Principles of Course Design
When designing a course, I like to work backwards. I ask myself: What will my students be able to do at the end of my course that they couldn’t do at the start? Note: I didn’t ask what will they learn. While learning objectives are an essential part of course development, I am much more focused on the doing objectives.
Creating is the tip of the Bloom’s taxonomy and for good reason! When I think of what I want my students to create after taking my course, I can then design what I want them to remember and understand and how I want them to apply and analyze and evaluate.
From my own experiences as a student, I was most appreciative of and engaged in the courses where I could feel myself acquiring skills in addition to knowledge.
Current Work in Course Design
I am currently designing a course that teaches strong scientific communication skills in nutrition. We live in an amazing world where anyone can write anything on any topic and broadcast it to world. It is essential for future nutrition professionals to understand the enormous power of the internet for education and social change.
By the end of this course, my students will be able to:
- use basic epidemiology concepts to determine when nutrition evidence is sufficient to make a causal claim
- compare and contrast scientific literature with the corresponding non-scientific articles
- formulate persuasive arguments without jargon to explain complex nutrition concepts to a lay audience
- create an online portfolio of scientific and persuasive work that will include the following: blog posts, comments, an infographic, and an article for an online magazine
For more information about this course, please feel free to email me.