Aligning Outcomes, Assessment, and Activities

February 20, 2025 | EDLD 5313 | Spring 2025

"Higher education should provide an environment to test new ideas, debate theories, encounter challenging information, and figure out what one believes."

Supporting Documents

3 Column Table

Situational Factors

Formulating Significant Goals

Big Hairy Audacious Goal (BHAG)

To create a transformative, student-centered advising environment that leverages digital tools and personalized guidance to empower every student to navigate their academic journey with confidence, clarity, and purpose—ensuring equitable access to resources, fostering lifelong learning skills, and increasing student retention and success.

Learning Outcome 3 Column Table

Situational Factors in my Learning Enivronment

1. Specific Context of the Teaching/Learning Situation

Number of Students: The course is designed for undergraduate and graduate students, with class sizes ranging from 20 to 40 students per section.

Course Level: Higher education, applicable to both undergraduate and graduate students, especially those in education, instructional design, or technology-related programs.

Class Meetings: The course will run for a 15-week semester, with weekly sessions lasting 60–90 minutes.

Delivery Method: The course will be delivered in a blended format, combining asynchronous online modules (covering theoretical concepts) and live sessions (for discussions, demonstrations, and practical applications). It will incorporate elements of a flipped classroom, where students engage with materials before class and apply them in discussions and projects.

Physical Environment Factors: Some sessions will take place in computer labs or smart classrooms, ensuring access to technology for hands-on activities. Remote students will need access to a stable internet connection, digital tools, and an LMS (Learning Management System).

Technology & Networking Issues: Students may face challenges with internet access, device compatibility, or platform navigation. Training modules and tech support resources will be provided to minimize barriers.

2. General Context of the Learning Situation

Institutional Expectations: The course aligns with the university’s mission to integrate digital literacy and innovative teaching methods in higher education. Departments expect students to be proficient in digital tools for curriculum design and instructional delivery.

Professional Expectations: Education professionals are increasingly expected to integrate digital platforms to enhance student engagement and personalize learning. This course prepares future educators, administrators, and instructional designers to meet these demands.

Societal Expectations: Society emphasizes technology-driven education, requiring educators to adapt to virtual classrooms, AI-driven learning tools, and data analytics for student success. This course ensures students develop future-ready teaching strategies.

3. Nature of the Subject

Combination of Theory and Practice: The course blends theoretical concepts (e.g., learning theories, digital pedagogy, and technology adoption models) with practical applications (e.g., using LMS platforms, designing digital lesson plans, and analyzing learning analytics).

Convergent & Divergent Thinking: While some aspects (e.g., understanding LMS functionalities) require convergent thinking, others (e.g., designing digital learning experiences) promote divergent thinking by encouraging creativity and experimentation.

Current Trends & Controversies: The rapid growth of AI, adaptive learning, and data privacy concerns are shaping the landscape of digital education. Ethical considerations, digital equity, and student engagement challenges are ongoing areas of debate.

4. Characteristics of the Learners

Diverse Life Situations: Learners may include traditional undergraduates, working professionals, K–12 educators, and instructional designers looking to integrate digital platforms into their teaching. Their backgrounds vary in terms of socioeconomic status, cultural diversity, and tech proficiency.

Prior Knowledge & Experiences: Some students may already have experience with LMS platforms and online learning, while others may be new to digital tools. Their attitudes toward technology range from enthusiastic adopters to reluctant users.

Learning Goals & Expectations: Students expect hands-on experience, practical strategies, and real-world applications for using digital platforms. They seek to enhance student engagement, streamline course delivery, and improve learning outcomes through technology.

5. Characteristics of the Teacher

Beliefs & Values about Teaching: The instructor believes that education is the key to success and that technology should enhance—not replace—effective teaching. The goal is to create engaging, interactive learning environments while ensuring digital equity.

Attitude toward Subject & Students: The instructor is passionate about integrating technology in meaningful ways, ensuring students feel supported in their learning journey. They recognize that some students may feel overwhelmed by new technologies and aim to build confidence through guided practice.

Knowledge & Familiarity with the Subject: The instructor has extensive experience in higher education advising, instructional technology, and digital pedagogy. They stay current with emerging trends, tools, and research to provide students with relevant and applicable knowledge.

Teaching Strengths: Strengths include hands-on learning approaches, real-world problem-solving, and adaptability to different learning needs. The instructor fosters a collaborative and inclusive classroom environment, encouraging exploration and innovation.

Formulating Significant Goals

What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.) is/are important for students to understand and remember in the future?

Digital Literacy & Navigation: Understanding how to effectively use digital platforms (e.g., learning management systems, academic advising tools, degree planning software) to access resources, track progress, and make informed decisions.

