Course Preparation (Chapter 4). Ohio State University - Teaching Handbook. A succinct overview of basic course preparation covering how to: 1. Identify the content domain of the course; 2. Decide upon the goals that students are to reach at the end of the course; 3. Select subject matter, materials, learning activities, and teaching methods; 4. Determine how to engage students in the subject matter; and 5. Design methods to measure and evaluate students' performance.

Designing an Effective Course. Florida State University. Chapter 1 in Instruction at FSU: A Guide to Teaching & Learning Practices. Covers course planning, continues with lesson design and delivery, moves through student assessment and grading to conclude with course evaluation and revision. The process is continuous and can start at any stage. In this chapter we introduce the tasks in designing effective courses.

Determining Learning Objectives. Florida State University. Chapter 2 in Instruction at FSU: A Guide to Teaching & Learning Practices. Outlines a 4-step process for developing and organizing a course: goal setting, unit sequencing, specification of learning outcomes and objective writing. Provides writing guidelines and examples of good objectives, including the use of pertinent verbs reflecting Bloom's taxonomy.

Planning a College Course. University of Nebraska - Office of Graduate Studies. Outlines 10 basic steps in planning a course: define your purpose, setting course goals, selecting course content, arranging course content, considering student goals and characteristics, choosing instructional modes, selecting readings and activities, writing a syllabus, planning for student feedback, and seeking advice from colleagues.

Planning Your Course: A Decision Guide. Cornell University - Center for Learning and Teaching. A simple 12-step question-driven process that focuses on applying course goals as the basis for setting outcomes, selecting teaching strategies/learning activities and developing assessment approaches and culminates in writing the syllabus. Includes a nice basic syllabus checklist

Planning Your Course: A Decision Guide. Fink, D.. A handy guide that identifies the several decisions involved in designing a course Decisions are grouped into three primary sets representing successive phases of the design process: I. Building Strong Primary Components of the Course; II. Assembling the Components into a Dynamic, Coherent Whole; and III. Taking Care of Important Details.

Teaching at Carolina: Course Planning and Design. University of North Carolina - Center for Teaching and Learning. Focuses on identifying course purpose/placement; assessing incoming student characteristics; specifying learning outcomes; developing unifying themes/ideas; organizing into logical divisions; selecting learning activities; and evaluating student achievement. Includes good section on Bloom's Taxonomy of Educational Objectives with examples. Entire UNC Teaching handbook.