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A curriculum for higher education faculty to reimagine learning in a postpandemic world

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A curriculum for higher education faculty to reimagine learning in a postpandemic world

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A Curriculum for Higher Education Faculty to Reimagine
Learning in a Postpandemic World
by
John Keim

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

May 2022

© Copyright by John Keim 2022
All Rights Reserved

The Committee for John Keim certifies the approval of this Dissertation

Robert Filback
Helena Seli
Kenneth Yates, Committee Chair

Rossier School of Education
University of Southern California
2022

iv
Abstract
Online instruction has grown steadily over the past several decades, and higher education
institutions increasingly expect faculty to use a variety of media and technology. The COVID-19
pandemic caused widespread disruption to higher education when all in-person instruction was
suspended and replaced by an emergency online response. Faculty and administrators were
generally ill-prepared for the rapid shift to remote instruction and the pandemic accelerated the
trend towards online learning. The purpose of this curriculum is to impart evidence-based
knowledge, skills, and attitudes to prepare higher education faculty to design and teach effective
courses, independent of the medium of instruction. Social justice theory informed the design of
this curriculum as I incorporated the concepts of culturally relevant education and cultural
competence into the theoretical framework. The curriculum consists of seven units of instruction
followed by a capstone project that prepares learners to design, develop, and implement college
courses using a variety of media and methods. Topics covered in the curriculum include learning
analysis, implicit bias, learning goals and outcomes, learning design principles and strategies,
methods and media, assessment and evaluation, and revision and improvement. A summative
assessment incorporates a final project and worked example in which the learners prepare a
lesson plan. I designed the curriculum to be delivered in either a fully online or blended format
that combines synchronous face-to-face and asynchronous instruction using a learning
management system. Once fully implemented, assessment and evaluation will inform ongoing
improvements. The design allows for broad use and application across higher education.

v
Acknowledgements
I would like to thank my committee members for their guidance and support in designing
a curriculum to prepare higher education faculty for the challenges associated with teaching
online. I am grateful for your time, availability, and willingness to share your expertise. I have
grown from the experience and am hopeful that my work will be of use to others as they prepare
to meet the challenges of teaching in the years to come.

vi
Table of Contents
Abstract .......................................................................................................................................... iv
Acknowledgements ......................................................................................................................... v
List of Tables ............................................................................................................................... viii
Chapter One: Overview of the Project and Needs Assessment ...................................................... 1
Problem of Practice ............................................................................................................. 1
Evidence for the Problem of Practice ................................................................................. 2
Importance of Solving the Problem .................................................................................... 5
Instructional Needs Assessment ......................................................................................... 6
Learning Environment ...................................................................................................... 16
Potential Issues With Power, Equity, and Inclusion ......................................................... 16
Definition of Terms ........................................................................................................... 17
Organization of the Design Blueprint ............................................................................... 18
About the Author .............................................................................................................. 19
Chapter Two: Review of the Literature ........................................................................................ 26
Prior Attempts ................................................................................................................... 26
The Curriculum Content ................................................................................................... 28
Chapter Three: The Learning Environment and the Learners ...................................................... 49
Chapter Four: The Curriculum ...................................................................................................... 63
Overall Curriculum Goal, Outcomes, and Summative Assessment ................................. 63
Cognitive Task Analysis ................................................................................................... 65
Overview of the Units ....................................................................................................... 68
Delivery Media Selection ................................................................................................. 73
Client Preferences or Specific Conditions of the Learning Environment ......................... 78
Specific Media Choices .................................................................................................... 79

vii
General Instructional Methods Approach ......................................................................... 81
Description of Specific Learning Activities ..................................................................... 87
Chapter Five: Implementation and Evaluation Plan ..................................................................... 98
Implementation Plan ......................................................................................................... 98
Evaluation Plan ............................................................................................................... 100
Data Analysis and Reporting .......................................................................................... 117
References ................................................................................................................................... 119
Appendix A Course Overview of Instructional Activities .......................................................... 133
Visual Course Overview ................................................................................................. 137
Unit Overviews and Lesson Plans .................................................................................. 139
Unit 2 Course Materials Example ................................................................................... 247
Appendix B Evaluation Administered Immediately Following the Program
Implementation ........................................................................................................................... 277
Appendix C Evaluation Administered Delayed for a Period After the Program
Implementation ........................................................................................................................... 279
Appendix D: ULRN's CEPC Professional Development for Faculty
Implementation Progress Dashboard Example. Report Date: July 2024 .................................... 281
Appendix E: ULRN's CEPC Professional Development for Faculty
Implementation Progress Dashboard Visualization Example ..................................................... 284

viii
List of Tables
Table 1: Outputs of the Curriculum Design Process and Associated Levels of Evaluation ......... 11
Table 2: Seven Learning Objectives and Required Declarative and Procedural Knowledge ....... 48
Table 3: Learning Outcomes and Units of Instruction .................................................................. 70
Table 4: Scope and Sequence for the Curriculum ........................................................................ 72
Table 5: Key Considerations for Media Selection ........................................................................ 77
Table 6: Media Choices for the Curriculum ................................................................................. 80
Table 7: Indicators, Metrics, and Methods for External and Internal Outcomes ........................ 102
Table 8: Critical Behaviors, Metrics, Methods, and Timing for Evaluation .............................. 105
Table 9: Required Drivers to Support Critical Behaviors ........................................................... 108
Table 10: Evaluation of Program Components of Learning ....................................................... 112
Table 11: Components to Measure Reactions to the Program .................................................... 115
Table A1: Course Instructional Activities .................................................................................. 134
Table A2: Visual Course Overview ............................................................................................ 137
Table A3: Unit 1 Instructional Activities .................................................................................... 141
Table A4: Unit 2 Instructional Activities .................................................................................... 153
Table A5: Unit 3 Instructional Activities .................................................................................... 170
Table A6: Unit 4 Instructional Activities .................................................................................... 183
Table A7: Unit 5 Instructional Activities .................................................................................... 195
Table A8: Unit 6 Instructional Activities .................................................................................... 207
Table A9: Unit 7 Instructional Activities .................................................................................... 222
Table A10: Worked Example for Unit 8: Facilitator’s Notes ..................................................... 234
Table A11: Template for Unit 8 Instructional Activities ............................................................ 242

ix
Table A12: Rubric for the Capstone Assignment ....................................................................... 245
Table A13: Rubric for Assignment ............................................................................................. 254
Appendix D: ULRN's CEPC Professional Development for Faculty Implementation
Progress Dashboard Example ..................................................................................................... 281

1
Chapter One: Overview of the Project and Needs Assessment
Due to the COVID-19 pandemic, colleges and universities throughout the United States
severely restricted face-to-face instruction in March 2020. A massive effort ensued to combat the
virus, rescue the economy, and maintain continuity of instruction in education. Classrooms,
laboratories, student housing, and campus facilities closed, and students and faculty moved to
remote online instruction. Online education, which had struggled for more than 2 decades for
widespread acceptance (Baum & McPherson, 2019), became the only viable method of
instruction. The situation caught students, faculty, and staff generally unprepared, as established
approaches to teaching and learning that worked well in face-to-face delivery did not necessarily
translate to the virtual classroom. Spurred on by the immediate challenge posed by the pandemic,
adoption rates for online education, already having grown significantly over the past decade,
accelerated (Brown et al., 2020). Considering these circumstances, institutions of higher
education and their faculty remain challenged to develop the knowledge, skills, and attitudes
needed to successfully design and deliver online instruction.
Problem of Practice
The institution in this study, referred to by the pseudonym ULRN (pronounced “you
learn”), was a R1 research university located in a diverse and densely populated urban center on
the U.S. West Coast. As stated in its mission, ULRN’s priority was to educate its students; the
university strove constantly for excellence in teaching knowledge and skills and committed to
promoting access and opportunity. ULRN was a vast and complex organization, enrolling more
than 25,000 students with 2,700 full-time faculty distributed across multiple academic units
serving a wide array of disciplines. In the ULRN system, individual academic units or schools

2
provided their own dedicated support to teaching faculty, and few units had the experience and
resources necessary to adequately prepare faculty to teach online.
At ULRN and throughout higher education, faculty with predominantly campus-based
teaching experience have increasingly been called upon to teach using a variety of media and
technology in online, hybrid, and blended learning environments (Garrett et al., 2020). Individual
faculty members often must prepare themselves and their courses for online delivery without
formal training and with minimal support (Espinet et al., 2020; Garrett et al., 2020). Their
expertise is more likely to reside in their discipline than in instructional design and pedagogy for
online course delivery (Decherney & Levander, 2020; Koehler & Mishra, 2009). Higher
education institutions have asked faculty to reinvent the classroom, regardless of whether they
have the knowledge, skills, and attitudes needed to succeed.
Evidence for the Problem of Practice
Distance education has taken hold in higher education, with adoption rates steadily
increasing over the past several decades (Seaman et al., 2018). As of the fall of 2016, total
distance enrollments comprised 14.9% of students taking exclusively distance courses and 16.7%
(3 million students) taking a combination of distance and nondistance courses. Further, 6.4
million students took at least one distance education course, comprising 31.6% of all higher
education enrollments at the time (Seaman et al., 2018). Increased investment in education
technology over the past decade, from $2 billion in 2012 to $19 billion in 2019, has led to rapid
innovation and an increased rate of technology adoption to deliver instruction (Dua et al., 2020).
Accompanying this increase in online course enrollment, the ubiquitous use of the learning
management system serves as a companion to face-to-face instruction and a central feature to
online and hybrid instruction (Kim & Maloney, 2020). A 2017 nationwide study found that 73%

3
of professors incorporate both face-to-face and online components into their classrooms (Kelly,
2017). Teaching with technology that is in a constant state of evolution and change has proven a
complicated practice that requires integrating many different types of knowledge from different
domains (Koehler & Mishra, 2009).
Dua et al. (2020) asserted access and opportunity for underserved populations is an
emerging priority for higher education leaders. Institutions stand at the forefront of efforts
focused on social change (Race and Equity Center, n.d.). Although higher education leaders have
taken steps to promote diversity and inclusion through the hiring of chief diversity officers and
investment in diversity initiatives, Dua et al. claimed gaps remain in diversity, inclusion, and
access within the university, pointing to the considerably lower college completion rates for
students of color. In 2017, the authors explained, only 39.9% of Black students who started
college earned a degree within 6 years. Black, Hispanic, and first-generation students have also
reported a lower sense of belonging (Gopalan & Brady, 2020). According to Dua et al., 69% of
White high school graduates enroll in college compared to 59% of Black graduates. The needs of
marginalized and underserved populations have yet to be fully addressed, asserted the authors,
and the COVID-19 pandemic has disproportionately impacted the lives of Black and Hispanic
Americans. COVID-19 further laid bare the challenges faced by higher education leaders
working to provide opportunity and access to marginalized learners in the 21st century.
Large public and private research institutions, with their broad missions, extensive
program offerings, and diverse students and faculty have been significantly impacted by the shift
to online instruction (Garrett et al., 2020). The effects have exacerbated existing challenges for
faculty and learners already struggling to adapt to the new environment. In the fall of 2019, less
than half of higher education faculty who participated in a national survey reported having taught

4
an online or hybrid course, up from 30% in 2013 (Jaschik & Lederman, 2019). Only 19%
reported they had built an online course themselves. In the Changing Landscape of Online
Education, Garrett et al. (2020) surveyed 308 chief online officers at U.S. colleges and
universities and found that 50% of faculty, 51% of undergraduate students, and 27% of graduate
students had never taught or experienced a fully online course. In R-1 research institutions
prepandemic, the authors claimed an average of two-thirds of the faculty had no online teaching
experience, and many of the faculty opposed online learning. A survey of the online instructional
capacity of 2,365 faculty conducted by the office of institutional research at ULRN in March
2020 found that 52% of participating faculty had never taught an online course; however, 100%
implemented online instruction with only a few days’ notice in response to the COVID-19
pandemic.
With the rapid shift to remote instruction in 2020, faculty attitudes toward online
instruction have changed. In a 2019 Survey of Faculty Attitudes on Technology conducted by
Inside Higher Ed and Gallup, only 39% of faculty surveyed said they fully supported the
increased use of digital technology. By 2021, 51% of faculty expressed more positive views
about online learning than they had before the pandemic (Seaman & Johnson, 2021). According
to a survey of 1,702 faculty at 967 institutions conducted in the Fall of 2020 by Bay View
Analytics, 71% of faculty said their teaching was “very different” or included a “number of
changes,” and 47% expected the changes to remain after the pandemic (Seaman & Johnson,
2021). Many faculty also reported that the shift to online teaching had impaired student
engagement in ways that would exacerbate existing equity gaps (Fox, Bryant, Lin, et al., 2020).
Due to a lack of knowledge, experience, and organizational support, many higher education
faculty remain ill-prepared for a rapidly evolving learning environment that requires efficient and

5
effective approaches to online instruction that can produce student achievement (Brown et al.,
2020).
The 2020 EDUCAUSE Horizon Report (Brown et al., 2020) identified an increased need
for learning design capabilities in higher education. Although instructors must ultimately develop
courses and deliver instruction in the classroom, faculty do not often receive formal training or
preparation in instructional design and pedagogy for online course delivery (Decherney &
Levander, 2020; Espinet et al., 2020). Compounding the problem is the increasing complexity of
the technology used by colleges and universities to deliver online instruction. Fortunately,
decades of research exist on learning theory to inform approaches to preparing faculty to teach in
this evolving environment. Knowledgeable and skilled instructional designers have been
supporting faculty for years to design and develop effective blended, hybrid, and fully online
courses (Espinet et al., 2020). It is already known how to create courses using good instructional
design; that knowledge and skill simply must be transferred to faculty.
Importance of Solving the Problem
Despite a return to on-campus face-to-face instruction in the 2021–2022 academic year,
the learning environment has changed, as faculty and students experienced the benefits of online
instruction in ways not imagined prior to the pandemic (Selingo et al., 2020; “The impact of
COVID-19,” 2020). With the increased demand for distance education and online delivery of
instruction, college and university leaders must take steps to prepare faculty to create effective
courses, regardless of the medium or modality (Brown et al., 2020). Policies on the use of online
instruction, professional development, and faculty support are all needed to guide higher
education institutions. For ULRN, it was important to address this problem of practice so the
university could fulfill its stated mission of providing excellence in teaching knowledge and

6
skills, achieve its goal to reimagine higher education with expanded access and opportunity for
marginalized and underserved populations and incorporate online technologies into the
classroom.
The goal for ULRN, then, is that faculty have evidence-based knowledge, skills, and
attitudes to design and teach effective courses, independent of the instruction medium. Many
faculty feel unprepared to teach in online, hybrid, and other flexible formats, so they are more
likely to report concerns with achieving student learning outcomes (Fox, Bryant, Srinivasan, et
al., 2020). Only 54% of faculty report they received sufficient preparation at their institution to
teach (Fox, Bryant, Srinivasan, et al., 2020). Faculty lacking a sense of self-efficacy are likely to
experience declines in motivation (Bandura, 1994) and may be less willing to embrace the use of
technology to deliver instruction. Other risks identified by faculty included concerns about
student equity and success rates within their courses and throughout the institution (Fox, Bryant,
Srinivasan, et al., 2020).
Instructional Needs Assessment
Smith and Ragan (2005) stated that the purpose of the needs assessment was to identify
whether new instruction was needed to help learners reach learning goals required to achieve
organizational goals. The authors made clear there is no point in designing new instruction if
learners are already achieving the learning goals or designing instruction for which there is no
goal or purpose. This section addresses key considerations in need for instruction and their
implications in curriculum design. According to Clark and Estes (2008), performance
improvement starts with a clear articulation of the goals accompanied by a careful analysis of the
causes underlying performance gaps. The instructional needs assessment process identified the
organizational mission and goal, curriculum purpose, and outcomes for instruction. Smith and

7
Ragan (2005) recommended constructing assessment and summative evaluation plans
simultaneously with the needs assessment. As such, this section summarizes the organizational
mission and goal of this present curriculum design as well as the curriculum purpose, learning
goals, objectives and assessment, and evaluation. A description of the learning environment
follows, and finally, this section identifies potential issues with power, equity, and inclusion that
guided the literature review and informed the theoretical underpinnings of the curriculum design.
Determination of the Learning Need
The first part of this chapter described the problem facing ULRN, recently exacerbated
by the COVID-19 pandemic that has interfered with its ability to accomplish its mission and
goals. To address the need for learning, Smith and Ragan (2005) provided a multistep diagnostic
model for conducting a needs assessment. In this model, the first step is to identify the conditions
driving a need for instruction. The authors intended this heuristic to be used to determine
whether a problem exists prior to investing resources into developing a solution. The conditions
identified by Smith and Ragan that elicited a need for instruction were the following:
1. There is a problem.
2. There is something new that must be learned.
3. An evaluation of existing training is needed.
The identified problem is that a lack of experience and preparation has left many higher
education faculty ill-prepared for a rapidly evolving learning environment that requires efficient
and effective approaches to online instruction (Brown et al., 2020). Many faculty, students, and
administrators remain unsatisfied with instruction, student engagement, and achievement in the
current environment. Faculty need instruction to prepare them with the knowledge, skills, and
attitudes they need to be effective teachers in online, hybrid, and blended learning environments.

8
The intended learners for this curriculum are higher education faculty who design and develop
their own courses using a variety of media. In this case, professional development for faculty
already existed, so the final step in determining instructional needs was to identify the goals for
instruction and to determine what gaps or discrepancies existed in achieving these goals.
Smith and Ragan (2005) recommended considering multiple sources to conduct the needs
assessment. For this curriculum, the needs assessment incorporated data from a review of
external and internal environmental factors, a review of the literature, and consultation with
experts using cognitive task analysis (CTA). A description of external and internal factors
(including motivational factors) follows this section; the literature review is addressed in-depth
in Chapter 2, and the CTA is presented in Chapter 4.
External Factors
ULRN is accredited by the Western States Association of Schools and Colleges Senior
College and University Commission (WSCUC), which sets standards for the evaluation of
distance education. More specifically, WSCUC (2021) ensures that institutions’ training
programs for faculty incorporate best practices in online learning pedagogy and ensure
competency. Accreditation is mission-critical for ULRN, and WSCUC periodically reviews
ULRN’s compliance with accreditation standards. The expectation that the institution effectively
employed online learning was incorporated into ULRN’s organizational mission and goal.
Internal Factors
ULRN’s strategic plan emphasized the importance of teaching and mentoring. The plan
further called on faculty, students, and staff to reimagine higher education with expanded access
and opportunity for marginalized and underserved populations. More specifically, the plan called
for ULRN to incorporate online technologies into the classroom to address issues of access and

9
learner opportunity. A faculty committee cochaired by the provost and the vice provost for
academic and faculty affairs guided development and preparation of ULRN’s strategic plan. The
planning process included participation by faculty, students, staff, and alumni through meetings
held across campuses and online.
To determine the goals for excellence in teaching at ULRN, the provost’s office
convened faculty to develop a set of criteria based on evidence-based best practices. These
criteria included several broad categories that described a respectful, inclusive, diverse, and
professional environment. The provost’s office directed each academic unit to produce plans
incorporating goals for excellence in teaching based on the criteria that had been established.
Embedded in these criteria was an expectation that faculty use online media and educational
technology to deliver instruction.
ULRN undertook efforts to monitor progress toward these institutional and externally
imposed goals. The university conducted a review of outcomes after the university implemented
online learning by employing working groups comprised of the university’s online learning
council members. The groups investigated critical areas of the university’s implementation of
online learning. In addition, the ULRN faculty assembly requested that each academic unit
update the assembly on its progress in implementing a plan for excellence in teaching so that the
assembly could prepare a comprehensive report to the provost’s office. The reports of the online
learning council and the faculty assembly identified several gaps and opportunities for
improvement in ULRN’s implementation of its strategic plans with respect to the use of media
and technology for online instruction.
Higher education faculty, students, and administrators in other institutions have reported
that engagement, motivation, and achievement in the classroom are negatively impacted when

10
faculty lack the knowledge, skills, and attitudes to teach effectively in online, hybrid, and
blended learning environments (Espinet et al., 2020). Researchers have attributed the problem to
a lack of faculty knowledge of the theories and concepts related to effective instructional design
and delivery (Brown et al., 2020). Espinet et al. (2020) and Brown et al. (2020) found that
instruction designed to help faculty develop the skills and knowledge needed to meet current
learning environment demands is lacking.
Overview of the Curriculum Design Process
This section previews the outputs of the needs assessment and learning task analysis
processes undertaken to inform the design of the curriculum, as summarized in Table 1. The
needs assessment identified the organizational mission and goal. The external and internal
outcomes are the leading indicators that will be used to measure whether the organizational goals
have been accomplished. The curriculum purpose describes how the curriculum addresses the
problem of practice identified in the needs assessment and, in doing so, helps to fulfill the
mission and achieve the organization’s goals. The learning goals describe what learners will need
to be able to do at the completion of instruction to achieve the organizational goals. The
objectives are subparts of the goals that served as the basis for the instruction units (Smith &
Ragan, 2005). The assessments will determine whether the goals of instruction have been met.
The evaluation plan follows the new world Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016),
a framework in which multiple levels of evaluation are implemented, and is intended to improve
the program, maximize transfer of learning, and demonstrate the value of the training.

11
Table 1
Outputs of the Curriculum Design Process and Associated Levels of Evaluation
Organizational mission
ULRN identifies its priority as the education of students, and in fulfilling this mission, the
university strives constantly for excellence in teaching knowledge and skills and is
committed to promoting access and opportunity.
Organizational goal
In its strategic plan, ULRN emphasizes the importance of teaching and mentoring and calls
upon faculty, students, and staff to reimagine higher education with expanded access and
opportunity to marginalized and underserved populations and to incorporate online
technologies into the classroom.
External outcomes (Level 4 results) Internal outcomes (Level 4 results)
Increased student enrollment
Increased graduation rates
Increased student satisfaction
Increased university rankings
Meeting or exceeding the WSCUC standards
Increased student grades
Increased faculty satisfaction
Increased scores on performance in peer
review
Increased rewards and recognition of faculty
Curriculum purpose
The purpose is to develop a curriculum for higher education faculty that will impart evidence-
based knowledge, skills, and attitudes to prepare faculty to design and teach effective
courses, independent of the medium of instruction.
Learning goals (Level 3 behaviors)
Design, develop, and teach courses through a social justice lens.
Analyze the learning context and the needs of the learners.
Identify and acknowledge implicit biases that may impact instruction that emanate from
designer positionality.
Identify the goals and outcomes of instruction.
Apply evidence-based learning design principles and strategies to the design of culturally
relevant learning and instruction.
Evaluate multiple forms of media and choose and deploy media and methods accessible and
appropriate to the learning goals and diverse needs of learners in an online environment.

12
Design, develop, and implement assessments to assess and evaluate learning from instruction.
Evaluate, revise, and improve instruction to achieve equitable outcomes for all learners.
Learning objectives and assessment (Level 1 reaction and Level 2 learning)
Given the responsibility for designing and teaching a course, faculty will be able to
analyze the learning context and the needs of the learners;
examine implicit biases that emanate from designer positionality and explain the impact of
bias on instruction;
identify the goals and outcomes of instruction;
apply evidence-based learning design principles and strategies to the design of culturally
relevant learning and instruction;
evaluate multiple forms of media and choose and deploy the media and methods accessible
and appropriate to the learning goals and diverse needs of learners in the context of an
online environment;
design, develop, and implement assessments to assess and evaluate learning from
instruction;
Evaluate, revise, and improve instruction to achieve equitable outcomes for all learners;
and
complete a learning plan project for a course that they have previously taught or will be
teaching in the future.
Motivational learning objectives (Level 1 reaction)
Given the responsibility for designing and teaching a course, faculty will be able to
demonstrate confidence in performing each of the learning goals,
demonstrate commitment in performing each of the learning goals, and
value and appreciate the reasons for performing each of the learning goals.

Note. ULRN = a pseudonym for the school under study; WSCUC = Western States Association
of Schools and Colleges Senior College and University Commission.

13
Organizational Mission and Goal
The organizational mission and goal were identified through a needs assessment and were
described earlier in this chapter. As summarized in Table 1, ULRN identified its priority as the
education of students, and in fulfilling this mission, the university strove constantly for
excellence in teaching knowledge and skills and committed to promoting access and opportunity.
ULRN’s strategic plan set forth a goal that emphasized the importance of teaching and mentoring
and called upon faculty, students, and staff to reimagine higher education with expanded access
and opportunity for marginalized and underserved populations and to incorporate online
technologies into the classroom.
Outcomes
The outcomes are leading indicators that will be used to evaluate the achievement of the
organizational mission and goal. Leading indicators are observations and measurements that
demonstrate if the program is on track to achieve the desired results (Kirkpatrick & Kirkpatrick,
2016). Table 1 summarizes the expected training outcomes and the level of evaluation associated
with evaluating them. The outcomes are divided into internal and external categories. Internal
outcomes are identified from within the organization and relate to faculty, student achievement,
and satisfaction. External outcomes are external measures of the organization’s effectiveness in
accomplishing its stated mission. These indicators and their measures are further described in
Chapter 5 and are measured as Level 4 results (Kirkpatrick & Kirkpatrick, 2016).
Purpose of the Curriculum
The needs assessment determined that additional learning is needed for ULRN to:
● accomplish its mission and goal for excellence in teaching,
● reimagine higher education as viewed through a social justice lens,

14
● expand access and opportunity for marginalized and underserved populations, and
● incorporate online technologies into the classroom.
To address this performance gap, the purpose was to develop a curriculum for higher education
faculty that would impart evidence-based knowledge, skills, and attitudes to prepare faculty to
design and teach effective courses independent of the instruction medium. If the curriculum is
successfully implemented, the problem of practice identified by ULRN will be addressed, and
the internal and external outcomes, as measured by the leading indicators, will be achieved.
Learning Goals
Smith and Ragan (2005) described learning goals as statements of purpose that indicate
what learners should be able to do after they complete a given training. I initially identified the
learning goals using a “bootstrapping” process (Clark et al., 2008) that included a review of the
literature and a task analysis conducted with experts. Chapter 2 provides a review of the
literature, and Chapter 4 presents the process and outputs of the task analysis. As summarized in
Table 1, the task analysis produced a list of learning goals, which ultimately informed the
objectives and content that needed to be included in instruction (Smith & Ragan, 2005).
Kirkpatrick and Kirkpatrick (2016) described Level 3 behaviors as the critical behaviors that can
be observed to determine the degree to which learners demonstrate what they have learned after
completing a training. Learning goals for this curriculum were equated to critical behaviors, as
defined by Kirkpatrick and Kirkpatrick (2016). Kirkpatrick and Kirkpatrick (2016) identified
these Level 3 behaviors as one of the most important parts of training, because their achievement
indicates the Level 4 results have also been realized.

15
Objectives and Assessment
Smith and Ragan (2005) defined objectives as subparts of the learning goals that serve as
the basis for the instruction units. Learning objectives are statements that describe what learners
will be able to do when they complete a unit of instruction (Smith & Ragan, 2005). Further
analysis of the learning goals identified terminal and enabling learning objectives for each unit in
the curriculum. Kirkpatrick and Kirkpatrick (2016) associated learning objectives with Level 2
learning evaluation. Kirkpatrick and Kirkpatrick (2016) recommended both formative and
summative methods for evaluating Level 2 learning. These evaluations or assessments represent
the evidence indicating learning has occurred (Smith & Ragan, 2005). Motivation is integrated
into the learning activities, and attitudes, confidence, and commitment are measured in Level 1
reaction. The learning objectives, assessment, motivational learning objectives, and associated
levels of evaluation are summarized in Table 1, and the objectives and assessments are further
described in Chapter 4.
The summative assessment includes a final project and a worked example (Clark et al.,
2011) through which the learners can demonstrate having met the curriculum’s learning goals
and objectives. The final project requires that the learner prepare a lesson plan that includes a
description of the course materials, learner characteristic accommodations, and facilitator notes.
The final project further describes the instructional sequence, learning activities, and instructor
and learner actions and decisions.
Evaluation
The framework chosen for evaluating this curriculum is the new world Kirkpatrick model
(Kirkpatrick & Kirkpatrick, 2016). The Kirkpatrick model is well-suited to evaluating the
implementation of this curriculum, as it was designed to improve a program, maximize transfer

16
of learning, and demonstrate the value of training to the organization (Kirkpatrick & Kirkpatrick,
2016). Implementation and evaluation are described in greater detail in Chapter 5.
Learning Environment
The learning environment for this curriculum is nonformal, in which the organization
guides the learning objectives, but the motivation for learning originates with the learner
(Eshach, 2007). It is anticipated that the training will be delivered either in a fully online or
blended format that combines synchronous face-to-face and asynchronous instruction. Learners
will complete the training in a cohort format with a facilitator who can provide feedback on
assignments and the final project. As such, the learning will occur within the context of the
university, and the participants will receive a certificate of completion.
Potential Issues With Power, Equity, and Inclusion
Distance education delivered via online instruction promotes access and opportunity for
students cut off from higher education due to obstacles in the learning environment. As shown by
the recent pandemic, urban and marginalized populations are especially at-risk for interruptions
in educational delivery due to a lack or shortage of resources in these communities (Goldberg,
2021). Nontraditional students who attend school while continuing to honor work and family
commitments represent key beneficiaries of online education (Van Doorn & Van Doorn, 2014).
Online courses can provide access to education and create opportunities for improved learning
outcomes, helping to address disparities that historically affect these groups. Solving this
problem requires innovative thinking and solutions. All students, regardless of medium or
modality, should have access to effective instructional design and delivery that promotes student
learning, engagement, and achievement.

