If you have dropped into this Course Design Tutorial from somewhere else, you might wish to start at the introduction, overview, or table of contents. If you are working through the tutorial, you should have completed Part 1.1 before beginning this section.

Go back to setting goals

Practice evaluating whether goals meet the criteria

In this tutorial, we ask you to set goals that meet very specific criteria. In this sub-section of the tutorial, you will find a list of overarching goals for courses, some of which meet the criteria and some of which don't. Take the time to read each and evaluate it, then click on the "show evaluation" to read what our take on the goal is.

For each of the goals listed below, answer the questions:

  • Is the goal student-focused, rather than teacher-focused?
  • Does the goal focus on higher order thinking skills?
  • Could you design an activity/assignment that would allow you to determine whether students have met the goal or not (does the goal have "measurable outcomes")?
  • Is the goal concrete, rather than vague and abstract?

1) I want to introduce students to the fundamental concepts of fluid dynamics.

2) I want students to appreciate the awesome power of Nature.

3) I want students to understand the scientific method.

4) I want students to be able to apply geologic knowledge to municipal planning and land use decisions.

5) I want students to be able to describe the seven major disasters covered in the course and explain the geologic processes involved in the disasters.

6) I want students to be able to understand why geologic catastrophes happen in some places but not in others.

7) I want students to be able to identify rocks and minerals.

8) I want students to be able to analyze historical and geologic records in an area and predict the likelihood of future natural disaster events.

9) I want students to be able to go up to an unfamiliar outcrop, ask appropriate questions, make observations and collect data, analyze their observations and data, make interpretations, and make decisions about where to proceed next in the field.

10) I want students to be able to evaluate old hypotheses in light of new data.

Go back to setting goals


©2005 On-line Course Design Tutorial developed by Dr. Barbara J. Tewksbury (Hamilton College) and Dr. R. Heather Macdonald (College of William and Mary) as part of the program On the Cutting Edge, funded by NSF grant DUE-0127310.