Overview
Purpose: After working through this checklist, instruct=
ors will have a reasonably designed summer course.
Ask: five years from now, what do I want my students to=
remember and use that they learned in my course? This is your overall goal=
.
Objectives
 Establish objectives for your course.
 Try to group your objectives to narrow them =
down to 35 objectives.
 Be sure the objectives are worded from the s=
tudent=E2=80=99s perspective and contain measurable verbs.
Assessments
Using your objectives as a checklist, mat=
ch each objective with an assessment to be sure that your course includes a=
t least one assessment for each objective.
As you are m=
atching your objectives to assessments, write that information down for you=
r students. This practice lets students know how they will progress through=
the course and shows them why your assessments=E2=80=94and their academic =
integrity=E2=80=94matter.
Identify criteria with assignment Rubrics=
/Metrics that show success and areas for improvement.
Clearly identify the criteria for success=
on each assessment.
Assignments
For each assignment, ask yourself the following que=
stions:
 Do I want to review all of these assignments=
?
 Are these assignments items that I look forw=
ard to receiving from my students? If not, what product could I ask for tha=
t would be interesting or exciting for my students to use to practice as th=
ey progress toward objectives? Assign that product instead.
 Can my students submit these assignments onl=
ine?
 Is this essential to student progress in the=
course?
 Toward which objective does this assignment =
move my students? (Be sure to tell students which objective the assignment =
will help them to meet.)
 Can I provide opportunities for students to =
check their own work against a standard?
 Will I allow multiple attempts on the assign=
ment? How many?
 Do my students have to achieve a certain mar=
k on the assignment before they can progress to the next section of the mod=
ule? If so, have I set the next section up with adaptive release?
Review
At this point, the course objectives, assessments, and assignments shoul=
d align through rubrics, much like peas align in a pod.
Class Se=
ssions/Modules/Weeks
As you design each course session/module/week, focus=
on four activities for each session/module/week.
 Something to read. Make these short if possi=
ble. Ensure that they are accessible. Use Open Educational Resources or mat=
erials that students can retrieve virtually from the SU Libraries. If you n=
eed support, contact your library liaison.
 Something to view/hear. Make these short if =
possible also. Online attention span is about 1015 minutes. Again, e=
nsure that these materials are accessible.

 If you show a film, check for accessibility features like captioning or=
a transcript. Provide viewing instructions. What should students look for?=
What should students listen for?
 If you plan to lecture, keep it at 1015 minutes. Lecture in chunks. Pr=
ovide notes or slides. Consider the possibility that students may decide to=
listen at higher speeds than you recorded. After each =E2=80=9Cchunk,=E2=
=80=9D provide some ways for students to check in to see if they have gathe=
red the most important information.
 Something to discuss. When students use new =
information or skills, they are more likely to encode that new information =
in their minds and to remember it. Discussion can help them to do exactly t=
hat. As you set up discussions, keep in mind the following best practices:<=
/li>

 Discussion forums can be used to help to create classroom community. If=
you start online, you'll need to build community among your students.
 Use a prompt. What should students discuss each time? Why?
 Set parameters. How long should each post be? Does each student have to=
start a discussion? Does each student have to respond to one peer? Two pee=
rs? What should responses look like? Will the responses be complete sentenc=
es? Do students need to cite sources in their responses? How should they do=
that?
 Don=E2=80=99t let discussions go on too long. Reading pages of comments=
on an initial post can make the mind wander, which doesn=E2=80=99t achieve=
the objective. After 12 students have responded, provide a new prompt or h=
ave students suggest a new direction for the discussion or a new prompt
 Prohibit ad hominem attacks.
 Set thresholds for the kinds of writing you will accept. Will you allow=
text abbreviations, for example? GIFs? Emojis?
 Provide a =E2=80=9Cmuddiest point=E2=80=9D forum for students as well s=
o that they have a place to indicate their learning challenge when they get=
stumped. Encourage students to answer their peers=E2=80=99 questions. Moni=
tor the forum so that misinformation does not circulate.
 Something to do. Help students know how to u=
se the information that you=E2=80=99re giving them along the way. Consider =
some of these ideas as a way to see how students are processing the informa=
tion:
 Concept map
 Reflection journal entry
 321 exercise
 Memory matrix
 One sentence summary
 Directed paraphrasing
 Chain notes among group members or the entire class
 Studentdeveloped test questions
 Short article
 Tweet the point
 Polls
 Create a review slide
Suggestions and directions can be found her=
e and here=
.
=_Part_1191_686509408.1664277336589