17
A stated goal of this curriculum involved making faculty aware of their positionality.
Williams (2018) identified the need to develop educational leaders with the capacity to achieve
equitable outcomes for underrepresented students and youth. The targeted learners for this
curriculum are diverse in age, gender, race, and ethnicity and originate from a variety of
backgrounds and experiences in higher education. The higher education institution, ULRN, that
will benefit from using this curriculum has widely adopted initiatives and publicly stated its
commitment to promoting access, diversity, equity, and inclusion.
Definition of Terms
The following terms have specific definitions in this curriculum design:
Cognitive learning theories explain underlying mechanisms that allow changes in
knowledge attributable to experience to happen (Mayer, 2011).
Cognitive task analysis involves a researcher using a variety of interview and observation
strategies to capture a description of the knowledge that experts use to perform complex tasks
(Clark et al., 2008).
Critical race theory (CRT) refers to a theory through which researchers seek to analyze
and challenge mainstream race-based narratives in law, history, and popular culture that uphold
the status quo (Bell, 2007; Delgado & Stefancic, 2017).
Cultural competence refers to the ability to functionally relate to people from multiple
cultures and backgrounds (Appleby et al., 2001).
Culturally relevant education (CRE) theory is representative of both culturally relevant
teaching and pedagogy (Aronson & Laughter, 2016). Cultural relevance has its roots in social
justice theory (SJT) and can be applied to educational settings to bring social justice to the

18
classroom (Williams, 2018). Race and critical race theory make up critical components of CRE
(Brown-Jeffy & Cooper, 2011).
Expertise is developed from proficiency and experience, during which experts create
highly refined models to represent and solve problems (Feldon, 2007).
First principles of instruction describe a common set of principles found in most
instructional design theories that are necessary for effective and efficient instruction (Merrill,
2020).
Guided experiential learning is a design system based on the most common elements of
evidence-based instructional design systems in use (Clark et al., 2010).
Social justice theory is grounded in the work of John Rawls (1971/1999), who many view
as one of the most important figures in this field for his theory of justice as fairness. Rawls
(2001) suggested that society operates as a fair system over multiple generations. Social justice
theorists maintain that all people are free and equal and, therefore, have an equal right to fully
engage with society’s benefits and burdens (Rawls, 1971/1999, 2001)
Organization of the Design Blueprint
This curriculum design is divided into five chapters. Chapter 1 identifies the underlying
problem with teacher preparation for higher education and provides an explanation of why the
problem is important. The chapter also includes a description of the instructional need, the
curriculum goals, and the learning environment. Chapter 2 provides a review of relevant
literature with a focus on the theories and concepts that informed the curriculum design. Chapter
3 presents analysis of the learners and a description of the learning context. Chapter 4 includes
details of the lessons that make up the curriculum, including the learning objectives, unit

19
overview, demonstrations, practice and feedback, assessments, and discussions. Chapter 5
provides a description of approaches to implementation and curriculum evaluation.
About the Author
As the designer of this curriculum, it is relevant to note that I am a white American male
with approximately 30 years of higher education experience supervising instructional designers
and faculty responsible for designing and delivering instruction in face-to-face, hybrid, blended,
and fully online modalities. As an experienced administrator in higher education, I have lived
experience implementing online education using various media and evolving technologies.
Approaching the design of this curriculum from a perspective informed by 30 years of
experience provides context for designing solutions to fill knowledge and skills gaps. This
perspective, combined with my age, gender, race, and worldview, informs my positionality with
respect to the curriculum and influences my interpretation of how to solve the problem of
practice.
ULRN, like many institutions in higher education, publicly stated its commitment to
promoting access, diversity, equity, and inclusion for learners. Many researchers have written
about the importance of advancing social justice through education (Bell, 2007; Freire,
1970/1993; Hytten & Bettez, 2011; Young, 2011), and this literature is reviewed in greater depth
in Chapter 2. In order to promote social justice through education, provide more learners with
access to and opportunity in higher education, and to address the needs of marginalized and
underserved populations, I am proposing a curriculum designed to motivate higher education
faculty to design and teach courses deemed effective through a social justice lens.
Preparing higher education faculty for equity and social justice work that will address
disparities in achievement requires reimagining the way institutions prepare faculty to teach

20
(Williams, 2018). Blankstein et al. (2015) identified the importance of school leaders cultivating
a shared commitment and assuming accountability among stakeholders to meet the needs of all
students, prioritizing “the goal of excellence through equity” (p. 21). By adopting a social justice
view, I designed this curriculum to reimagine how institutions will prepare faculty to teach in the
post-COVID-19 era. The learning objectives and content associated with integrating this
attitudinal learning goal into the curriculum are detailed in Chapter 4.
Theories Informing Author’s Positionality
Social Justice Theory
From a historical perspective, SJT provides the foundation for approaches that promote
equitable outcomes in higher education (Bell, 2007). SJT originated with John Rawls’s
(1971/1999) seminal work, A Theory of Justice. Rawls (2001) later elaborated on the theme in
Justice as Fairness: A Restatement. The goal of social justice is the fair and equitable treatment
of all people (Rawls, 1971/1999). Bell (2007) asserted the process for attaining justice is
democratic, inclusive, and respects diversity. Since the 1970s, interpretations of social justice
have emerged to shape thinking about the critical importance of establishing equal access and
opportunity for all students (Hytten & Bettez, 2011). Barriers to equity and systemic oppression
continue to threaten the educational system (Bell, 2007; Hytten & Bettez, 2011; Young, 2011).
In his seminal and often cited work, Pedagogy of the Oppressed, the Brazilian educator
Paulo Freire (1970) raised concerns about the role oppression plays in education. Freire argued
that oppression prevents humans from reaching their potential and limits their freedom to
achieve self-affirmation. Freire argued that oppression as a structure dehumanizes and limits
both the oppressor and the oppressed. Young (2011) expanded on Freire’s work and identified
exploitation, marginalization, powerlessness, cultural imperialism, and violence as the

21
expression of oppression. Like Freire, Young viewed oppression as a structural concept resulting
not from a few people’s choices or policies, but rather embedded in the nature of society.
Freire (1970) characterized the modern education system as a banking or transactional
model in which knowledge is a gift that is deposited or bestowed by the knowledgeable on the
ignorant. As an alternative to the banking system, Freire suggested that students and teachers
initiate a collaborative system based on inquiry. Freire believed transformation and freedom of
oppression could only be brought about through dialogue in an equality-based education. Freire
advocated building what he termed conscientizacao, which means developing a consciousness or
awareness of the factors that create oppression and working collaboratively with others to bring
justice and fairness to all (Bell, 2007.
Critical Race Theory
In the United States, CRT emerged from the work of Civil Rights activists and scholars to
explain the relationship between race, racism, and power and to understand and change the racial
lines and hierarchies that permeate U.S. society (Delgado & Stefancic, 2017). In the basic tenets
of CRT, Delgado and Stefancic (2017) suggested that racism is endemic and permeates society,
that large segments of society lack incentives to eradicate racism, and finally, that race is a
construct of social thought and has no basis in science. Brown-Jeffy and Cooper (2011) and
Williams (2018) asserted that incorporating CRT into thinking about education can help to
address the inequities and disparities resulting from embedded racism.
A social justice orientation combined with the principles of democratic education, critical
pedagogy, multiculturalism, and CRT offers a means to effectively make the connection between
diversity and social justice (Hytten & Bettez, 2011). To promote access and opportunity and
better meet the needs of marginalized populations, faculty need a framework in which to apply

22
the orientation and principles associated with the theory. The Center for Urban Education (n.d.)
suggested that practitioners adopt an equity-minded approach in which they take responsibility
for student outcomes and, in doing so, critically reassess their own practices in the context of the
social and historical exclusionary practices in American higher education. The next section
summarizes the approaches to integrating SJT into pedagogy as recommended in the literature.
Awareness, Critical Reflection, and Positionality
A common theme found in the literature about applying SJT to teaching and learning is
the importance of awareness and personal reflection. Freire (1970) advocated building critical
consciousness of the role that oppression plays in education. According to Hackman (2005),
awareness and critical reflection comprise an essential knowledge base for social justice
education. Mezirow (1990, 1997), whose work was influenced by Freire, proposed a theory of
transformative learning in which learners adjust their thinking based on new information.
According to Mezirow (1990), interpreting experiences can help learners create meaning,
and critical reflection can help them make sense of what they have learned and think about how
to apply it in their lives. Ultimately, this allows an individual to reassess what they know and
believe and change their orientation to their beliefs and the ways they act on them. Taylor (2007)
reviewed 40 studies of transformative learning theory and found that the research demonstrated
that critical reflection is essential to transformative learning. Cranton and King (2003) suggested
that transformative learning, as defined by Mezirow, is the goal of professional development.
Effective professional development encourages educators to critically examine beliefs and values
(Cranton & King, 2003). Critical reflection represents an important part of how an individual
defines their positionality. Although positionality is often thought of in terms of how researcher
positionality impacts research, it is also an important consideration in developing culturally

23
relevant approaches to teaching that promote equity. According to Kohli et al. (2009), cultural
competence begins with a self-awareness of positionality, cultural beliefs, and biases. Cultural
competence refers to the ability to functionally relate to people from multiple cultures and
backgrounds (Appleby et al., 2001).
Cultural Relevance
Gay (2002) suggested that culture should be at the center of efforts to solve problems of
student underachievement and defined culturally responsive teaching “as using the cultural
characteristics, experiences, and perspectives of ethnically diverse students as conduits for
teaching them more effectively” (p. 106). The author argued the principal goal of culturally
responsive teaching is to maximize student learning. When teachers promote social justice
through cultural awareness, they can address inequities caused by racism, sexism, and classism.
Culturally relevant pedagogy (CRP) refers to an approach to teaching in culturally
diverse classrooms that involves faculty acquiring knowledge and awareness of their students’
cultures and applying this knowledge to their instructional design and delivery (Gay, 2002;
Irvine, 2010). Ladson-Billings (1995a, 1995b) conducted much of the original research on CRP
in the 1990s and found that effective instruction for diverse learners requires culturally relevant
pedagogies and teaching strategies. According to Ladson-Billings (2014), the goal of CRP is to
link learning principles with an understanding and appreciation for culture. Although
incorporating culture offers an opportunity to integrate SJT into practice, implementation is not
without challenges (Gallavan, 2000; Irvine, 2010; Williams, 2018). Teachers must overcome
significant issues to effectively implement approaches to CRE in the classroom. According to
Paris and Alim (2014), to bring SJT to higher education and sustainably integrate CRE into
pedagogy and instruction, educators must shift focus to an inclusive approach.

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In conclusion, an important goal of the curriculum was to better prepare faculty to
promote access to higher education for students, particularly those from marginalized and
underserved populations. I propose a curriculum designed to motivate higher education faculty to
design and teach effective courses as viewed through a social justice lens. The literature
suggested that this goal could be best accomplished by bringing awareness of the issues to
faculty and by preparing them to design and implement collaborative and culturally responsive
approaches to their pedagogy. In summary, the process to motivate faculty to design and teach
effective courses was viewed through a social justice lens that includes the following:
1. raising awareness of social justice issues and the impact of inequities on marginalized
populations (see Learning Goal 1);
2. identifying and acknowledging implicit biases that may impact instruction that
emanate from designer positionality (see Learning Goal 3);
3. applying evidence-based learning design principles and strategies to the design of
learning and instruction that include culturally responsive pedagogies (see Learning
Goal 5);
4. evaluating multiple forms of media and choosing and deploying the media and
methods accessible and appropriate to the learning goals and diverse needs of learners
in an online environment (see Learning Goal 6); and
5. evaluating, revising, and improving instruction to achieve equitable outcomes for all
learners (see Learning Goal 8).
This process was integrated into the curriculum learning goals, primarily in Learning Goals 1, 3,
5, 6, and 8, as described in Chapter 4. The next section reviews the literature and prior attempts
to implement professional development programs for faculty to prepare them to deliver courses

25
in an online learning environment.

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Chapter Two: Review of the Literature
The review of the literature chapter includes two parts. The first part provides a brief
description of prior curricular attempts to address the problem of practice. The second part
presents the literature review that informed the content of the curriculum, including the what,
why, and how of the knowledge types that will be taught to achieve the learning goal.
Prior Attempts
Considering the rapid overall growth of online learning in higher education,
comparatively few researchers have reviewed and discussed professional development programs
dedicated to preparing faculty to teach online (Lowenthal et al., 2019). It was even more difficult
to find literature on preparing faculty to teach online through a social justice lens, as few
professional development programs for online teaching addressed the need for preparing faculty
to take culturally relevant approaches (Heitner & Jennings, 2016). Meyer and Murrell (2014)
conducted a national study of colleges and universities in the 2011–2012 academic year and
found that most offered training on assessment of student learning, promoting online community,
learning management systems (LMS), student learning styles, and instructional design models.
Meyer and Murrell (2014) and others (e.g., Lackey, 2011) found that faculty valued and
prioritized the need for training on pedagogical approaches to teaching online. This training
should prepare faculty to design and develop courses through a social justice lens, as faculty
need to understand how biases can impact approaches to pedagogy and instruction and the
achievement of learning outcomes, especially in urban environments (Heitner & Jennings, 2016).
When considering approaches to preparing faculty to teach online, it is important to
distinguish between higher education’s online emergency response to the COVID-19 pandemic
and the charge to reimagine the higher education learning experience to incorporate online

27
learning postpandemic (Hodges et al., 2020). Faculty at ULRN and many other universities were
not adequately prepared to fully deploy online instruction when the COVID-19 hit. Prior to the
pandemic, successful approaches to the implementation of online learning included devoting
significant resources and time to advance planning and preparation for online instruction
(Hodges et al., 2020). Conversely, the rapid onslaught of COVID-19 required an immediate
response that obviated the opportunity for advanced planning and thoughtful allocation of
training resources. Although schools quickly devoted additional resources to professional
development to promote continuity of instruction, much of what was added was part of an
emergency response and not suited to addressing faculty’s long-term needs (Espinet et al., 2020).
The majority of the existing professional development programs designed to prepare faculty to
teach online were developed for a prepandemic world and did not anticipate an environment in
which educators would need to reimagine higher education for the long term (Hodges et al.,
2020).
As discussed in Chapter 1, many efforts to develop faculty to teach in the rapidly
evolving environment of online education have met with mixed results. Koehler and Mishra
(2009) explained that teaching with technology is a complicated practice that requires integrating
many different types of knowledge from different domains. The authors added that technology is
in a constant state of evolution and change that makes it always in the process of becoming
outdated, and newer digital technologies create unique challenges. Consequently, faculty
development to teach online should constantly evolve (Espinet et al., 2020; Meyer & Murrell,
2014).
Espinet et al. (2020) and Lowenthal et al. (2019) pointed to another factor confounding
the problem: Many faculty never received pedagogical instruction in the first place. Higher

28
education faculty are seen as content experts, and they often teach the way they were taught.
When it comes to teaching online, many have never even taken a course online, so they have
little prior experience. Teaching on-ground differs from teaching online, and the skills do not
easily transfer (Espinet et al., 2020). Preparing to teach online requires assessing the technology
while reevaluating the role of content and how to teach it (Saichaie, 2020). The content of the
proposed curriculum will address the need to prepare faculty to design and teach in a variety of
modalities using evidence-based strategies. The next section reviews the literature that informed
this content.
The Curriculum Content
Curriculum Goals and Structure
This section of the literature review provides a description of the curriculum’s content
and structure. The curriculum content was initially identified through a bootstrapping process in
which I reviewed existing approaches to capture instructional content (Clark et al., 2008). I
followed with a preliminary literature search to identify a working list of main process steps. As
part of this preliminary review, I reviewed documentation of existing professional development
courses designed to prepare higher education faculty to design and teach curricula. A high-level
CTA followed, with interviews conducted with three subject matter experts (SMEs) to confirm
the correctness of the initial steps and begin to identify and expand on the subtasks that
supported the overall process (Clark et al., 2008). Next, an in-depth literature review was
conducted in support of the steps and substeps identified by the SMEs and then incorporated into
a final list of process steps that informed the curriculum’s learning objectives.
The curriculum content is aligned to the purpose, which is to develop a curriculum for
higher education faculty that will provide evidence-based knowledge, skills, and attitudes to

29
prepare them to design and teach effective courses independent of the instructional medium.
Faculty will be prepared to incorporate SJT into the design and implementation of culturally
relevant pedagogies and teaching methods grounded in an awareness of their own positionality
and worldview. The curriculum is further intended to prepare faculty with the basic knowledge
needed to imagine and design, develop, and instruct courses in their area of expertise using
methods and media available and appropriate to learning in the post-COVID-19 era. The
curriculum structure aligns with the learning objectives and includes learning activities designed
to prepare faculty to:
● Analyze the learning context and learners’ needs.
● Examine implicit biases that emanate from designer positionality and explain the
impact of bias on instruction.
● Identify the goals and outcomes of instruction.
● Apply evidence-based learning design principles and strategies to the design of
culturally relevant learning and instruction.
● Evaluate multiple forms of media and choose and deploy the media and methods
accessible and appropriate to the learning goals and diverse needs of learners in an
online environment.
● Design, develop, and implement assessments to assess and evaluate learning from
instruction.
● Evaluate, revise, and improve instruction to achieve equitable outcomes for all
learners.
● Complete a learning plan project for a course they have previously taught or will be
teaching in the future.

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Objective 1: Analyze the Learning Context and Learners’ Needs
Higher education faculty who design courses must be able to think about the learning
system, including analyzing the learning context and describing the current learning environment
and learners’ needs (Smith & Ragan, 2005). This phase of the instructional design process allows
for instruction tailored to the needs of the audience and intended for a specific learning
environment instead of centered solely on the content (Smith & Ragan, 2005). Curricula centered
on content are often created in search of a target audience (Smith & Ragan, 2005).
A learning system includes all factors that impact or are affected by learning (Smith &
Ragan, 2005), and it encompasses four dimensions: the what, where, who, and when of learning
(Alexander et al., 2009). The what refers to the content; the where describes the learning
environment; the who refers to the target audience, and the when is the sequence of instruction.
Alexander et al. (2009) suggested that learning is defined as a multidimensional process and
concluded that learning operates as part of a system that changes through interactions with the
system’s components, which are inseparable from the learner.
The learning environment influences the learning system, determines where and how the
instruction will be used, and defines the context for learning (Tessmer, 1990). Smith and Ragan
(2005) suggested starting with the larger system in which the learning will be used and then
narrowing down the review to focus on the learners, existing curricula, available media,
facilities, and philosophies of learning. Including an analysis of learners’ needs helps to identify
key similarities and differences between learners (Smith & Ragan, 2005), an important step in
developing culturally relevant approaches to instructional design (Ladson-Billings, 2014).
To begin to apply the social justice lens and think about CRP, it is critical to understand
the needs of the learners for whom the instruction will be designed. Strategies should be chosen

31
to meet the learning context and learners’ needs (Knowles, 1980). The next section provides a
review and discussion of how to identify the instructor’s positionality within the learning
environment.
Objective 2: Identify and Acknowledge Implicit Biases That May Impact Instruction That
Emanate From Designer Positionality

To demonstrate cultural competence and develop culturally relevant educational
experiences, faculty must be able to examine implicit biases that emanate from designer
positionality and explain their potential impact on instruction. Appleby et al. (2001) asserted:
“Cultural competence can be defined as the ability of professionals to function successfully with
people from different cultural backgrounds, including, but not limited to, race, ethnicity, culture,
class, gender, sexual orientation, religion, physical or mental ability, age, and national origin” (p.
8). The principal goal of CRP is to maximize student learning (Ladson-Billings, 2014) while
providing support for students in a changing society. When they promote social justice, teachers
can address inequities caused by racism, sexism, and classism (Irvine, 2010). Cultural
competence begins with self-awareness regarding positionality, cultural beliefs, and biases
(Kohli et al., 2009).
To achieve and practice cultural competence, educators must be able to explain the nature
of automated and unconscious knowledge and how it impacts positionality and implicit bias.
Failure to change misconceptions about race and ethnicity in educational settings suggests they
are automated and unconscious (Clark, 2014). Clark (2014) theorized that the impact of
automated and unconscious knowledge impedes the ability of individuals, organizations, and
society to change. It is difficult to unlearn dysfunctional automated and unconscious knowledge
to make room for desired behaviors.

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Researchers have identified methods for identifying unconscious associations, including
the Implicit Associations Test (Staats, 2016). The test was introduced in 1998, is offered free
online, and has evolved to help uncover bias toward race, gender, age, and sexual orientation.
Researchers consider the test a valid and reliable measure of implicit associations (Nosek et al.,
2007). Changing implicit associations, however, is more complex (Clark, 2014).
Clark (2014) identified three approaches to unlearning maladaptive automated cognitive
knowledge and processes: overlearning, goal substitution, and activating an automated process to
replace an existing behavior or process. Researchers have identified intergroup contact as one
approach to altering implicit associations (Nosek et al., 2007). An individual’s personal
interactions with people who differ from them allows them to build new associations and break
down existing explicit associations (Pettigrew & Tropp, 2006). Another approach involves
exposure to counter-stereotypical exemplars, that is, examples that contradict and override
preexisting biases (Dasgupta & Asgari, 2004). Clark (2014) suggested that introducing
awareness of choice between two valued goals may induce attitude change. Identifying and
reflecting on implicit biases encourages recognition that responses may be largely automated and
unconsciously shaping perceptions in ways inconsistent with values (Staats, 2016). In
conclusion, overcoming automated and unconscious knowledge can help to address bias when
preparing to bring about social change through education. The next objective involves the
literature on identifying curricular goals and outcomes.
Objective 3: Identify the Goals and Outcomes of Instruction
To design their own course for delivery, faculty must be able to identify their
instructional goals and outcomes. Stated instructional goals and outcomes identify the change in
learner knowledge intended by instruction delivery (Mayer, 2011). As described by Smith and

33
Ragan (2005), the needs assessment determines what learners should know or be able to do at the
completion of instruction and culminates with the creation of a list of goals. The authors
continued that task analysis can then be used to transform goals into a form that guide the design
of instruction. The goal statements include the prerequisite skills and knowledge needed to
achieve the goals. Goal statements are generally less precise than objectives. The authors
explained that objectives break down the goal statements into subparts that help achieve the
learning goal.
The goal of instruction is to help the learner construct the intended knowledge (Mayer,
2011). Mayer (2011) identified the three parts of an instructional objective as a) the knowledge
learned, b) how the knowledge is used, and c) how to interpret the learner’s performance. These
three parts comprise the achievement that is to be assessed. According to Mayer, a difference
exists between learning and performance. Learning involves the change in knowledge, and
performance refers to the performance on a task in which the knowledge is used. Measuring the
performance determines if a change took place in the learner’s knowledge. In conclusion,
establishing learning goals from needs assessment and task analysis is a critical function of
instructional design, and articulating clear learning objectives is important in guiding the
activities of instruction. Once an educator has established goals and objectives, they can apply
evidence-based learning and instructional design principles to the design of instruction.
Objective 4: Apply Evidence-based Learning Design Principles and Strategies to the Design
of Culturally Relevant Learning and Instruction

It is important for educators to be able to apply evidence-based learning design principles
and strategies to the design of culturally relevant learning and instruction and identify the
instructional strategies needed to organize, deliver, and manage instruction (Merrill, 2002;
Reigeluth, 1983; Smith & Ragan, 2005). Reigeluth (1983) described instructional design as a

34
discipline focused on producing knowledge about optimal instructional methods and
combinations of methods or models that result in effective approaches to instruction.
Instructional theorists propose ways to arrange the learning environment to intentionally promote
learning (Smith & Ragan, 2005). There existed a multitude of instructional theories from which
to choose (Clark et al., 2010; Merrill, 2002; Reigeluth, 1983; Smith & Ragan, 2005). Notable
examples included Reigeluth’s elaboration theory, Gagne’s theory on the conditions of learning,
and Bloom's model of mastery learning (Smith & Ragan, 2005).
Fortunately, Merrill (2002) conducted a review of the major instructional design theories
and identified five key principles common among them. Merrill aimed to identify which of the
various theories and models agreed. The author theorized that only a few principles supported a
wide variety of instructional design programs and practices. In his review, Merrill used the term
“knowledge” in a broad sense to refer to both knowledge and skills to be taught. He found that
many instructional design models are problem-centered and include four distinct phases of
instruction:
1. activate prior knowledge,
2. demonstrate skills,
3. apply skills, and
4. integrate skills into real-world activities.
Merrill (2002) further reviewed the research and evidence behind the theories and
confirmed that the five principles were backed by research (Clark et al., 2010). Merrill referred
to these five key principles as “first principles.” They are:
● Learning is promoted when learners are engaged in solving real-world problems,
● existing knowledge is activated as a foundation for new knowledge,

35
● new knowledge is demonstrated to the learner,
● new knowledge is applied by the learner, and
● new knowledge is integrated into the learner’s world.
Clark et al. (2010) translated Merrill’s (2002) principles to instructional methods. These
instructional methods were then integrated by Clark et al. into an instructional design system
called guided experiential learning (GEL) for use at the lesson level. GEL includes seven
specific elements summarized in the following sequence:
1. learning objectives,
2. purpose for learning (benefits and risks avoided),
3. overview (prior knowledge, new knowledge, learning strategies),
4. prerequisite knowledge (knowledge needed to solve a problem or learn a procedure),
5. learning guidance through demonstration,
6. practice and feedback, and
7. authentic assessment of learning performance.
In his interview with Shaughnessy et al. (2009), Richard Clark noted that the role of the
instructional designer is to lighten the learning load for students by guiding instruction (e.g.,
demonstrating a procedure for solving a problem instead of leaving students to figure out the
solution on their own). The goal is to design effective instruction using the methods available to
construct socially meaningful instruction. Providing appropriate support to students is an
important consideration when addressing the needs of underserved and marginalized student
populations. GEL incorporates the first principles identified by Merrill (2002) to accomplish this
goal by allowing the transfer of knowledge to novel situations in which learners can apply what
they learned to the real world (Shaughnessy et al., 2009). Faculty must be able to identify

36
appropriate and evidence-based instructional strategies to enable learners to learn what they need
to know to perform on the job. When faculty can employ evidence-based instructional strategies,
they can then take the next steps to evaluate, choose, and deploy the appropriate media to
facilitate learning.
Objective 5: Evaluate Multiple Forms of Media and Choose and Deploy the Media and
Methods Accessible and Appropriate to the Learning Goals and Diverse Needs of Learners
in an Online Environment

To design their own course for delivery, faculty must be able to evaluate multiple forms
of media and choose and deploy media and methods accessible and appropriate to the learning
goals and diverse needs of learners in an online environment. Reigeluth (1979) explained that
instructional design theorists are generally concerned with four major aspects. The first is the
ways in which to organize instruction, including formatting and sequencing content. Second is
the ways to deliver instruction, which generally refers to media selection. The third aspect
involves motivation, and the fourth refers to how to manage the other three aspects. Due to the
rapid growth and change of technology (Koehler & Mishra, 2009), multiple forms of media exist
for use in instruction, including the internet, audio and video material, interactive multimedia,
videoconferencing, and instant messaging. These exist in addition to the more traditional forms
of print and teachers (Smith & Ragan, 2005), paper and pencils, and even the classroom itself
(Clark et al., 2010).
Absent systematic instructional design informed by evidenced-based strategies,
technology by itself has minimal impact on learning (Clark et al., 2010; Smith & Ragan, 2005).
The current view of instructional design is that the choice of media does not influence learning or
motivation; it is the design of instruction that makes the difference (Clark et al., 2010). Clark et
al. (2010) emphasized the importance of choosing an instructional method informed by research

37
(e.g., GEL based on Merrill’s [2002] first principles of instruction). Clark et al. asserted that
instructional methods succeed because they support the cognitive processes to construct complex
knowledge, not because of the media type. In fact, the authors argued media can significantly
detract from learning. Consequently, Smith and Ragan (2005) asserted it should be chosen
carefully and designed correctly. Careful selection and design can avoid creating excessive
cognitive load (Kirschner et al., 2006; Mayer, 2001; Mayer & Moreno, 2003).
Vogel-Walcutt et al. (2011) described the goal of learning as balancing cognitive load. In
their 2011 study, they compared instructional approaches using cognitive load theory (CLT) to
other approaches and found CLT was more effective in fostering the acquisition and retention of
integrated knowledge. Cognitive load theorists consider the interaction between a limited
working memory and a comparatively unlimited long-term memory (Kirschner et al., 2006).
Kirschner et al. (2006) explained that working memory operates when information first enters
the brain, and long-term memory is unlimited and creates a permanent record of everything that a
person has learned. Ultimately, the authors asserted that human intellect comes from cumulative
stored knowledge in long-term memory. The challenge for instructional design is to avoid
exceeding the limits of learners’ working memory.
Mayer and Moreno (2003) identified nine ways to reduce cognitive load in multimedia
learning based on Mayer’s (2001) multimedia design principles. The approach identified by
Mayer and Moreno (2003) is based on the assumptions that humans have different systems or
“dual-channels” for processing images and verbal information and that each of these channels
has limited processing capacity. Effective approaches to multimedia learning, therefore, must
account for these limitations and not overload cognitive processing. Mayer’s (2001) principles
are designed to focus attention on only the relevant portions of instruction.

38
Clark et al. (2010) cautioned not to confuse media and methods or the differences
between media and media attributes. Media attributes are the part of the medium that transmits
information (e.g., the video component of multimedia or the text in a book or journal article).
The medium is the actual resource that contains the media attributes (Clark et al., 2010; Kozma,
1994). Smith and Ragan (2005) explained that media choice may be consistent throughout all
instructional events or may vary by event. To promote efficient use of resources, the authors
continued, media choices are best made when developing the instructional strategy.
Sugrue and Clark (2000) proposed starting media selection with identifying the
instructional method to support the cognitive process associated with performing the task that is
the subject of instruction. This is followed by the identification of media that aligns with the
method. Limitations exist, however, in that some instructional methods have a limited number of
media options based on a need for sensory information, conditional knowledge, and synchronous
feedback (Clark et al., 2006, 2010). Therefore, Clark et al. (2010) proposed a 2-stage process in
which the instructional method is selected before selecting the media.
In the second stage of the process articulated by Clark et al. (2010), any requirements for
sensory information (e.g., the ability to smell, taste, or touch) would be considered first. Next,
the complexity of the task and any conditions that might need to be incorporated into the learning
environment should be evaluated. And finally, the need for synchronous feedback should be
considered.
Applying Reigeluth’s (1979) theories, Smith and Ragan (2005) suggested that all delivery
strategy decisions involve determining the appropriate grouping and selecting the appropriate
media. Smith and Ragan (2005) contended that media possess attributes that make some more
capable of efficiently facilitating learning than others. Media can be matched to aspects of the

39
instructional strategy based on the learning task, the learner characteristics, and the learning
context. The authors suggested media selection is best guided by matching the instructional
conditions with the media attributes needed to deliver the events of instruction. For example, an
instructional event that involves demonstration of a procedure may require showing a person
performing the steps associated with a given task. The demonstration might be accomplished
using recorded video or film by a teacher in a classroom or in a synchronous video conferencing
session. All of these media require the attribute of motion to support the instructional event.
Smith and Regan (2005) provided further practical and contextual guidance in selecting
media. Availability of equipment is likely foremost among the considerations. Other factors
include availability of facilities and funding. In conclusion, media in and of itself does not
promote or cause learning, and therefore, the choice of media should be based on other factors,
including cost and benefit (Clark et al., 2010; Smith & Ragan, 2005). The next section presents
approaches to assessing and evaluating learning that should be considered during the
instructional design process and prior to instruction delivery (Kirkpatrick & Kirkpatrick, 2016).
Objective 6: Design, Develop, and Implement Assessments to Assess and Evaluate Learning
From Instruction

To design their own course for delivery, faculty should be able to design, develop, and
implement assessments to assess and evaluate learning from instruction. According to Mayer
(2011), the purpose of assessment is to measure what learning has been achieved. Ultimately, the
purpose is to determine if the goals of instruction have been met (Smith & Ragan, 2005).
Smith and Ragan (2005) claimed that assessment of student learning is useful to the
designer, instructor, and learners. Designers use assessment to identify opportunities for
improving instructional design; instructors use it to inform corrective feedback and to plan future
instruction, and learners use feedback from assessments to evaluate the efficacy of their study

40
strategies and to identify gaps in learning. Merrill (2002) recommended providing opportunities
for learners to apply and practice what they have learned to assess learning progress and provide
corrective feedback. Clark et al. (2010) identified authentic assessment of a learner’s
performance as a critical component of GEL. In GEL, Clark et al. (2010) specified that
assessments should be challenging competency-based tests that assess students’ reactions and
learning performance. To be useful, the methods used should be valid in that they are appropriate
to the learning context, reliable, and provide consistent results across multiple administrations
under the same set of circumstances (Mayer, 2011). Learning assessment can take place at
varying times and in different forms.
Mayer (2011) defined three functions of assessment that depend on whether they occur
before, during, or after instruction. Assessment of the learners prior to instruction is included as
part of the needs assessment described in Chapter 1. It helps to define learner characteristics.
Mayer explained that assessment during instruction (i.e., formative assessment) involves
determining what has been learned in the short term, usually at the lesson level. This is the “test
your mettle” phase referenced by Schwartz et al. (1999), in which students have “a chance to
bump against the world to see if their knowledge is up to the task” (p. 49). Schwartz et al.
asserted that the purpose of formative assessment is to guide and motivate students to revise and
improve their work. It provides an opportunity for the instructor to review and provide
constructive feedback. Last, Mayer explained assessment after instruction (i.e., summative
assessment) generally occurs at the completion of an instructional unit or course. According to
Smith and Ragan (2005), it is common practice to assess several goals of instruction in
combination at the completion of a lesson or unit. Mayer asserted the purpose of summative

41
assessment is to determine what was learned over time. Summative assessment can also be
useful in identifying opportunities to improve instructional design and delivery.
Anderson and Krathwohl (2001) emphasized the importance of alignment between the
learning objectives, instruction, and assessment. Similarly, Smith and Ragan (2005) explained
that the statement of a learning goal guides the way in which the goal is assessed. As explained
earlier in this chapter and in greater detail in Chapter 5, learning objectives generally describe
both the intended cognitive process (in the form of a verb) and the knowledge (the noun) that
students are expected to acquire as a result of learning (Anderson & Krathwohl, 2001). Anderson
and Krathwohl expanded on the importance of alignment, explaining that different types of
learning objectives require different instructional approaches and different approaches to
assessment. The authors explained misalignment between assessment and learning goals and
objectives can create problems for learners and instructors, as instruction may not influence
performance on assessments or the results of the assessments will not accurately reflect the
learning goals and objectives.
Assessment of learning is a critical component of good instructional design and delivery.
Multiple approaches and methods exist for higher education faculty to use when assessing
student learning and evaluating the effectiveness of instructional design and delivery.
Assessment and evaluation are important tools in identifying any weaknesses in the design of
instruction and in evaluating the overall approach to instruction for the purpose of making
ongoing improvements to the content and delivery of the curriculum. Literature in support of
evaluating, revising, and improving instruction is reviewed in the next section.
Objective 7: Evaluate, Revise, and Improve Instruction to Achieve Equitable Outcomes for
all Learners

