projects that are submitted using different formats and templates will not be accepted. Your project must be submitted in an editable electronic format, and a hard copy must be given to the CDD by the given deadline. 5. Evaluation process You project will be assessed as follows: Touch point 1: The CDD, in collaboration with EDC members, will make an initial assessment of your project and give you suggestions concerning any points that may need to be clarified. If your project reads

well, the CDD will submit it to the evaluation committee. Touch point 2: The evaluation committee, which is chaired by the Head of the CDD and consists of heads of concerned departments, the program coordinator, the course coordinator if the course is multisection, external examiner, and EDC members, will ask you to conduct a 20-minute presentation, which will be followed by a discussion of your project. Touch point 3: The outcome of your presentation should reveal one of the following: Accepted Minor change required Major change required Resubmission Touch point 4: Complete the sustainability report (one semester after implementing your course) N.B. You are strongly encouraged to familiarize yourself with the evaluation criteria of Constructive Alignment.

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Application Form for Course Development Grant

Department : Program: Specialization : Course Title Course Level Bachelor: (Tick the appropriate course) Course Description Associate: Diploma:

Pedagogical Justifications

Name (s) Course Developer (s)

Email

Mobile

Head of Departments Remarks Head of CDDs Approval Application Date Approval Date N.B. The six-month completion period for your project will start from the approval date Accepted Course has already been selected

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SUBMISSION TEMPLATES

Section A: Your Teaching and Learning Context

What is the current state of the College/Institute in terms of training? Who is involved? Who holds influence? Why is the program offered? How does it fit with the current needs of industry? What do graduates and graduate employers say about your program?

What are current industrial needs and trends? How are these influencing the ongoing development of your program? Who are the program stakeholders and how are they involved? What are the program expectations of this course? How do they fit within the program as a whole? What are the connections? How are learners involved in the development of the program?

N.B. Your answers to the questions in section A should fill a minimum of five pages. If your answers fill less than five pages, this will adversely affect the decision as to whether or not your project/proposed course is accepted.

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Section B: Learner Characteristics

Complete the table below about your learners characteristics Learner characteristics Age range Cultural and gender diversity Motivations Orientations to learning Conceptions of learning Learning skills /expert learners Subject knowledge background

Implications (- i.e., the design of the proposed course.) for learning

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Section C: Program Aim

An aim is a goal or destination statement. It signals the intention of the program in one or two sentences. For a student it is the first hint of what lies ahead. For example: The aim of this program is to provide learning opportunities for students so that they can gain the necessary skills required to be able to work in industry as a . From reading about the aim students will know the destination but nothing about the details of the journey!

What is the aim of your program?

What is the aim of your course?

Are these aligned in some way?

N.B. Your answers to the questions in section C should fill a minimum of one page. If your answers fill less than two pages, this will adversely affect the decision as to whether or not your project/proposed course is accepted)

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Section D: Alignment Table

Course Title: LEARNING OUTCOMES (LO): Write down each LO. Identify the level of each outcome with reference to Blooms Taxonomy.

LEARNING ACTIVITIES: What will students be asked to do that specifically helps them to progress toward meeting this learning outcome?

AESSESSMENT ACTIVITIES: What assessments (or parts of assessments) will target this learning outcome specifically?

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Section E: Blooms Taxonomy analysis

Ways of Learning Cognitive Processes Not in Course At which level is each of the following: 1. REMEMBER 2. UNDERSTAND 3. APPLY 4. ANALYZE 5. EVALUATE 6. CREATE

Objective

Learning Activities

Assessment Tasks

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Ways of Learning : Cognitive Processes

Ways of Learning Cognitive Processes Where on the grid is each of the following: Learning Outcomes Learning Activities Assessment Activities Not in Course

1. REMEMBER 2. UNDERSTAND

3. APPLY

4. ANALYZE

5. EVALUATE

6. CREATE

Factual Knowledge (terminology; tech vocab & facts; basic elements)

Ty p e s o f K n o w l e d g e

Conceptual knowledge (classifications, generalizations, principles, theories, models, structures)

Procedural knowledge (discipline specific algorithms, techniques, skills, methods) Metacognitive knowledge (General strategies for thinking & learning; strategic knowledge when & how)

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Section D Syllabus (Course Specification)

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SYLLABUS (COURSE SPECIFICATION)

COURSE IDENTIFICATION & GENERAL INFORMATION

INSTITUTION DEPARTMENT Program (s) in which the course is offered : Course Code : XXX 0000 Faculty member responsible for the course Course Title : NAME Credit hrs :00 ROLE Teacher Program Coordinator Course Coordinator Subject Matter Expert Head of Dept. Vocational Associate Masters Special Prog. Second Year Fifth Year Third Year

Level/year at which this course is offered

Certificate Bachelor Professional Prep Year Fourth Year

Year at which this course is offered Pre-requisites for this course (if any) Co-requisites for this course (if any) Location if not on main campus:

COURSE DESCRIPTION

Courses Contribution to Program and College/Institute Goals

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COURSE OBJECTIVES Upon successful completion of this course, the students will be able to :

