1. BUILDING AN AWESOME COURSE: USING PRINCIPLES OF COURSE DESIGN TO BUILD AND/OR ENHANCE NEW & PRE-EXISTING COURSES ELIZABETH GLEIM VISITING ASSISTANT PROFESSOR OF BIOLOGY

2. WHAT IS A “SIGNIFICANT LEARNING EXPERIENCE”?

3. Think about a learning experience/activity you have had in the past that was particularly meaningful ---that you still remember even after all this time? Why do you think it was so meaningful? What did you gain or how did you or your thinking change after that experience?

4. SIGNIFICANT LEARNING OFFERS ONE OR MORE OF THE FOLLOWING VALUES: Enhances our individual life Enables us to contribute to the many communities of which we will be a part Prepares us for the world of work

5. WHO IS L. DEE FINK?

9. BACKWARDS COURSE DESIGN Learning Goals  Assessments  Learning Activities

10. INTEGRATING FINK’S TAXONOMY & BACKWARDS COURSE DESIGN

11. USING FINK’S TAXONOMY TO DEVELOP LEARNING GOALS: Foundational: -Remember-Understand-Identify Appliation: -Use-Judge-Calculate-Create -Critique-Do [Skill]-Manage-Imagine -Coordinate-Solve-Assess-Analyze -Make decisions about… Integration: -Connect-Relate-Integrate-Compare -ID the Interaction btw-ID the Similarities btw Human Dimension: -Come to see themselves as…-Understand others in terms of…-Decide to become-Interacting w/ others regarding.. Caring: -Get excited about-Value-Be ready to…-Understand others in terms of… Learning How to Learn: -Read & study effectively…-ID sources of info on…-Frame useful Q’s-Set a learning agenda… -Create a learning plan…-Be able to construct knowledge about …

12. WHAT DOES THIS LOOK LIKE? AN EXAMPLE…

13. 3-COLUMN CHART Learning GoalsAssessmentsLearning Activity Foundational Application Integration Human Dimensions Caring Learning How to Learn

14. Learning Goals Foundational Remember common & emerging wildlife diseases Remember proper disease terminology Understand factors to consider when investigating/researching disease Application Analyze & critique peer-reviewed journal articles on disease Analyze & critique a disease management/ action plan Create a realistic management/ action plan for a disease outbreak Integration Connect multiple diseases & how they interact in the environment ID the interaction between the environment, humans, domestic-, and wild animals & these impacts on disease risk Connect their own actions and the impacts it may have on wildlife health Integrate their understanding of wildlife disease and how a current management plan may affect wildlife health Human Dimensions Come to see themselves as a source of knowledge for wildlife diseases Understand how various stakeholders perceive issues related to wildlife health Decide whether wildlife disease is a career they would be interested in pursuing Caring Care about the actions that they and others take that affect wildlife health Value all types of wildlife Get excited about disease ecology Learning How to Learn ID sources of info that wildlife professionals can/do utilize to study disease ID sources of info that the general public can utilize to report &/or learn about wildlife disease Frame useful questions related to wildlife disease research and management ID their strengths & weaknesses as a learner within this subject

15. Learning GoalsAssessments Foundational Remember common & emerging wildlife diseases Remember proper disease terminology Understand factors to consider when investigating/researching disease Quizzes Quizzes, Disease shoebox scenario (create a management plan, critique a plan), Group Management Plan Presentation (GMPP) Application Analyze & critique peer-reviewed journal articles on disease Analyze & critique a disease management/ action plan Create a realistic management/ action plan for a disease outbreak Lead journal article discussion Disease shoebox scenario & GMPP Integration Connect multiple diseases & how they interact in the environment ID the interaction between the environment, humans, domestic-, and wild animals & these impacts on disease risk Integrate their understanding of wildlife disease and how a current management plan may affect wildlife health Connect their own actions and the impacts it may have on wildlife health Case study report-outs and quizzes See above; GMPP, shoebox scenario Case study, journal entries, reflection paper

16. Learning GoalsAssessments Human Dimensions Come to see themselves as a source of knowledge for wildlife diseases Understand how various stakeholders perceive issues related to wildlife health Decide whether wildlife disease is a career they would be interested in pursuing Journal entries, Reflection paper Caring Care about the actions that they and others take that affect wildlife health Value all types of wildlife Get excited about disease ecology Reflection paper, journal entries Learning How to Learn ID sources of info that wildlife professionals can/do utilize to study disease ID sources of info that the general public can utilize to report &/or learn about wildlife disease Frame useful questions related to wildlife disease research and management ID their strengths & weaknesses as a learner within this subject GMPP, Case Study Worksheet, shoebox scenario See above; questions for speaker Journal entry

17. Learning GoalsAssessmentsLearning Activities Foundational Remember common & emerging wildlife diseases Remember disease terminology Understand imp. factors when investigating/researching dis. Quizzes Quizzes, Disease shoebox scenario, Group Management Plan Presentation (GMPP) Lecture & Journal article discussions Lecture Lecture, In-Class work on shoebox & GMPP, Guest speakers Application Analyze & critique peer-reviewed journal articles on disease Analyze & critique a disease management/ action plan Create a realistic management/ action plan for disease outbreak Lead journal article disc. Disease shoebox scenario & GMPP Journal article discussions In-class work on shoebox & GMPP Integration Connect multiple diseases & how they interact in the environment ID the interaction between the environment, humans, domestic-, and wild animals & disease Integrate understanding of disease and how a current management plan may affect wildlife health Connect their own actions and the impacts it may have on wildlife health Case study report-outs and quizzes See above; GMPP, shoebox scenario Case study, journal entries, reflection paper Case studies & lecture See above; In-class work on shoebox & GMPP Case studies, Volunteer & community experiences

18. Learning GoalsAssessmentsLearning Activities Human Dimensions Come to see themselves as a source of knowledge for wildlife diseases Understand how various stakeholders perceive issues related to wildlife health Decide whether wildlife disease is a career they would be interested in pursuing Journal entries, Reflection paper Interact with & discuss issues with disease experts, public, & peers Attend community meeting &/or volunteer/shadow (ex. DNR, hunts, processors, env’tl educators, etc) Caring Care about the actions that they and others take that affect wildlife health Get excited about disease ecology Value all types of wildlife Reflection paper, journal entries Course activities as a whole (ensure topics/ issues covered are about a variety of wildlife species) Learning How to Learn ID sources of info that wildlife professionals can/do utilize to study disease ID sources of info that the general public can utilize to report &/or learn about wildlife disease Frame useful questions related to wildlife disease research and management ID their strengths & weaknesses as a learner within this subject GMPP, Case Study Worksheet, shoebox scenario See above; questions for speaker Journal entry In-class GMPP & shoe box work, guest speakers, case studies See above; community meeting

19. WHAT ARE YOUR THOUGHTS ON FINK’S TAXOMONY? ON BACKWARDS COURSE DESIGN? WHAT BARRIERS DO YOU FORESEE TO USING THIS METHOD FOR YOUR COURSE/S, IF ANY? ARE THERE CERTAIN CATEGORIES OF FINK’S TAXONOMY THAT YOU DON’T THINK YOUR CURRENT COURSE/S ADDRESS OR COULD ADDRESS IN A MORE INTENTIONAL WAY? HOW/ CAN YOU ADDRESS THOSE CATEGORIES?