42
To design their own course for delivery, faculty must be able to evaluate, revise, and
improve instruction to achieve equitable outcomes for all learners. Common elements exist
between the process of assessing student learning and evaluating the design and delivery of
instruction. This section focuses on the process for evaluating instruction for the purpose of
revision and improvement of the learning materials and instructional approach. Chapter 5
addresses the evaluation of the effectiveness of the overall program.
Rationale for Conducting Evaluation
Smith and Ragan (2005) asserted that assessment of individual students’ performance
tells whether an individual student has achieved the intended learning. Similarly, evaluating a
student group’s performance allows the evaluator to determine if the instructional objectives
were met. As the authors suggested, instructional theory is not an absolute science, and the
prescriptions developed during the design phase have not yet been tested until the curriculum is
taught. Errors and miscalculations in the design system may be revealed during the delivery of
instruction.
In addition to the evaluation of learning and performance, the evaluation of the
instructional materials’ design should be considered. According to Smith and Ragan (2005),
teachers do not reliably predict the effectiveness of selected materials. Materials must be tried
out with students to determine their efficacy in promoting the learning objectives. Evaluation of
learning and instructional materials is generally categorized as either a formative or summative
evaluation, with each category having its own timing and purpose (Alkin & Vo, 2018; Smith &
Ragan, 2005).
Formative Evaluation
According to Smith and Ragan (2005), formative evaluation of the approach to

43
instruction (e.g., the design of instruction and the learning materials) can help the instructor
determine the weaknesses of the instruction so they can make improvements. Formative
evaluation generally occurs during the early stages of implementation to provide information
about how things are going for program improvement. Smith and Ragan identified multiple
approaches and phases for formative evaluation, including design reviews, one-to-one
evaluations, small-group evaluation, data collection, and field trials.
Summative Evaluation
The purpose of summative evaluation is to collect and analyze data to evaluate the
effectiveness of the curriculum design in meeting the intended outcomes (Alkin & Vo, 2018;
Smith & Ragan, 2005). Additional areas that may be evaluated include the level and cost of
implementation (Smith & Ragan, 2005). Smith and Ragan (2005) explained summative
evaluation can be used later after implementation to evaluate the overall effectiveness of the
approach to instruction and to collect data that can be used to make further improvements. In
summative evaluation, the authors stated a logical relationship should exist between the goals of
instruction and the learning outcomes measured. Ultimately the goal of summative evaluation is
to determine whether the instruction solves the problem identified in the needs assessment.
Planning for Evaluation
A key principle of evaluation proposed by Smith and Ragan (2005) involves planning for
evaluation early in the design process. This can be accomplished in part by identifying key
indicators that can later be evaluated to indicate whether learning has occurred. According to
Smith and Ragan, evaluation should not end when the instruction is implemented. Data should
continue to be collected for periodic review and incorporation into evaluation plans. Changes in
the target learners’ characteristics, the learning environment or context, the content, and the

44
facilities, equipment, or available technology can all trigger changes to the design and content of
instruction. The authors recommended preparing an evaluation plan that considers learning
goals, resources or constraints, task analysis, learning environment, questions to be answered,
indicators and measures, parts of instruction to be evaluated, and stages of formative evaluation.
The next section provides a brief description of the Kirkpatrick and Kirkpatrick (2016) new
world model for conducting evaluations. Additional details about the approach to evaluation
appear in Chapter 5.
The New World Kirkpatrick Model
Although there are many approaches to evaluation and alternative evaluation models, the
new world Kirkpatrick model (Kirkpatrick and Kirkpatrick, 2016) is well-suited to evaluating
training programs, and components of the model can be used by faculty who design and teach
their own courses. The authors identified four levels of evaluation, presented in inverted order:
● Level 4: Results: Targeted outcomes occur as a result of learning.
● Level 3: Behavior: Participants apply what they have learned.
● Level 2: Learning: Participants acquire the intended knowledge, skills, and attitudes.
● Level 1: Reaction: Participants find the experience engaging.
Kirkpatrick and Kirkpatrick (2016) attributed Level 4 results to a combination of organizational
purpose and mission. They further described Level 3 behavior as measuring the extent to which
learners are able to apply what they have learned to their jobs. Level 2 pertains to learning and
participants’ knowledge and is evaluated by an evaluator observing a variety of learning
activities that take place throughout the training. Much of Level 2 evaluation is formative in
nature. Level 1 evaluation of reaction measures participants’ views on the degree to which they
found the training engaging, relevant, and satisfying. Instructor observations of participants’

45
levels of engagement in learning activities and satisfaction with the course as expressed in class
discussions provide a quick and easy method for collecting feedback that can be acted on
quickly. End-of-course surveys are a common method for collecting information about
participants’ perceptions of their experience, and questions can be targeted to record participants’
perceptions of specific aspects of the experience (e.g., the organization and design of instruction
or the instructor’s approach to the delivery of instruction). These can be useful in evaluating the
extent to which instruction meets the needs of the target population.
The Kirkpatrick model has been used successfully to evaluate diversity training programs
(Holladay, 2004). In Holladay’s (2004) research using the Kirkpatrick model to evaluate a
diversity, equity, and inclusion (DEI) training program, the researcher observed behavioral
changes that confirmed the training goals were achieved. In the same study, the author also used
the Kirkpatrick model to evaluate design features of the diversity training. The study showed that
diversity training can be effective using the measures found in the Kirkpatrick model.
Kirkpatrick and Kirkpatrick (2021) suggested that the vision for DEI programs can be
translated into program results and that goals can be established for DEI. Progression toward and
achievement of these goals can be measured at Level 4, and behaviors leading to the
achievement of the goals can be assessed at Level 3. The authors suggested that successful
implementation of DEI programs requires defining and implementing a plan to evaluate Level 3
behavior.
Evaluating Effectiveness in Promoting Equitable Outcomes
The Kirkpatrick model can be used to collect key data for inclusion in an equity
scorecard and for use in the scorecard process to measure progress toward an organization’s DEI
goals. The diversity scorecard was introduced in 2001 and evolved into the Equity Scorecard in

46
2005 (Bensimon & Malcolm, 2012). The Equity Scorecard is intended to measure the
performance of practitioners and institutions rather than that of students (Bensimon & Malcolm,
2012). The Equity Scorecard process promotes equity-mindedness by focusing on the needs of
the diverse student population that faculty serve, including underserved and marginalized
populations (Center for Urban Education, n.d.).
According to Bensimon and Malcolm (2012), equity-mindedness involves the recognition
of race and racism. The Scorecard is not just a data tool; however, the data are necessary to
analyze equity practices. The authors claimed that examining disaggregated data creates a
context for thinking about race and equity. The idea is to use the data to show practitioners how
their actions impact outcomes for minoritized students. Through the process of inquiry,
practitioners can be encouraged to think about ways they can design and teach courses that lead
to better outcomes for marginalized students.
The Equity Scorecard process helps institutions understand how to improve equitable
outcomes. The Scorecard provides data tools that can be used to monitor progress toward racial
equity and to identify gaps that should be addressed. The goal is to conduct an in-depth inquiry
that gets at the root causes of outcome gaps. The process requires faculty and staff to focus on
what they can change to improve outcomes. This places the power to make change in the hands
of faculty and staff who work with students (Center for Urban Education, n.d.). The final section
of this chapter provides a summary of the curriculum content and the declarative and procedural
knowledge associated with each objective.
Summary of the Curriculum Content
Evolving from the literature and using the seven learning objectives as a guide, this
section provides a summary of the curriculum content using Smith and Ragan’s (2005)

47
knowledge types as a framework to identify what should be taught and how to teach it. The
section also provides a description of each knowledge type and how it is taught. The seven
learning objectives are listed in Table 2, accompanied by the associated declarative and
procedural knowledge that learners must acquire to achieve the learning outcomes of the
professional development curriculum.
Declarative Knowledge
Smith and Ragan (2005) identified three kinds of declarative knowledge: labels/names,
facts/lists, and organized discourse. To have declarative knowledge means to understand or know
the learning content. According to Smith and Ragan, learning strategies appropriate for teaching
declarative knowledge “include the use of mnemonics, elaboration strategies, imagery, analogy,
organization, chunking, linking, graphic organizers, and rehearsal” (p. 163).
Procedural Knowledge
According to Smith and Ragan (2005), procedures are typically the guidance (i.e., rules
of thumb) or steps for solving problems or accomplishing tasks. The authors asserted that
learning a procedure involves the ability to apply that procedure under a new set of
circumstances. To teach procedures, the steps of the procedure must be written out and clarified.
Decisions should be unambiguous. Table 2 shows the learning objectives and knowledge
requirements to achieve each objective. These are further explained and refined in Chapter 4.

48
Table 2
Seven Learning Objectives and Required Declarative and Procedural Knowledge
Learning objective Declarative knowledge Procedural knowledge
Analyze the learning context
and the learners’ needs.
Know the meaning of
learning context, learner
needs, and what it means to
analyze.
Describe the current learning
environment, think about
the learning system, and
analyze the learner’s context
and needs.
a
Identify and acknowledge
implicit biases that may
impact instruction that
emanate from designer
positionality.
Know the meaning of cultural
competence, expert and
automated knowledge, and
designer positionality.
Identify and acknowledge
implicit biases impacting
instruction that emanate
from who we are and what
we have experienced.
Identify the goals and
outcomes of instruction.
Describe the attributes and
distinguish between a
learning goal and objective.
Identify and articulate
learning goals and
objectives.
Apply evidence-based
learning design principles
and strategies to the design
of culturally relevant
learning and instruction.
Understand evidence-based
learning design principles
and strategies.
Apply appropriate
instructional strategies to
enable learners to learn
what they need to know.
Evaluate multiple forms of
media; choose and deploy
the media and methods
accessible and appropriate
to online learners’ learning
goals and diverse needs.
Know the meaning of
evaluating, choosing,
deploying media and
methods, and diverse needs
of learners.
Use a checklist to evaluate
and choose media.
Design, develop, and
implement assessments to
assess and evaluate learning
from instruction.
Know the meaning of types of
learning assessment as they
relate to the learning
outcomes.
Use a checklist to design,
develop, and implement
formative and summative
assessments.
Evaluate, revise, and improve
instruction to achieve
equitable outcomes for all
learners.
Define, describe, and
elaborate on the differences
between formative and
summative evaluation.
Enumerate strategies and
methods to evaluate, revise,
and improve curriculum.

a
Instructional design (3rd ed.), by P. Smith & T. Ragan, 2005, Wiley.

49
Chapter Three: The Learning Environment and the Learners
In describing instructional analysis, Smith and Ragan (2005) emphasized the importance
of analyzing the learning context by determining the need for instruction and describing the
learning environment. Chapter 1 analyzes the need for instruction and this chapter examines the
learning environment and the learners. Environmental analysis can be undertaken to describe
how instruction will be delivered in the instructional setting and how it will function within the
system in which it will be implemented (Tessmer, 1990). Analysis of the learning environment is
an important and sometimes overlooked step in the instructional analysis process that is critical
to ensuring appropriate design and successful implementation of the curriculum (Smith & Ragan,
2005).
Equally as important as the environmental analysis, Smith and Ragan (2005) emphasized
the importance of analyzing the characteristics of the targeted learners. The authors broadly
defined learner characteristics as falling into four major categories: cognitive, physiological,
affective, and social. They added that understanding the learners’ unique characteristics in the
context of the learning environment represents an important aspect of the instructional design
process that helps to set the stage for defining the curriculum design. Knowing and
understanding the learners is especially important in meeting the needs of underserved
populations (Bensimon & Malcolm, 2012; Gallavan, 2000; Kohli et al., 2009; Ladson-Billings,
2014).
Description of the Learning Environment
This section includes a description of the learning environment with characteristics of the
course facilitators, existing curricula, facilities, technology, and learning climate. The cultural
climate of ULRN is also discussed and explored to better understand ways in which bias and

50
learner preference may impact motivation to learn. Additional consideration is given to how the
media for the curriculum influences the technology available to learners.
Teacher, Trainer, and Facilitator Characteristics
The facilitators for this curriculum will need to be experienced and accomplished higher
education faculty. The ideal candidate for this role will have a combination of advanced
education and training in curriculum and instruction at the doctoral level, prior teaching
experience selecting and using a variety of media and methods, and a demonstrated commitment
to technology-assisted instruction as a valid and effective approach to achieving learning
outcomes in higher education. In addition, facilitators should represent the diverse demographic
and socioeconomic backgrounds of students and higher education faculty and have prior training
and experience in uncovering implicit bias and combating racism in educational settings. Ideally,
facilitators for this curriculum will demonstrate an awareness of the pivotal role the educational
system plays in promoting diversity and democracy in society.
SJT informed the design of the curriculum, so facilitators should be acquainted with the
seminal works of Rawls (1971/1999) and Freire (1970) and should understand how oppression
and racism deny access and opportunity to marginalized populations. Facilitators need to be able
to further apply these concepts to creating culturally relevant pedagogy and developing
multicultural approaches to the design and delivery of instruction in a postsecondary education
setting. They should demonstrate cultural competence and culturally relevant awareness,
especially the ability to reflect critically on their own worldview in preparation to reimagine
teaching and transform learning.

51
Existing Curricula or Programs
Although there is already much curriculum devoted to preparing higher education faculty
to teach online, this curriculum will ideally stand alone as a new and unique approach to
preparing faculty to teach in a post-COVID-19 world. The period from 2020 to 2022 represented
a unique and transformative time in higher education, as faculty and students moved rapidly
from a prepandemic environment, in which instructors delivered only a small portion of
instruction online to an emergency response in which instructors delivered virtually all
instruction remotely. Ultimately, instructors moved to a combination of face-to-face and online
instruction. Researchers have documented the nature of the emergency response as lacking in
many respects, and faculty who may have participated in prepandemic professional development
were generally ill-prepared for the emergency response characterized by remote instruction in
2020 (Hodges et al., 2020). This new curriculum is designed to reflect the unique nature of the
gap between what existed before the onset of COVID-19 and what is now needed to reimagine
higher education in a postpandemic environment. The gap may be addressed by formal, informal,
nonformal, or a combination of training approaches.
The terms formal and informal, when applied to learning, refer to who controls the
learning experience by setting the goals and objectives for learning (Eshach, 2007). Eshach
(2007) explained that in a formal learning environment, the organization’s training or learning
department sets goals and objectives, and in an informal setting, the learner sets them. Eshach
asserted that informal learning refers to situations in which learning occurs spontaneously, and
nonformal learning refers to an in-between status in which the organization guides the learning
objectives, but the motivation for learning originates with the learner. The terms intentional and
incidental learning refer to whether the goals and objectives of learning are planned or

52
unplanned. Formal learning is usually intentional, and informal learning is intentional if the
learner sets the objectives.
Bell (1977) suggested a metaphor to illustrate the interaction between formal and
informal training approaches: “Formal learning acts as bricks fused into the merging bridge of
personal growth with the mortar of informal learning” (p. 280). In designing the curriculum, I
adopted Bell’s (1977) metaphor, incorporating a combination of formal and informal approaches.
Although the training will be designed and developed with clear objectives emanating from the
need to address skills and knowledge gaps, opportunities for discovery and even unplanned
learning will be incorporated into the curriculum’s learning activities.
ULRN faculty engage in a variety of professional development activities to prepare to
teach online, including formal approaches to training, where the institution’s center for
excellence in teaching determines objectives, to informal approaches where the faculty sets their
own objectives and goals for learning. These informal training activities often commence in
response to an immediate need (e.g., the recent response needed to take instruction online at the
onset of the COVID-19 pandemic). Informal learning takes many forms, including videos,
reading, discussion blogs, chats, and coaching that occur away from the institution’s training
rooms. Informal learning can be intuitive, spontaneous, and creative and has advantages and
benefits over formal classroom learning, including lower stress and encouraged curiosity
(Eshach, 2007).
First and foremost, the curriculum was designed to model and demonstrate best practices
in the delivery of higher education instruction for a post-COVID-19 world. A blended approach
to learning encourages learners to consider merging face-to-face instruction with online delivery
to take advantage of lessons learned during the pandemic, while accounting for the changing

53
preferences of learners. Selection and deployment of media and technology were important
considerations to the curriculum design.
Available Equipment and Technology
This curriculum will be delivered in a blended format combining on-ground delivery in
the classroom with synchronous face-to-face and asynchronous online delivery. The format for
delivering instruction will dictate the equipment and technology required. Central to the delivery
will be a learning management system to host materials and learning content for all components
of the curriculum. In keeping with Merrill’s (2002) first principles, the approach was designed to
mirror and demonstrate the methods at the core of the professional development curriculum to
encourage the learners to integrate new knowledge into their world views. Applications deployed
will include Zoom, Google Docs, Slack, and other technologies commonly used to deliver online
and blended instruction.
Classroom Facilities and Learning Climate
The on-ground face-to-face component of instruction can be delivered in a conference
room or classroom, depending on the size of the class and availability of resources.
Accommodations for breaking out into small learning groups are important. A wireless internet
connection for the facilitator and participants, a video projector, and ample whiteboard space are
also needed. The complete curriculum, including the course syllabus, learning materials,
discussion boards, video content, administrative elements, and a learning technology
interoperability framework will be housed in an LMS accessible via the internet to the learners
and the facilitator.
The cultural climate of ULRN is biased against online learning for several reasons. At the
forefront of potential issues is the faculty’s general belief that face-to-face instruction provides

54
the preferred mode for transferring knowledge from the instructor to the learner (Baum &
McPherson, 2019). Faculty may prefer to emulate their own experiences as students receiving
face-to-face instruction, or they may desire to return to the style of face-to-face instruction that
dominated higher education before the pandemic. Accompanying these beliefs and preferences is
the misconception that expertise in the subject matter or discipline is the only prerequisite for
teaching courses at the college level (Koehler & Mishra, 2009). Discomfort using technology to
deliver instruction underlies these feelings (Espinet et al., 2020). Compounding these complex
issues, the rapid forced migration to online instruction caused by the COVID-19 pandemic
represented a fundamental emergency response that occurred without the careful planning
necessary to produce quality online learning experiences (Hodges et al., 2020). As a result of this
experience, faculty may have formed a negative view of online instruction that will need to be
addressed and overcome as part of the professional development curriculum.
Learner Characteristics
The purpose of this section is to describe the key characteristics of the learners for the
new professional development curriculum. Smith and Ragan (2005) emphasized the importance
of understanding the target audience and creating instruction with that audience in mind. They
cautioned against centering design around content and then searching for an audience. The target
audience for the curriculum is higher education faculty who must reimagine the design and
delivery of instruction in a postpandemic world. The learners are faculty at a large research
institution who display a diverse set of characteristics and motivations. They possess a wide
variety of experience and prior knowledge. With regards to instructional design and instructional
technology, faculty are generally novices as opposed to experts.

55
This section outlines the key learner characteristics, aptitudes, and prior knowledge that
were used to inform the curriculum design. Similarities and differences between learners were
considered. Differences, as identified by Smith and Ragan (2005), included the prior knowledge,
aptitudes, styles, and developmental stages of the learners. Similarities included sensory
capacities, information-processing capabilities, and cognitive processes (Smith & Ragan, 2005).
Cognitive Characteristics
Cognitive characteristics or styles refer to how individuals receive and process
information (Smith & Ragan, 2005). Ragan (1979) identified 11 different cognitive styles.
Differences in these styles were important to the curriculum design in identifying whether and
why learners would be able to perform learning tasks (Smith & Ragan, 2005). I discuss the
relevant characteristics next.
General Characteristics. Smith and Ragan (2005) indicated that the major
characteristics that should be included in a target audience description include aptitudes,
developmental level, literacy, cognitive styles and strategies, and general world knowledge. In
this section, I describe those characteristics for the target audience and present the prior
knowledge of the learners.
Snow and Swanson (1992) suggested aptitudes reflect the influence of prior learning on
present instruction. Smith and Ragan (2005) explained further that aptitudes encompass learners’
readiness to learn. General aptitudes are a single factor that an individual might possess, whereas
individuals may possess many specific aptitudes. The faculty who will be participating in this
training possess a variety of aptitudes.
The target population for this curriculum is comprised of faculty with doctoral degrees
from R1 institutions who are accomplished in their fields with fully developed cognitive abilities,

56
including attention, memory, reasoning, problem-solving, and processing of information. The
learners who participate will be very literate; many will have extensive publishing experience
and will have the ability to read and digest complex material. In addition, it is expected that
strong performance will be seen in areas of human functioning. Strengths may vary based on
discipline (e.g., verbal intelligence for the poet or journalist versus logical or mathematical
intelligence for the scientist or mathematician; Gardner & Hatch, 1989).
Prior Knowledge. The target audience for this curriculum will display a wide variation
in the level of prior knowledge in the design, delivery, media, and methods associated with
teaching college-level courses. From a general knowledge perspective, all members of the target
audience will have prior experience creating and teaching college-level courses in a face-to-face
environment. Due to the pandemic, virtually all of the learners will also have some informal and
formal training on the delivery of courses online, including training and experience with the
technologies associated with online instruction.
Smith and Ragan (2005) explained that general world knowledge encompasses many
factors and varies with age and culture. The learners will come from a very diverse set of
cultures. Consequently, they are likely to vary in the way they experience and interpret learning.
The authors also discussed the importance of the designer considering the specific prior learning
of the audience. Specific prior learning will vary widely among participants. For example, those
who teach in the education discipline will have had prior instruction in learning theories. Broader
exposure to the concepts of social justice and cultural competence may be more common among
participants, given the institutional emphasis on these areas in recent years. When designing this
curriculum, I assumed that faculty would already have this prerequisite knowledge or would seek
it. Due to the experience of teaching during the pandemic, most of the learners will possess a

57
basic knowledge of learning management systems, Zoom, and the applications needed to support
shared resources and collaboration. In order to address gaps in prior learning and to promote
mastery of the learning outcomes, the curriculum was designed to meet learners where they are
(Ambrose et al., 2010).
Physiological Characteristics
The target audience for this curriculum will enter the professional development program
with significant differences in physiological characteristics, including age, health, vision,
hearing, and physical features. Accommodations will need to be made for learners with unique
needs. Health issues may be a factor for some learners. The age of the participants will vary from
learners in their late 20s to older participants in their 50s, 60s, and 70s. Consequently, the
courses will need to be compliant with the Americans with Disabilities Act of 1990 and account
for differences in memory and cognitive processing. The curriculum will be designed to limit
cognitive load to maximize learning (Kirschner et al., 2009; Smith & Ragan, 2005; Vogel-
Walcutt et al., 2011). The inclusion of educated learners in the target audience suggests that
material will need to be intellectually challenging and stimulating. The multiple disciplines
represented by faculty participating in the program include an extensive range of intelligences
that were considered in the curriculum design.
Affective Characteristics
In this section, I describe the learners’ affective characteristics. Of significance and
importance to the learners are their motivation and attitudes toward learning. Academic self-
concept and anxiety levels can impact willingness and ability to learn (Fredrickson & Cohn,
2008; Pekrun, 2006). The learners’ beliefs will play an important part in determining openness to
learning new material. Most learners will enter this program to address changes in the work

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environment that have come about through changes in technology, increased adoption of online
learning, and the COVID-19 pandemic’s impact on higher education.
Motivation. For the purposes of developing a professional development curriculum, the
primary issue addressed was how to motivate people to engage in new learning (Weiner, 1990).
Although there are many theories to explain motivation, an important consideration is the
extrinsic motivating factors that motivate learners to acquire the additional knowledge and skills
needed to succeed in a changing educational environment and the internal factors that motivate
individuals to learn new information. Cerasoli et al. (2014) offered that extrinsically motivated
behaviors are often influenced by a concern for gain or loss. Perceptions of the need to learn new
approaches to instructional delivery have shifted over the last few years, from distrust and
reluctance about new methods in a stable prepandemic world to increased comfort and
acceptance of technology resulting from forced adoption during the pandemic (Seaman &
Johnson, 2021). Faculty have awakened to the implicit risks associated with depending
exclusively on a single mode for instruction delivery.
In his seminal work on social cognitive theory, Bandura (2001) posited that individuals
strive for a sense of agency, or the belief that they can control aspects of their lives. Central to
this theory is a sense of self-efficacy that derives, in part, from a sense of personal
accomplishment and observations of others’ accomplishments (Schunk & Pajares, 2002). When
task-specific self-efficacy and outcome expectations are high, people are assured and engaged
(Bandura, 1982). Participants in this course will have varying levels of self-efficacy and outcome
expectations regarding instructional design and working with various media. This range of
efficacy was accounted for in the curriculum design. Activities designed to promote an increased

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sense of self-efficacy, agency, and improved outcomes were incorporated into the curriculum to
promote improved learning outcomes.
Attitudes. Eagly and Chaiken (1993) defined attitude as a psychological tendency, either
positive or negative, based on an opinion and often expressed through behavior. For this
curriculum, learners are generally expected to have a positive attitude toward the content and the
learning experience. There may be exceptions, however, where faculty feel “forced” to
participate or may be resistant to change.
Anxiety level. The participants' anxiety level in relation to learning new material will
vary. Some of the participants will be confident and comfortable with theories of social justice,
cultural competence, cognitive learning theories, and the media and technology associated with
online delivery of instruction. Others may find these topics challenging and difficult to master or
accept. Issues related to social justice may elicit strong responses, and attention should be given
to ensuring a safe environment and encouraging participants to practice self-care. Emotional
states have been shown to impact learning, and positive emotions can be important in building
personal resources (Fredrickson & Cohn, 2008). Conversely, participants who feel strong
negative emotions may be challenged to engage and learn new material.
Beliefs. Participants’ beliefs about professional development and the subject matter
covered in the curriculum will vary based on their own unique experiences (Smith & Ragan,
2005). Beliefs about the need for professional development vary among faculty. Some
participants may see professional development as unnecessary and remedial. Beliefs about social
justice can be influenced by participants’ culture, and cultural backgrounds will vary widely.
Although it may not be realistic to expect to design a curriculum that accounts for all beliefs, it is

60
realistic to expect to design a curriculum inclusive of varying beliefs, thoughts, and opinions and
to encourage awareness of differences and open dialogue among the participants.
Social Characteristics
Participants will be a diverse set of learners exhibiting a wide variety of social
characteristics. Higher education faculty are afforded considerable autonomy and are protected
by university policies that encourage academic freedom. Consequently, faculty tend to think and
act independently. Due to availability of time and compensation for participation, full-time, part-
time, and adjunct faculty may respond differently to opportunities to participate in professional
development opportunities
Relationships to Peers. In working collaboratively, faculty have an opportunity to
initiate and sustain improvements to their professional practice to improve the quality of their
students’ education (Pugach & Johnson, 1995). Faculty may respond differently to collaborative
professional learning opportunities (Brownell et al., 2006). This tendency may be influenced in
part by the diverse nature of the participants’ backgrounds and experiences. For example,
participants teaching in the arts may not readily relate to participants from the sciences.
Feelings Toward Authority. The participants are adults who already teach at the college
level, so they will view themselves as equal in many respects to the course facilitator. Given their
considerable accomplishments and experience teaching, some may even see themselves as more
experienced and knowledgeable than the course facilitator. This may lead to apathy, a lack of
participation, and even conflict.
Demographic, Socioeconomic Status, Race, and Ethnicity. The diversity of learners
suggests that the curriculum should include a multicultural approach. The participants will
originate from a variety of socioeconomic and cultural backgrounds and will vary in age. I

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considered differences in development, especially the impact of age on attention, memory, and
learning in the curriculum design.
Implications of the Learning Environment and Learner Characteristics for Design
To be successful in reimagining education for the future, learners will need to be willing
to explore new ways of thinking about social justice, cultural competence, and bias. Learners
must possess the aptitude to learn new approaches to the design and delivery of instruction and
the ability to apply new concepts, theories, and techniques to develop new instructional
strategies. These and other relevant factors will impact the instructional strategies used to
facilitate curriculum delivery.
The amount of instructional structure and organization will be influenced by the extent of
experience and prior knowledge of the participants. The design of the curriculum accounts for
these differences, allowing the instructor to focus on meeting the learners where they are in terms
of prior knowledge and experience. Participants will all be working adults who have busy
schedules and limited time to devote to professional development. This suggests the medium and
media of instruction should be housed on an LMS platform that is easily accessible and flexible.
Participants may require additional training and technical support to take advantage of the media
and technology.
Participants will benefit from coaching and feedback from facilitators and interaction
with peers. Due to some of the challenges related to collaboration among peers and feelings
toward authority, attention should be given to facilitating relationship-building between
participants and the facilitator and among participants. This suggests that the curriculum should
account for timely responses to questions and participants receiving rapid response and feedback
on activities and assignments. Activities that encourage peer interaction should be considered, as

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the diversity in prior knowledge and experience of the participants can be leveraged to foster
informal learning among participants. If group work is required, guidelines for working in
groups should be provided. Relationships developed in the professional development courses can
lead to ongoing collaboration and sharing of best practices among participants (Brownell et al.,
2006).

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Chapter Four: The Curriculum
This chapter reintroduces the overall purpose and goals of the curriculum, provides a
description of the specific outcomes, and details the summative assessment. It also includes two
main components. The first section describes a process for conducting a curriculum analysis
using a variety of interview and observations strategies, also referred to as a CTA (Clark et al.,
2008) or information processing analysis (Smith & Ragan, 2005). According to Clark et al.
(2008), CTA captures a description of the knowledge that experts use to perform complex tasks.
Smith and Ragan (2005) described the process of conducting an information processing analysis
as breaking down instructional goals into the parts that students need to learn to reach the goal.
The purpose of the second section of the chapter is to conduct lesson analysis to inform the
design of the units of instruction, including the what, where, and how, as well as the sequence in
which the content should be presented.
Overall Curriculum Goal, Outcomes, and Summative Assessment
As described in Chapter 1, the last several decades have witnessed significant expansion
in online and remote instruction (Seaman et al., 2018), and higher education faculty are being
called upon to teach using a variety of media and technology (Garrett et al., 2020). The COVID-
19 pandemic greatly accelerated this trend, and even as faculty return to campus in 2022, faculty,
students, and administrators have expressed significant interest in continuing online, hybrid, and
blended approaches to instruction (Seaman & Johnson, 2021). These events triggered interest in
evaluating a need for professional development for faculty.
A needs assessment identified the organizational goal and established a need for the
curriculum: ULRN’s strategic plan emphasized the importance of teaching and mentoring and
called upon faculty, students, and staff to reimagine higher education with expanded access and

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opportunity and to incorporate online technologies into the classroom. The needs assessment
further determined that additional learning was needed to accomplish this goal. To address the
gap in performance, the purpose was to develop a curriculum for higher education faculty that
would impart evidence-based knowledge, skills, and attitudes to prepare faculty to design and
teach effective courses, independent of the medium of instruction.
I identified the learning goals by starting with a bootstrapping process (Clark et al., 2008)
that included a preliminary review of the literature and a task analysis conducted with experts. I
then conducted a high-level CTA followed by an in-depth literature review, with the result a final
list of process steps intended to achieve the curriculum purpose. To accomplish the learning goal,
learners will need to be able to
● design, develop, and teach courses through a social justice lens;
● analyze the learning context and the needs of the learners;
● identify and acknowledge implicit biases that may impact instruction that emanate
from designer positionality;
● identify the goals and outcomes of instruction;
● apply evidence-based learning design principles and strategies to the design of
culturally relevant learning and instruction;
● evaluate multiple forms of media and choose and deploy the media and methods
accessible and appropriate to the learning goals and diverse needs of learners in an
online environment;
● design, develop, and implement assessments to assess and evaluate learning from
instruction; and
● evaluate, revise, and improve equitable outcomes from instruction.

