Course development

Course development and modification

We are constantly adding new courses to our curriculum in response to needs of students and their employers

We also modify existing courses, again based on the needs of our graduates

Series of questions help us decided how to organize a new or existing course

Four main components

What is the purpose of the course? What experiences will be provided to

students to attain the purpose? How do we organize these experiences? How do we know when students have

reached the goals?

Define target students and their needs

Who is taking the course?– General students at the university– Students in our own program

Beginning Advanced

– Students in other, related programs Who may be taking the course in the future (other

European students)? This will help make the course more effective and

efficient

Define needs of society

What does Armenia need? What does Europe need? What does rest of world need?

Define needs of the discipline

What are the core areas in this subject matter?

What are the important contributions this makes to larger discipline?

When planning a course or program of study

What is the purpose of the learning? What learning experiences will best support

the student’s learning? How is the material best organized? What evidence can be presented that

documents the quality of the student’s learning and achievement?

Identify instructional objectives

What content should students learn? At what level should they learn the content? Should they memorize or be able to apply

and evaluate content?

Select the scope of course content

How much depth? What topics?

Organize sequence and structure

What comes first? What follows?

Select presentation method(s)

Lecture Interaction with students Active learning ideas

Design assessment activities

How do you know whether students understand? Different methods of assessing Oral exam Written exam Quizzes Open-book exams Papers Many others

Determine grading system

European Credit Transfer and accumulation System

Grade Percentile

A 90-100

B 65-90

C 35-65

D 10-35

E 0-10

FX -

F -

ECTS also includes a standard grading scale

A: best 10%: outstanding performance B: next 25%: very good performance C: next 30%: good performance D: next 25%: passable performance E: next 10%: adequate performance FX: "fail - some more work required before

the credit can be awarded" F:“fail – considerable further work required”