WINTER 2012 - National Association of Schools of Public Affairs and ...

Pamela A. Gibson and Pamela Trump Dunning
APPENDIX B
Course Design Matrix
The Course Design Matrix is a critical element is supporting the Commission
on Colleges of the Southern Association of Colleges and Schools (SACS)
requirements (and other specialized accreditations such as NASPAA and
AACSB) that all programs demonstrate assessment of educational objectives/
student learning outcomes and use the assessment findings for continuing
program improvements. Outcome-based learning enables administrative units to
demonstrate that they are accomplishing their missions by achieving goals and
objectives related to their mission and continuously improving their operations
and services along the way.
TASK 1: LIST THE LEARNING OBJECTIVES
All courses should be designed starting with and based on the learning objectives.
Learning objectives for each course are specified by each discipline. You may
have to “reorder” your list of objectives to fit a sequential course delivery. The
instructor has the option of including additional objectives. The learning
objectives lead to the desired course competency. All should be listed in the
design matrix. Specifically, objectives are detailed statements of what the learners
will be able to achieve or be able to demonstrate as a result of completing a
course; they are statements of learner behavior. They describe the result of the
learning process rather than what or how the learner will be taught.
TASK 2: INDICATE THE COURSE MODULE OR WEEK
Each learning objective should have an identifiable “module” of instruction.
Normally this module will equate to a specific week that the class meets. Because
each learning objective requires support in terms of course material, instructional
strategy, and assessment, it should be organized into a deliverable module.
TASK 3: INDICATE THE COURSE CONTENT TO SUPPORT EACH MODULE
Each learning objective should have identifiable course materials or content to
support the instruction. Normally this will equate to a chapter in the text, lecture
notes, video clips, exercises, cases, slides, or guidelines prepared by the instructor.
TASK 4: INDICATE THE INSTRUCTIONAL STRATEGY TO SUPPORT THE LEARNING OBJECTIVE
Each objective should have a specific instructional strategy. This refers to
your method of instruction such as lecture, class discussion, discussion board
activities, exercises, computer simulations, case analysis, and so forth.
TASK 5: INDICATE THE METHOD OF ASSESSMENT
Each learning objective needs to have some measure of assessment to ensure that
226 Journal of Public Affairs Education