65
Mayer (2011) described the three targets of assessment as learning outcomes, processes,
and characteristics. Smith and Ragan (2005) suggested that for the purposes of evaluating an
individual student’s performance, summative evaluation can tell whether students have reached
the instruction goals. Learners in this curriculum will have their knowledge of learning principles
and their ability to apply them to course preparation within their discipline assessed. Ambrose et
al. (2010) emphasized the importance of coupling practice with meaningful feedback to enhance
mastery in learning. To promote mastery, the summative assessment includes a final project that
requires learners to apply the concepts learned in the course. Learners will prepare a lesson plan
that includes a description of the course material accompanied by facilitator notes. The
summative assessment will also include a description of the instructional sequence, learning
activities, and instructor and learner actions and decisions. Trained facilitators will review the
final assessment and provide feedback to the learners.
Cognitive Task Analysis
CTA is an extension of traditional task analysis used to identify the knowledge and
thought processes underlying observable tasks (Chipman et al., 2000). Its purpose is to elicit how
experts perform complex tasks and solve difficult problems (Clark et al., 2008). In designing the
professional development curriculum for faculty, CTA was used to describe the steps involved in
designing, developing, and instructing a course.
I conducted the CTA in multiple phases. In the initial phase, a bootstrapping process was
used to review existing approaches to capture instructional content (Clark et al., 2008). I
reviewed documentation of existing professional development courses intended to prepare higher
education faculty to design and teach curricula. Next, I conducted a preliminary literature search
to identify a preliminary list of main process steps. In the next phase of the CTA, I interviewed

66
three SMEs to confirm the correctness of the initial steps and begin to identify and expand on the
subtasks that support the overall process (Clark et al., 2008). I chose the SMEs for this
curriculum for their expertise in the field of educational psychology, with expertise in learning
theory, instructional design, and the effective use of media in instruction. In the final phase, I
conducted an in-depth literature review in support of the steps and substeps identified by the
SMEs and then incorporated them into a final list of process steps that would inform the learning
objectives for the curriculum.
Chao and Salvendy (1994) recommended interviewing more than one expert to ensure the
completeness, accuracy, and validity of the results. Multiple experts and a review process can
avert issues with unconscious knowledge and automaticity found in experts, who tend to describe
how things are done instead of why (Clark et al., 2008). Notes from the interviews were
transcribed to allow comparisons between the experts’ views. Once I had reviewed and revised
the reports, I combined them into one final gold standard CTA, which became the blueprint for
instructional design (Clark et al., 2008).
The CTA protocol used to conduct the interviews (Yates, 2016) divided the process into
two parts. The initial preliminary interviews focused on broader, macrolevel steps that outlined
the major tasks that must be learned to meet the curriculum objectives. A second round of
interviews included questions to focus on microlevel tasks specific steps needed to plan
instruction for the major tasks. The preliminary first round CTA interviews revealed the
following information:
● Objective: High-level findings from the CTA, including the major tasks that must be
learned to meet the overall objectives of the curriculum to prepare higher education
faculty to reimagine the design and delivery of instruction in a post-COVID-19

67
world.
● Cue: How do you know when to start it? Faculty will begin to design or redesign their
courses when they receive their course assignment for the semester.
● Condition: What is the context in which the task is performed? The task is performed
by faculty who are teaching in a college or university that requires or allows courses
to be designed for online, blended, or hybrid delivery.
● Standards: How fast do they have to do it? How accurately measured? The notice
period and time available to design and develop a course prior to implementation may
vary depending on several factors. Often, syllabi must be prepared using a university-
mandated template that includes required elements of instruction and will be
reviewed and approved by a department chair or committee prior to distribution to
students.
● Equipment: What supplies and materials does the task require? The task requires a
computer with access to the internet and application software, including an LMS and
Microsoft Office.
● Steps: The main steps in the CTA are denoted with the source, with “LIT” indicating
the literature review and “SME(s)” indicating the subject matter experts as the source:
o Design, develop, and teach courses through a social justice lens (LIT; SMEs
1, 2, 3).
o Analyze the learning context and the needs of the learners (LIT; SMEs 1, 2, 3)
o Identify and acknowledge implicit biases that may impact instruction that
emanate from designer positionality (LIT; SME 3).
o Identify the goals and outcomes of instruction (LIT; SMEs 1, 2, 3)

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o Apply evidence-based learning design principles and strategies to the design
of culturally relevant learning and instruction (LIT; SMEs 1, 3).
o Evaluate multiple forms of media and choose and deploy the media and
methods accessible and appropriate to the learning goals and diverse needs of
learners in the context of an online environment (LIT; SME 3).
o Design, develop, and implement assessments to assess and evaluate learning
from instruction (LIT; SMEs 1, 2, 3).
o Evaluate, revise, and improve instruction to achieve equitable outcomes for all
learners (LIT; SMEs 1, 2, 3).
These steps were validated by both the CTA and literature review. In the next section, the major
steps will be used to create the units of instruction.
Overview of the Units
An initial bootstrapping process that included a review of the literature and a preliminary
round of interviews with SMEs revealed that in authentic learning environments, the steps listed
in the previous section should be performed in sequence to achieve effective instructional design
results. Each step would appear to be moderately complex, requiring prerequisite knowledge that
most learners would recognize. However, the frame and methods to incorporate this knowledge
may be somewhat new to the learners. Moreover, the novelty of the approach should be weighed
with practical considerations, such as the time required to complete each main step. As a result,
the units derived from the main steps are listed in the next section.

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List of Units
Based on the analysis in the CTA, the major units of instruction are as follows:

● Unit 1: Analysis and Assessment. How to analyze the learning context and learners’
needs.
● Unit 2: Implicit Bias. How to examine implicit biases that may impact instruction that
emanate from designer positionality.
● Unit 3: Goals and Outcomes. How to identify the goals and outcomes of instruction.
● Unit 4: Learning Design and Instructional Strategies. How to apply evidence-based
learning design principles and strategies to the design of culturally relevant learning
and instruction.
● Unit 5: Media and Methods. How to evaluate multiple forms of media and choose and
deploy the media and methods accessible and appropriate to the learning goals and
diverse needs of learners in an online environment.
● Unit 6: Assessment and Evaluation. How to design, develop, and implement
assessments to assess and evaluate learning from instruction.
● Unit 7: Revise and Improve. How to evaluate, revise, and improve equitable
outcomes from instruction.
● Unit 8: Capstone. Complete a capstone project that serves as a summative evaluation.

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Visual Overview of the Units
Table 3 provides a visual representation of the units identified through the CTA.

Table 3
Learning Outcomes and Units of Instruction
Unit Outcome
1 Analyze the learning context and learners’ needs.
2
Examine implicit biases that may impact instruction that emanate from designer
positionality.
3 Identify the goals and outcomes of instruction
4
Apply evidence-based learning design principles and strategies to the design of
culturally relevant learning and instruction.
5
Evaluate multiple forms of media and choose and deploy the media and methods
accessible and appropriate to the learning goals and diverse needs of learners in an
online environment.
6
Design, develop, and implement assessments to assess and evaluate learning from
instruction.
7
Evaluate, revise, and improve instruction to achieve equitable outcomes for all
learners.
8 Complete a capstone project that serves as a summative evaluation.

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Scope and Sequence Table
Smith and Ragan (2005) described the scope and sequence chart as a fundamental
curriculum tool. The purpose of the scope and sequence table is to organize the elements of the
curriculum. Scope refers to “what” is being taught (Smith & Ragan, 2005). Sequence indicates
the instruction that is planned for each unit of instruction. The scope and sequence chart provides
a visual representation of the way in which instruction is organized and integrated to accomplish
the objective of the curriculum. Table 4 provides the scope and sequence for the curriculum.

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Table 4
Scope and Sequence for the Curriculum

Outcome Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8
Design, develop, and teach courses through a social
justice lens.
I R R R R R R M
Analyze the learning context and learners’ needs. I R R R R R R M
Examine implicit biases that may impact instruction that
emanate from designer positionality.
I R R R R R R M
Identify the goals and outcomes of instruction. P I R R R R M
Apply evidence-based learning design principles and
strategies to the design of culturally relevant learning and
instruction.
P I R R R M
Evaluate multiple forms of media and choose and deploy
the media and methods accessible and appropriate to the
learning goals and diverse needs of learners in an online
environment.
I R R R M
Design, develop, and implement assessments to assess and
evaluate learning from instruction.
P I R R R M
Evaluate, revise, and improve instruction to achieve
equitable outcomes for all learners.
P I M

Note. P = preview; I = introduce; R = reinforce; M = master.

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Delivery Media Selection
In their foundational work, Richey and Tessmer (1995) suggested that media selection is
an important consideration in creating an effective learning environment. Environmental analysis
for media selection should focus on where and how the instruction will be used. “Where”
includes the physical factors, and “how” includes the learning system in which the instruction is
embedded (Tessmer, 1990). Smith and Ragan (2005) described the medium or media used to
deliver instruction as “the physical means by which the instructional message is communicated”
(p. 309; e.g., television, print materials, teacher, or computer).
Clark et al. (2010) asserted that the media choice does not influence learning or
motivation. They contended it is the instructional design methods that make the difference in
how effectively instruction achieves the learning objectives. They further asserted that media
simply convey instruction and do not determine student achievement. In a seminal work, Clark
and Salomon (1986) concluded: “Past research on media has shown quite clearly that no medium
enhances learning more than any other medium regardless of learning task, learner traits,
symbolic elements, curriculum content, or setting” (p. 474). The ultimate objective of the media
selection process is to find the most cost-effective method to deliver the training (Clark et al.,
2010). In this curriculum, media selection is discussed in terms of the general and specific
instructional platforms, followed by client preferences, and finally, the specific media choices for
the curriculum.
General Instructional Platform Selection in Terms of Affordances
Clark et al. (2010) proposed a 2-stage process for media selection that incorporates an
initial phase to select instructional methods. A second stage follows in which media is selected to
support the cognitive processes that facilitate learning. Instructional methods are selected to

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support specific cognitive processes. The authors continued that media selection follows the
choice of instructional design methods. Media choice is based on media attributes that define
their functionality in transmitting information to promote learning and are an important
consideration in the selection process. The choice of media and its ability to perform
instructional functions is directly linked to cost, access, and time to learn.
This curriculum can be delivered in either a fully online or a blended format in which
instruction combines on-ground delivery in the classroom with synchronous face-to-face delivery
and asynchronous delivery online. The online components of instruction will be housed in an
LMS such as Canvas or Blackboard that is accessible to instructors and learners from computers
and mobile devices with internet access. The blended approach also requires a physical
classroom on campus to allow for face-to-face meetings between the instructors and learners.
Access
Access examines ideas such as who, where, and how many learners (Clark et al., 2010).
The choice of media can significantly impact the accessibility of learning. Smith and Ragan
(2005) asserted media is the physical means for delivering instruction, and the implicit
limitations of a physical instruction location can restrict access and limit the number of learners.
An online modality can remove physical barriers to access by making instruction available to
remote learners who may not be able to physically attend training in a classroom facility (Clark
et al., 2006). Online learning can also remove capacity constraints associated with a physical
location. In addition to removing physical barriers, online learning delivered asynchronously can
increase flexibility for learners who are attempting to balance other commitments, including
work, family, and school. The target audience for this training is faculty at a large research
institution who will benefit from the access and flexibility afforded by online learning. Blended

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learning can also be used to afford access and flexibility while retaining a face-to-face
component.
Consistency
Clark et al. (2010) suggested that consistency is an affordance. Consistency relates to the
importance of having the same content and pedagogy delivered to all learners. This may apply in
part or as a whole. Notably, instructors should deliver some content consistently and should
customize other content to the learner.
In their foundational work, Merrill et al. (1979) referred to instructional quality as the
degree to which instruction is effective, efficient, and appealing. Within the context of this
definition, the authors emphasized the importance of consistency between the purpose of the
course and its objectives. Consistency in the content and delivery of instruction can enhance
confidence in reliably achieving the learning outcomes; however, some content may be best
customized to the learner. Housing the content of the course with an LMS promotes consistent,
reliable, and scalable delivery.
Cost
According to Clark et al. (2010), “if more than one medium offer the same learning
supports, then the choice between them is based on cost and availability—not on learning
benefits” (p. 4). Cost of delivery may be calculated by including one-time and recurring direct
and indirect costs associated with human resources, equipment, and software. The authors
recommended selecting the delivery platform with the lowest cost per student or the lowest
value-enhanced cost. The cost per student value can be established by adding up all the direct
and indirect costs associated with a platform and then dividing by the number of learners
expected to complete the curriculum. Clark et al. explained that value-enhanced cost is

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calculated through surveys of key stakeholders to determine their perceived value and then
subtracting the average value assigned by the stakeholders from the cost per student.
Specific Instructional Platform Selection in Terms of Restrictions
Clark et al. (2010) identified three instructional methods that restrict media selection.
These methods are limitations or constraints that must be considered in selecting media.
According to the authors, learners may need to rely on sensory information for input into key
decisions. For example, developing culinary expertise requires an expert sense of taste and smell.
Faculty preparing to teach online do not need access to taste and smell; however, they do need
access to visual and auditory input. If media is selected for instruction in this example that does
not support the appropriate sensory input, it may be difficult to achieve the learning objectives.
For learners to make procedural decisions, they often must have conditional knowledge
that depends on conceptual authenticity (Clark et al., 2010). The more complex the condition
(e.g., soldiers making decisions in combat conditions), the higher level of authenticity required.
In training soldiers for decision-making on the battlefield, the media employed should support an
authentic learning environment (e.g., a computer simulation). To prepare faculty to teach online,
the media that best creates the online classroom environment is an LMS with both asynchronous
and synchronous capabilities.
The more complex the knowledge that learners need to meet the course learning
objectives, the more important it is that the media provide for observation and immediate
synchronous feedback (Clark et al., 2010). For faculty learning to design curriculum and prepare
to teach online, immediate feedback on complex tasks from an expert facilitator represents an
important consideration in the curriculum design. The media selected to deliver instruction will
need to support synchronous corrective feedback. Fortunately, a variety of existing technology

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solutions allow for real-time observation, interaction, and feedback in an online or remote
environment. Table 5 shows key considerations for media selection for the present professional
development curriculum.

Table 5
Key Considerations for Media Selection

Key consideration Media considerations
Conceptual authenticity Must create an authentic online classroom
environment
Immediate feedback Must support synchronous observation and
feedback by expert facilitator
Special sensory requirements Must support sensory input relevant to
learning and developing expertise in higher
education curriculum and instruction: visual
and auditory

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Using these key considerations to select the media for the present curriculum indicated
that this curriculum can be delivered in either a fully online or a blended format. Instruction will
combine either on-ground delivery in the classroom or synchronous face-to-face online delivery
with asynchronous online delivery. The rationale for this decision can be found in examining the
three instructional restrictions identified by Clark et al. (2010).
From a sensory perspective, visual and auditory information is sufficient to accomplish
the learning objectives. To promote conceptual authenticity, the training will be delivered in a
format that models the environment learners will encounter posttraining. The training
environment can be fully online or can incorporate both on-ground and online instruction to
depict conditional knowledge on when and where to deploy these modalities. The complexity
associated with making decisions about the delivery of instruction in a higher education
environment calls for greater authenticity. Learners will also benefit from synchronous feedback
that includes observation of the complex tasks associated with designing the curriculum
accompanied by corrective feedback provided by an expert facilitator.
Client Preferences or Specific Conditions of the Learning Environment
Clark et al. (2006) pointed out that media decisions are often made at the wrong point in
the design process because the organization focuses on a particular medium, or administrators
want to appear to be using the most recent technology. In this case, the client is the faculty who
must be able to teach in an online, blended, or hybrid format, and the organization provides the
resources to develop the training. The fact faculty juggle multiple responsibilities makes access
and flexibility important factors in media selection. In addition, university administrators are
concerned with efficiency and effectiveness of the training and are conscious of cost. Online
media afford access and flexibility; however, upfront developmental costs for online courses

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typically exceed those for curriculum developed for on-ground delivery. I expected this
curriculum to be widely used by the client and to have a long shelf-life, and these factors drive
down the overall cost per student over time, making the online option cost-competitive. For this
and the other reasons outlined previously, the shift to online media suggested that the best media
choice for this curriculum was an online modality.
Specific Media Choices
In considering the specific media choices for this curriculum, I evaluated and discussed
general and specific instructional platforms and client preferences. Media selection involves
choosing an option that supplies the conditions to achieve the learning objectives (Smith &
Ragan, 2005). For example, a required skill demonstration would dictate a media through which
learners could show the skill in action (e.g., film, video, or live demonstration). Similarly, if
learners must respond to questions and engage in a dialogue with other learners, then the media
must facilitate this interaction, such as through face-to-face instruction, video conferencing, or
through a live chat function.
Characteristics of the learners can also influence the media section based on matches with
media attributes (Smith & Ragan, 2005). The learners’ ability to hear and see will influence
design decisions and media selection. The physical proximity, commuting distance, and
availability of parking can influence decisions about the use of classrooms. Access to computers
and the internet, as well as technical skills and attitudes toward media, may influence media
selection decisions.
Given the practical and contextual conditions discussed for this curriculum, I narrowed
the choices to physical classroom, blended, and fully online delivery options. The benefits of
online delivery provide a clear advantage for delivering this curriculum. Technology is available

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to support the need for a synchronous component to allow for observation and immediate
feedback in a 100% online modality. Alternatively, a blended approach that combines online and
on-ground approaches would also be well-suited for this use case. Consequently, I designed the
curriculum in a blended format with an option to deliver the face-to-face components online
using videoconferencing capabilities in the event that classroom space is not available to
learners. Table 6 shows a comparison of the media choices identified and discussed.

Table 6
Media Choices for the Curriculum
Media Purpose Benefits
Physical classroom,
print-based
Introduction of concepts,
processes, and principles.
Demonstrations of principles
Synchronous delivery provides
greater potential for immediate
feedback from instructor
Lower cost (minimal equipment
required)
Blended, online/on-
ground, electronic
Introduction of concepts,
processes, and principles
Demonstrations of principles
Content delivery
Practice exercises
Assessment
Consistency
Synchronous/asynchronous
delivery
Limitless content storage
Improved access
One hundred percent
online, electronic
video
videoconferencing
Introduction of concepts,
processes, and principles
Demonstrations of principles
Content delivery
Practice exercises
Assessment
Consistency
Synchronous/asynchronous
delivery
Limitless content storage
Access
Flexibility
Self-paced

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General Instructional Methods Approach
Multiple theories inform the foundational base for instructional design principles;
however, cognitive learning theories currently dominate the field of instructional design (Smith
& Ragan, 2005). The principles used to design instruction for this curriculum are grounded in
cognitive learning theories. Well-known cognitive learning theories that informed the design of
this curriculum included information processing theory, schema theory, and level-of-processing
theory. Schema theory is an information processing theory that explains how the brain structures
knowledge. In his seminal work, Bartlett (1932) described a procedural schema as a unit of
knowledge organized around past experiences that helps individuals make sense of new
experiences. Level-of-processing theorists suggest that deep processing of information that
incorporates elaboration rehearsal and a more meaningful analysis leads to long-term recall
(Craik & Lockhart, 1972). Information processing theory focuses on cognitive factors within the
learner’s brain structure, with less emphasis placed on the environment (Smith & Ragan, 2005).
Central to this theory are ways in which memory is believed to function.
Mayer (2011) identified the three memory stores that play a part in meaningful learning:
sensory memory, working memory, and long-term memory. The architecture and capacity of
these memory systems have implications for learning, as the limited capacity of working
memory compared to sensory memory and long-term memory creates a bottleneck in the system
(Mayer, 2011). Researchers use CLT to address the challenges of designing instruction sensitive
to learners’ working memory load limitations.
Cognitive Load Theory
Smith and Ragan (2005) described the concept of cognitive load: “In learning we may
experience a feeling of being ‘overloaded,’ this is caused by the overloading of working memory

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or difficulty in retrieving relevant prior knowledge with which to integrate it, rather than a
saturation of long-term memory” (p. 28). In CLT, researchers have identified two main
categories of cognitive load: intrinsic and extrinsic load (Choi et al., 2014). Researchers can
determine intrinsic cognitive load by the intrinsic nature of the learning task. They can determine
extrinsic cognitive load by the way in which the task is presented. For instruction to succeed,
cognitive load cannot exceed working memory capacity (Kirschner et al., 2009). Poorly designed
instruction creates an extra load on the working memory and inhibits learning. Organizing
instruction into mental frameworks for understanding and remembering information using
existing knowledge structures called schemas can aid in the storage of information in long-term
memory (Kirschner et al., 2009; Mayer, 2011). Planning for instruction using generative and
supplantive learning concepts and principles can address the challenges identified in CLT (Smith
& Ragan, 2005).
Generative and Supplantive Learning
Smith and Ragan (2005) discussed the role and use of generative and supplantive
learning and principles for determining the optimal degree of instructional support. In generative
approaches to learning, learners process information by generating the majority of the
instructional events themselves. In contrast, supplantive strategies provide the events of
instruction directly to the learner. Generative approaches require the learner to elaborate or relate
new information to prior knowledge structures, which Reigeluth (1983) claimed resulted in
better learning in his formulation of elaboration theory. However, Smith & Ragan (2005)
explained generative strategies typically place high demands on learners’ working memory, and
supplantive strategies tend to limit cognitive load. The authors continued that this dichotomy
suggests the need for a balanced instructional strategy:

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An optimal instructional strategy goes as far toward the generative pole as possible while
still providing sufficient support for learners to achieve learning in the time possible.
Instruction should progressively move toward the generative pole, as learners gain skill,
knowledge, motivation, and confidence. (pp. 145–146)
Smith and Ragan added that a balanced instructional strategy can be interesting, relevant, and
motivating and can include activities, scaffolding, and other forms of support to activate
learners’ information processing.
Learner characteristics play an important part in determining the appropriate balance
between generative and supplantive strategies. According to Smith and Ragan (2005), learner
characteristics are the “most critical factor influencing the balance between generative and
supplantive approaches” (p. 145). Learners with substantial prior knowledge, greater aptitude,
and high levels of motivation can tolerate higher levels of generative instructional strategies.
Conversely, learners who are anxious, skeptical, or lack prior knowledge require more structure
and support.
Events of Instruction
Cognitive learning theorists have identified three key considerations for the design of
instruction: gaining attention, organizing, and elaborating (Gagne et al., 1992; Mayer, 2011;
Reigeluth, 1979; Smith & Ragan, 2005). Together, these considerations comprise the events of
instruction that promote learning, and the components of good instructional design fall into one
of these three categories. According to Clark et al. (2010), instruction has two major
components. The first is to provide information that people want to learn, and the second is to
structure the information in a way that does not distract the learner.

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As described in Chapter 2, Merrill (2002) conducted a meta-analysis of the major
instructional design theories and identified five key principles. He found that many instructional
design models are problem-centered and include four distinct phases of instruction: a) activate
prior knowledge, b) demonstrate skills, c) apply skills, d) and integrate skills into real-world
activities. Clark et al. (2010) devised the GEL approach, which I described in greater detail in
Chapter 2, incorporating CTA and Merrill’s (2002) five instructional principles.
To implement GEL in a curriculum, the designer must first sequence groups of problems
into lessons, then identify prior knowledge and prerequisite knowledge, and finally provide
challenging, competency-based assessments. I detailed the seven components of lesson design
that encompass the events of instruction for this curriculum in the second part of this chapter and
in Appendix A. A brief summary follows:
1. learning objectives,
2. purpose for learning (benefits and risks avoided),
3. overview (prior knowledge, new knowledge, learning strategies)
4. prerequisite knowledge (knowledge needed to solve a problem or learn a procedure),
5. learning guidance through demonstration,
6. practice and feedback, and
7. authentic assessment of learning performance.
Social Justice Lens
As discussed in Chapter 1, an important goal of designing the curriculum was to better
prepare faculty to promote access and opportunity to higher education for marginalized and
underserved populations. I designed the curriculum to motivate higher education faculty to
design and teach effective courses as viewed through a social justice lens. In this context, to

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teach through the lens of SJT means to adopt a view that is informed by SJT and to utilize a
culturally relevant approach to pedagogy. It is not within the scope of this curriculum to provide
in-depth SJT training on implicit bias and diversity for faculty, but organizations such as the
National Education Association (n.d.) do provide courses on these outcomes. In the design of
this curriculum, I assumed that faculty would already have this prerequisite knowledge or would
seek it. I incorporated a social justice lens into this curriculum by including collaborative and
culturally responsive pedagogical approaches to teaching and learning (Gay, 2002). The
literature, as reviewed in Chapters 1 and 2, suggested that this goal is best accomplished by
bringing conscious awareness (Freire, 1970) of the issues to faculty and preparing them to design
and implement collaborative and culturally responsive pedagogical approaches to teaching and
learning (Gay, 2002; Irvine, 2010; Ladson-Billings 1995a, 1995b, 2014). As described in
Chapter 1, culturally responsive approaches include the following:
• raising awareness of social justice issues and the impact of inequities on marginalized
populations (see Learning Goal 1),
• identifying and acknowledging implicit biases that may impact instruction that
emanate from designer positionality (see Learning Goal 3),
• applying evidence-based learning design principles and strategies to the design of
learning and instruction that include culturally responsive pedagogies (see Learning
Goal 5),
• evaluating multiple forms of media and choosing and deploying the media and
methods accessible and appropriate to the learning goals and diverse needs of learners
in an online environment (see Learning Goal 6), and
• evaluating, revising, and improving instruction to achieve equitable outcomes for all

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learners (see Learning Goal 8).
I incorporated collaborative and culturally responsive pedagogical approaches to teaching
and learning throughout the curriculum (see Table 4). I incorporated raising awareness of social
justice issues and the impact of inequities on marginalized populations into Lessons 1 and 2.
Identifying and acknowledging implicit biases that may impact instruction that emanate from
designer positionality occurs in Lesson 2. Applying evidence-based learning design principles
and strategies to the design of learning and instruction that include culturally responsive
pedagogies is incorporated into Lesson 4. Evaluating multiple forms of media and choosing and
deploying the media and methods accessible and appropriate to the learning goals and diverse
needs of learners in an online environment occurs in Lesson 5. And evaluating, revising, and
improving instruction to achieve equitable outcomes for all learners is incorporated into Lesson
7.
In conclusion, I relied on a foundational base of cognitive learning theories in
combination with evidenced-based instructional design principles based on Merrill’s (2002) first
principles and GEL to execute an efficient and effective approach to instructional design in this
curriculum. Combining grounded theories with evidence-based principles ensures an approach
that minimizes cognitive load and enhances learning by activating attention and organizing
instruction to establish purpose, arouse interest and motivations, draw connections to prior
knowledge, and elaborate through activities. I incorporated collaborative and culturally
responsive pedagogical approaches to teaching and learning throughout the curriculum. The
approach includes a summative assessment that affords opportunities for informational feedback.
In total, I intended the general instructional methods approach to maximize achievement of the
instructional goals. The next section details the design of the units of instruction.

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Description of Specific Learning Activities
This section describes the learning activities for the eight units of instruction that
comprise the curriculum. The description begins with a general overview of the course
curriculum in Unit 1 and then addresses each lesson in detail, including the terminal and enabling
objectives, high-level learning activities, and the assessment. More detailed lesson plans that
describe lesson materials, learner characteristic accommodations, facilitator’s notes, and a full set
of instructional activities appear in Appendix A. These detailed sets of instructional activities
describe the instructional sequence and timing, instructor actions and decisions (supplantive),
and the associated learner actions and decisions (generative) for each learning activity. Together,
the lesson plans comprise the facilitator’s overview of the curriculum. Course materials that will
be available to curriculum facilitators for each unit of instruction appear in Appendix A.
Appendix A also includes the course materials associated with Unit 2 as an example of the
materials that can be developed if the curriculum is implemented.
Unit 1 Overview
Terminal Learning Objective
Given the responsibility for designing and teaching a course, the terminal learning
objective was for faculty will be able to analyze the learning context and learners’ needs.
Prerequisite Analysis
The prerequisite analysis (i.e., enabling objectives) includes the following:
● Know the meaning of learning context.
● Know the meaning of learner needs.
● Know the meaning of analyze.
● Be able to analyze the learning context.

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● Be able to analyze the needs of learners.
Learning Activities
The learning activities include the following:
● After introductions, attention activities, and learning objectives, assess prior
knowledge of the meaning of analyzing the learning context and learners’ needs.
● Teach any necessary prerequisite knowledge by providing definitions and examples
and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for analyzing the learning context.
● Provide practice and feedback for analyzing the learning context.
● Model the procedure for analyzing learners’ needs.
● Provide practice and feedback for analyzing learners’ needs.
● Provide opportunities to transfer knowledge to analyze the learning context and
learners’ needs.
Assessment
Given a course they are designing, learners will complete a learning context analysis and
learner needs assessment that meets a rubric.
Unit 2 Overview
Terminal Learning Objective
To demonstrate cultural competence and develop culturally relevant educational
experiences, faculty will be able to examine implicit biases that emanate from designer
positionality and explain the impact of bias on instruction.

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Prerequisite Analysis
The prerequisite analysis (i.e., enabling objectives) includes the following:
● Know the meaning of cultural competence.
● Know the meaning of implicit bias.
● Know the meaning of designer positionality.
● Be able to examine implicit biases.
● Be able to explain how implicit bias emanates from designer positionality.
● Be able to explain the impact of bias and designer positionality on instruction.
Learning Activities
The learning activities include the following:
● After introductions and attention activities and learning objectives, assess prior
knowledge of the meaning of cultural competence, automated and unconscious bias,
and designer positionality.
● Teach any necessary prerequisite knowledge by providing definitions and examples
and nonexamples for concepts and appropriate strategies for teaching principles.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for examining implicit bias.
● Provide practice and feedback for examining implicit bias.
● Model the procedure for explaining how implicit bias impacts
designer positionality.
● Provide practice and feedback for explaining how implicit bias impacts
designer positionality.

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● Model the procedure for explaining how implicit bias and designer
positionality impact instruction.
● Provide practice and feedback for explaining how implicit bias and designer
positionality impact instruction.
● Provide opportunities to transfer knowledge to examine implicit biases that may
impact instruction that emanate from designer positionality.
Assessment
Learners will be assigned several tasks with rubrics to complete prior to the next class
meeting to identify and acknowledge implicit biases that emanate from designer positionality and
explain the impact on instruction.
Unit 3 Overview
Terminal Learning Objective
To design their own course for delivery, faculty will be able to identify the goals and
outcomes of instruction.
Prerequisite Analysis
The prerequisite analysis (i.e., enabling objectives) includes the following:
● Know the meaning goals of instruction.
● Know the meaning of outcomes of instruction.
● Be able to identify goals of instruction.
● Be able to identify outcomes of instruction.
Learning Activities
The learning activities include the following:
● After introductions and attention activities and learning objectives, assess prior

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knowledge of the meaning of goals and outcomes of instruction.
● Teach any necessary prerequisite knowledge by providing definitions and examples
and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for identifying the goals of instruction.
● Provide practice and feedback for identifying the goals of instruction.
● Model the procedure for identifying the outcomes of instruction.
● Provide practice and feedback for identifying the outcomes of instruction.
● Provide opportunities to transfer knowledge to identify the goals and outcomes
of instruction.
Assessment
Learners will be assigned several tasks with rubrics to complete prior to the next class
meeting to identify the goals and outcomes of instruction.
Unit 4 Overview
Terminal Learning Objective
To design their own course for delivery, faculty will be able to apply evidence-based
learning design principles and strategies to the design of culturally relevant learning and
instruction.
Prerequisite Analysis
The prerequisite analysis (i.e., enabling objectives) includes the following:
● Know the meaning of apply.
● Know the meaning of evidence-based design principles and strategies.

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● Know the meaning of culturally relevant.
● Be able to apply evidence-based learning design principles and strategies to the
design of culturally relevant instruction.
Learning Activities
The learning activities include the following:
● After introductions and attention activities and learning objectives, assess prior
knowledge of the meaning of applying evidence-based learning design principles
and strategies to the design of culturally relevant learning and instruction.
● Teach any necessary prerequisite knowledge by providing definitions and examples
and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure to apply evidence-based learning design
principles and strategies to the design of culturally relevant learning
and instruction.
● Provide practice and feedback for applying evidence-based learning design
principles and strategies to the design of culturally relevant learning and
instruction.
● Provide opportunities to transfer knowledge to apply evidence-based learning
design principles and strategies to the design of culturally relevant learning and
instruction.

