Lesson/Unit Plans and Activities
There are few opportunities (or requirements, even) for faculty to be certified in teaching methods. During my time as a lecturer at CSU San Bernardino, I have been asked to teach small and large lecture courses, but with only limited guidance as to how to accomplish this. The major concerns I had, and my reasoning for joining the ACUE course, were related to the core design of courses, engaging students, and providing an equitable learning environment that includes student guided learning. Contained within this submission are a selection of my reflections and/or instructional designs from the ACUE course. I have included: (1) Establishing powerful learning outcomes, (2) Aligning activities and assignments with course outcomes, (3) Developing and using checklists and rubrics, and (4) Engaging underprepared students. Ultimately, I believe that these represent a wide example of the types of work undertaken during the ACUE course from course planning stages to post-implementation.
Longshore, Beatrice, "Instructional Designs for Expository Writing Using ACUE Practices" (2019). Q2S Enhancing Pedagogy. 52.