INTENDED LEARNING OUTCOMES IN THE DOMAINS OF LEARNING

For each of the domain of learning shown below indicate: The knowledge or skills the course is intended to develop A list of teaching strategies to be used in the course to develop that knowledge or skills Assessment methods to be used in the course to evaluate learning outcomes in the concerned domain
KNOWLEDGE AND UNDERSTANDING

i. Description of the knowledge and understanding to be acquired

ii. Teaching strategies to be used to develop that knowledge and understanding

iii. Methods of assessment of knowledge and understanding acquired

COGNITIVE SKILLS

i. Description of cognitive skills to be developed

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ii. Teaching strategies to be used to develop these cognitive skills

iii. Methods of assessment of students cognitive skills

INTERPERSONAL SKILLS AND RESPONSIBILITY i. Description of the interpersonal skills and capacity to carry responsibility to be developed ii. Teaching strategies to be used to develop these skills and abilities

iii. Methods of assessment of students interpersonal skills and capacity to carry responsibility

COMMUNICATION, INFORMATION TECHNOLOGY (SOFTWARE) AND NUMERICAL SKILLS i. Description of the skills to be developed in this domain

ii. Teaching strategies to be used to develop these skills

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iii. Methods of assessment of students numerical, IT and communication skills

PSYCHOMOTOR SKILLS (IF APPLICABLE) i. Description of the psychomotor skills to be developed and the level of performance required ii. Teaching strategies to be used to develop these skills

iii. Methods of assessment of students psychomotor skills

Lecture

COURSE COMPONENTS (TOTAL CONTACT HOURS PER SEMESTER) Laboratory Tutorial Practical/Field Other workshop/Internsh ip

FORMS AND SCHEDULE OF ASSESSMENT TASKS DURING THE SEMESTER Assessment tasks Forms of assessment: Week due Feedback methods Proportion of (formative/summative) final assessment % % % % % % % %

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(i.e., Availability of teaching staff for individual student consultations and academic advice) For example, teachers are available for consultation (outside class hours) for 10 hours a week, approximately 2 hours per day.

STUDENT SUPPORT

Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Title

TOPICS COVERED List of topics

Contact Hours

LABORATORY OUTLINE (IF ANY) Laboratory Exercise

Contact Hours

TEACHING & LEARNING RESOURCES

Author(s) Required Textbooks Publication year Edition Publisher

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SYLLABUS (COURSE SPECIFICATION)

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Title

RECOMMENDED TEXTBOOKS/ESSENTIAL REFERENCES Author(s) Publication year Edition

Publisher

REQUIRED SOFTWARE/COMPUTER-BASED PROGRAMS/LABORATORY EQUIPMENT. Name Version (if any) Model/Year Company Other

List of useful websites

Teacher website

OTHER Laboratories

Students club

Research Centre

Course Evaluation and Improvement Processes (e.g., students feedback, classroom/peer observation, periodic review, etc.)

DEVELOPER

HEAD OF DEPT.

CURRICULUM DEVELOPMENT UNIT HEAD

HEAD OF CURRICULUM DEVELOPMENT DEPT.

Name: Signature: Completion Date: Received Date: Approved Date:

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Your project will be assessed on the basis of the following criteria

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Your project will be assessed on the basis of the following criteria Items Task Achievement A Showed a clear understanding of his teaching and learning context. Task Description He must demonstrate a clear understanding of the Colleges overall needs, culture and resources; the reasons for offering current programs and their alignment with the needs and trends of industries. He must also demonstrate a conceptual understanding of the stakeholders in the chosen program and how they are involved. What are the program expectations of this course? How do they fit within the program as a whole? What are the connections? How are learners involved in the development of the programme?

Demonstrated a clear understanding of He must show a clear understanding of RC Colleges & Institutes the RC Colleges and Institute learners students prior knowledge, experience, attitudes, motivation, culture, characteristics and pedagogical needs. orientation to learning and the implications of this background for designing effective teaching and learning courses at RC Colleges & Institutes. Showed a conceptual understanding of his He must give a clear explanation of the intention (aim) of the program programs aims and the course objectives, and its alignment with the aim of the selected course. and the alignment between them. Demonstrated constructive alignment The designed teaching activities must target the learning outcomes between learning outcomes, learning through supported and related activities, and the assessment activities and assessment practices. practices must be constructively aligned to the learning activities assumed in the intended learning outcomes. Learning activities are student-centered, The set of activities should be designed to develop individuals into flexible and comprehensive. self-growers; they should encourage collaborative learning, the use of critical thinking, questions and self-assessment; they should promote and balance between in-class and out-of-class activities; they should cater for individual needs and lead to the achievement of the intended learning outcomes. Assessment practices are innovative and The design of assessment practices must be flexible and should enhance learning. help students to reflect on their own learning progress. It should evaluate deep learning, rather than superficial completion of trivial, unconnected tasks. Students should find their assessment supportive and the evaluation of their work fair. Opportunities for formative feedback are The design structure should support learners and allow them to effective and timely. achieve an appropriate level of independence and self-assessment. Showed appropriate integration technology into the chosen course. of He must incorporate a wide range of technological tools in the course in order to enhance the teaching and learning processto support the four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts.

G H

Designed useful teaching and learning He must design useful teaching and learning resources for the resources for the chosen course chosen course. These resources entail classroom notes, PPT, test bank, etc. Most importantly, teaching and learning resources must be constructively aligned with intended learning outcomes, teaching and learning activities and assessment tasks.

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CONTACT US
Curriculum Development Department Administration Building, 1st Floor, Room # 214 Yanbu Industrial College, P.O. Box, 30436 Yanbu Industrial City, Kingdom of Saudi Arabia. Tell: + 966 (4) 394 -6106 Mobile: +966 555 99 7817 Email: curriculum@yic.edu.sa