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Assessment
Learners will be assigned several tasks with rubrics to complete prior to the next class
meeting to apply evidence-based learning design principles and strategies to the design of
culturally relevant learning and instruction.
Unit 5 Overview
Terminal Learning Objective
To design their own course for delivery, faculty will be able to evaluate multiple forms of
media and choose and deploy the media and methods accessible and appropriate to the learning
goals and diverse needs of learners in an online environment.
Prerequisite Analysis
The prerequisite analysis (i.e., enabling objectives) include the following:
● Know the meaning of evaluate.
● Know the meaning of choose and deploy.
● Know the meaning of multiple forms of media.
● Know the meaning of methods.
● Know the meaning of accessible.
● Be able to evaluate multiple forms of media.
● Be able to choose and deploy the media and methods accessible and appropriate to
the learning goals and diverse needs of learners in the context of an online
environment.
Learning Activities
The learning activities include the following:
● After introductions and attention activities and learning objectives, assess prior

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knowledge of evaluating multiple forms of media to choose and deploy the media
and methods accessible and appropriate to the learning goals and the diverse needs
of learners in an online environment.
● Teach any necessary prerequisite knowledge by providing definitions and examples
and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure to evaluate multiple forms of media.
● Model the procedure to choose and deploy the media and methods accessible
and appropriate to the learning goals and diverse needs of learners in an online
environment.
● Provide practice and feedback for evaluating, choosing, and deploying the
media and methods accessible and appropriate to the learning goals and
diverse needs of learners in an online environment.
● Provide opportunities to transfer knowledge to evaluate, choose, and deploy the
media and methods accessible and appropriate to the learning goals and diverse
needs of learners in the context of an online environment.
Assessment
Learners will be assigned several tasks with rubrics to complete prior to the next class
meeting to evaluate multiple forms of media and choose and deploy the media and methods
accessible and appropriate to the learning goals and diverse needs of learners in an online
environment.

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Unit 6 Overview
Terminal Learning Objective
To design their own course for delivery, faculty will be able to design, develop, and
implement assessments to assess and evaluate learning from instruction.
Prerequisite Analysis
The prerequisite analysis (i.e., enabling objectives) includes the following:
● Know the meaning of design, develop, and implement.
● Know the meaning of assessments.
● Know the meaning of assess and evaluate learning.
● Be able to design, develop, and implement assessments.
● Be able to assess and evaluate learning from instruction.
Learning Activities
The learning activities include the following:
● After introductions and attention activities and learning objectives, assess prior
knowledge of design and develop and implement assessments to assess and
evaluate learning from instruction.
● Teach any necessary prerequisite knowledge by providing definitions and examples
and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure to design, develop, and implement assessments.
● Model the procedure to assess and evaluate learning from instruction.
● Provide practice and feedback to design, develop, and implement

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assessments.
● Provide opportunities to transfer knowledge to design, develop, and implement
assessments to assess and evaluate learning from instruction.
Assessment
Learners will be assigned several tasks with rubrics to complete prior to the next class
meeting to apply design, develop, and implement assessments to assess and evaluate learning
from instruction.
Unit 7 Overview
Terminal Learning Objective
To design their own course for delivery, faculty will be able to evaluate, revise, and
improve instruction to achieve equitable outcomes for all learners.
Prerequisite Analysis
The prerequisite analysis (i.e., enabling objectives) includes the following:
● Know the meaning of evaluate, revise, and improve.
● Know the meaning of instruction.
● Know the meaning of equitable outcomes.
● Be able to evaluate, revise, and improve instruction to achieve equitable outcomes for
all learners.
Learning Activities
The learning activities include the following:
● After introductions and attention activities and learning objectives, assess prior
knowledge of evaluating, revising, and improving instruction to achieve equitable
outcomes for all learners.

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● Teach any necessary prerequisite knowledge by providing definitions and examples
and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure to evaluate, revise, and improve instruction to achieve
equitable outcomes for all learners.
● Provide practice and feedback to evaluate, revise, and improve instruction to
achieve equitable outcomes for all learners.
● Provide opportunities to transfer knowledge to evaluate, revise, and improve
instruction to achieve equitable outcomes for all learners.
Assessment
Learners will be assigned several tasks with rubrics to complete prior to the next class
meeting to evaluate, revise, and improve instruction to achieve equitable outcomes for all
learners.
Unit 8 Overview
Capstone Project
The final assignment is an opportunity for students to apply the concepts learned in the
prior seven lessons. The capstone assignment is a summative assessment of the course’s learning
objectives and provides an opportunity for learners to synthesize the content from the previous
seven lessons. In this assignment, learners will complete a learning plan project for a course they
have previously taught or plan to teach. A worked example and a template are provided. Ideally,
learners will incorporate the output from the prior lessons’ written assignments to scaffold a final
curriculum design capstone project.

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Chapter Five: Implementation and Evaluation Plan
In Chapter 1, the overall purpose, learning goals, and learning objectives of the
curriculum were identified. In this chapter, I describe a plan for implementing and evaluating the
curriculum. Without implementation and evaluation, the curriculum is at best an innovation or a
new way of solving a learning problem that is restricted to the person who created it (Smith &
Ragan, 2005). Evaluation is imperative to establishing the value of the solution to the individual
and to the organization (Kirkpatrick & Kirkpatrick, 2016). Additionally, an implementation plan
is required to make the solution available to others.
Implementation Plan
Smith and Ragan (2005) identified four key concepts associated with implementation.
These included diffusion, dissemination, adoption, and the stakeholders. Diffusion refers to the
process by which innovations spread to individuals within the organization. Dissemination
represents the intentional component associated with the diffusion of a new approach. The
stakeholders for this curriculum are the faculty, students, and staff with a vested interest in the
educational experience. Adoption reflects the decision by stakeholders to use the knowledge and
skills imparted by the curriculum. The primary goal in implementing this professional
development curriculum is to have faculty adopt the approaches taught in the program to
improve the overall effectiveness of instruction at ULRN.
Smith and Ragan (2005) viewed implementation as a process in which a well-established
predictable developmental process facilitates the adoption of an innovation. This process has
multiple stages: awareness, interest, evaluation, trial, adoption, and integration. Individual and
organizational change often begins with awareness, the authors described as a prerequisite to

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adoption of new approaches. Timing for implementation represents a key consideration, and
awareness and interest play an important role in the adoption of innovations.
The COVID-19 pandemic raised awareness about higher education faculty’s
preparedness to teach in a rapidly evolving online learning environment (Brown et al., 2020). In
words often credited to Sir Winston Churchill as the end of World War II approached, “Never let
a good crisis go to waste.” The emergency response to the pandemic has raised individual and
organizational awareness of the need to do more to prepare faculty to teach using a variety of
media and methods. Interest in accomplishing this goal has never been greater.
Smith and Ragan (2005) recommended starting implementation planning at the beginning
of an instructional design project. The authors explained a critical component of the planning
effort involves analyzing the adoption system to determine the organizational structure, relevant
policies, and available resources for adopting the system. The successful adoption of this
innovation at ULRN will require a home for the curriculum; a delivery mechanism that includes
an LMS, trained facilitators, and financial resources to support these systems; and release time
and compensation for the facilitators and the faculty who participate in the training. Perhaps
most importantly, a university policy requiring successful completion of the training would help
to secure universal adoption throughout the university. Policies may also support the fidelity of
implementation. Finally, to fully address the problems associated with incorporating technology
into the delivery of instruction, the training will need to be integrated in ways that improve
instruction.
As recommended by Smith and Ragan (2005), an early stage in the implementation
process should include a trial in which the innovation is used on a small scale to see how it
works. Given the size of ULRN’s faculty and the considerable scope associated with a project to

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implement a professional development curriculum across a large and distributed university
system, the initial implementation of this curriculum will take place in the Continuing
Professional Education Center (CPEC; a pseudonym), which is one of the university’s smaller
academic units. CPEC houses the university’s continuing and professional education programs.
The faculty and staff of CPEC are early adopters of new approaches to the design and delivery of
instruction, and early adopters are often well suited for piloting innovations (Rogers, 2010).
Evaluation Plan
Curriculum Purpose, Need, and Outcomes
The purpose of the curriculum is to develop instruction for higher education faculty that
will impart evidence-based knowledge, skills, and attitudes to prepare faculty to design and teach
effective courses, independent of the medium of instruction. If successfully implemented, it will
address the problem of practice identified by ULRN, and the internal and external outcomes
measured by the leading indicators will be achieved. When learners have completed the
curriculum, they will be able to imagine and design, develop, and instruct courses in their area of
subject matter expertise using methods and media available and appropriate to the post-COVID-
19 era.
Evaluation Framework
The framework chosen to evaluate this curriculum is the new world Kirkpatrick model
(Kirkpatrick and Kirkpatrick, 2016). The new world Kirkpatrick model is distinguished from the
old model in that the value of the training is established at the start, and evaluation is designed
from the beginning. The evaluation is planned in reverse, and the order is inverted (i.e., the Level
4 evaluation of results is planned first, followed by the other levels in descending order;
Kirkpatrick & Kirkpatrick, 2016). The Kirkpatrick model is well-suited for evaluating training

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programs because it is designed to improve the programs, maximize transfer of learning, and
demonstrate the value of training to the organization.
Level 4: Results and Leading Indicators
In their introduction to the Kirkpatrick model, Kirkpatrick and Kirkpatrick (2016)
connected Level 4 results to the organizational purpose and mission. For an institution of higher
education such as ULRN, the organization’s mission is the education of its students through
excellence in teaching. With this professional development curriculum, I aimed to promote
excellence in teaching.
Kirkpatrick and Kirkpatrick (2016) defined leading indicators as observations that
measure the extent to which critical behaviors show the result will be achieved. According to the
authors, common leading indicators include satisfaction, engagement, and quality. Even if the
increasingly common transactional view of higher education—where the student is seen as a
consumer (McMillan & Cheney, 1996) and learning is a product to be consumed—is rejected
(Freire, 1970), the importance of designing a quality learning experience in which learners are
engaged, satisfied, and motivated holds value. Leading indicators can be external (i.e., public) or
internal (i.e., private) to the organization.
Table 7 shows the leading indicators that ULRN and CPEC will measure. External
indicators for measurement and consideration might include enrollment numbers, retention and
graduation rates, national rankings for the university or its departments, and student satisfaction
as commonly measured through surveys. The impact of faculty training may take time to fully
manifest in some of these measures; however, survey results can be seen more immediately.
Therefore, timing for evaluation of external indicators will vary depending on availability of
data.

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Table 7
Indicators, Metrics, and Methods for External and Internal Outcomes

Outcome
Metrics
(unit of measure)
Methods
(how measured)
External outcomes
Increased student
enrollment
Number of student inquiries
into programs, applications,
and new student enrollments
of historically
underrepresented populations.
Data disaggregated by gender,
race, and ethnicity.
Data is routinely collected by
the university, and much of it
is published on the university
website through the office of
institutional research.
Increased graduation
rates
Number and percent of
minoritized students who
successfully complete their
programs of study. Data
disaggregated by gender, race,
and ethnicity.
Office of institutional research.
Increased student
satisfaction
Student reports of satisfaction
levels rated on a Likert scale
and measured qualitatively
through evaluation of student
comments about the
instruction design and
teaching effectiveness. Data
disaggregated by gender, race,
and ethnicity.
Data will be pulled from course
evaluations and postgraduate
surveys.
Increased university
rankings
Numerical rankings of the
university and departments by
discipline and degree level.
Routinely collected and
available from media outlets.
Internal outcomes
Increased student grades Letter grades by instructor,
course, or program. Data
disaggregated by gender, race,
and ethnicity.
Housed in the student
information system and
available through centralized
reporting and dashboards
compiled by CPEC’s
assessment department.

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Outcome
Metrics
(unit of measure)
Methods
(how measured)
Increased faculty
satisfaction
Faculty reports of satisfaction
levels rated on a Likert scale
and measured qualitatively
through evaluation of student
comments about the
instruction design and
teaching effectiveness.
Housed in the provost’s office
and available through
centralized reporting and
dashboards compiled by
CPEC’s assessment
department.
Increased scores on
performance in peer
review
Annual faculty observation and
review by peers.
Collected and tabulated for
annual performance review of
faculty.
Increased rewards and
recognition of faculty
University and department level
rewards and recognition
programs for faculty for
scholarship, mentoring of
faculty and students, and
excellence in teaching.
Coordinated at the department
level by staff and for the
university by the provost’s
office.
Increased diversity,
equity, and inclusion in
student achievement
Disaggregated student data by
gender/race/ethnicity
measuring student
achievement.
Coordinated at the department
level by staff and for the
university by the provost’s
office.

Note. CPEC = continuing professional education center.

Internal indicators for measurement and consideration might include student grades and
faculty satisfaction and engagement. Another indicator could involve measures of individual
faculty teaching effectiveness through peer review input into annual performance evaluations.
Reward and recognition programs might also be used to identify individuals who have benefited
from the professional development program.
Kirkpatrick and Kirkpatrick (2021) suggested that the vision for DEI programs can be
translated into program results and that goals can be established for DEI. Progress toward and
achievement of these goals can be measured at Level 4. Bensimon (2004) recommended the use

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of a diversity scorecard to address the achievement gap for underrepresented students in higher
education. As described in Chapter 2, the diversity scorecard later evolved into the equity
scorecard and is intended to measure the performance of institutions rather than students
(Bensimon & Malcolm, 2012). The equity scorecard and associated processes can be used to
measure and evaluate the Level 4 results from the critical behaviors that impact outcomes for
minority students. The equity scorecard incorporates the disaggregated data necessary to analyze
equity practices (Bensimon & Malcolm, 2012).
Level 3: Behavior
From a behaviorist view, Mayer (2011) identified observable changes in behavior
following instruction as evidence that learning has taken place. According to Mayer, a cognitive
view suggests changes in knowledge can be inferred from observing behavior. Smith and Ragan
(2005) described the application of new knowledge and skills to real-life and future tasks as the
process of transfer. Unfortunately, most training programs fail to result in a transfer of
knowledge and skills that result in performance improvements (Clark & Estes, 2008).
Kirkpatrick and Kirkpatrick (2016) identified behavior as Level 3 and described it as the most
important level for evaluation. Behavior indicates the extent to which learners apply what they
learned to their jobs. The authors asserted that when the goal of training is to improve job
performance, as is the case with the professional development curriculum, then evaluation must
encompass on-the-job performance.
Critical Behaviors Required to Perform the Course Outcomes. Kirkpatrick and
Kirkpatrick (2016) contended that there are a few critical behaviors that influence the results
identified in Level 4. Critical behaviors are those that, if performed, consistently have the
greatest impact on Level 4 results. Behaviors that are specific, observable, and measurable are

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best identified for evaluation purposes. The overall learning goal and course outcomes for the
professional development curriculum were identified through CTA and represent the critical
behaviors that learners will need to demonstrate to achieve the learning goals. These critical
behaviors are listed in Table 8 with the associated metrics, methods, and timing for purposes of
evaluation.

Table 8
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical behavior for
course outcomes
Metrics
(unit of measure)
Methods
(how measured)
Timing
(how often)
Analyze the learning
context and learner
needs as
represented by the
design materials.
Number of factors
considered in the
material design
Review of curriculum
design materials
For each course
created
Utilize a positionality
statement as a
basis for using a
checklist to
conduct equity-
minded content
analysis of course
materials.
Number of factors
considered in the
analysis of course
materials
Review of the content
analysis
For each course
created
Use learning task
analysis to identify
the goals and
outcomes of
instruction for each
course taught.
Number of learning
goals and
outcomes written
for each course
accompanied by
documentation of
learning task
analysis meeting
the standard
Review of the course
materials
For each course
created

106
Critical behavior for
course outcomes
Metrics
(unit of measure)
Methods
(how measured)
Timing
(how often)
Use a GEL checklist
to apply evidence-
based learning
design principles
and strategies to
the design of
culturally relevant
learning and
instruction for each
course taught.
Number of factors
considered in the
design of the
materials
Review of curriculum
design materials
For each course
created
Use a checklist to
evaluate multiple
forms of media
and choose and
deploy the media
and methods
accessible and
appropriate to the
learning goals and
diverse needs of
learners for each
course taught.
Number of factors
considered in the
evaluation and
selection of media
Review of the checklist For each course
created
Design, develop, and
implement
assessments to
assess and evaluate
learning from
instruction for each
course taught.
Number of
assessments
implemented that
meet the standard
Review of the
assessments
For each course
created
Utilize an assessment
framework to
devise a plan to
evaluate, revise,
and improve
instruction for each
course taught.
Number of plans
developed that
utilize an
assessment
framework
Review assessment
plans
For each course
created

Note. GEL = Guided experiential learning.

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Required Drivers. Kirkpatrick and Kirkpatrick (2016) identified processes that can be
combined in an integrated package to support critical behaviors. These processes provide support
by reinforcing, encouraging, and rewarding critical behaviors. Together with processes to
promote accountability, the authors labeled these processes “drivers.” To promote and support
critical behaviors among the participants in the faculty development curriculum, CEPC will plan
for several drivers, contingent on approval from administration and the availability of resources.
Examples of processes to motivate stakeholders to achieve the learning outcomes are
summarized in Table 9. For each process, the method, timing, and associated critical behavior
are identified.

108
Table 9
Required Drivers to Support Critical Behaviors
Methods Timing
Critical
behaviors
supported
Reinforcing
Providing checklists as job aids
to reinforce procedures taught
in the course
At the beginning of the course 1–7
Sharing of best practices among
peers
Immediately after the course, ongoing 1–7
Reminders through weekly
faculty update e-newsletter
Immediately after the course, ongoing 1–7
On-the-job training modules
emphasizing new technology
and innovations
Immediately after the course, ongoing 4
Encouraging
Staff coaches provide feedback
and coaching to reinforce
methods learned in the course
Immediately after the course, ongoing 1–7
Peer mentoring Immediately after the course, ongoing 1–7
Rewarding
Merit increases On an annual basis after the course 1–7
Mentoring awards On an annual basis after the course 1–7
Excellence in teaching awards On an annual basis after the course 1–7
Monitoring
Posttraining survey Ninety days after completion of the course 1–7
Peer observations and peer
review
On an annual basis after the course 1–7
Annual performance reviews
that include self-reflection
On an annual basis after the course 1–7

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Organizational Support. Kirkpatrick and Kirkpatrick (2016) clearly stated that not only
are the drivers important to achieving success in changing critical behaviors through training, but
they must also be implemented as an integrated package. To accomplish this at ULRN in a
CPEC trial requires organizational support and a significant resource commitment. Kilpatrick
and Kilpatrick cautioned that designing a professional development program that lacks the
resources for implementation decreases the likelihood it will be effective. The authors cited
common objections that must be overcome, including availability of time, access to training
graduates, availability of data, and the ability to supervise and oversee people after training.
The COVID-19 pandemic and the subsequent rapid shift to remote learning raised
awareness in ULRN about the need for additional professional development for faculty. ULRN’s
administration recognized the need and is encouraging initiatives that can address the problem.
CEPC’s leadership also supports efforts to provide professional development opportunities to
faculty to improve their teaching effectiveness, as the mission of this academic unit includes a
commitment to piloting innovations in online teaching and learning.
Level 2: Learning
As mentioned previously, Mayer (2011) attributed observable changes in behavior to
changes in knowledge. Kirkpatrick and Kirkpatrick (2016) provided additional details, including
change in knowledge, skills, and attitude in their definition of learning. In the Kirkpatrick model,
the authors added confidence and commitment to emphasize the importance of motivational
factors in bringing about the behavioral changes integral to the goal of training within
organizations. Kirkpatrick and Kirkpatrick viewed learning as a means to improve job
performance and contribute to the organization’s mission. Learning goals, as defined by Smith
and Ragan (2005), describe what learners should be able to do after training has been completed.

110
The terminal learning objectives described in the next section represent subparts of the learning
goals.
Terminal Learning Objectives. At successful completion of the professional
development curriculum, faculty given the responsibility for designing and teaching a course will
be able to demonstrate the critical behaviors listed in Table 8 and achieve the following learning
goals:
● Design, develop, and teach through a social justice lens.
● Analyze the learning context and learners’ needs.
● Examine implicit biases that emanate from designer positionality and explain the
impact of bias on instruction.
● Identify the goals and outcomes of instruction.
● Apply evidence-based learning design principles and strategies to the design of
culturally relevant learning and instruction.
● Evaluate multiple forms of media and choose and deploy the media and methods
accessible and appropriate to the learning goals and diverse needs of learners in an
online environment.
● Design, develop, and implement assessments to assess and evaluate learning from
instruction.
● Evaluate, revise, and improve instruction to achieve equitable outcomes for all
learners.
● Complete a learning plan project for a course they have previously taught or plan to
teach.

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Components of Learning Evaluation. Each of the objectives listed above has both a
knowledge and a cognitive process dimension. Anderson and Krathwohl (2001) referred to this
framework as a taxonomy for learning, teaching, and assessing that is based on a revision of
Bloom et al.’s (1956) original taxonomy of educational objectives. The knowledge dimension
can be further broken down into different types of knowledge (Anderson & Krathwohl, 2001).
For purposes of evaluating the achievement of the professional development curriculum’s
learning objectives, the focus is on learning declarative knowledge, which includes facts,
concepts, and procedural knowledge of how to do things (i.e., skill). In addition, attitude,
confidence, and commitment are all components of Kirkpatrick and Kirkpatrick’s (2016) Level 2
evaluation. Evaluating Level 2 will include a review of the learning activities associated with
each of the terminal objectives. The method and timing for evaluation of Level 2 are summarized
in Table 10.
In the Kirkpatrick model, facilitators evaluate learners’ knowledge by observing a variety
of learning activities that take place throughout the training. Given the timing of these
evaluations, the authors explained much of Level 2 evaluation is formative in nature. These
activities and the roles of the participants and the instructor are detailed in the unit lesson plans
that accompany each terminal learning objective (see Appendix A). Evaluating skills requires
participants to perform associated procedures and for the instructor to observe and provide
feedback. Opportunities for the performance of procedures and instructor observations are also
provided in the lesson plans. Instructors can also evaluate attitude toward performing the skills
taught in the lessons by observing such things as the degree to which participants engage in
activities or discussions. Kirkpatrick and Kirkpatrick stated these formative evaluations also
create opportunities for discussion during the synchronous sessions about attitudes toward the

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content. The authors emphasized the importance of developing confidence and commitment in
the training, which they explained can be developed through practice. Facilitators can evaluate
these components through observation and feedback activities included in each lesson.

Table 10
Evaluation of Program Components of Learning
Methods or activities Timing
Declarative knowledge: “I know it.”
Learners conduct self-checks of their
prerequisite knowledge.
Units 1 to 7: prerequisite knowledge, retention,
and transfer
Learners generate examples and nonexamples. Units 1 to 7: prerequisite knowledge, retention,
and transfer
Learners think about and discuss how the
learning objectives apply to their jobs.
Units 1 to 7: prerequisite knowledge, retention,
and transfer
Procedural skills: “I can do it right now.”
Learners:
Practice completing a checklist to describe
the learning context and the learning
environment.
Practice completing a checklist to describe
the learning needs of the target audience.
Unit 1 of the course: practice and feedback
Learners:
Practice using the results of an Implicit
Association Test to measure implicit
associations and attitudes toward
traditionally stigmatized groups and
examine and form a picture of implicit
bias.
Practice using the picture of implicit bias
identified through the use of an Implicit
Association Test and a procedure to
explain how implicit bias impacts
designer positionality.
Unit 2 of the course: practice and feedback

113
Methods or activities Timing
Practice using a checklist to review
instructional policies, practices,
approaches, and instructional materials to
identify bias and positionality.
Learners practice using the steps associated
with the procedure for identifying the goals
of instruction for one of their own courses.
Practice using the steps associated with the
procedure for identifying the goals of
instruction.
Unit 3 of the course: practice and feedback
Learners practice using the steps associated
with the procedure for applying GEL to the
design of culturally relevant learning and
instruction to create lesson plans.
Unit 4 of the course: practice and feedback
Learners practice using the steps associated
with the procedure for evaluating, choosing,
and deploying media and methods to provide
instruction.
Unit 5 of the course: practice and feedback
Learners practice using the steps associated
with the procedure for designing,
developing, and implementing assessments
to identify examples of formative and
summative assessments associated with
learning objectives and outcomes.
Unit 6 of the course: practice and feedback
Learners practice using the steps associated
with the procedure to evaluate, revise, and
improve instruction.
Unit 7 of the course: practice and feedback
Learners complete a learning plan project for a
course they have previously taught or will be
teaching.
Unit 8 of the course
Attitude: “I believe this is worthwhile.”
Learners state the risks and benefits associated
with the course and share their own risks and
benefits to the lists.
Units 1 to 7 of the course: purpose for learning
Confidence: “I think I can do it on the job.”
Learners think about and discuss how the
learning objectives apply to their jobs.
Units 1 to 7 of the course: prerequisite
knowledge

114
Methods or activities Timing
Commitment: “I will do it on the job.”
Learners list rules of thumb that can be used
on the job.
Units 1 to 7 of the course: retention and
transfer

Note. GEL = guided experiential learning.

Level 1: Reaction
Kirkpatrick and Kirkpatrick (2016) described Level 1 reaction evaluation as the measure
of participants’ views on the degree to which the training is engaging, relevant, and satisfying. It
is often simpler and easier to collect this information during the program by incorporating
formative evaluation. Instructor observations of class discussions to gauge participants’ levels of
engagement in learning activities and satisfaction with the course offers a quick and easy method
for collecting feedback that can be acted on quickly. End-of-course surveys also offer a common
method for collecting participants’ perceptions of their experience. Survey questions can be
targeted to record participants’ perceptions of specific aspects of the experience (e.g., the
organization and design of instruction or the instructor’s approach to instruction delivery). Table
11 provides a summary of the methods and timing associated with conducting Level 1
evaluations.

115
Table 11
Components to Measure Reactions to the Program
Methods or tools Timing
Engagement
Learners’ responses to guiding questions. Units 1 to 7 of the course: gain attention
Learners share understanding of
knowledge presented in the overview.
Units 1 to 7 of the course: overview
Learners’ engagement in practice and
feedback sessions.
Units 1 to 7 of the course: practice and
feedback
Relevance
Learners’ description of their
understanding of the objectives and
description of personal objectives.
Units 1 to 7 of the course: learning objectives
Learners’ statements of the risks and
benefits associated with the course and
sharing of their own risks and benefits to
the lists.
Units 1 to 7 of the course: purpose for learning
Learners elaborate on ways in which
knowledge presented relates to their
jobs.
Units 1 to 7 of the course: prerequisite
knowledge
Learners generate big ideas that emerge
from each lesson.
Units 1 to 7 of the course: big ideas
Customer satisfaction
Learners create rules of thumb that can be
used to apply what they have learned.
Learners identify key features of their
job that are similar to what they learned
in the lesson.
Units 1 to 7 of the course: retention and
transfer
End of course survey. At the completion of the course

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Evaluation Tools
Kirkpatrick and Kirkpatrick (2016) asserted that the key to success in developing and
using evaluation tools lies in closing the gap between respondents’ perceptions and the
interpretation of those perceptions. To accomplish this, the authors recommended ensuring that
the content of evaluation instruments follows generally accepted psychological measurement
principles. They also advocated for a blended evaluation approach that measures dimensions
from Levels 1 through 4, which helps to avoid participant survey fatigue. Questions should be
learner-centered and written from the learner’s perspective. Evaluation forms should be built
based on the needs of individual programs; one size does not fit all programs.
Timing of administering evaluations represents an important consideration when
evaluating different levels. For example, delaying evaluation until after the training is completed
allows learners time to put newly acquired skills and knowledge into practice on the job prior to
soliciting feedback. For the professional development curriculum for faculty, an evaluation
instrument that focuses on Levels 1 and 2 will be administered immediately following the
implementation, and another instrument designed to capture Levels 1 through 4 data will be
administered within a designated period of time after program implementation.
Immediately Following the Program Implementation
The evaluation instrument administered immediately after the program implementation
will focus on evaluating Levels 1 and 2. There are two types of items requiring a response from
participants. Rating scale items are phrased in a way that respondents describe their experience
by rating statements on a Likert scale with a numeric rating of 1 for strongly disagree and five
for strongly agree. Open-ended questions are intended to provide feedback that is more

117
qualitative in nature. The instrument is provided in Appendix B, with each item denoted with the
corresponding level, such as L1 for Level 1 and L2 for Level 2.
Delayed for a Period After the Program Implementation
The evaluation instrument administered after a designated period of time has elapsed
since program implementation largely focuses on evaluating Levels 3 and 4 and also includes
items pertaining to Levels 1 and 2 that are best measured after some time has elapsed since
course completion. The format resembles the instrument administered immediately after program
completion, with items including both the Likert rating scale and open-ended questions. The
instrument appears in Appendix C.
Data Analysis and Reporting
Administration of the evaluation instruments will yield a data set that includes both
qualitative and quantitative items. The primary source for the qualitative data is open-ended
questions that capture respondent perceptions. Answers to these questions will be compiled and
coded based on themes. Sources for the quantitative data include responses to questions that rate
responses on a Likert scale and also data collected to measure program outcomes such as
participants’ on-the-job performance. A dashboard format that visually presents both the
qualitative and quantitative data will facilitate analysis and interpretation of the results.
Kirkpatrick and Kirkpatrick (2016) recommended that the majority of the dashboard focus on
displaying data reflecting Levels 3 and 4. Examples of a data dashboard and the accompanying
visual representation of data appear in Appendices D and E. Kirkpatrick and Kirkpatrick
recommended asking and getting answers to three key questions: (a) Does the training meet
expectations? (b) If not, why not? And (c) If so, why? The purpose of the data dashboard is to

118
visually display data in a manner that will lead to its meaningful interpretation to answer these
key questions.
To evaluate the facilitator’s fidelity of the implementation and the effectiveness of the
professional development for faculty, data will be collected and analyzed during and after
program implementation (Kirkpatrick & Kirkpatrick, 2016; Smith & Ragan, 2005). This
approach will encourage opportunities to influence what happens in the training and to improve
future program results. If outcomes meet or exceed expectations, communication with
stakeholders can motivate participation and encourage ongoing support for the effort. By
identifying areas where outcomes fall short, root cause analysis can help to identify opportunities
for improvements.

119
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Appendix A
Course Overview of Instructional Activities
Description
This is a course to prepare higher education faculty with the knowledge and skills needed to
design, develop, and implement college courses using a variety of methods and media.

Duration
This curriculum consists of eight 1-week units of instruction. The entire curriculum can be
completed in 8 weeks. Learners are expected to devote approximately 8 hr per week to
coursework, including 3 hr of in-person instruction each week.

Course Overview Materials
Access to the learning management system, Zoom, Google Docs, Slack, videos, images, slides,
handouts, readings.

Learner Characteristic Accommodations
Principles of universal design for learning will be in use to give all learners an equal opportunity
to benefit from instruction in compliance with the Americans With Disabilities Act.

Facilitator’s Notes
The target audience will display a wide variety of prior knowledge in instructional design and the
media and methods associated with teaching college-level courses. To assess individual learner
knowledge, it will be useful to ask learners to describe their experience and knowledge in
teaching courses using online technology. Of particular interest will be whether they have
participated in formal planning for course delivery as opposed to preparation as part of an
emergency response to provide a course online during the COVID-19 pandemic.

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Table A1
Course Instructional Activities
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor action/decision
(supplantive)
Learner action/
decision
(generative)
Introduction 5 Motivate learners to
appreciate the value of a
well-planned approach to
the delivery of online
instruction. Provide an
overview of the overall
purpose of the course to
prepare faculty to design
and deliver well-designed
courses using a variety of
media and methods.
Provide an overview of the
purpose of the course and
the need to be able to create
and teach courses that
incorporate online
instruction. Emphasize the
difference between an
emergency response and
planned online instruction.
Ask learners to describe prior
experiences delivering courses
online and to list areas they
would like to improve.
Course goal 10 Provide an introduction to the
course goals and outcomes.
Present the overall course goal
and outcomes.
Ask learners to connect course
outcomes to areas for
improvement.
Ask learners to share their
personal connection to the
course to areas of
improvement.
Reasons for the
course

10 Stimulate learners’ interest
and motivation by
describing the course
benefits and risks avoided.
Benefits:
Ask learners to describe the
value of the course and
confidence in achieving the
goal and outcomes.
Ask learners to list how each
course outcome applies to
personal goals and reasons for
taking the course.

