Preparing and Revising a Course, By Dr. Shadia Yousef Banjar

8/9/2019 Preparing and Revising a Course, By Dr. Shadia Yousef Banjar

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LANE 462

By:By:By:By:Dr.Dr.Dr.Dr. Shadia Shadia Shadia Shadia Yousef Yousef Yousef Yousef BanjarBanjarBanjarBanjar http://SBANJAR.kau.edu.sa/http://wwwdrshadiabanjar.blogspot.com

PREPARING AND REVISINGA COURSE

7/25/2010 1Dr. Shadia Yousef Banjar


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To design a course, the teacher may followseven steps:

1) applying general strategies,2) deciding what you want to accomplish,3) defining and limiting course content,4 structurin the course,

PREPARING AND REVISING A COURSE

5) selecting text books and readings,6) setting course policies, and7) handling administrative tasks.



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If the course is new to you but has beenintroduced before, talk with faculty whohave taught it previously . Ask for thesyllabus, list of assignments and papers, and

General Strategies

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old exams.


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If the course is new to you and hasnever been introduced before, reviewtextbooks on the topic of the course.



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If you have a previously taught thecourse, assemble everything related to thecourse (syllabus, textbooks, handouts,exams, your notes for each class session,and past evaluations by students ). Then,


do the changes in the light of studentsinterests as well as your interest.


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Identify the constraints in teaching the course:1. ask yourself how many hours are available for instruction?2. How many students will be enrolled?3. Are the students primarily majors or nonmajors?4. At what level?5. What material can I safely assume that students will

know? etc.



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Think about how your course relates to othercourses in your departments curriculum:a) Does your course serve as the introduction to

more advanced classes?b) Is it a general educational coursec is it an advanced course for majors?



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Establish goals: what do you expect your students to do or to produce asa result of taking the course?Identify both content and non-content goals: content goals (forexample, understand the key forces affecting the rise of Japan as aneconomic power; non-content goals (for example, become a good teammember and work collaboratively with other students or learn to tolerateopposing points of view

Deciding What You Want to Accomplish


o ge s ar e n wr ng course goa s, n a ou e g p c ure :think of the students future after they graduate (What would you like them tolearn to be successful in their jobs)Scale down your goals to realistic list : adjust your ideal goals by takinginto consideration the different abilities, interests, and the amount of timeavailable for class instruction.


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After you have put all your topics into a preliminary list, toss out theexcess unimportant topics and keep important onesDistinguish between essentia l and optional material. (Note that the examwill not cover the optional material)

Emphasize the core conceptsStress the classic issues, or the most enduring values or truths.Cut to the chase by teaching the most critical skill or idea and drop the rest.

Defining and Limiting Course Content


factual information by understanding the relationship among concepts ratherthan memorizing them.Prepare a detailed syllabus and share it with your students.


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1. Choose textbooks and reading assignments that reflect your goals.Explain to your student how the readings relate to the course goals.Some instructor select texts that repeat material covered in class.

2. Consider a range of criteria in selecting readings: Accuracy and currency of content Coherence and clarity of content Level of difficulty and interest for students

Selecting Textbook and Readings


Cost :a. Choose the less expensive work if it is of comparable qualityb. Choose paperback rather than hardbacksc. Limit the total cost of books for your course by placing some works on

reserve in the library Size (heavy large texts are hard to carry Format and layout (ease of reading


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3. Assign a mix of texts and articles, including some current pieces of journal articles, essays, research reports especially in advanced courses.4. Foster a habit of reading throughout college by encouraging studentsto explore beyond the reading material you assign

5. Follow the copyright laws and make not to violate copyrights if you arecompiling a photocopied reader.6. Take advantage of the new technologies in publishing in which somepublishers let professors to order only selected chapters with less price of


. journals available electronically.

7. Be conscious of workload material a student can read. The number ofpages you expect students to read depend of their abilities and thenature of the reading material.


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1. Extra credit assignments2. Attendance3. Makeup exams4. Late work

Setting Course Politics



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Order books early and double-check on the progress of your orderwith a bookstore a month or so before the term begins. Once thebooks have arrived, make sure how many copies are available. Ifthe order is delayed, assign readings which are already available.Try to place materials on reserve before the term begins if

Handling Administrative Tasks


them.Make other logistical arrangements in advance (e.g. orderaudiovisual equipment, videos, or films, etc) .


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PREPARING OR REVISING A COURSEBy Barbara Gross Davis, University of California, Berkeley. From Tools for Teaching,copyright by Jossey-Bass, September 1, 1999.


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