1. After today's activities, you will able to:
identify and discuss the elements of a well-constructed student learning outcome (an objective)
begin drafting at least one objective that incorporates aspects of sustainability into your class

2. Backward Course Design
Identify desired results
Determine acceptable evidence
Plan learning experiences

4. Bloom’s Taxonomy
Blooms is important as it is a way to think about the tasks that you are asking people to perform; with this model, you can analyze your planning to be sure to include critical and creative thinking.
Present this idea, refer to Bb for handout
Use questions on handout for tech reflection fodder
Larger question: what kinds of tasks are you asking your students to perform?
Repeat the ideal gas law
Paraphrase the ideal gas law
With some values for P and V, find T
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How does the ideal gas law compare to real findings? Are there other ways to describe the behavior of gasses in different conditions? Advantages/disadvantages to each?
Measuring the actual behavior of real gasses at different P, T, V, “discover” the gas law
In a real experiment, evaluate the usefulness of the ideal gas law, given your conditions
**Take a minute to sketch and label this diagram**

6. Objectives Are these good?
Clearly articulate the stages of cell division to the students.
Understand the role of DNA in cell division
List the geologic eras of the earth
Write a research proposal
Audience: objectives are what students should be able to do, not teachers…
Behavior: what is the observable result, “explain, describe, summarize…”, not understand, know, appreciate, etc.
Condition: any specific situation during which the objective must be met: orally in small groups, as sections of a written paper, etc.
Degree: how well the student must do to be considered proficient: an outline, a draft, one appropriate for a dissertation, or publication, etc.

7. Draft a basic research proposal that meets the satisfactory (3) levels for each criterion described in the rubric.

8. Objective Draft
Identify an objective that will include an element of sustainability. Write/rewrite it using ABCD criteria.

9. Elements of an Objective
Audience: objectives are what students should be able to do, not teachers…
Behavior: what is the observable result: explain, describe, summarize, create…,
(not understand, know, appreciate, etc.)
Condition: any specific situation during which the objective must be met: orally in small groups, as sections of a written paper, etc.
Degree: how well the student must do to be considered proficient: an outline, a draft, one appropriate for a dissertation, or publication, etc.

10. After today's activities, you will able to:
identify and discuss the elements of a well-constructed student learning outcome (an objective)
begin drafting at least one objective that incorporates aspects of sustainability into your class

11. CIT Course Design Institute
August 14-16, 2017
You will leave the institute with a brand new syllabus and ideas for assessments and in-class activities.
Participants receive a $500 stipend.
Open to Duke University faculty of any rank, or to academic staff, who teach undergraduates
Applications are due by Friday, July 14 at 5:00 PM