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Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor action/decision
(supplantive)
Learner action/
decision
(generative)
Analyzing learners and the
learning context
Developing cultural
competence
Identifying and eliminating
bias
Identifying the goals and
outcomes of instruction
Applying evidence-based
learning and instructional
strategies
Choosing and deploying
appropriate media and
methods
Evaluating and assessing
learning
Revising and improving
instruction
Preparing a final project
that applies the
knowledge and skills
learned in the course
Risks avoided:
Failing to meet the needs of
the target audience
Missing the learning
context and
misinterpreting the
learning environment
Conclude with learners
describing the potential
negative consequences of
not achieving the goal and
outcomes.

Ask participants to offer their
own benefits and risks.

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Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor action/decision
(supplantive)
Learner action/
decision
(generative)
Introducing bias into the
delivery of instruction
Limiting cognitive overload
and dissonance
Not addressing the
complications of teaching
with technology
Failing to assess and
evaluate
Delivering outdated and
stale instruction.
Course overview

10 Preview all eight units in the
course using a visual
representation to provide a
mental image of what the
course will cover in each
unit.
Show the visual overview.

Ask learners if they have any
questions.
Total time 35

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Visual Course Overview
Table A2
Visual Course Overview
Workshop Unit Unit Objectives
Meeting 1 Unit 1: Analysis and Assessment. How to analyze
the learning context and learners’ needs
Given the responsibility for designing and teaching a course,
faculty will be able to analyze the learning context and
learners’ needs.
Meeting 2 Unit 2: Implicit Bias. How to examine implicit
biases that may impact instruction that emanate
from designer positionality
To demonstrate cultural competence and develop culturally
relevant educational experiences, faculty will be able to
examine implicit biases that emanate from designer
positionality and explain the impact of bias on instruction.
Meeting 3 Unit 3: Goals and Outcomes. How to identify the
goals and outcomes of instruction
To design their own course for delivery, faculty will be able to
identify the goals and outcomes of instruction.
Meeting 4 Unit 4: Learning Design and Instructional
Strategies. How to apply evidence-based
learning design principles and strategies to the
design of culturally relevant learning and
instruction
To design their own course for delivery, faculty will be able to
apply evidence-based learning design principles and strategies
to the design of culturally relevant learning and instruction.

Meeting 5 Unit 5: Media and Methods. How to evaluate
multiple forms of media and choose and deploy
the media and methods accessible and
appropriate to the learning goals and diverse
needs of learners in an online environment
To design their own course for delivery, faculty will be able to
evaluate multiple forms of media and choose and deploy the
media and methods accessible and appropriate to the learning
goals in an online environment.
Meeting 6 Unit 6: Assessment and Evaluation. How to
design, develop, and implement assessments to
Learners will be assigned several tasks with rubrics to complete
prior to the next class meeting to apply design, develop, and

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Workshop Unit Unit Objectives
assess and evaluate learning from instruction implement assessments to assess and evaluate learning from
instruction.
Meeting 7 Unit 7: Revise and Improve. How to evaluate,
revise, and improve instruction
Learners will be assigned several tasks with rubrics to complete
prior to the next class meeting to evaluate, revise, and
improve instruction.
No meeting Unit 8: Capstone. Complete a capstone project
that serves as a summative evaluation.
The capstone assignment is a summative assessment of the
learning objectives for the course and, as such, provides an
opportunity to synthesize the content from the previous seven
lessons. In this assignment, learners complete a learning plan
project for a course they have previously taught or will be
teaching.

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Unit Overviews and Lesson Plans
Unit 1 Overview
Terminal Learning Objective
Given the responsibility for designing and teaching a course, faculty will be able to
analyze the learning context and learners’ needs.

Prerequisite analysis (enabling objectives)
● Know the meaning of learning context.
● Know the meaning of learner needs.
● Know the meaning of analyze.
● Be able to analyze the learning context.
● Be able to analyze learners’ needs.

Learning Activities
● After introductions, attention activities, and review of learning objectives, assess prior
knowledge of the meaning of analyzing the learning context and learners’ needs.
● Teach any necessary prerequisite knowledge by providing definitions, examples, and
nonexamples.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model the procedure for analyzing the learning context.
● Provide practice and feedback for analyzing the learning context.
● Model the procedure for analyzing the learners’ needs.
● Provide practice and feedback for analyzing the learners’ needs.
● Provide opportunities to transfer knowledge to analyze the learning context and the
learners’ needs.

Assessment
Given a course they are designing, learners will complete a learning context analysis and
learner needs assessment that meets a rubric.

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Unit 1 Lesson Plan and Instructor’s Guide
Unit Duration: 180 minutes

Introduction
This is the first unit in an 8-unit course to prepare higher education faculty with the knowledge
and skills needed to design, develop, and implement college courses using a variety of methods
and media. The purpose of this unit is to prepare faculty to be able to analyze the learning
context and learners’ needs.

Learning Objectives
Terminal objective:
Given the responsibility for designing and teaching a course, faculty will be able to
analyze the learning context and learners’ needs.

Enabling objectives:
For a given learning scenario, faculty will be able to:
○ Know the meaning of learning context.
○ Know the meaning of learner needs.
○ Know the meaning of analyze.
○ Be able to analyze the learning context.
○ Be able to analyze the learners’ needs.

Lesson Materials
● Access to a notebook computer (Macintosh or personal computer)
● Internet access
● Google Drive and Google Docs
● A learning management system (e.g., Canvas, Blackboard, D2L) to host materials and
learning content
● A Zoom account
● A Slack account
● Handouts
● Videos
● Rubrics
● Presentation slides
● Teaching notes
● Readings: Teaching for Diversity and Social Justice (2nd ed.), by M. Adams, L. A. Bell,
and P. Griffin (Eds.), published in 2007 by Routledge/Taylor & Francis
Group. https://doi.org/10.4324/9780203940822

Learner Characteristic Accommodations
Principles of universal design for learning will be used in compliance with the Americans with
Disabilities Act to give all learners an equal opportunity to benefit from instruction.
Accommodations for breaking out into small learning groups are also important. For the
synchronous, face-to-face component delivered on-ground in a conference or classroom, a
wireless internet connection for the facilitator and participants, a video projector, and ample

141
whiteboard space is needed. The complete curriculum, including the course syllabus, learning
materials, discussion boards, video content, administrative elements, and a learning technology
interoperability framework will be housed in a learning management system accessible to the
learners and the facilitator on the internet.

Facilitator’s Notes
This course is designed to be delivered in a blended format in which instruction will combine
synchronous face-to-face delivery and asynchronous delivery online in the learning management
system. The face-to-face component can be delivered on-ground in a conference room or
classroom, depending on the size of the class and availability of resources. Alternatively, the
synchronous face-to-face session can be delivered using Zoom or other video-conferencing
technology. The equipment and technology will be dictated by the format for delivery of
instruction. The approach is designed to mirror and demonstrate the methods that are at the core
of the professional development curriculum. Applications deployed will include Zoom, Google
Docs, Slack, and other technologies commonly used to deliver online and blended instruction.

Prior to engaging in the synchronous face-to-face session, content will be available to learners on
the learning management system. This content will include a syllabus for the course, assigned
and optional readings, videos, knowledge base, examples, checklists, templates, directions for
written assignments, rubrics, a discussion forum, link to email, course calendar, and Dropbox for
submitting written assignments. Learners are expected to access the materials and complete
assigned activities prior to attending the synchronous session. After attending the synchronous
session, learners will return to asynchronous mode to engage in a discussion thread with
classmates and the facilitator.

Table A3 provides the instructional activities with details about the instructional sequence,
duration, descriptions of the learning activities, instructor actions/decisions (i.e., supplantive
events of instruction), and learner actions/decisions (i.e., generative events of instruction). The
overall structure of the expanded instructional events is organized and presented in a detailed
instructional sequence that includes an introduction, body, conclusion, and assessment.

Table A3
Unit 1 Instructional Activities
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Gain
attention
10 Show a brief video
with graphics and
animation that
describes an
example of a
Welcome learners
and provide
opening remarks.
Show the video and
ask learners to
Learners watch and
listen to the video,
thinking about the
questions being
asked and relating

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Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
learning
environment and
an example of
characteristics of
learners in a target
audience.

Learners are
prompted to
respond to guiding
questions: What is
the difference
between a
description of a
learning
environment and a
description of the
characteristics of
learners? Can you
think of an
example that
belongs in both
categories? Can
you give an
example of the
environment that
you teach in?
compare/contrast
the differences
between the
learning
environment and
learner
characteristics.

After showing the
video, ask the
guiding questions
to activate learners’
thinking about their
own experiences as
learners and
instructors.
the questions to
their own personal
experiences in the
classroom.

Learners share their
responses to the
questions.
Learning
objectives
5 The learning
objectives for the
lesson are reviewed
and discussed in
terms of what
learners will be
able to do after
instruction.
In order to establish
an expectancy,
arouse interest, and
facilitate learning,
ask learners to read
the terminal and
enabling learning
objectives for
themselves from a
presentation
displayed for all
learners to view.
Ask learners to
describe their
Learners read the
terminal and
enabling learning
objectives for
themselves.
Learners describe
their understanding
of the objectives
and add personal
objectives.

143
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
understanding of
the objectives and
add any personal
objectives they
might have.
Discuss in terms of
what learners will
be able to do after
instruction.
Encourage learners
to ask clarifying
questions.
Purpose for
learning
Benefits
Risks
avoided
10 The purpose for
learning and risks
and benefits
associated with the
lesson are reviewed
and discussed.

Benefits: Being able
to analyze learners
and the learning
context to be able
to align the design
and delivery of
instruction to the
needs of the
learners. This
makes for effective
instruction and
achievement of the
learning outcomes.

Risks avoided:
Misaligning the
design of
instruction to the
needs of the
learners can result
in an ineffective
approach to
State the purpose for
learning the
material and
describe the
benefits and risks
associated with the
lesson. Refer back
to the earlier
examples of
descriptions of the
learning
environment and a
description of
learning
characteristics.

Encourage learners
to personalize the
experience by
generating their
own risks and
benefits.
Learners state the
risks and benefits
associated with the
course and share
their own risks and
benefits to the lists.

This activity can also
be accomplished in
the form of a word
cloud.

144
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
instruction and an
inability to achieve
the learning
outcomes.
Overview
Prior
knowledge
New
knowledge
Learning
strategies

(What you
already
know...what
you are
going to
learn...and
how you
are going to
learn it.)
10 Lesson overview that
includes a brief
content outline and
an overview of the
approach to
instruction. Review
of prior knowledge
of the enabling
objectives: What it
means to analyze a
learning context
and the learners’
needs.

Presentation of new
knowledge with a
brief overview of
procedures for
analyzing the
learning context
and learners’
characteristics and
using this data to
conduct an analysis
and prepare a
summary. Brief
overview of the
written assignment
and assessment.

Summarize the
process that will be
followed in this
lesson. Start with a
review of prior
knowledge. Prompt
learners to define
what it means to
analyze the
learning context
and the learners’
needs.

Describe new
knowledge that will
be learned and
conclude with the
learning strategies
that will be
followed in the
lesson.
Learners see and hear
a presentation and
have access to
download and view
supporting
materials and
handouts in the
learning
management
system. Learners
share what it means
to analyze the
learning context
and learners’ needs
and discuss.
Prerequisite
knowledge
10 The meaning of
learning context,
learner needs, and
what it means to
analyze are
reviewed and
discussed. Learners
Present and review
the meaning of
learning context,
learner needs, and
what it means to
analyze. Use
analogies and
Learners conduct
self-checks of
prerequisite
knowledge using an
online quiz.

145
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
conduct self-checks
of prerequisite
knowledge using
an online quiz.
Examples and
nonexamples are
discussed. Learners
elaborate on this
information by
thinking about how
it might apply to
their job. Gaps in
prerequisite
knowledge are
identified.

metaphors to
illustrate key
points.

Ask learners to
provide examples
and nonexamples.
Identify gaps in
prior knowledge to
address in the next
sections.
Learners generate
examples and
nonexamples and
identify gaps in
their prerequisite
knowledge.

Learners think about
and discuss how
analyzing the
learning context
and learners’ needs
applies to their
jobs.
Learning
guidance:
Learning
context
Lecture
Demo
15 This lesson
demonstrates the
use of a checklist
to describe the
learning context,
including the
learning
environment.
Examples and
nonexamples are
generated. Worked
examples are
provided.
Reengage learners in
the lesson objective
by demonstrating
the procedure for
using checklists to
analyze the
learning context
and learners’ needs.
Demonstrate
worked examples
of completed
checklists. Discuss
examples and
nonexamples.
Learners read the
checklists and
follow along with
the description of
the procedure.

Learners generate
examples and
nonexamples from
their own teaching
experience.
Practice and
feedback:
The
learning
context
30 Learners practice
completing a
checklist to
describe the
learning context
and the learning
environment.
Break learners into
small groups and
have them
collaborate in
Google Docs to use
examples from
their own
experiences to
complete a
checklist and
describe the
Learners break into
small groups and
work
collaboratively in
Google Docs to use
the checklist.

Learners hear
informative
feedback
examining and

146
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
learning context
and the learning
environment.

Provide informative
feedback by
reconvening the
entire class and
examining and
critiquing the work
of several of the
groups, illustrating
examples and
nonexamples of
good practice. Ask
learners to identify
appropriate
responses and
explain the
rationale for their
selections. Suggest
best practices
where appropriate.

Demonstrate a
worked example of
the assessment that
will be completed
at the conclusion of
the assignment.
Ask learners to
assess their
readiness to
complete the
assessment.
critiquing the work
of several of the
groups, including
examples and
nonexamples.
Learners consider
information about
the appropriateness
of their responses
during practice.
Learners identify
appropriate
responses and
explain the
rationale for their
selections. Learners
see best practices
where appropriate.

Learners self-assess
their readiness to
complete the
assessment.
Learning
guidance:
Learner
needs
Lecture
Demo
15 This lesson
demonstrates the
use of a checklist
to describe learner
characteristics to
formulate a picture
Reengage learners in
the lesson objective
by demonstrating
the procedure for
using a checklist to
analyze learners’
Learners read the
checklists and
follow along with
the description of
the procedure.
Learners generate

147
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
of the learner.
Examples and
nonexamples are
generated. Worked
examples are
provided.
needs. Demonstrate
worked examples
of completed
checklists. Discuss
examples and
nonexamples.
examples and
nonexamples from
their own teaching
experience.
Practice and
feedback:
Learner
needs
30 In this section,
learners practice
completing a
checklist to
describe the target
audience’s learning
needs.
Break learners into
small groups and
have them
collaborate in
Google Docs to use
examples from
their own
experiences to
complete a
checklist to
describe target
audience
characteristics.

Provide informative
feedback by
reconvening the
entire class and
examining and
critiquing the work
of several of the
groups, illustrating
examples and
nonexamples of
good practice. Ask
learners to identify
appropriate
responses and
explain the
rationale for their
selections. Suggest
best practices
where appropriate.

Learners break into
small groups and
work
collaboratively in
Google Docs to use
the checklist to
describe target
audience
characteristics.

Learners hear
informative
feedback
examining and
critiquing the work
of several groups,
including
illustrating
examples and
nonexamples.
Learners consider
information about
the appropriateness
of their responses
during practice.
Learners identify
appropriate
responses and
explain the
rationale for their
selections. Learners
see best practices.

Learners self-assess
their readiness to

148
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Demonstrate a
worked example of
the final assessment
and ask learners to
assess their
readiness to
complete the
assessment.
complete the
assessments.
Authentic
assessment
15 Learners are
assigned a task to
complete prior to
the next class
meeting (typically
a week later). The
task requires using
the checklists to
briefly describe the
learning context
and learner needs
for a course they
have taught or
intend to teach. A
template, worked
example, and
rubric are provided.
Show a template and
demonstrate a
worked example
and a nonexample
for completed
checklists used for
describing the
learning context
and the learner
characteristics of
the target audience.
Provide the rubric
that will be used to
evaluate
assignment
completion.
Encourage learners
to ask questions
about the
assignment.
Learners see and hear
about the assigned
task and have the
opportunity to ask
questions about the
assignment.
Retention and
transfer
10 Learners reflect on
the objectives for
the lesson and
identify and report
on what they have
learned.
Inform learners they
have successfully
completed the first
unit of instruction.
Ask learners to
think about how to
apply what they
have learned when
preparing their
assigned course for
instruction. Show
the objectives listed
earlier in the
Learners reflect on
the objectives for
the lesson and
identify and report
on what they have
learned. Learners
list rules of thumb
that can be used
when analyzing
learning contexts
and learner needs.

149
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
lesson. Encourage
learners to create
rules of thumb that
can be used to
apply what they
have learned. Ask
learners to identify
key features of their
job that are similar
to what they have
learned in this
lesson.
Big ideas

10 The key takeaways
are discussed: Why
is it important to
analyze the learner,
learning context,
and environment?
Ask learners to
generate at least
one big idea that
emerged from the
lesson and share
their ideas in a
word cloud.
Learners generate a
big idea and share
with the class using
a word cloud.
Advance
organizer
for the next
unit
10 Prepare for the next
module by
introducing the role
of the designer’s
positionality and
influence in the
design of
instruction.
Thank learners for
their participation
and acknowledge
successful
completion of the
lesson. Explain the
nature of expertise
and unconscious
knowledge and
how it impacts
positionality and
bias.
Learners begin to
think about
identifying and
acknowledging
inherent biases that
may impact
instruction that
emanate from who
we are and what we
have experienced.
Total time 180

150
Unit 2 Overview

Terminal Learning Objective
To demonstrate cultural competence and develop culturally relevant educational
experiences, faculty will be able to examine implicit biases that emanate from designer
positionality and explain the impact of bias on instruction.

Prerequisite analysis (enabling objectives)
● Know the meaning of cultural competence.
● Know the meaning of implicit bias.
● Know the meaning of designer positionality.
● Be able to examine implicit biases.
● Be able to explain how implicit bias emanates from designer positionality.
● Be able to explain the impact of bias and designer positionality on instruction.

Learning Activities
● After introductions, attention activities, and review of learning objectives, assess prior
knowledge of the meaning of cultural competence, automated and unconscious bias,
and designer positionality.
● Teach any necessary prerequisite knowledge by providing definitions, examples, and
nonexamples for concepts and appropriate strategies for teaching principles.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model the procedure for examining implicit bias.
● Provide practice and feedback for examining implicit bias.
● Model the procedure for explaining how implicit bias impacts designer
positionality.
● Provide practice and feedback for explaining how implicit bias impacts designer
positionality.
● Model the procedure for explaining how implicit bias and designer
positionality impact instruction.
● Provide practice and feedback for explaining how implicit bias and designer
positionality impact instruction.
● Provide opportunities to transfer knowledge to examine implicit biases that emanate
from designer positionality and may impact instruction.

Assessment
● Learners will be assigned several tasks with a rubric to complete prior to the next class
meeting to identify and acknowledge implicit biases that emanate from designer
positionality and explain the impact on instruction.

151
Unit 2 Lesson Plan and Instructor’s Guide

Unit Duration: 180 minutes

Introduction
This is the second unit in an 8-unit course to prepare higher education faculty with the
knowledge and skills needed to design, develop, and implement college courses using a variety
of methods and media. The purpose of this unit is to prepare faculty to be able to examine
implicit biases that emanate from designer positionality and explain the impact on instruction.

Learning Objectives
Terminal objective
To demonstrate cultural competence and develop culturally relevant educational
experiences, faculty will be able to examine implicit biases that emanate from designer
positionality and explain the impact on instruction.

Enabling objectives
For a given learning scenario, faculty will be able to:
○ Know the meaning of cultural competence.
○ Know the meaning of implicit bias.
○ Know the meaning of designer positionality.
○ Be able to examine implicit biases.
○ Be able to explain how implicit bias emanates from impacts designer
positionality.
○ Be able to explain the impact of bias and designer positionality on instruction.

Lesson Materials
● Access to a notebook computer (Macintosh or personal computer)
● Internet access
● Google Drive and Google Docs
● A learning management system (e.g., Canvas, Blackboard, D2L) to host materials and
learning content
● A Zoom account
● A Slack account
● Word Cloud Generator
● Handouts
● Videos
● Rubrics
● Presentation slides
● Teaching notes
● Videos
• Kirwan Institute for the Study of Race and Ethnicity. The Ohio State University.
(2018). Understanding Implicit Bias. [Video].
https://kirwaninstitute.osu.edu/implicit-bias-training
• Center for Urban Education. (2018). Implicit Bias in Action. [Video]. YouTube.
https://youtu.be/u3aCKTfei_4

152
• Video introduction to the key concepts presented in the lesson.
● Readings
• Center for Urban Education. (2020). Equity-minded inquiry series: Document
review. Rossier School of Education, University of Southern California.
https://static1.squarespace.com/static/5eb5c03682a92c5f96da4fc8/t/5f3a1ab970cb
5c56a4de576a/1597643454421/Document+Review+Guide_Summer2020.pdf
• Clark, R.E. (2014). Resistance to change: Unconscious knowledge and the
challenge of unlearning. In D.C. Berliner & H. Kupermintz (Eds.), Fostering
change in institutions, environments, and people (pp. 83–102). Routledge.
• Feldon, D. F. (2007). The implications of research on expertise for curriculum and
pedagogy. Educational Psychology Review, 19(2), 91–111.
https://doi.org/10.1007/s10648-006-9009-0
• Kohli, H. K., Kohli, A. S., Huber, R., & Faul, A. C. (2009). Assessing cultural
competence in graduating students. International Journal of Progressive
Education, 6(1), 6–27. https://www.researchgate.net/profile/Amarpreet-
Kohli/publication/288004725_Assessing_Cultural_Competence_in_Graduating_S
tudents/links/567dd7cf08ae051f9ae4945e/Assessing-Cultural-Competence-in-
Graduating-Students.pdf
• Ladson-Billings, G. (1995). But that’s just good teaching! the case for culturally
relevant pedagogy. Theory Into Practice, 34(3), 159–165.
http://www.jstor.org/stable/1476635
• Staats, C. (2016). Understanding implicit bias: What educators should know.
American Educator, 39(4), 29. https://files.eric.ed.gov/fulltext/EJ1086492.pdf
● Additional Resources
• Project Implicit. (n.d.). Preliminary information. Retrieved March 20, 2022, from
https://implicit.harvard.edu/implicit/takeatest.html
• BiasBusters @ CMU: Building a more inclusive environment. (n.d.) Carnegie
Mellon University. https://scs4all.cs.cmu.edu/biasbusters/
• Zamudio-Suaréz, F. (2016, November 3). Can colleges train professors to steer
clear of microaggressions? The Chronicle of Higher Education.
https://www.chronicle.com/article/Can-Colleges-Train-Professors/238289
• Google. (n.d.). Unbiasing. Google re:Work.
https://rework.withgoogle.com/subjects/unbiasing/
• Google. (n.d.). Unbias @ work [Video file]. Google re:Work.
https://rework.withgoogle.com/guides/unbiasing-raise-awareness/steps/watch-
unconscious-bias-at-work/
• Nadal, K. L., Griffin, K. E., Wong, Y., Hamit, S., & Rasmus, M. (2014). The
impact of racial microaggressions on mental health: Counseling implications for
clients of color. Journal of Counseling & Development, 92(1), 57–66.
https://onlinelibrary.wiley.com/doi/full/10.1002/j.1556-6676.2014.00130.x
• Unconscious bias and the disabled. (2018). DigitalChalk.
https://www.sciolytix.com/unconscious-bias-and-the-disabled/

Learner Characteristic Accommodations
A wireless internet connection for the facilitator and participants, a video projector, and ample
whiteboard space is needed. The complete curriculum, including the course syllabus, learning

153
materials, discussion boards, video content, administrative elements, and a learning technology
interoperability framework will be housed in a learning management system accessible to the
learners and the facilitator on the internet. Principles of universal design for learning will be used
in compliance with the Americans with Disabilities Act to give all learners an equal opportunity
to benefit from instruction. Accommodations for breaking out into small learning groups are also
important.

Facilitator’s Notes
This course is designed to be delivered in a blended format combining synchronous face-to-face
delivery and asynchronous delivery online in the learning management system. The face-to-face
component can be delivered on-ground in a conference or classroom, depending on the size of
the class and availability of resources. Alternatively, the synchronous face-to-face session can be
delivered using Zoom or other video-conferencing technology. The equipment and technology
will be dictated by the format for delivery of instruction. The approach is designed to mirror and
demonstrate the methods at the core of the professional development curriculum. Applications
deployed will include Zoom, Google Docs, Slack, and other technologies commonly used to
deliver online and blended instruction.

Prior to engaging in the synchronous face-to-face session, content will be available to learners on
the learning management system. This content will include a syllabus for the course, assigned
and optional readings, videos, knowledge base, examples, checklists, templates, directions for
written assignments, rubrics, a discussion forum, link to email, course calendar, and Dropbox for
submitting written assignments. Learners are expected to access the materials and complete
assigned activities prior to attending the synchronous session. After attending the synchronous
session, learners will return to asynchronous mode to be able to engage in a discussion thread
with classmates and the facilitator.

Table A4 provides the instructional activities and details the instructional sequence, duration,
descriptions of the learning activities, instructor actions/decisions (supplantive events of
instruction), and learner actions/decisions (generative events of instruction). The overall structure
of the expanded instructional events is organized and presented in a detailed instructional
sequence that includes an introduction, body, conclusion, and assessment.

Table A4
Unit 2 Instructional Activities
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Gain attention 10 Show brief video:
Are You Biased.
a

Welcome learners
and provide
opening remarks.
Learners watch and
listen to the
video, thinking

154
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
The video discusses
how the human
brain creates
shortcuts that can
lead to implicit
bias.

Learners are
prompted to
respond to
guiding questions:
How does the
brain create
shortcuts that can
lead to implicit
bias? Is it possible
to be biased and
not even know it?
Are there
downsides to
brain shortcuts?
How can the flip-
it test reveal
implicit bias?
What would you
do differently to
address your own
biases?
Show the video
and ask learners
to describe their
understanding of
implicit bias.

After showing the
video, ask the
guiding questions
to activate
learners’ thinking
about their own
experiences as
learners and
instructors.
about the
questions being
asked and relating
the questions to
their own
personal
experiences in the
classroom.

Learners share their
responses to the
questions.

Learning
objectives
5 The learning
objectives for the
lesson are
reviewed and
discussed in terms
of what learners
will be able to do
after instruction.
To establish an
expectancy,
arouse interest,
and facilitate
learning, ask
learners to read
the terminal and
enabling learning
objectives for
themselves aloud
from a
presentation
displayed for all
Learners read the
terminal and
enabling learning
objectives for
themselves.
Learners describe
their
understanding of
the objectives and
add personal
objectives.

155
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
learners to view.
Ask learners to
describe their
understanding of
the objectives and
add any personal
objectives they
might have.
Discuss in terms
of what learners
will be able to do
after instruction.
Encourage
learners to ask
clarifying
questions.
Purpose for
learning
Benefits
Risks avoided
10 The purpose for
learning and risks
and benefits
associated with
the lesson are
reviewed and
discussed.

Benefits: The
ability to examine
implicit biases
that may impact
instruction. This
encourages
cultural
competence in the
design and
delivery of
instruction and
the creation of
culturally relevant
and inclusive
educational
experiences that
promote equity in
State the purpose
for learning the
material and
describe the
benefits and risks
associated with
the lesson. Refer
back to the earlier
examples of
descriptions of the
learning
environment and
a description of
learning
characteristics.

Encourage learners
to personalize the
experience by
generating their
own risks and
benefits.
Learners state the
risks and benefits
associated with
the course and
share their own
risks and benefits
to the lists.

This activity can
also be
accomplished
using a word
cloud.

156
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
outcomes for all,
especially
marginalized and
underserved
populations.

Risks avoided:
Biased instruction
can lead to
inequity in
outcomes,
especially for
marginalized
populations.
Overview
Prior knowledge
New knowledge
Learning
strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
10 Lesson overview
that includes a
brief content
outline and an
overview of the
approach to
instruction.
Review of prior
knowledge from
Lesson 1: a)
analyzing the
learning context,
b) analyzing the
learners’ needs.
Review of big
ideas generated in
Lesson 1.

Review of the
enabling
objectives: The
meaning of
cultural
competence,
implicit bias, and
awareness of
Provide a lesson
overview
summarizing the
process that will
be followed in
this lesson. Start
with a review of
prior knowledge:
Review the
learning context
and analyze
learners’ needs.
Review big ideas
generated in
Lesson 1.

Prompt learners to
define what it
means to have
cultural
competence and
to be aware of
implicit bias and
designer
positionality.

Learners see and
hear an overview
of the lesson and
have access to
download and
view supporting
materials and
handouts in the
learning
management
system. Learners
recall concepts
learned and big
ideas generated in
Lesson 1.
Learners share
what it means to
have cultural
competence and
to be aware of
implicit bias and
designer
positionality and
discuss.

157
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
designer
positionality.

Presentation of new
knowledge with a
brief overview of
procedures for
explaining the
nature of
automated and
unconscious
knowledge,
identifying and
explaining how
expertise and
unconscious
knowledge impact
positionality and
bias, and being
able to identify
and acknowledge
implicit biases
that may impact
instruction that
emanate from
who we are and
what we’ve
experienced.

Brief overview of
the written
assignment and
assessment.
Describe new
knowledge that
will be learned
and conclude with
the learning
strategies that will
be followed in the
lesson.
Prerequisite
knowledge
10 The meanings of
cultural
competence,
implicit bias, and
designer
positionality and
how they relate to
creating and
Present and review
the meaning of
cultural
competence,
expert and
automated
knowledge, and
designer
Learners conduct
self-checks of
prerequisite
knowledge using
an online quiz.

Learners generate
examples and

158
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
teaching college
courses (i.e.,
avoiding implicit
bias in the
classroom) are
reviewed and
discussed.
Learners
elaborate on this
information by
thinking about
how it might
apply to their
jobs. Gaps in
prerequisite
knowledge are
identified.

Learners are
prompted to
respond to
guiding questions:
How is cultural
competence
defined? How do
we develop
cultural
competence?
What is the
relationship
between
automated
knowledge and
implicit bias? Can
you recall and
describe a time
you experienced
automated
thinking? How
might implicit
bias negatively
impact
positionality,
referring to the
key concept video
shown prior to the
lesson. Use
analogies and
metaphors to
illustrate key
points.

Ask learners to
provide examples
and nonexamples.
Identify gaps in
prior knowledge
to address in the
next sections.

Administer an
online quiz to
encourage
learners to recall
prior topic
knowledge. Use
the experience to
illustrate the
importance of
cultural
competence in the
design of
instruction.
Prompt learners to
consider how
prior knowledge
of cultural
competence
influences
instructional
design.

Ask learners to
elaborate on how
nonexamples and
identify gaps in
their prerequisite
knowledge.

Learners think
about and discuss
how cultural
competence and
implicit bias
apply to their
jobs.

Learners think
about the
questions being
asked and relate
the questions to
their own
personal
experiences in the
classroom.

Learners share their
responses to the
questions.

159
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
marginalized
populations in the
classroom? How
do you think we
can reduce or
mitigate the
impact of implicit
bias in education?
cultural
competence and
implicit bias
apply to their
jobs.

Ask the guiding
questions to
activate learners’
thinking about
their own
experiences as
learners and
instructors.
Learning
guidance:
Learning
context
Lecture
Demo
10 This lesson
demonstrates the
use of an Implicit
Association Test
(IAT) to measure
implicit
associations and
attitudes toward
traditionally
stigmatized
groups and
examine implicit
bias.
b
Examples
and nonexamples
of implicit bias
are generated.
Worked examples
of using IAT
results to form a
picture of implicit
bias are provided
and discussed.
Reengage learners
in the lesson
objective by
demonstrating the
use of an IAT to
measure implicit
associations and
attitudes toward
traditionally
stigmatized
groups and
examine implicit
bias. Demonstrate
worked examples
of using IAT test
results to form a
picture of implicit
bias. Discuss
examples and
nonexamples.
Learners will have
previously taken
an IAT through
Project Implicit
and bring the
results to class.
Learners follow
along with a
description of the
procedure to use
the test results to
form a picture of
their own implicit
biases.

