Course mapping is an approach to designing courses that begins with the outcomes provided by TCSG.  使用结果, with the learning domains and levels of learning, teachers create assessments and learning activities to support student learners.  最终的产品是一个地图，它作为课程的灵活指南，以确保所有预期的结果都得到解决. 本课程的参与者将开始概述课程地图，并识别工具来完成地图的基本要素.

所有课程均提供TCSG成果. These outcomes are tied to learning domains and levels of learning.  Using Bloom’s taxonomy (or other established taxonomies) as a general guide, faculty work through assignments to ensure they meet the stated outcomes.  本课程的参与者将练习识别学习水平，并创建挑战学生以达到提供结果水平的活动.

UDL focuses on engagement, representation, action, and expression.  It is about using the science of how people learn to create courses that support learners and lead to equity. 本课程的参与者将建立UDL的工作定义，并创建将UDL元素纳入其课程的操作步骤.

Formative assessments are assessments used to guide the learning 过程.  Summative assessments are used to evaluate the learning in a course.  要有效率, 评估应与结果一致，并为学生提供充分的机会来证明这些结果的知识.  本课程的参与者将回顾评估并学习如何使用结果来调整形成性评估和总结性评估.

While multiple choice tests and essays are common in higher education, instructors can use a variety of tools to determine student learning.  这些工具可以反映未来现实世界的任务，也可以挑战学生以新的方式应用他们的知识.  不同的评估允许教师创建相关的任务，提供实践和数据，以显示对结果的掌握. 本课程的参与者将回顾并加深他们对各种评估观点的理解，以支持他们的课程.

To prove that students have successfully met all stated outcomes, 评估必须符合某些标准.  从确保问题的准确样本量到确保达到既定的学习水平, aligning assessments is a task that requires planning, 修订, 和分析.  Participants in this course will review outcomes and level of learning, as well as develop ideas to assess these outcomes more accurately.

For learners to engage as deeply as possible in the course material, they must feel safe and valued as members of a community.  与文化相关的教学包括加强所有学生学习的方法，并侧重于创造支持不同学习者的学习环境.  本课程的参与者将回顾培养支持不同学生的环境的策略.

Community in courses influences student success in many ways.  There are many approaches to increase the sense of community in all types of courses, 从讨论到语气的使用.  围绕创建社区的主题涉及教师如何建立关系并为学生创造与课程联系的机会.  本课程的参与者将回顾并开发创建一个提高学生参与度和成功的社区的方法.

Accessible course design works to make learning accessible to all learners.  Planning to meet multiple modalities and needs can make this 过程 more efficient.  Accessible design accounts for learning materials, learning activities, and assessments.  Participants in this course will explore ideas to improve the accessibility of their course design.

沟通是任何课程的关键.  This included communication between the students and instructor about content, 过程, 和作业.  它还包括反馈, student-to-student沟通, 教学大纲与评分沟通, 以及教师与学生之间的各种联系.  本课程的学员将回顾沟通的基本要素，并为他们的课程制定沟通计划. 

反馈 on assignments is at the core of how students learn.  学生 need regular assignments with feedback to guide their growth in a subject.  Whether it is built into assignments or provided by instructors, this feedback needs to be specific and meaningful.  本课程的参与者将探索如何通过多种方法为学生提供有意义的反馈.

与认知负荷有关, scaffolding and chunking are about how instructors present materials to students to best help them learn.  这可能意味着建立先前知识的缺失元素或将学习分解为可管理的部分.  Both strategies help instructors better meet the needs of diverse learners.  本课程的参与者将定义脚手架和分块，并应用这些概念来支持学习者在他们的课程.

有意义和有趣的活动可以吸引学生，增加他们对课程的参与和学习.  These activities vary by class but are a vital part of planning.  Collaboration helps instructors develop more meaningful and varied activities to support student learning.  本课程的参与者将合作计划和创建活动，以提高他们所教课程的参与度.

Engagement is vital to student success in courses.  While teachers cannot create courses that are guaranteed to engage all learners, some practices can be used to increase engagement for those who take advantage of the opportunities.  这些方法需要计划和跟进，在课程开始时解决这些问题可以带来更大的成功.  本课程的参与者将学习提高参与度和制定课程计划的方法.

The basic overview of 质量问题 introduces the purpose and basic elements of the Quality Matter Rubric.  这个概述可以帮助那些对QM感兴趣的人更好地理解它是什么，以及它如何帮助课程开发和质量保证.  本课程的参与者将学习质量管理的准则和核心要素，并建立将准则应用于其课程的步骤.

Each standard of 质量问题 has elements that inform the review.  虽然对标题的概述是有帮助的, 每个标准的细节指导教师更仔细地查看其内容，以确保所有元素都是可访问的.  Participants in this course will learn the details of each standard in order to apply them to course design.

对于任何对质量问题感兴趣的教员, the QM Coordinator can conduct an informal internal review.  This 过程 involved a detailed review of the course and its elements based on the QM rubric.  QMC将根据标准提供反馈，并与教师合作，如果他们希望对课程进行任何更改.

The 科技提升教室 are located on the 奥古斯塔, Waynesboro的, 汤姆森, Grovetown, 林肯遗址.  这些教室允许任何校园的教师在不去那些校园的情况下亲自接触其他校园的学习者.  这些房间也是部门会议或其他会议的理想场所，与会者位于不同的校园地点.  基础培训介绍了这些房间的元素，并允许参与者体验这些房间是如何连接的.  本课程的参与者将学习房间的基本元素，以便在入门级开始使用它们.

For those instructors using the TEC rooms or for those who wish to use them in a specific way, this training addresses advanced use of the TEC rooms.  这个培训的中心是技术的应用，而不是基础知识，是为那些想扩大他们的TEC教室经验的教师.  本课程的参与者将把他们设想的应用带到教室，并与CPE协调员一起确定使用教室来支持这些应用的最佳方式.