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Planning And Teaching An Undergraduate Course

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2005 Annual Conference


Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005



Conference Session

Tricks of the Trade for Teaching I

Page Count


Page Numbers

10.1003.1 - 10.1003.6

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Paper Authors

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Kemi Ladeji-Osias

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Planning and Teaching an Undergraduate Course Jumoke O. Ladeji-Osias Department of Electrical and Computer Engineering Morgan State University Baltimore, MD 21251

Abstract Planning a course involves many issues including choosing the objectives, scope and content, preparing a syllabus, developing lectures, laboratories, projects and assignments, and evaluation of students. Teaching the course is the implementation of the plan while developing a rapport with the students and monitoring classroom dynamics. Teaching requires adapting your plan to your current group of students and to the changing educational environment. This paper will discuss many aspects of planning and teaching an undergraduate course including a discussion on creating a student-centered environment through active and cooperative learning, and the use of rubrics and concept inventories. The emphasis will be on making incremental modifications to courses and assessing the impact of the changes.

Introduction So you have been given the task of teaching a course…. Whether you are designing a new course, or teaching an existing course, there are many strategies to consider. You will find that prior to meeting your students, you will have many decisions to make and things to do. However, if your goal is to create a learning environment in which your students are expected to be active participants, you need to include some flexibility in your planning. The profile of your students may be different from your expectations or previous experiences; your plan will need to be adapted. Research on engineering education is continually changing; you may want to take advantage of some of the new work. This paper is divided into three sections: the first one will cover some of the details of planning a course, the second section will discuss teaching the course, and the third will suggest some next steps.

Planning a Course Prior to making any decisions about your course, you will need to know your students’ backgrounds. What are the prerequisites for the course? This can include college-level prerequisites and pre-college courses required of all students in the program. Does your program usually have only high-achievers or a mixture of abilities? These questions will determine the content and the level to which you teach. The first step in planning a course is to determine the objectives and content.

1. Course Objectives and Content: The decision on course objectives and content generally depends on where this course lies in the curriculum. Courses that are prerequisites for higher- level courses may have an existing syllabus, which details the objectives and content. It is important to determine how much latitude will be available in changing the course content. Significant modifications to such courses may require consultation with other faculty who rely on certain topics being covered in that course. However, if you are to teach a new course or an elective you may be able to determine up to 100% of the course content.

“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”

Ladeji-Osias, K. (2005, June), Planning And Teaching An Undergraduate Course Paper presented at 2005 Annual Conference, Portland, Oregon.

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2005 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015