Learners generate
examples and
nonexamples of
implicit bias from
their own
teaching
experience.
Practice and
feedback:
Uncovering
and
20 Learners practice
using the results
of an IAT to
measure implicit
associations and
Ask learners to
work individually
to use the results
from a previously
taken IAT
Learners work
individually to
use the results
from an IAT
through Project

160
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
acknowledging
implicit bias
attitudes toward
traditionally
stigmatized
groups and
examine and form
a picture of
implicit bias.
through Project
Implicit they
brought to class.
Learners follow a
procedure to use
the test results to
examine and form
a picture of their
own implicit
biases.

Break learners into
small groups and
have them share
what they learned
about implicit
bias.

Provide informative
feedback by
reconvening the
entire class and
asking learners to
share what they
discussed in their
small groups. Ask
learners to
identify
appropriate
responses and
explain the
rationale for their
selections. Point
out common
errors and
misconceptions.
Suggest best
practices where
appropriate.

Implicit taken
previously and
brought to class.
Learners follow a
procedure to use
the test results to
examine and form
a picture of their
own implicit
biases.

Learners break into
small groups and
share what they
have learned
about implicit
biases.

Learners hear
informative
feedback
examining and
critiquing group
output, including
examples and
nonexamples.
Learners consider
information about
the
appropriateness of
their responses
during practice.
Learners identify
appropriate
responses and
explain the
rationale for their
selections.
Learners hear
common errors
and
misconceptions.

161
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Learners see best
practices where
appropriate.
Learning
guidance: How
implicit bias
impacts
designer
positionality
Lecture
Demo
10 This lesson
demonstrates the
procedure for
using the picture
of implicit bias
identified through
the use of an IAT
to explain ways in
which implicit
bias impacts
designer
positionality.

Examples and
nonexamples of
designer
positionality are
generated.
Worked examples
of using the
picture of implicit
bias formed
through an
examination of
IAT test results to
explain designer
positionality are
provided and
discussed.
Reengage learners
in the lesson
objective by
stating the
principle: The
positionality of
the designer
includes implicit
biases that impact
instruction.
Explain the why
of the principle.
Ask learners to
state the principle.

Demonstrate the
procedure for
using a
description of
implicit bias
identified through
the use of an IAT
to explain ways in
which implicit
bias impacts
designer
positionality.

Demonstrate
worked examples
of using IAT test
results to explain
how implicit bias
impacts designer
positionality.
Discuss examples
and nonexamples.
Learners hear the
principle that the
designer’s
positionality
includes implicit
biases that impact
instruction and
the meaning of
the principle.
Learners state the
principle in their
own words.

Learners will have
previously taken
an IAT through
Project Implicit
and bring the
results to class. In
the prior section,
they used these
test results to
form a narrative
description of
their own implicit
biases. Learners
follow along with
a description of
the procedure to
use a picture of
their own implicit
biases to explain
designer
positionality.

Learners generate
examples and
nonexamples of

162
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
designer
positionality from
their own
teaching
experience.
Practice and
feedback: How
implicit bias
impacts
designer
positionality
20 Learners practice
using the picture
of implicit bias
identified through
the use of an IAT
and a procedure
to explain how
implicit bias
impacts designer
positionality.

Ask learners to
work individually
to use the picture
of implicit bias
identified through
the use of a
previously taken
IAT through
Project Implicit
and brought to
class. Learners
follow a
procedure to
apply the
principle to
explain how
implicit bias
impacts designer
positionality.

Break learners into
small groups and
have them share
what they learned
about how
implicit bias
impacts designer
positionality.

Provide informative
feedback by
reconvening the
entire class and
asking learners to
share what they
discussed in their
Learners follow a
procedure to
apply the
principle to
explain how
implicit bias
impacts designer
positionality.

Learners break into
small groups and
share what they
learned about how
implicit bias
impacts designer
positionality.

Learners hear
informative
feedback
examining and
critiquing group
output, including
examples and
nonexamples.
Learners consider
information about
the
appropriateness of
their responses
during practice.
Learners identify
appropriate
responses and
explain the
rationale for their

163
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
small groups. Ask
learners to
identify
appropriate
responses and
explain the
rationale for their
selections. Point
out common
errors and
misconceptions.
Suggest critical
features of the
situation where
the principle
should be
employed.
Encourage
learners to
identify
noncritical
aspects.
selections.
Learners hear
common errors
and
misconceptions.
Learners see
critical features of
the situation
where it should be
employed and
identify
noncritical
aspects.

Learning
guidance: How
the implicit
biases and
positionality
impact
instruction
Lecture
Demo
10
minutes
This lesson
demonstrates the
procedure for
using tools from
the Center for
Urban Education
to explain how
bias and
positionality
impact
instruction.
c

Use observations
from the prior
section to
illustrate
examples of how
bias and
positionality can
impact
instructional
policies,
practices, and
approaches and
instructional
materials (e.g.,
syllabi).
Demonstrate the
procedure for
using tools from
the Center for
Learners hear and
see examples of
how bias and
positionality can
impact
instructional
policies,
practices, and
approaches and
instructional
materials (e.g.,
syllabi). Learners
see and hear a
demonstration of
the procedure for
using tools from
the Center for
Urban Education
to conduct a

164
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Urban Education
to conduct a
review. Provide
examples and
nonexamples.
review. Learners
hear and see
examples and
nonexamples.
Learning
feedback and
practice: How
the implicit
biases and
positionality
impact
instruction
20 Learners practice
using a checklist
to review
instructional
policies,
practices, and
approaches and
instructional
materials to
identify bias and
positionality.
Ask learners to
work individually
to practice using a
checklist to
review
instructional
policies,
practices, and
approaches and
instructional
materials to
identify bias and
positionality.
Provide a worked
example and ask
learners to
identify and
explain bias and
positionality.

Provide informative
feedback by
reconvening the
entire class and
asking learners to
share their
findings. Ask
learners to
identify examples
and nonexamples.

Demonstrate a
worked example
of the assessment
that will be
completed at the
Learners work
individually to
practice using a
checklist to
review a worked
example of
instructional
policies,
practices, and
approaches and
instructional
materials to
identify bias and
positionality.
Learners identify
and explain bias
and positionality
in the worked
example.

Learners hear
informative
feedback
examining and
critiquing the
output of the
class, including
examples and
nonexamples.

Learners self-assess
their readiness to
complete the
assessment.

165
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
lesson’s
conclusion. Ask
learners to assess
their readiness to
complete the
assessment.
Authentic
assessment
15 Learners are
assigned a task to
be completed
prior to the next
class meeting
(typically a week
later). The task
requires using the
results of an IAT
to form a picture
of individual
implicit biases
and writing a
narrative
describing how
these biases
impact a course
designer’s
positionality and
approach to
instruction. A
template, worked
example, and
rubric are
provided.
Show a template
and demonstrate a
worked example
and a nonexample
for a description
of a narrative.
Provide the rubric
that will be used
to evaluate
completion of the
assignment.
Encourage
learners to ask
questions about
the assignment.
Learners see and
hear an example
of the assigned
task and have the
opportunity to ask
questions about
the assignment.
Retention and
transfer
10 Learners reflect on
the objectives for
the lesson and
identify and
report on what
they have learned.
Inform learners that
they have
successfully
completed the
second unit of
instruction. Ask
learners to think
about how to
apply what they
have learned to
Learners reflect on
the objectives for
the lesson and
identify and
report on what
they have learned.
Learners list rules
of thumb that can
be used in
examining

166
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
their jobs
preparing their
assigned course
for instruction.
Show the
objectives listed
earlier in the
lesson. Encourage
learners to create
rules of thumb
that can be used
to apply what
they have learned.
Ask learners to
identify key
features of their
job that are
similar to what
they learned in
this lesson.
implicit biases
that emanate from
designer
positionality and
explain the impact
of bias on
instruction.
Big ideas

10 The key takeaways
are discussed:
Why is it
important to be
able to identify
implicit bias and
the impact of bias
on designer
positionality?
Ask learners to
individually
generate at least
one big idea that
emerged from the
lesson. Ask
learners to share
their ideas in a
word cloud.
Learners generate a
big idea and share
with the class
using a word
cloud.
Advance
organizer for
the next unit
10 Prepare for the next
module by
shifting attention
to the importance
of identifying the
goals and
outcomes of
instruction.
Thank learners for
their participation
and acknowledge
successful
completion of the
lesson. Explain
the importance of
identifying the
goals and
outcomes of
instruction.
Learners begin to
think about the
importance of
identifying the
goals and
outcomes of
instruction.

167
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Total time 180

a
Pressner, K. (2016, August 30). Are you biased? I am. [Video]. YouTube.
https://youtu.be/Bq_xYSOZrgU
b
Project Implicit. (n.d.). Preliminary information. Retrieved March 20, 2022, from
https://implicit.harvard.edu/implicit/takeatest.html
c
Center for Urban Education. (n.d.) CUE’s racial equity tools. University of Southern
California. https://www.cue-tools.usc.edu

168
Unit 3 Overview
Terminal Learning Objective
To design their own course for delivery, faculty will be able to identify the goals and
outcomes of instruction.

Prerequisite analysis (enabling objectives)
● Know the meaning of goals of instruction.
● Know the meaning of outcomes of instruction.
● Be able to identify goals of instruction.
● Be able to identify outcomes of instruction.

Learning Activities
● After introductions, attention activities, and review of learning objectives, assess prior
knowledge of the meaning of goals and outcomes of instruction.
● Teach any necessary prerequisite knowledge by providing definitions and examples and
nonexamples.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model the procedure for identifying the goals of instruction.
● Provide practice and feedback for identifying the goals of instruction.
● Model the procedure for identifying the outcomes of instruction.
● Provide practice and feedback for identifying the outcomes of instruction.
● Provide opportunities to transfer knowledge to identify the goals and outcomes of
instruction.

Assessment
● Learners will be assigned several tasks with rubrics to complete prior to the next class
meeting to identify the goals and outcomes of instruction.

169
Unit 3 Lesson Plan and Instructor’s Guide

Unit Duration: 180 minutes

Introduction
This is the third unit in an 8-unit course to prepare higher education faculty with the knowledge
and skills needed to design, develop, and implement college courses using a variety of methods
and media. The purpose of this unit is to prepare faculty to be able to identify the goals,
outcomes, and objectives of instruction when designing their own courses for delivery.

Learning Objectives
Terminal objective:
To design their own course for delivery, faculty will be able to identify the goals and
outcomes of instruction.

Enabling objectives:
● For a given learning scenario, faculty will be able to:
○ Know the meaning of goals of instruction.
○ Know the meaning of outcomes of instruction.
○ Be able to identify goals of instruction.
○ Be able to identify outcomes of instruction.

Lesson Materials
● Access to a notebook computer (Macintosh or personal computer)
● Internet access
● Google Drive and Google Docs
● A learning management system (e.g., Canvas, Blackboard, D2L) to host materials and
learning content
● Zoom account
● Slack account
● Handouts
● Videos
● Rubrics
● Presentation slides
● Teaching notes

Learner Characteristic Accommodations
A wireless internet connection for the facilitator and participants, a video projector, and ample
whiteboard space is needed. The complete curriculum, including the course syllabus, learning
materials, discussion boards, video content, administrative elements, and a learning technology
interoperability framework will be housed in a learning management system accessible to the
learners and the facilitator on the internet. Principles of universal design for learning will be used
in compliance with the Americans with Disabilities Act to give all learners an equal opportunity
to benefit from instruction. Accommodations for breaking out into small learning groups are also
important.

170
Facilitator’s Notes
This course is designed to be delivered in a blended format combining synchronous face-to-face
delivery and asynchronous delivery online in the learning management system. The face-to-face
component can be delivered on-ground in a conference or classroom, depending on the size of
the class and availability of resources. Alternatively, the synchronous face-to-face session can be
delivered using Zoom or other video-conferencing technology. The equipment and technology
will be dictated by the format for delivery of instruction. The approach is designed to mirror and
demonstrate the methods at the core of the professional development curriculum. Applications
deployed will include Zoom, Google Docs, Slack, and other technologies commonly used to
deliver online and blended instruction.

Prior to engaging in the synchronous face-to-face session, content will be available to learners on
the learning management system. This content will include a syllabus for the course, assigned
and optional readings, videos, knowledge base, examples, checklists, templates, directions for
written assignments, rubrics, a discussion forum, link to email, a course calendar, and Dropbox
for submitting written assignments. Learners are expected to access the materials and complete
assigned activities prior to attending the synchronous session. After attending the synchronous
session, learners will return to asynchronous mode to be able to engage in a discussion thread
with classmates and the facilitator.

Table A5 provides the instructional activities and shows the instructional sequence, duration,
descriptions of the learning activities, instructor actions/decisions (supplantive events of
instruction), and learner actions/decisions (generative events of instruction). The overall structure
of the expanded instructional events is organized and presented in a detailed instructional
sequence that includes an introduction, body, conclusion, and assessment.

Table A5
Unit 3 Instructional Activities
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Gain
attention
10 Show the first 2 min
of a brief video:
Learning Objectives
vs Syllabus.
a

The video shows
faculty describing
the purpose of
learning goals and
discusses how to
Welcome learners
and provide
opening remarks.
Show the videos
and provide best
examples and
explain how they
embody the
characteristics of
goals and
Learners watch and
listen to the videos,
see best examples,
and start thinking
about the questions
being asked and
relating the
questions to their
own personal

171
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
identify learning
goals and outcomes
and why they are
generated. Stop the
video at 2 min and
ask the guiding
questions.

Learners are
prompted to
respond to guiding
questions: Why are
learning goals and
outcomes
important? How are
learning goals and
outcomes
identified? What is
the difference
between a learning
goal and a learning
outcome? What
goals and outcomes
can you identify for
a course that you
teach?
outcomes. Ask
learners to
describe their
understanding of
learning goals and
outcomes.

After showing the
videos, ask the
guiding questions
to activate
learners’ thinking
about their own
experiences as
learners and
instructors.
experiences in the
classroom.

Learners share their
responses to the
questions.

Learning
objectives
5 The learning
objectives for the
lesson are reviewed
and discussed in
terms of what
learners will be able
to do after
instruction.
To establish an
expectancy, arouse
interest, and
facilitate learning,
ask learners to
read the terminal
and enabling
learning objectives
for themselves
aloud from a
presentation
displayed for all
learners to view.
Ask learners to
describe their
Learners read the
terminal and
enabling learning
objectives for
themselves.
Learners describe
their understanding
of the objectives
and add personal
objectives.

172
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
understanding of
the objectives and
add any personal
objectives they
might have.
Discuss in terms of
what learners will
be able to do after
instruction.
Encourage learners
to ask clarifying
questions.
Purpose for
learning
Benefits
Risks
avoided
10 The purpose for
learning and risks
and benefits
associated with the
lesson are reviewed
and discussed.

Benefits: The ability
to identify the goals
and outcomes of
instruction. The
goals and outcomes
of instruction serve
to identify the
intended change in
the learner's
knowledge that will
take place through
the delivery of
instruction.
b

Properly aligning
instructional
activities to the
goals and outcomes
of instruction
promotes
achievement of the
course purpose.

State the purpose for
learning the
material and
describe the
benefits and risks
associated with the
lesson. Refer back
to the earlier
descriptions of the
why and how of
learning goals and
outcomes.

Encourage learners
to personalize the
experience by
generating their
own risks and
benefits.
Learners state the
risks and benefits
associated with the
course and share
their own risks and
benefits to the lists.

This activity can also
be accomplished
using a word cloud.

173
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Risks avoided:
Without clear
learning goals and
outcomes, it is
difficult to have a
clear idea of what
you wish learners to
learn from the
instruction.

Overview
Prior
knowledge
New
knowledge
Learning
strategies

(What you
already
know...what
you are
going to
learn...and
how you
are going to
learn it.)
10 Lesson overview that
includes a brief
content outline and
an overview of the
approach to
instruction.

Review of prior
knowledge from
Lesson 2: a) the
meaning of implicit
bias, b) how
implicit bias and
designer
positionality impact
the design of
instruction. Review
of big ideas
generated in Lesson
2.

Presentation of new
knowledge with a
brief overview of
procedures for
generating goals
and outcomes of
instruction. Brief
overview of the
written assignment
and assessment.
Summarize the
process that will
be followed in this
lesson. Start with a
review of prior
knowledge and
prompt learners to
describe the
meaning of the
instructional goals
and outcomes.

Describe new
knowledge that
will be learned and
conclude with the
learning strategies
that will be
followed in the
lesson.
Learners see and hear
a presentation and
have access to
download and view
supporting
materials and
handouts in the
learning
management
system. Learners
share the meaning
of the goals and
outcomes of
instruction.

174
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Prerequisite
knowledge
10 The meaning of the
goals and outcomes
of instruction are
reviewed and
discussed. Learners
conduct self-checks
of prerequisite
knowledge using an
online quiz.
Examples and
nonexamples are
discussed. Learners
elaborate on this
information by
thinking about how
it might apply to
their job. Gaps in
prerequisite
knowledge are
identified.
Using the best
examples provided
at the start of the
lesson, point out
the critical
attributes of goals
and outcomes of
instruction.
Introduce matched
nonexamples.

Ask learners to
provide their own
examples and
nonexamples.
Identify gaps in
prior knowledge to
address in the next
sections.

Administer an
online quiz to
encourage learners
to recall prior topic
knowledge. Use
the experience to
illustrate the
importance of
goals and
outcomes in the
design of
instruction.
Prompt learners to
consider how
goals and
outcomes of
instruction
influence
instructional
design and the
design of their
courses.
Learners see best
examples and
nonexamples and
are introduced to
the critical
attributes of goals
and outcomes of
instruction.

Learners generate
examples and
nonexamples and
identify gaps in
their prerequisite
knowledge.

Learners conduct
self-checks of
prerequisite
knowledge using an
online quiz.

Learners think about
and discuss how
goals and outcomes
of instruction apply
to the design of
their courses.

175
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Learning
guidance:
Learning
context
Lecture
Demo
15 This lesson
demonstrates the
steps associated
with the procedure
for identifying the
goals of instruction.
Examples and
nonexamples of
goals of instruction
are generated.
Worked examples
of using the
procedure to
identify learning
goals are provided
and discussed.
Reengage learners in
the lesson
objective by
demonstrating the
steps associated
with the procedure
for identifying the
goals of
instruction.

Demonstrate worked
examples of using
the procedure to
identify learning
goals. Discuss
examples and
nonexamples.

Demonstrate the
cues that signal
that the procedure
has been
completed
successfully.

Encourage learners
to consider how
identifying goals
of instruction for
their own courses
will inform the
design process.
Learners will have
thought about and
discussed how
goals and outcomes
of instruction apply
to the design of
their courses.

Learners follow
along in a
description of the
steps of the
procedure for
identifying the
goals of instruction.

Learners generate
examples and
nonexamples of
goals of instruction
from their own
teaching
experience.

Learners see the cues
that signal the
procedure has been
completed
successfully.
Practice and
feedback:
Identifying
goals of
instruction
30 Learners practice
using the steps
associated with the
procedure for
identifying the
goals of instruction
for one of their own
courses.
Ask learners to work
individually to use
the steps
associated with the
procedure for
identifying the
goals of
instruction for one
Learners work
individually to use
the steps associated
with the procedure
for identifying the
goals of instruction
for one of their own
courses. Learners
document their

176
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
of their own
courses.

Break learners into
small groups and
have them share
the goals they have
generated. Ask
learners to provide
constructive
feedback to one
another on the
goals they have
generated.

Provide informative
feedback by
reconvening the
entire class and
asking learners to
share what they
discussed in their
small groups. Ask
learners to identify
appropriate
responses and
explain the
rationale for their
selections.

Suggest best
practices where
appropriate.

goals in Google
Docs to share with
classmates.

Learners break into
small groups and
provide
constructive
feedback to one
another on the
goals they have
generated.

Learners hear
informative
feedback
examining and
critiquing group
output, including
examples and
nonexamples.
Learners consider
information about
the appropriateness
of their responses
during practice.
Learners identify
appropriate
responses and
explain the
rationale for their
selections.

Learners see best
practices where
appropriate.
Learning
guidance:
Identifying
outcomes of
instruction
15 This lesson
demonstrates the
steps associated
with the procedure
for identifying the
Reengage learners in
the lesson
objective by
demonstrating the
steps associated
Learners will have
thought about and
discussed how
goals and outcomes
of instruction apply

177
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Lecture
Demo
outcomes of
instruction.
Examples and
nonexamples of
goals of instruction
are generated.
Worked examples
of using the
procedure to
identify learning
outcomes are
provided and
discussed.
with the procedure
for identifying the
outcomes of
instruction.

Demonstrate worked
examples of using
the procedure to
identify learning
outcomes. Discuss
examples and
nonexamples.

Demonstrate the
cues that signal
that the procedure
has been
completed
successfully.

Encourage learners
to consider how
identifying
outcomes of
instruction for
their own courses
will inform the
design process.
to the design of
their courses.

Learners follow
along with a
description of the
steps of the
procedure for
identifying the
outcomes of
instruction.

Learners generate
examples and
nonexamples of
outcomes of
instruction from
their own teaching
experience.

Learners see the cues
that signal the
procedure has been
completed
successfully.
Practice and
feedback:
Identifying
goals of
instruction
30 Learners practice
using the steps
associated with the
procedure for
identifying the
goals of instruction.
Ask learners to work
individually to use
the steps
associated with the
procedure for
identifying the
goals of
instruction for one
of their own
courses.

Break learners into
small groups and
Learners work
individually to use
the steps associated
with the procedure
for identifying the
goals of instruction
for one of their own
courses. Learners
document their
goals in Google
Docs to share with
classmates.

178
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
have them share
the goals they have
generated. Ask
learners to provide
constructive
feedback to one
another on the
goals they have
generated.

Provide informative
feedback by
reconvening the
entire class and
asking learners to
share what they
discussed in their
small groups. Ask
learners to identify
appropriate
responses and
explain the
rationale for their
selections. Suggest
best practices
where appropriate.

Demonstrate a
worked example
of the assessment
that will be
completed at the
conclusion of the
assessment. Ask
learners to assess
their readiness to
complete the
assessment.
Learners break into
small groups and
provide
constructive
feedback to one
another on the
goals they have
generated.

Learners hear
informative
feedback
examining and
critiquing the
output of the
groups, including
examples and
nonexamples.
Learners consider
information about
the appropriateness
of their responses
during practice.
Learners identify
appropriate
responses and
explain the
rationale for their
selections. Learners
see best practices
where appropriate.

Learners self-assess
their readiness to
complete the
assessment.
Authentic
assessment
15 Learners are assigned
a task to be
completed prior to
Show a template and
demonstrate a
worked example
Learners see and hear
about the assigned
task and have the

179
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
the next class
meeting (typically a
week later). The
task requires using
the procedures for
identifying goals
and outcomes of
instruction for their
own courses,
preferably
associated with the
analysis of the
learning context and
learner completed
in Lesson 1. A
template, worked
example, and rubric
are provided.
and a nonexample
for a description of
learning goals and
outcomes
identified for a
course. Provide the
rubric that will be
used to evaluate
completion of the
assignment.
Encourage learners
to ask questions
about the
assignment.
opportunity to ask
questions about the
assignment.
Retention and
transfer
10 Learners reflect on
the objectives for
the lesson and
identify and report
on what they have
learned.
Inform learners that
they have
successfully
completed the
third unit of
instruction. Ask
learners to think
about how to apply
what they have
learned to their
jobs preparing
their assigned
course for
instruction. Show
the objectives
listed earlier in the
lesson. Encourage
learners to create
rules of thumb that
can be used to
apply what they
have learned. Ask
learners to identify
Learners reflect on
the objectives for
the lesson and
identify and report
on what they have
learned. Learners
list rules of thumb
that can be used to
identify the goals
and outcomes of
instruction.

180
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
key features of
their job that are
similar to what
they have learned
in this lesson.
Big ideas

10 The key takeaways
are discussed: Why
is it important to be
able to identify the
goals and outcomes
of instruction?
Ask learners to
individually
generate at least
one big idea that
emerged from the
lesson. Ask
learners to share
their ideas in a
word cloud.
Learners generate a
big idea and share
with the class using
a word cloud.
Advance
organizer
for the next
unit
10 Prepare for the next
module by shifting
attention to the
importance of
applying evidence-
based learning
design principles
and strategies to the
design of
instruction and
learning.
Thank learners for
their participation
and acknowledge
successful
completion of the
lesson. Explain the
importance of
applying evidence-
based learning
design principles
and strategies to
the design of
instruction and
learning.
Learners begin to
think about the
importance of
applying evidence-
based learning
design principles
and strategies to the
design of
instruction and
learning.
Total time 180

a
Chasteen, S. (Director). (n.d.). Learning objectives vs syllabus [Video]. University of Colorado.
https://ceils.ucla.edu/resources/teaching-guides/course-learning-outcomes/

181

Unit 4 Overview
Terminal Learning Objective
To design their own course for delivery, faculty will be able to apply evidence-based
learning design principles and strategies to the design of culturally relevant learning and
instruction.

Prerequisite analysis (enabling objectives)
● Know the meaning of apply.
● Know the meaning of evidence-based design principles and strategies.
● Know the meaning of culturally relevant.
● Be able to apply evidence-based learning design principles and strategies to the design of
culturally relevant instruction.

Learning Activities
● After introductions, attention activities, and review of learning objectives, assess prior
knowledge of the meaning of applying evidence-based learning design principles and
strategies to the design of culturally relevant learning and instruction.
● Teach any necessary prerequisite knowledge by providing definitions and examples and
nonexamples.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model the procedure to apply evidence-based learning design principles
and strategies to the design of culturally relevant learning and
instruction.
● Provide practice and feedback for applying evidence-based learning design
principles and strategies to the design of culturally relevant learning and
instruction.
● Provide opportunities to transfer knowledge to apply evidence-based learning
design principles and strategies to the design of culturally relevant learning and
instruction.

Assessment
● Learners will be assigned several tasks with rubrics to complete prior to the next class
meeting to apply evidence-based learning design principles and strategies to the design of
culturally relevant learning and instruction.

182
Unit 4 Lesson Plan and Instructor’s Guide

Unit Duration: 180 minutes

Introduction
This is the fourth unit in an 8-unit course to prepare higher education faculty with the knowledge
and skills needed to design, develop, and implement college courses using a variety of methods
and media. The purpose of this unit is to prepare faculty to apply evidence-based learning design
principles and strategies to the design of culturally relevant learning and instruction.

Learning Objectives
Terminal objective:
To design their own course for delivery, faculty will be able to apply evidence-based
learning design principles and strategies to the design of culturally relevant learning and
instruction.

Enabling objectives:
For a given learning scenario, faculty will be able to:
○ Know the meaning of apply.
○ Know the meaning of evidence-based design principles and strategies.
○ Know the meaning of culturally relevant.
○ Be able to apply evidence-based learning design principles and strategies to the
design of culturally relevant instruction.

Lesson Materials
● Access to a notebook computer (Macintosh or personal computer)
● Internet access
● Google Drive and Google Docs
● A learning management system (e.g., Canvas, Blackboard, D2L) to host materials and
learning content
● Zoom account
● Slack account
● Handouts
● Videos
● Rubrics
● Presentation slides
● Teaching notes

Learner Characteristic Accommodations
A wireless internet connection for the facilitator and participants, a video projector, and ample
whiteboard space is needed. The complete curriculum, including the course syllabus, learning
materials, discussion boards, video content, administrative elements, and a learning technology
interoperability framework will be housed in a learning management system accessible to the
learners and the facilitator on the internet. Principles of universal design for learning will be used
in compliance with the Americans with Disabilities Act to give all learners an equal opportunity
to benefit from instruction. Accommodations for breaking out into small learning groups are also
important.

183

Facilitator’s Notes
This course is designed to be delivered in a blended format in which instruction will combine
synchronous face-to-face delivery and asynchronous delivery online in the learning management
system. The face-to-face component can be delivered on-ground in a conference or classroom,
depending on the size of the class and availability of resources. Alternatively, the synchronous
face-to-face session can be delivered using Zoom or other video-conferencing technology. The
equipment and technology will be dictated by the format for delivery of instruction. The
approach is designed to mirror and demonstrate the methods at the core of the professional
development curriculum. Applications deployed will include Zoom, Google Docs, Slack, and
other technologies commonly used to deliver online and blended instruction.

Prior to engaging in the synchronous face-to-face session, content will be available to learners on
the learning management system. This content will include a syllabus for the course, assigned
and optional readings, videos, knowledge base, examples, checklists, templates, directions for
written assignments, rubrics, a discussion forum, link to email, a course calendar, and Dropbox
for submitting written assignments. Learners are expected to access the materials and complete
assigned activities prior to attending the synchronous session. After attending the synchronous
session, learners will return to asynchronous mode to be able to engage in a discussion thread
with classmates and the facilitator.

Table A6 provides the instructional activities and shows the instructional sequence, duration,
descriptions of the learning activities, instructor actions/decisions (supplantive events of
instruction), and learner actions/decisions (generative events of instruction). The overall structure
of the expanded instructional events is organized and presented in a detailed instructional
sequence that includes an introduction, body, conclusion, and assessment.

Table A6
Unit 4 Instructional Activities
Instructional
sequence
Time
in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Gain
attention
10 Show brief video of
Richard Clark
discussing guided
experiential
learning (GEL).
a

In the video, Clark
discusses how to
apply GEL, an
Welcome learners
and provide
opening remarks.
Show the videos
and provide best
examples and
explain how they
embody the
characteristics of
Prior to this lesson,
learners will have
read several articles
on GEL,
b
including
an interview with
Richard Clark.
c

Learners watch and
listen to the videos,
see best examples,

184
Instructional
sequence
Time
in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
evidence-based
learning strategy, to
design effective
instruction.

Learners are
prompted to
respond to guiding
questions: What are
evidence-based
strategies for
instruction? How is
GEL an example of
an evidence-based
strategy? What are
the key elements of
GEL? How might
you apply GEL to
the design of a
course that you
teach?
evidence-based
learning strategies.
Ask learners to
describe their
understanding of
evidence-based
learning strategies.

After showing the
videos, ask the
guiding questions
to activate
learners’ thinking
about their own
experiences as
learners and
instructors.
and start thinking
about the questions
being asked and
relating the
questions to their
own personal
experiences in the
classroom.

Learners share their
responses to the
questions.

Learning
objectives
5 The learning
objectives for the
lesson are reviewed
and discussed in
terms of what
learners will be able
to do after
instruction.
To establish an
expectancy, arouse
interest, and
facilitate learning,
ask learners to
read the terminal
and enabling
learning objectives
for themselves
aloud from a
presentation
displayed for all
learners to view.
Ask learners to
describe their
understanding of
the objectives and
add any personal
objectives they
might have.
Learners read the
terminal and
enabling learning
objectives for
themselves.
Learners describe
their understanding
of the objectives
and add personal
objectives.

185
Instructional
sequence
Time
in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Discuss in terms of
what learners will
be able to do after
instruction.
Encourage learners
to ask clarifying
questions.
Purpose for
learning
Benefits
Risks
avoided
10 The purpose for
learning and risks
and benefits
associated with the
lesson are reviewed
and discussed.

Benefits: Using
evidence-based
learning design
principles and
strategies to design
learning and
instruction can
reduce cognitive
load and enhance
learning and the
acquisition of new
knowledge.

Risks avoided: The
research shows
misconceptions
exist about how
adults learn, and
these
misconceptions
must be overcome
in order to design
approaches to
instruction that are
effective.
b

State the purpose for
learning the
material and
describe the
benefits and risks
associated with the
lesson. Refer back
to the earlier
descriptions of the
why and how of
learning goals and
outcomes.

Encourage learners
to personalize the
experience by
generating their
own risks and
benefits.
Learners state the
risks and benefits
associated with the
course and share
their own risks and
benefits to the lists.

