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

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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
it was achieved. The assessment of more than one objective could be conducted at the same time though a midterm or final exam. However, an identifiable measurement must be made for each objective. Some common measures of assessment are quizzes, feedback on discussion board forums, grading of papers, and feedback on case analyses or exercises. TASK 6: PREPARE AN INSTRUCTIONAL MODULE FOR THE COURSE COMPETENCY All learning objectives should complement or lead to the course competency. Demonstration of attaining the desired course competency should equate to the major course assignment such as completion of a research project, term paper, or a case analysis exam. A design module should be prepared for the course competency in a similar manner as for the learning objectives. Example: The following table provides an example of how the matrix could be constructed. By including this in the syllabus or on Blackboard, instructors can ensure that the student has a clear course map. Instructors will also be able to validate achieving objectives and determine if the textbooks and particular teaching strategies are effective. Please note that this is “one” method to design a course. There are others. Learning Objectives Module Content Strategy Assessment Demonstrate relationships between individual differences and their effect on behavior, interpersonal relations, and employee job performance. Competency Students will be able to understand and apply basic organizational behavior concepts to their organizations, their work environment, and their organizational culture. Wk 2 Ch 3, Ch 4, Lecture notes, exercises and video Wk 9 (Due Date) Term Paper Guidance OB Key Concepts Document Creating Quality Online Course Design Individual postings and group discussion of relationships using exercises and a case as a baseline Review term paper guidance in Wk 1, Wk 2, submission of concept paper and outline BB Test on readings and graded feedback on case analysis and discussion board postings Feedback on Outline (Wk 7) and Grading of Term Paper (Wk 9) Journal of Public Affairs Education 227
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JPAE VOLUME 18 NUMBER 1 JOURNAL OF
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Journal of Public Affairs Education
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FROM THE EDITOR In the symposium in
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NASPAA Presidential Address Annual
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Leading by Example: Modeling Global
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FROM THE GUEST EDITOR FROM THE GUES
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FROM THE GUEST EDITOR A SYMPOSIUM I
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on other fronts, certainly it can h
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Picasso, P. (1937). Guernica. Pictu
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A View from the 50th Street Gate on
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Reflections of a Working-Class Acad
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Reflections of a Working Class Acad
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Reflections of a Working Class Acad
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Class Rooms Kenneth Oldfield Univer
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Class Rooms although I did, but not
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Class Rooms GRADUATE SCHOOL I was u
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Class Rooms the odds this appointee
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Class Rooms The Great Leveler, too
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Class Rooms of higher learning and
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ook (Oldfield & Johnson, 2009). The
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Didactic Changes Class Rooms Pedago
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Admittedly, it will be difficult to
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hooks, b. (2000). Where we stand: C
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Shaw, G. B. (1928). The intelligent
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What’s a Girl Like You Doing in a
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What’s a Girl Like You For exampl
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What’s a Girl Like You and operat
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What’s a Girl Like You captured t
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What’s a Girl Like You full-blown
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What’s a Girl Like You inside). I
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What’s a Girl Like You and collea
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What’s a Girl Like You toward ser
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Blue-Collar Teaching in a White-Col
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Blue-Collar Teaching Half of my fam
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Blue-Collar Teaching from physics.
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Blue-Collar Teaching lifelong dream
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Blue-Collar Teaching Before him, in
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Blue-Collar Teaching One may argue
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Blue-Collar Teaching graduation in
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Blue-Collar Teaching advantages oth
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Carrizales, T. (2010). Exploring cu
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Oldfield, K. (2010). Socioeconomic
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Moving Forward by Looking Back Gary
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Moving Forward My father married my
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Moving Forward became apparent that
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Moving Forward to Duane, because he
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Moving Forward by this contaminant.
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Moving Forward quite by chance to b
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Moving Forward Federalist 51 detail
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Moving Forward their profession, in
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Moving Forward as the study shows,
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REFERENCES Ashwander v. Tennessee V
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Techniques in Teaching Statistics:
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Many researchers have explored the
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LITERATURE REVIEW Techniques in Tea
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Techniques in Teaching Statistics b
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Techniques in Teaching Statistics T
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Techniques in Teaching Statistics l
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Techniques in Teaching Statistics i
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Table 1. Downloads of Papers at Sel
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Figure 2. Expanded Model of Researc
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Techniques in Teaching Statistics o
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Figure 3. Expanded Model of Researc
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Techniques in Teaching Statistics L
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Techniques in Teaching Statistics o
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Felbinger, C. L., Holzer, M., & Whi
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Snee, R. D. (1993). What’s missin
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Are They Connected? Exploring Acade
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Exploring Academic and Social Netwo
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Figure 2. Career Advice Network Fig
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Table 1. Descriptive Statistics of
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network density, and network recipr
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Figure 5. Academic, Career Advice,
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Open Access Digital Repository: Sha
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Sharing Student Research with the W
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Table 1. Downloads of Papers at Sel
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Table 2. Top 10 Most Downloaded App
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Analysts also determined the number
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Topical categories. As shown in Tab
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negative impact on ARP downloads (
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