Progressing in the BCDC course, it is highly likely I am doing this particular portion incorrectly, but here it is nonetheless :-) As part of the course, I am re-crafting some of the elements of a graduate course on local government. The course is part of the sequence of courses to an MPA degree. This is the part of teaching that most students never get to see: the work that goes into framing and scaffolding the course. This is the "stuff" upon which the experience of the students hangs. Hopefully, done well, a teacher never hears "what's your point?" as a response to a talk/lecture or "what's the point of this assignment?" Re-crafting the CLOs seems as thought it should be easier given that there are preexisting sentences to work with. Here they are: There are six good CLOs above. There is one development that can be made: speak to a final product or behavior/skill that the students will acquire/demonstrate. As a matter of preference, the six also could be consolidated to reflect a brevity that hopefully contributes to the lessening of anxiety for the student. Predicated on the existing CLOs, with some re-crafting here are the revised ones for the local government course (for an MPA course of study): With a focus on helping the graduate student learning how to engage in practical, action-oriented work, and with the goal of arming the student with skills to learn on their own, the CLOs favor the acquisition of knowledge, the practice of synthesizing and analyzing for understanding and solution-seeking, and the production of a usable final product.
Anchored to an overarching goal-set of training solutions-oriented, wise consumers of the literature, and confident practitioners, it will be great to see how the adjustment to these learning objectives "play out" come the next academic year.
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Course Design
It's Summer 2016, and I am engaged in a program offered at Brandman University where I teach. The program is one designed to help us consider our ideas, assumptions and past practices in course design with a bent toward developing new skills. Our overall goal: design courses in our subject matter that are meaningful to students in the 21st Century. My goals for this course, BCDC are simple:
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