If you like to be an active part of the course design process, review our basic timeline:

Planning for Your Course

When you are first assigned to a course, whether you are a new adjunct or a tenured professor, there are essential planning stages to consider. Work with your department head and any peers who may be teaching similar sections as you plan your course. With accreditations of various types always on the horizon, it is critical to plan around University guidelines, departmental goals, and certifical guidelines. These guidelines are not set policies, but meant to serve as suggested options for most courses.

Curriculum

  • Read through the current University Bulletin (available on our website: www.lincolnu.edu) and gain a sense of how your proposed course fits into the overall departmental list of courses. Where does yours fit into the general flow of courses for students?
    • What courses/skills will your students have before they arrive in your classroom?
    • How will you incorporate this prior knowledge into your course?
  • Ask your department head if he/she has a curriculum map for the degree program where your course will be presented. If so, how will your plans incorporate that curriculum?
  • Will your courses prepare students for any certifications? If the answer is yes, then how will you document providing the expertise your students will take away from your class?
  • Determine your targeted audience Will you be serving traditional students in a daytime class, night students arriving from full time jobs, or online students from a wide variety of locations.
  • Research potential textbooks and other references. Make sure these are ordered in a timely manner through your departmental administrative assistant.

Planning Your Course Flow

  • After reviewing your departmental curriculum map, certifical standards and any other accreditation standards, develop your own learning goals for your course.
  • Break those goals into units, and write unit learning goals.
  • Develop learning activities that address your unit learning goals. The Center for Innovative Instruction has instructional designers trained to help you develop a wide array of activities designed to meet the needs of today's students. Call them at 573-681-5777 to set an appointment.
    • How will you assign work and how will you collect it? Moodle help options are also available through the Center for Innovative Instruction.
    • Do you need speakers? If so, are they coming to your room or presenting online? How will you coordinate those events?
    • The same applies to field trips or internship experiences in the class.
    • Will you need computer lab time or other lab time. What days and how do you reserve them. Find out this information through your department head or administrative assistant.
  • Once you know what you are going to teach, ask yourself how you will measure student learning (assessment). Develop clear assessment plans and relate them to your learning goals.
  • Check to make sure your goals, activities, and assessments all align with the departmental curriculum and refine as necessary.

 

Finalize the Plans

  • Write a your syllabus.
  • Make sure you have been assigned to your specific course as an instructor in the LU Online learning management system.
  • Take some LU Online (Canvas) training if you need it.
  • Put course elements into your LU Online sandbox.

Final Week Before Class Begins:

  • Make sure your LU Online course has all necessary information
  • Set up your online gradebook
  • Set up your Attendance Module
  • Make sure your student list in LU Online matches your student list in WebAdvisor.