I chose a course I am developing currently for the University of Victoria: CS 200: Grassroots organizations in Canada
Learning outcomes of the course:
| Situate and understand the need for Canadian grassroots organizations |
| Analyze the major achievements of Canadian social, economic, and environmental grassroots in the 20th and 21st centuries |
| Understand and evaluate Indigenous resurgence and activism in Canada in the context of grassroots organizations |
| Understand the basic workings of a grassroots organization local to the student’s community and gain experience volunteering with that organization |
| Cultivate a responsible personal outlook that includes understanding of and engagement with current social and environmental issues |
I think these learning outcomes represent high-level cognitive skills. They certainly go beyond the initial levels of memorization and prestructural learning. They offer opportunities for students to begin to relate concepts and to think abstractly about the issues surrounding grassroots organizations in Canada.
Students in the course are being assessed in a few ways.
- An initial self-situating assignment, designed to practice social location within structures of power and privilege
- A weekly forum discussion, where students have a chance to engage with one another regarding the course materials
- A summary and analysis assignment mid-course.
- A report regarding their own experiences with grassroots organizations in their region
- A final exam
I think that the learning outcomes and assessments are well aligned. There are opportunities for creativity, to demonstrate higher cognitive learning, and to excel in the learning style that best suits a student.
I have been designing this course in collaboration with instructional designers and Learning and Teaching staff, so I don’t believe rewriting of the assignments is necessary.