Academic Planning & Progress Tracking: Knowing how to evaluate degree requirements, course sequencing, and credit hours to stay on track for graduation.

Data-Driven Decision-Making: Understanding how to analyze and interpret academic performance metrics, career outcomes, and institutional policies to make informed choices about courses, majors, and career paths.

Self-Advocacy & Resource Utilization: Recognizing the importance of seeking support from academic advisors, faculty, and online tools to enhance decision-making.

Long-Term Impact of Choices: Understanding how academic decisions (such as course selection, major changes, and extracurricular involvement) affect future opportunities like internships, job prospects, and graduate school admissions.

What key ideas (or perspectives) are important for students to understand in this course?

Empowerment through Technology: Digital tools are not just administrative conveniences—they are powerful resources that can help students take control of their academic journeys.

Informed Decision-Making is a Skill: Making sound academic choices requires critical thinking, research, and reflection, all of which can be developed through practice and digital support systems.

Adaptability in a Digital Age: Higher education and the workforce are increasingly reliant on digital platforms, and students must embrace technology to remain competitive and informed.

Lifelong Learning Mindset: The ability to use digital tools to make decisions is not just relevant in college but is a skill that will benefit students in their careers and personal growth.

Collaboration & Support: While digital platforms provide autonomy, they should complement—not replace—human interaction with advisors, mentors, and peers for a well-rounded decision-making process.

Foundation Knowledge

Application Goals

What kinds of thinking are important for students to learn?

All of them!

Critical Thinking:

Analyzing academic and career pathways to make informed decisions.
Evaluating course options, degree requirements, and the impact of choices on future opportunities.
Assessing the credibility of digital tools and resources to ensure they are using accurate and relevant information.

Creative Thinking:

Exploring innovative ways to use digital platforms for personalized learning and academic planning.
Finding alternative pathways to achieve academic and career goals, such as combining majors, minors, or certificates.
Utilizing technology creatively to enhance engagement, collaboration, and efficiency in their academic journey.

Practical Thinking:

Applying digital tools to solve real-world academic challenges, such as scheduling conflicts, degree progress tracking, and career planning.
Making strategic decisions about course loads, extracurricular involvement, and time management.
Using digital advising platforms effectively to streamline academic and career planning.

What important skills do students need to gain?

Digital Literacy: Navigating academic advising platforms, learning management systems, and career planning tools.
Decision-Making: Weighing options and selecting courses, programs, and opportunities that align with long-term goals.
Problem-Solving: Addressing academic challenges such as changing majors, course scheduling conflicts, and adapting to unforeseen obstacles.
Self-Advocacy: Seeking and utilizing academic support resources, including digital tools, advisors, and faculty.
Time Management: Effectively balancing coursework, extracurricular activities, and personal responsibilities.
Data Interpretation: Understanding and analyzing academic progress reports, degree audits, and career outlook data.

Do students need to learn how to manage complex projects?

Yes! Managing their academic careers is, in itself, a complex, multi-year project. Students need to:

Plan long-term academic goals while adjusting to short-term challenges.
Break down major goals (graduation, career readiness) into manageable steps (course selection, internships, networking).
Use project management skills such as scheduling, setting milestones, and tracking progress—many of which digital platforms can facilitate.
Adapt to changes and unexpected challenges, such as switching majors, transferring credits, or adjusting plans based on new career interests.

What connections (similarities and interactions) should students recognize and make…:

- Among ideas within this course?

The Relationship Between Digital Tools and Decision-Making: Students should see how different digital platforms (e.g., advising systems, degree audits, career planning tools) work together to support informed academic choices.
The Balance Between Technology and Human Support: While digital platforms provide valuable insights, students should recognize the importance of combining technology with guidance from advisors, mentors, and peers.
Short-Term vs. Long-Term Planning: Understanding how daily academic decisions (course selection, study habits) impact long-term goals (graduation, career opportunities).

- Among the information, ideas, and perspectives in this course and those in other courses or areas?

Interdisciplinary Application of Decision-Making: The ability to analyze, evaluate, and make informed choices is crucial in all fields, from business to STEM to the arts.
Technology in Other Disciplines: Digital platforms are used in nearly every profession (e.g., project management software in business, data analytics in healthcare), reinforcing the need for digital literacy.
The Impact of Education on Career Development: Connections between academic choices and future career success, emphasizing how skills from various courses (critical thinking, communication, research) contribute to professional growth.

- Among material in this course and the students' own personal, social, and/or work life?

Decision-Making Beyond Academics: The ability to analyze options, seek relevant information, and make informed choices applies to personal life (e.g., financial decisions, job offers, graduate school applications).
Digital Literacy in Everyday Life: From using online banking to navigating job applications, digital competency is a life skill.
Networking and Collaboration: Recognizing the role of technology in connecting with advisors, faculty, and professional networks for long-term success.

