Caroline Amie Connell connellca [at] gmail [dot] com

Course Design Example

INTRODUCTION

This course design example is taken from a course I teach at Radford University. The course is part of the

CORE Curriculum, a four-course series required for all Radford students. The series focuses on research

skills, technical writing, public speaking, and ethics. The example is from the fourth course in the series,

CORE 202 Topics in Ethical Inquiry.

Course outcomes are defined by the CORE Curriculum administrators, but how to reach those outcomes

is the responsibility of individual instructors. I will describe how I applied theories of learning to reach

the course outcomes, and use examples from the course’s website to illustrate my work.

THEORY OF LEARNING: CREATE RELEVANT OUTCOMES

Description

Design course outcomes to be immediately relevant to students’ career goals.

Application

1. Outcomes were already defined for this example, so I tried to highlight how they apply to

students’ social lives and future job performance. In-class examples applied ethical reasoning to

student-elicited situations such as peer, parent, and workplace interactions.

THEORY OF LEARNING: STRUCTURE PRACTICE TO BE RELEVANT TO OUTCOMES

Description

To achieve the best learning outcomes, coursework should directly resemble those outcomes.

Caroline Amie Connell: Course Design Example 2

Application

1. I gave students practice assignments that directly resembled the major, graded assessments. The

example assignment below includes draft and final components, and instructions with a detailed

rubric.

1. Draft and Final Essay and Instructions

Caroline Amie Connell: Course Design Example 3

2. Online Rubric Excerpt

2. I gave students timely, relevant feedback that referenced the rubric on draft and final assignments.

3. Example Grade Sheet

THEORY OF LEARNING: BE TRANSPARENT

Description

All course materials and learning outcomes should be clearly defined and accessible to students. Students

should never wonder where to find learning materials or what is expected of them.

Rubric Item Points out of 100

Points (converted to

rubric points)

Points out of

assignment total of 50

Section (out of

points in section)

Argument Analysis 100 35 13.5 13.5

Ethical Analysis 95 35 13.5 12.8

Ethical Position 100 35 13.5 13.5

Organization 95 15 5.8 5.5

Format 65 5 1.9 1.3

Proof-reading 95 5 1.9 1.8

48.3

125.5

96.5

TOTAL Points/50 (for draft points)

TOTAL Percent / 100 (for your information)

TOTAL Points/130 (for final essay points)

Caroline Amie Connell: Course Design Example 4

Application

1. I laid out the course website clearly and consistently.

4. Course Content Pane

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2. I used consistent color cues to highlight important items in online instructions.

5. Color Cues in Web Instructions

3. I required students print and take an online quiz on the syllabus.

6. Syllabus Online Quiz

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4. I wrote and and posted detailed rubrics for assignments.

5. I posted directions and study materials for assessments.

7. Study Materials

THEORY OF LEARNING: CREATE A COMFORTABLE ENVIRONMENT

Description

To promote participation, critical thinking, and learning, students should feel comfortable expressing their

opinions.

Caroline Amie Connell: Course Design Example 7

Application

1. I created and posted online a classroom and grading policy centered on the right to free and

respctful expression of opinions.

8. Classroom Policy

THEORY OF LEARNING: PROMOTE CONNECTION OF MATERIAL TO STUDENTS’

PERSPECTIVES AND EXPERIENCE

Description

Memories are not created in a vacuum. Students connect new knowledge with knowledge they already

possess. To promote retention, present information from within the context of what students already know

and understand.

Caroline Amie Connell: Course Design Example 8

Application

1. I used learning examples from media.

9. Video of Dr. Adrian's Speech from the movie 2012

2. During class, I elicited relevant examples from students’ everyday lives, and worked with

students to apply critical thinking and ethical reasoning to those examples. Examples included

ethical dilemmas with roommates, partaners, and parents.

THEORY OF LEARNING: PROMOTE STUDENT OWNERSHIP OF CONTENT

Description

Students interact more readily with and are more motivated when they influence course material.

Caroline Amie Connell: Course Design Example 9

Application

1. I had students choose their topics for a major assignment.

10. Final Group Presentation Topic Selection

2. I let student interests and majors of study drive my selection of course supplementary materials.

3. As much as possible, I let students direct the in-class examples and discussions.