Hints for Course Preparation and Delivery

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Hints for Course Preparation and Delivery

• Haroutune K. Armenian
• President
• American University of Armenia

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OUTLINE

• Attributes of American Higher Educational
  Institutions
• The role of the AUA in Armenia
• Course
• Planning-Programming
• Implementation
• Monitoring-Evaluation

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Attributes of American Higher Educational
Institutions
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AAICU Meeting May 25-26, 2007

• What is an American Higher Institution?
• Curricula, calendar, credits
• Faculty
• Teaching and Learning
• Incorporation and Accreditation in the US
• Academic Freedom and Diversity
• Student Services and Extracurricular Activities
• Governance, Administration, Facilities

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However Currently

• More than Structure and Process
• It is OUTCOME oriented education

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STRUCTURE
PROCESS
OUTCOME
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Outcome Oriented Education

• From Structural to Process assessment
• To Evaluation of Outcome and demonstration of
  Educational Effectiveness
• Assessment of Students
• Evaluation of Alumni
• Impact on the Community and Society

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Development Oriented Higher Education

• Land Grant Universities
• Research Universities with RD facilities
• Community Action programs
• Curriculum that is adapted and responds to
  specific community needs
• Targeting a particular community or subgroup for
  admissions
• Etc.

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Whatever the model

• Communities realize the developmental benefits of
  a University in their midst.

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What Society Expects from Universities

• Highly Competent Graduates (competency based
  education)
• Repository of Expertise and Knowledge
  (information)
• Innovative and visionary ideas
• Initiator of entrepreneurial spirit

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The role of the AUA in Armenia
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MISSION OF THE AUA

• As an institution of higher learning, the
  American University of Armenia provides teaching,
  research, and service programs that prepare
  students to address the needs of Armenia and the
  surrounding region for sustainable development,
  in a setting that values and develops academic
  excellence, free inquiry, scholarship,
  leadership, and service to society.

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MISSION OF THE AUA

• Graduate University - research
• Participant in sustainable development
• Encourages Positive characteristics and
  excellence
• -Freedom of inquiry
• - Leadership and responsibility
• - Service to Society

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Traditional University
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Graduate American University
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THE ROLE OF AUA - 1

• AMERICAN
• - Liberal Arts Education
• TRANSFORMATIONAL
• - Choice
• - Quality
• - Entrepreneurship
• - Technology

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TRANSFORMATION - 1

• CHOICE Democracy - Rule of law - Processes and
  Procedures
• QUALITY Excellence in Education, Quality
  Assurance in Health Services, Business,
  Engineering, Local Government

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TRANSFORMATION - 2

• TECHNOLOGY Information Communication
• ENTREPRENEURSHIP In all economic sectors

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Technique

• Technique is not science, nor knowledge, it is a
  way of creation, development and thinking.
• Krikor Beledian Horizon Literary Supplement,
  May 2007

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Course-Planning-Programming-Implementation-Mo
nitoring-Evaluation
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Course Planning-Programming 1

• Course Development is a Production effort
• A Story with a Beginning and an End
• Appropriate style and language for presentation
• A Script
• A location a set
• Actors and participants
• Active audience
• Support services
• etc.

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Course Planning-Programming 2

• Defining the Educational Objectives or Outcomes
• In search of a Paradigm
• Listing Competencies
• Defining
• Skills
• Knowledge
• Attitudes

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Why Paradigms in Education?

• Professional vs. liberal arts and research based
  models of education
• Not just the ability to perform tasks but a
  professional who is investigating problems,
  solving them, and developing programs that
  address the needs of the public. Such a
  professional needs some models to work with.

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A Paradigm is

• Example
• Model
• Pattern
• Standard
• Archetype
• Exemplar
• Prototype

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Examples of Paradigms in Public Health

• Problem SolvingAn overarching paradigm
• Problem investigation-Several models
• Epidemiologic
• Systems Analysis
• Biological-environmental etc.
• Project and Program Development
• Evaluation and Assessment

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1, 2, 3 1, 2, 3 1, 2, 3
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PARADIGMS OF PUBLIC HEALTH

• Problem solving paradigm
• Problem Definition
• Measurement Issues
• Assessment of Risks Biologic, Behavioral,
  Environmental factors
• Prevention/Intervention Strategies
• Ascertainment of resources Policy Priority
  Setting, Weighing competing alternatives
• Implementation/Evaluation

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PARADIGMS OF PUBLIC HEALTH

• Program Development
• Planning
• Programming
• Implementing
• Monitoring
• Evaluating

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PARADIGMS OF PUBLIC HEALTH

• Systems Analysis Paradigm
• Structure
• Process
• Outcome Outputs

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Marco Polo describes a bridge, stone by
stone. But which is the stone that supports the
bridge? Kubai Khan asks. The bridge is not
supported by one stone or another, Marco
answers, but by the line of the arch that they
form. Kubai Khan remains silent, reflecting.
Then he adds Why do you speak to me of the
stones? It is only the arch that matters to
me. Polo answers Without stones there is no
arch. Invisible Cities by Italo Calvino
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Course Planning-Programming 3

• By the end of this phase we should have
• Defined the course objectives-outcomes
• A course material folder the script that
  defines activities and content
• Defined and assigned the roles and
  responsibilities
• Worked out issues of scheduling and location
  (early visit and study of the facility)
• Arranged for the support services
• Etc.

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Course Implementation 1

• The whole Class is a Stage where there are actors
  only and no passive audience.
• The need for the drama
• Delivery
• Content knowledge
• Active participation
• Feel comfortable no stage fright
• Alternatives to lecturing

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Course Implementation 2

• Choice of audiovisuals
• Slides simple and clear
• Minimum necessary animation
• Eye contact - move close to the students
• Repeat the question before responding
• Make the course Experiential
• Project
• Lab and discussion etc.

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CourseMonitoring-Evaluation 1

• Monitoring is a continuous activity
• During daily sessions keep a record
• Meetings with students
• Anonymous feedback system from students
• Student Evaluation
• Beyond exams other methods
• Standardized approaches
• Initial objectives as the basis

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CourseMonitoring-Evaluation 2

• Course Evaluation
• A self improvement process
• Independence of the process from administrative
  decision making
• End of course meeting with all instructors
• Start planning for next year at the end of the
  course
• Video taping the teaching

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What we teach this year is better than what we
taught last year and what we will teach next year
should be better than this year.
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OUTLINE

• Attributes of American Higher Educational
  Institutions
• The role of the AUA in Armenia
• Course
• Planning-Programming
• Implementation
• Monitoring-Evaluation