Course Development

Dr. Libby at her desk

At my desk, no doubt developing course materials!

Examples of Course Developed

HSCD 600-Level Courses

  • Authored/co-authored all course descriptions and learning outcomes
  • Designed, collaborated on or conferred on all course syllabi
  • Gained dean’s approval for initial offering of all courses
  • Moved courses through the governance process for final approval

600 level courses developed

HSER 415: Spirituality and Helping

  •  Created from course description and learning outcomes
  •  Taught in classroom and as faculty-designed independent study
  • Developed as an online course for future offerings
  • Gained GELS approval for goal areas 5 and 7

415 GELS course development

Responsiveness to Student Need and Feedback

Undergraduate course example: Here is a comparison of an earlier and a later course schedule for HSCD 200: Pharmacology of Addictive Drugs. Student feedback and observations of student progress were both fundamental to altering this course for the better. Student feedback let me know that greater clarity was needed regarding readings, assignment due dates and quiz and exam schedules. Observation of progress led me to develop the “Tip of the Week,” in which I gave students some tips on academic skills and institutional resources. I also revamped how, when and why quizzes and exams were given.

Graduate course example: In HSCD 601: Theory and Practice of Cognitive Behavioral Therapies, in spring 2016, I recognized the need to move more instruction online and achieve more of a flipped classroom environment. In spring 2017, one shift in this direction was posting five recorded mini-lectures in D2L discussions, where students would view them and make questions and comments; see the example below. For spring 2018, I am moving the mini-lectures to the cloud-based service VoiceThread. I find it friendlier to student discussions, as students can embed questions and comments on individual slides, and I can answer them there. I look forward to student feedback on using this tool.

 

Obtaining Information Needed to Improve Courses

Data from IIQs

Feedback quote from student

IIQ Results Spring 2014 Pharmacology (HCSD 200) N=7

Q1-19 IIQ for Pharmacology

iiq data from pharm

IIQ Results Fall 2017 Ethics (HCSD 603) N=16

603 graph of Q19-22

Pharmacology Comments

 

Ethics Comments

Data from Informal Evaluations

As a way to gain input from students at the midpoint of a course, I ask for anonymous feedback on how the course and my instruction was going. Here are examples of the comments I received.

     

Additional IIQ Reports

Comprehensive Report for Theory/Practice Cognitive (HSCD 601-01) – Libby, Therissa – Spring 2017

Comprehensive Report for Senior Seminar (HCSD 450-01) Libby, Therissa and Richards, Amanda – Spring 2017

Comprehensive Report for Integrated Care: (HSCD 631-01) – Libby, Therissa – Fall 2016

 

photo of Dr. Libby and B. Jones
With Brandon Jones, Community Faculty, revising CBT course

Picture of poster: how science works