Integration Goals

Human Dimensions Goals

What could or should students learn about themselves?

Their Decision-Making Style: Students should recognize how they approach academic and career decisions—whether they rely on intuition, data, or external guidance—and learn strategies to improve their decision-making process.
Their Strengths and Growth Areas: By using digital platforms to track academic progress and career planning, students can identify areas where they excel and areas where they may need extra support or skill development.
Their Ability to Adapt and Self-Advocate: Students should realize that they have control over their academic journey and that seeking support (advisors, mentors, digital tools) is a strength, not a weakness.
Their Learning Preferences and Work Habits: By engaging with digital tools, students may discover how they best absorb information, manage their time, and stay organized, leading to better academic performance and personal development.
Their Future Goals and Aspirations: Exposure to academic planning and career resources can help students clarify their long-term aspirations and take intentional steps toward achieving them.

What could or should students learn about understanding others and/or interacting with them?

The Value of Diverse Perspectives in Decision-Making: By engaging with advisors, faculty, and peers, students will see how different viewpoints can enhance their academic and career choices.
Effective Communication in Digital and In-Person Settings: Since digital platforms are a major part of education and the workplace, students should learn how to communicate professionally and effectively through email, discussion forums, and virtual advising sessions.
Collaboration and Networking: Students should recognize that academic success is not a solo journey—building relationships with advisors, professors, and classmates can provide valuable support and opportunities.
Empathy in the Academic and Professional World: Understanding that everyone has different educational paths and challenges can help students develop empathy and become better team members, leaders, and problem-solvers in their academic and career endeavors.

What changes/values do you hope students will adopt?

1. Feelings

Confidence in Decision-Making: Students should feel empowered to make informed academic choices without fear of uncertainty or regret.
A Sense of Ownership Over Their Education: They should feel that their academic journey is within their control and that they have the tools to navigate it effectively.
Reduced Anxiety About the Future: By having access to digital resources and planning tools, students should feel more at ease about their academic progress and career prospects.
Excitement for Learning: Rather than viewing academic planning as a chore, students should feel motivated by the opportunities their choices create.

2. Interests

Engagement with Digital Tools for Learning and Planning: Students should develop an interest in using technology to enhance their education, rather than seeing it as just a requirement.
Lifelong Learning & Self-Improvement: Encouraging curiosity about personal and professional growth beyond the classroom.
Career Exploration: Students should become more interested in researching potential career paths, internships, and opportunities that align with their goals.

3. Values

Responsibility & Accountability: Recognizing that their academic success depends on the choices they make and the effort they put into planning their future.
Proactive Decision-Making: Valuing the ability to seek information, evaluate options, and take initiative rather than waiting for guidance.
Adaptability & Growth Mindset: Understanding that plans may change and that flexibility is key to long-term success.
Collaboration & Seeking Support: Appreciating the role of advisors, mentors, and peers in their educational journey and being open to feedback and guidance.
Ethical Use of Technology: Developing a sense of integrity in using digital tools responsibly, whether for academic planning, research, or collaboration.

Caring Goals

Learning "How-To-Learn" Goals

What would you like for students to learn about:

- How to Make Informed Academic Decisions

Use digital platforms to explore degree requirements, course options, and career pathways.
Evaluate the impact of academic choices on long-term goals (graduation, career readiness, graduate school).
Analyze data from degree audits, academic progress reports, and career outcome statistics.

- How to Navigate and Utilize Digital Tools for Academic Success

Effectively use academic advising platforms, learning management systems, and career planning software.
Leverage technology to track progress, set academic goals, and plan coursework strategically.
Use online resources to research career opportunities, internships, and graduate programs.

- How to Develop a Personalized Academic and Career Plan

Identify personal strengths, interests, and career aspirations.
Align course selection and extracurricular activities with long-term goals.
Adjust academic plans when necessary while staying on track for graduation.

- How to Manage Time and Prioritize Tasks Effectively

Balance coursework, extracurricular activities, internships, and personal responsibilities.
Create study schedules and set realistic milestones for academic progress.
Use productivity and organization tools to manage deadlines and commitments.

- How to Seek Support and Advocate for Themselves

Communicate effectively with academic advisors, faculty, and support staff.
Recognize when to seek help and utilize available academic resources.
Build a professional network through mentorship, internships, and peer collaboration.

- How to Adapt to Change and Overcome Challenges

Navigate academic setbacks, such as failing a course or switching majors, with resilience.
Develop problem-solving skills to adjust plans based on new opportunities or obstacles.
Embrace lifelong learning and adaptability in an evolving academic and professional landscape.