This activity can also
be accomplished in
the form of a word
cloud.
Overview 10 Lesson overview that
includes a brief
Summarize the
process this lesson
Learners see and hear
a presentation and

186
Instructional
sequence
Time
in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Prior
knowledge
New
knowledge
Learning
strategies

(What you
already
know...what
you are
going to
learn...and
how you
are going to
learn it.)
content outline and
an overview of the
approach to
instruction. Review
of prior knowledge
from Lesson 3: a)
the meaning of
goals and outcomes
of instruction, b)
how to identify
goals and outcomes
of instruction.
Review of big ideas
generated in Lesson
3.

Review of the
enabling objectives:
The meaning of
applying evidence-
based learning
design principles
and strategies to
design culturally
relevant learning
and instruction.

Presentation of new
knowledge with a
brief overview of
procedures for
using evidence-
based principles and
strategies to design
culturally relevant
learning and
instruction. Brief
overview of the
written assignment
and assessment.
follows. Start with
a review of prior
knowledge;
prompt learners to
describe the
meaning of
applying evidence-
based learning
design principles
and strategies to
design culturally
relevant learning
and instruction.

Describe new
knowledge that
will be learned and
conclude with the
learning strategies
the lesson follows.
have access to
download and view
supporting
materials and
handouts in the
learning
management
system. Learners
share the meaning
of applying
evidence-based
learning design
principles and
strategies to design
culturally relevant
learning and
instruction.

187
Instructional
sequence
Time
in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Prerequisite
knowledge
10 The meaning of
applying evidence-
based learning
design principles
and strategies to
design culturally
relevant learning
and instruction.
Learners conduct
self-checks of
prerequisite
knowledge using an
online quiz.
Examples and
nonexamples are
discussed. Learners
elaborate on this
information by
thinking about how
it might apply to
their job. Gaps in
prerequisite
knowledge are
identified.
Present and review
the meaning of
evidence-based
learning design
principles and
strategies and
culturally relevant
pedagogy. Use
analogies and
metaphors to
illustrate key
points.

Ask learners to
provide their own
examples and
nonexamples.
Identify gaps in
prior knowledge to
address in the next
sections.

Administer an
online quiz to
encourage learners
to recall prior topic
knowledge. Use
the experience to
illustrate the
importance of
evidence-based
learning design
principles and
strategies. Prompt
learners to
consider how
evidence-based
learning design
principles and
strategies and
culturally relevant
pedagogy
Learners conduct
self-checks of
prerequisite
knowledge using an
online quiz.

Learners generate
examples and
nonexamples and
identify gaps in
their prerequisite
knowledge.

Learners think about
and discuss how to
apply evidence-
based learning
design principles
and strategies to
design culturally
relevant learning
and instruction.

188
Instructional
sequence
Time
in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
influences
instructional
design and the
design of their
courses.
Learning
guidance:
Learning
context
Lecture
Demo
15 This lesson
demonstrates the
steps associated
with the procedure
for applying GEL.
Examples and
nonexamples of
GEL are generated.
Worked examples
of using the
procedure for
applying GEL to the
design of learning
and instruction are
provided.
Reengage learners in
the lesson
objective by
demonstrating the
steps associated
with the procedure
for applying GEL
to the design of
culturally relevant
instruction.

Demonstrate worked
examples of using
the procedure to
apply GEL to
designing
culturally relevant
lesson plans.
Discuss examples
and nonexamples.

Demonstrate the
cues signaling that
the procedure has
been completed
successfully.

Encourage learners
to consider how
applying GEL to
their own courses
informs the design
process.
Learners will have
thought about and
discussed how to
apply GEL to the
design of their
courses.

Learners follow
along in a
description of the
steps of the
procedure for
applying GEL to
the design of
culturally relevant
learning and
instruction.

Learners generate
examples and
nonexamples of the
procedure from
their own teaching
experience.

Learners see the cues
that signal the
procedure has been
completed
successfully.
Practice and
feedback:
Applying
30 Learners practice
using the steps
associated with the
Ask learners to work
individually to use
the steps
Learners work
individually to use
the steps associated

189
Instructional
sequence
Time
in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
evidence-
based
learning
principles
and
strategies to
the design
of
instruction
procedure for
applying GEL to the
design of culturally
relevant learning
and instruction to
create lesson plans.
associated with the
procedure for
applying GEL to
the design of
culturally relevant
learning and
instruction.

Break learners into
small groups and
have them share
the list of
instructional
methods they have
generated. Ask
learners to provide
constructive
feedback to one
another on the lists
they have
generated.

Provide informative
feedback by
reconvening the
entire class and
asking learners to
share what they
discussed in their
small groups. Ask
learners to identify
appropriate
responses and
explain the
rationale for their
selections.

Suggest best
practices where
appropriate.

with the procedure
for applying GEL
to the design of
learning and
instruction for one
of their own
courses. Learners
document their lists
of instructional
methods in Google
Docs to share with
classmates.

Learners break into
small groups and
provide
constructive
feedback to one
another on the lists
they have
generated.

Learners hear
informative
feedback examining
and critiquing the
output of the
groups, including
examples and
nonexamples.
Learners consider
information about
the appropriateness
of their responses
during practice.
Learners identify
appropriate
responses and
explain the
rationale for their
selections.

190
Instructional
sequence
Time
in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Learners see best
practices where
appropriate.
Authentic
assessment
15 Learners are assigned
a task to be
completed prior to
the next class
meeting (typically a
week later). The
task requires using
the procedures for
applying GEL to the
design of culturally
relevant learning
and instruction for
one of their own
courses, preferably
associated with the
analysis of the
learning context and
learner completed
in Lesson 1. A
template, worked
example, and rubric
are provided.
Show a template and
demonstrate a
worked example
and a nonexample
of a lesson
designed using
GEL. Provide the
rubric for
evaluating
completion of the
assignment.
Encourage learners
to ask questions
about the
assignment.
Learners see and hear
about the assigned
task and have the
opportunity to ask
questions about the
assignment.
Retention and
transfer
10 Learners reflect on
the objectives for
the lesson and
identify and report
on what they have
learned.
Inform learners they
have successfully
completed the
fourth unit of
instruction. Ask
learners to think
about how to apply
what they learned
to their jobs
preparing their
assigned course
for instruction.
Show the
objectives listed
earlier in the
lesson. Encourage
Learners reflect on
the objectives for
the lesson and
identify and report
on what they
learned. Learners
list rules of thumb
that can be used to
apply evidence-
based learning
design principles
and strategies to the
design of learning
and instruction.

191
Instructional
sequence
Time
in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
learners to create
rules of thumb
they can use to
apply what they
learned. Ask
learners to identify
key features of
their job that are
similar to what
they have learned
in this lesson.
Big ideas

10 The key takeaways
are discussed: Why
is it important to be
able to apply
evidence-based
learning design
principles and
strategies to design
culturally relevant
learning and
instruction?
Ask learners to
individually
generate at least
one big idea that
emerged from the
lesson. Ask
learners to share
their ideas in a
word cloud.
Learners generate a
big idea and share
with the class using
a word cloud.
Advance
organizer
for the next
unit
10 Prepare for the next
module by shifting
attention to
evaluating multiple
forms of media to
choose and deploy
the media and
methods appropriate
to the learning goals
in an online
environment.
Thank learners for
their participation
and acknowledge
successful
completion of the
lesson. Explain the
importance of
evaluating
multiple forms of
media to choose
and deploy the
media and
methods
appropriate to the
learning goals in
an online
environment.
Learners begin to
think about the
importance of
evaluating multiple
forms of media to
choose and deploy
the media and
methods
appropriate to the
learning goals in an
online environment.
Total time 180

192

a
Clark, R. E. (2008). Non-conscious knowledge and CTA [Video]. YouTube. https://youtu.be/-
vWSMnz8icM
b
Clark, R. E., Yates, K., Early, S., & Moulton, K. (2010). An analysis of the failure of electronic
media and discovery-based learning: Evidence for the performance benefits of guided training
methods. In K. H. Silber & W. R. Foshay (Eds.), Handbook of training and improving workplace
performance (Vol. 1, pp. 263–297). ISPI.
c
Shaughnessy, M. F., Fulgham, S. M., & Clark, R. E. (2009). Interview with Richard E. Clark.
Educational Technology, 49(1), 40–44. https://www.jstor.org/stable/44429643

193
Unit 5 Overview
Terminal Learning Objective
● To design their own course for delivery, faculty will be able to evaluate multiple forms of
media and choose and deploy the media and methods accessible and appropriate to the
learning goals and diverse needs of learners in an online environment.

Prerequisite analysis (enabling objectives)
● Know the meaning of evaluate.
● Know the meaning of choose and deploy.
● Know the meaning of multiple forms of media.
● Know the meaning of methods.
● Know the meaning of accessible.
● Be able to evaluate multiple forms of media.
● Be able to choose and deploy the media and methods accessible and appropriate to the
learning goals and diverse needs of learners in an online environment.

Learning Activities
● After introductions, attention activities, and review of learning objectives, assess prior
knowledge of evaluating multiple forms of media to choose and deploy the media and
methods accessible and appropriate to the learning goals in an online environment.
● Teach any necessary prerequisite knowledge by providing definitions, examples, and
nonexamples.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model the procedure to evaluate multiple forms of media.
● Model the procedure to choose and deploy the media and methods
accessible and appropriate to the learning goals and the diverse needs of
learners in an online environment.
● Provide practice and feedback for evaluating, choosing, and deploying the media
and methods accessible and appropriate to the learning goals and the diverse
needs of learners in an online environment
● Provide opportunities to transfer knowledge to evaluate, choose, and deploy the
media and methods accessible and appropriate to the learning goals and the diverse
needs of learners in an online environment.

Assessment
● Learners will be assigned several tasks with rubrics to complete prior to the next class
meeting to evaluate multiple forms of media and choose and deploy the media and
methods accessible and appropriate to the learning goals and the diverse needs of learners
in an online environment.

194
Unit 5 Lesson Plan and Instructor’s Guide

Unit Duration: 180 minutes

Introduction
This is the fifth unit in an 8-unit course to prepare higher education faculty with the knowledge
and skills needed to design, develop, and implement college courses using a variety of methods
and media. The purpose of this unit is to prepare faculty to be able to evaluate multiple forms of
media and choose and deploy the media and methods accessible and appropriate to the learning
goals and diverse needs of learners in an online environment.

Learning Objectives
Terminal objective:
To design their own course for delivery, faculty will be able to evaluate multiple forms of
media and choose and deploy the media and methods accessible and appropriate to the
learning goals and diverse needs of learners in an online environment.

Enabling objectives:
For a given learning scenario, faculty will be able to:
○ Know the meaning of evaluate.
○ Know the meaning of choose and deploy.
○ Know the meaning of multiple forms of media.
○ Know the meaning of methods.
○ Know the meaning of accessible.
○ Be able to evaluate multiple forms of media.
○ Be able to choose and deploy the media and methods accessible and appropriate
to the learning goals and diverse needs of learners in an online environment.

Lesson Materials
● Access to a notebook computer (Macintosh or personal computer)
● Internet access
● Google Drive and Google Docs
● A learning management system (e.g., Canvas, Blackboard, D2L) to host materials and
learning content
● A Zoom account
● A Slack account
● Handouts
● Videos
● Rubrics
● Presentation slides
● Teaching notes

Learner Characteristic Accommodations
A wireless internet connection for the facilitator and participants, a video projector, and ample
whiteboard space is needed. The complete curriculum, including the course syllabus, learning
materials, discussion boards, video content, administrative elements, and a learning technology
interoperability framework will be housed in a learning management system accessible to the

195
learners and the facilitator on the internet. Principles of universal design for learning will be used
in compliance with the Americans with Disabilities Act to give all learners an equal opportunity
to benefit from instruction. Accommodations for breaking out into small learning groups are also
important.

Facilitator’s Notes
This course is designed to be delivered in a blended format combining synchronous face-to-face
delivery and asynchronous delivery online in the learning management system. The face-to-face
component can be delivered on-ground in a conference or classroom, depending on the size of
the class and availability of resources. Alternatively, the synchronous face-to-face session can be
delivered using Zoom or other video-conferencing technology. The equipment and technology
will be dictated by the format for delivery of instruction. The approach is designed to mirror and
demonstrate the methods at the core of the professional development curriculum. Applications
deployed will include Zoom, Google Docs, Slack, and other technologies commonly used to
deliver online and blended instruction.

Prior to engaging in the synchronous face-to-face session, content will be available to learners on
the learning management system. This content will include a syllabus for the course, assigned
and optional readings, videos, knowledge base, examples, checklists, templates, directions for
written assignments, rubrics, a discussion forum, link to email, a course calendar, and Dropbox
for submitting written assignments. Learners are expected to access the materials and complete
assigned activities prior to attending the synchronous session. After attending the synchronous
session, learners will return to asynchronous mode to engage in a discussion thread with
classmates and the facilitator.

Table A7 provides the instructional activities and shows the instructional sequence, duration,
descriptions of the learning activities, instructor actions/decisions (supplantive events of
instruction), and learner actions/decisions (generative events of instruction). The overall structure
of the expanded instructional events is organized and presented in a detailed instructional
sequence that includes an introduction, body, conclusion, and assessment.

Table A7
Unit 5 Instructional Activities
Instructional
sequence
Time in
minutes

Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Gain
attention
10 Show a brief video:
What Learning
Science Tells Us
About How to Use
Educational
Welcome learners
and provide
opening remarks.
Ask learners to
describe their
Prior to this lesson,
learners will have
read an article on
media selection.
c

Learners watch and

196
Instructional
sequence
Time in
minutes

Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Technology or
Selecting
Instructional Media.

a, b

The videos address
media selection and
the learning
context.

Learners are
prompted to
respond to guiding
questions: What are
some of the issues
associated with
selecting media and
technology? How
can technology
support learning?
How does the
choice of
instructional
methods impact the
choice of media?
understanding of
how to select
media for
instruction.

After showing the
video, ask the
guiding questions
to activate
learners’ thinking
about their own
experiences as
learners and
instructors.
listen to the video
and start thinking
about the questions
being asked and
relating the
questions to their
own personal
experiences in the
classroom.

Learners share their
responses to the
questions.

Learning
objectives
5 The learning
objectives for the
lesson are reviewed
and discussed in
terms of what
learners will be able
to do after
instruction.
To establish an
expectancy, arouse
interest, and
facilitate learning,
ask learners to
read the terminal
and enabling
learning objectives
for themselves
aloud from a
presentation
displayed for all
learners to view.
Ask learners to
describe their
understanding of
Learners read the
terminal and
enabling learning
objectives for
themselves.
Learners describe
their understanding
of the objectives
and add personal
objectives.

197
Instructional
sequence
Time in
minutes

Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
the objectives and
add any personal
objectives they
might have.
Discuss in terms
of what learners
will be able to do
after instruction.
Encourage
learners to ask
clarifying
questions.
Purpose for
learning
Benefits
Risks
avoided
10 The purpose for
learning and risks
and benefits
associated with the
lesson are reviewed
and discussed.

Benefits: Being able
to evaluate multiple
forms of media and
choose and deploy
the media and
methods accessible
and appropriate to
the learning goals
and diverse needs
of learners can
reduce cognitive
load and enhance
learning and the
acquisition of new
knowledge.

Risks avoided:
Choosing media
based on subjective
judgement of the
instructional
designer that result
State the purpose for
learning the
material and
describe the
benefits and risks
associated with the
lesson. Refer back
to the earlier
descriptions of the
why and how to
apply evidence-
based learning
design principles
and strategies to
the design of
learning and
instruction.

Encourage learners
to personalize the
experience by
generating their
own risks and
benefits.
Learners state the
risks and benefits
associated with the
course and share
their own risks and
benefits to the lists.

This activity can also
be accomplished in
the form of a word
cloud.

198
Instructional
sequence
Time in
minutes

Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
in excess cognitive
load for the learner.
Overview
Prior
knowledge
New
knowledge
Learning
strategies

(What you
already
know...what
you are
going to
learn...and
how you
are going to
learn it.)
10 Lesson overview that
includes a brief
content outline and
an overview of the
approach to
instruction. Review
of prior knowledge
from Lesson 4:
Applying evidence-
based learning
design principles
and strategies to the
design of learning
and instruction.
Review of big ideas
generated in Lesson
4.

Review of the
enabling objectives:
The meaning of
evaluating,
choosing, and
deploying multiple
forms of media and
methods, the
meaning of
accessible.

Presentation of new
knowledge with a
brief overview of
procedures for
choosing and
deploying multiple
forms of media.
Brief overview of
the written
Summarize the
process that will
be followed in this
lesson. Start with a
review of prior
knowledge of
guided
experiential
learning. Prompt
learners to
describe the
meaning of
evaluating,
choosing, and
deploying multiple
forms of media
and methods and
the meaning of
accessible.

Describe new
knowledge that
will be learned and
conclude with the
learning strategies
that will be
followed in the
lesson.
Learners see and hear
a presentation and
have access to
download and view
supporting
materials and
handouts in the
learning
management
system. Learners
share the meaning
of evaluating,
choosing, and
deploying multiple
forms of media and
methods and the
meaning of
accessible.

199
Instructional
sequence
Time in
minutes

Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
assignment and
assessment.
Prerequisite
knowledge
10 The meaning of
evaluating,
choosing, and
deploying multiple
forms of media and
methods. Learners
conduct self-checks
of prerequisite
knowledge using an
online quiz.
Examples and
nonexamples are
discussed. Learners
elaborate on this
information by
thinking about how
it might apply to
their job. Gaps in
prerequisite
knowledge are
identified.
Present and review
the meaning of
evaluating,
choosing, and
deploying multiple
forms of media
and methods. Use
analogies and
metaphors to
illustrate key
points.

Ask learners to
provide their own
examples and
nonexamples.
Identify gaps in
prior knowledge to
address in the next
sections.

Administer an
online quiz to
encourage learners
to recall prior
topic knowledge.
Use the experience
to illustrate the
importance of
choosing media
and methods.
Prompt learners to
consider how
evaluating,
choosing, and
deploying multiple
forms of media
and methods
influence
Learners conduct
self-checks of
prerequisite
knowledge using an
online quiz.

Learners generate
examples and
nonexamples and
identify gaps in
their prerequisite
knowledge.

Learners think about
and discuss how to
evaluate, choose,
and deploy multiple
forms of media and
methods.

200
Instructional
sequence
Time in
minutes

Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
instructional
design and the
design of their
courses.
Learning
guidance:
Learning
context
Lecture
Demo
15 This lesson
demonstrates the
steps associated
with the procedure
to use a checklist
and populate a
template for
evaluating,
choosing, and
deploying media
and methods.
Examples and
nonexamples of the
procedure are
generated. Worked
examples of using
the procedure for
evaluating,
choosing, and
deploying media
and methods are
provided.
Reengage learners
in the lesson
objective by
demonstrating the
steps associated
with the procedure
for evaluating,
choosing, and
deploying media
and methods.

Demonstrate worked
examples of using
the procedure to
evaluate, choose,
and deploy media
and methods.
Discuss examples
and nonexamples.

Demonstrate the
cues that signal the
procedure has
been completed
successfully.

Encourage learners
to consider how to
evaluate, choose,
and deploy media
and methods in
their own courses
to inform the
design process.
Learners will have
thought about and
discussed how to
evaluate, choose,
and deploy media
and methods to the
design of their
courses.

Learners follow
along with a
description of the
steps for using a
checklist and
populating a
template for
evaluating,
choosing, and
deploying media
and methods.

Learners generate
examples and
nonexamples of the
procedure from
their own teaching
experience.

Learners see the cues
that signal the
procedure has been
completed
successfully.
Practice and
feedback:
Evaluating,
30 Learners practice
using the steps
associated with the
Ask learners to work
individually to
follow the steps
Learners work
individually to use
the steps for using a

201
Instructional
sequence
Time in
minutes

Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
choosing,
and
deploying
media and
methods
procedure for
evaluating,
choosing, and
deploying media
and methods to
provide instruction.
for using a
checklist and
populate a
template for
evaluating,
choosing, and
deploying media
and methods for
instruction.

Break learners into
small groups and
have them share
the list of
instructional
methods and
media selections
they generated.
Ask learners to
provide
constructive
feedback to one
another on the lists
they generated.

Provide informative
feedback by
reconvening the
entire class and
asking learners to
share what they
discussed in their
small groups. Ask
learners to identify
appropriate
responses and
explain the
rationale for their
selections.

checklist and
populating a
template for
evaluating,
choosing, and
deploying media
and methods for
instruction in one
of their own
courses. Learners
document their lists
of instructional
methods and media
selections in
Google Docs to
share with
classmates.

Learners break into
small groups and
provide
constructive
feedback to one
another on the lists
they have
generated.

Learners hear
informative
feedback
examining and
critiquing group
output, including
examples and
nonexamples.
Learners consider
information about
the appropriateness
of their responses
during practice.
Learners identify
appropriate

202
Instructional
sequence
Time in
minutes

Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Suggest best
practices where
appropriate.

responses and
explain the
rationale for their
selections.

Learners see best
practices where
appropriate.
Authentic
assessment
15 Learners are assigned
a task to be
completed prior to
the next class
meeting (typically a
week later). The
task requires using
the procedures for
evaluating,
choosing, and
deploying media
and methods to
provide instruction
for one of their own
courses, preferably
associated with the
analysis of the
learning context
and learner
completed in
Lesson 1. A
template, worked
example, and rubric
are provided.
Show a template and
demonstrate a
worked example
and a nonexample
of a lesson
designed using the
procedures for
evaluating,
choosing, and
deploying media
and methods.
Provide the rubric
that will be used to
evaluate
completion of the
assignment.
Encourage
learners to ask
questions about
the assignment.
Learners see and hear
about the assigned
task and have the
opportunity to ask
questions about the
assignment.
Retention and
transfer
10 Learners reflect on
the objectives for
the lesson and
identify and report
on what they
learned.
Inform learners that
they have
successfully
completed the fifth
unit of instruction.
Ask learners to
think about how to
apply what they
learned to their
Learners reflect on
the lesson
objectives and
identify and report
on what they
learned. Learners
list rules of thumb
that can be used to
evaluate multiple

203
Instructional
sequence
Time in
minutes

Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
jobs preparing
their assigned
course for
instruction. Show
the objectives
listed earlier in the
lesson. Encourage
learners to create
rules of thumb that
can be used to
apply what they
learned. Ask
learners to identify
key features of
their job that are
similar to what
they learned in this
lesson.
forms of media and
choose and deploy
the media and
methods accessible
and appropriate to
the learning goals
and the diverse
needs of learners in
an online
environment.
Big ideas

10 The key takeaways
are discussed: Why
is it important to be
able to evaluate,
choose and deploy
media and
methods?
Ask learners to
individually
generate at least
one big idea that
emerged from the
lesson. Ask
learners to share
their ideas in a
word cloud.
Learners generate a
big idea and share
with the class using
a word cloud.
Advance
organizer
for the next
unit
10 Prepare for the next
module by shifting
attention to
designing,
developing, and
implementing
assessments to
assess and evaluate
learning from
instruction.
Thank learners for
their participation
and acknowledge
successful
completion of the
lesson. Explain the
importance of
designing,
developing, and
implementing
assessments to
assess and
evaluate learning
from instruction.
Learners begin to
think about the
importance of
designing,
developing, and
implementing
assessments to
assess and evaluate
learning from
instruction.

204
Instructional
sequence
Time in
minutes

Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Total time 180

a
Carnegie Mellon University. (2017). What learning science tells us about how to use
educational technology [Video]. YouTube. https://youtu.be/IxdSzBC-ESg
b
United States Airforce Aerospace Audio Visual Service. (1975). Selecting instructional media
[Video]. YouTube. https://youtu.be/hENRdKSxLw0
c
Clark, R. E., Yates, K., Early, S., & Moulton, K. (2010). An analysis of the failure of electronic
media and discovery-based learning: Evidence for the performance benefits of guided training
methods. In K. H. Silber & W. R. Foshay (Eds.), Handbook of training and improving workplace
performance (Vol. 1, pp. 263–297). ISPI.

205

Unit 6 Overview

Terminal Learning Objective
To design their own course for delivery, faculty will be able to design, develop, and
implement assessments to assess and evaluate learning from instruction.

Prerequisite analysis (enabling objectives)
● Know the meaning of design, develop, and implement.
● Know the meaning of assessments.
● Know the meaning of assess and evaluate learning.
● Be able to design, develop, and implement assessments.
● Be able to assess and evaluate learning from instruction.

Learning Activities
● After introductions, attention activities, and review of learning objectives, assess prior
knowledge of design and develop and implement assessments to assess and evaluate
learning from instruction.
● Teach any necessary prerequisite knowledge by providing definitions, examples, and
nonexamples.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model the procedure to design, develop, and implement assessments.
● Model the procedure to assess and evaluate learning from instruction.
● Provide practice and feedback to design, develop, and implement assessments.
● Provide opportunities to transfer knowledge to design, develop, and implement
assessments to assess and evaluate learning from instruction.

Assessment
● Learners will be assigned several tasks with rubrics to complete prior to the next class
meeting to apply design, develop, and implement assessments to assess and evaluate
learning from instruction.
.

206
Unit 6 Lesson Plan and Instructor’s Guide

Unit Duration: 180 minutes

Introduction
This is the sixth unit in an 8-unit course to prepare higher education faculty with the knowledge
and skills needed to design, develop, and implement college courses using a variety of methods
and media. The purpose of this unit is to prepare faculty to be able to design, develop, and
implement assessments to assess and evaluate learning from instruction.

Learning Objective
Terminal objective:
To design their own course for delivery, faculty will be able to design, develop, and
implement assessments to assess and evaluate learning from instruction.

Enabling Objectives:
For a given learning scenario, faculty will be able to:
○ Know the meaning of design, develop, and implement.
○ Know the meaning of formative and summative assessments.
○ Know the meaning of assess and evaluate learning.
○ Be able to design, develop, and implement assessments.
○ Be able to assess and evaluate learning from instruction.

Lesson Materials
● Access to a notebook computer (Macintosh or persona computer)
● Internet access
● Google Drive and Google Docs
● A learning management system (e.g., Canvas, Blackboard, D2L) to host materials and
learning content
● A Zoom account
● A Slack account
● Handouts
● Videos
● Rubrics
● Presentation slides
● Teaching notes

Learner Characteristic Accommodations
A wireless internet connection for the facilitator and participants, a video projector, and ample
whiteboard space is needed. The complete curriculum, including the course syllabus, learning
materials, discussion boards, video content, administrative elements, and a learning technology
interoperability framework will be housed in a learning management system accessible to the
learners and the facilitator on the internet. Principles of universal design for learning will be used
in compliance with the Americans with Disabilities Act to give all learners an equal opportunity
to benefit from instruction. Accommodations for breaking out into small learning groups are also
important.

207
Facilitator’s Notes
This course is designed to be delivered in a blended format in which instruction will combine
synchronous face-to-face delivery and asynchronous delivery online in the learning management
system. The face-to-face component can be delivered on-ground in a conference room or
classroom, depending on the size of the class and availability of resources. Alternatively, the
synchronous face-to-face session can be delivered using Zoom or other video-conferencing
technology. The equipment and technology will be dictated by the format for delivery of
instruction. The approach is designed to mirror and demonstrate the methods that are at the core
of the professional development curriculum. Applications deployed will include Zoom, Google
Docs, Slack, and other technologies commonly used to deliver online and blended instruction.

Prior to engaging in the synchronous face-to-face session, content will be available to learners on
the learning management system. This content will include a syllabus for the course, assigned
and optional readings, videos, knowledge base, examples, checklists, templates, directions for
written assignments, rubrics, a discussion forum, link to email, a course calendar, and Dropbox
for submitting written assignments. Learners are expected to access the materials and complete
assigned activities prior to attending the synchronous session. After attending the synchronous
session, learners will return to asynchronous mode to be able to engage in a discussion thread
with classmates and the facilitator.

Table A8 provides the instructional activities and shows the instructional sequence, duration,
descriptions of the learning activities, instructor actions/decisions (supplantive events of
instruction), and learner actions/decisions (generative events of instruction). The overall structure
of the expanded instructional events is organized and presented in a detailed instructional
sequence that includes an introduction, body, conclusion, and assessment.

Table A8
Unit 6 Instructional Activities
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Gain attention 10 Show brief video: How
Do we Begin? With a
Plan.
a

The video discusses the
why, what, when, and
how of assessing
learning.

Welcome
learners and
provide
opening
remarks. Ask
learners to
describe their
understanding
of how to
design,
Learners watch and
listen to the video
and start thinking
about the
questions being
asked and relating
the questions to
their own
personal

208
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Learners are prompted to
respond to guiding
questions: How do we
know if instruction is
effective? How do we
know if learners have
achieved the stated
learning outcomes?
Why assess learning?
What are we
assessing?
develop, and
implement
assessments to
assess and
evaluate
learning from
instruction.

After showing
the video, ask
the guiding
questions to
activate
learners’
thinking about
their own
experiences as
learners and
instructors.
experiences in the
classroom.

Learners share their
responses to the
questions.

Learning
objectives
5 The learning objectives
for the lesson are
reviewed and discussed
in terms of what
learners will be able to
do after instruction.
To establish an
expectancy,
arouse interest,
and facilitate
learning, ask
learners to read
the terminal and
enabling
learning
objectives for
themselves
aloud from a
presentation
displayed for all
learners to
view. Ask
learners to
describe their
understanding
of the
objectives and
add any
Learners read the
terminal and
enabling learning
objectives for
themselves.
Learners describe
their
understanding of
the objectives and
add personal
objectives.

209
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
personal
objectives they
might have.
Discuss in
terms of what
learners will be
able to do after
instruction.
Encourage
learners to ask
clarifying
questions.
Purpose for
learning
Benefits
Risks avoided
10 The purpose for learning
and risks and benefits
associated with the
lesson are reviewed
and discussed.

Benefits: Being able to
assess student learning
allows us to know if
students are developing
the intended
knowledge and skills
and to gauge the
effectiveness of
instruction.

Risks avoided: Lacking
a method to obtain and
analyze learners’
progress in achieving
the learning objectives
and outcomes,
instructors are unable
to know whether
instruction was
effective.
State the purpose
for learning the
material and
describe the
benefits and
risks associated
with the lesson.
Refer back to
the earlier
descriptions of
the why and
how to identify
the goals and
outcomes of
instruction and
how to apply
evidence-based
learning design
principles and
strategies to the
design of
learning and
instruction.

Encourage
learners to
personalize the
experience by
generating their
Learners state the
risks and benefits
associated with
the course and
share their own
risks and benefits
to the lists.

This activity can
also be
accomplished in
the form of a
word cloud or
other
collaborative
activity.

210
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
own risks and
benefits.
Overview
Prior
knowledge
New
knowledge
Learning
strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
10 Lesson overview that
includes a brief content
outline and an
overview of the
approach to
instruction. Review of
prior knowledge from
Lesson 5: Evaluating
multiple forms of
media and choosing
and deploying the
media and methods
appropriate to the
learning goals in the
context of an online
environment. Review
of big ideas generated
in Lesson 5.

Review of the enabling
objectives: Know the
meaning of design,
develop, and
implement; know the
meaning of formative
and summative
assessments; know the
meaning of assessing
and evaluating
learning.

Presentation of new
knowledge with a brief
overview of procedures
for being able to
design, develop, and
implement assessments
to be able to assess and
evaluate learning from
Summarize the
process
followed in this
lesson. Start
with a review
of prior
knowledge of
the cycle and
process for
assessing
student
learning.

Describe new
knowledge that
will be learned
and conclude
with the
learning
strategies that
will be
followed in the
lesson.
Learners see and
hear a
presentation and
have access to
download and
view supporting
materials and
handouts in the
learning
management
system. Learners
share the meaning
of designing,
developing, and
implementing
assessments to
assess and
evaluate learning.

211
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
instruction. Brief
overview of the written
assignment and
assessment.
Prerequisite
knowledge
10 Knowing the meaning of
design, develop, and
implement. Know the
meaning of formative
and summative
assessments and
assessing and
evaluating learning.
Learners conduct self-
checks of prerequisite
knowledge using an
online quiz. Examples
and nonexamples are
discussed. Learners
elaborate on this
information by
thinking about how it
might apply to their
job. Gaps in
prerequisite knowledge
are identified.
Present and
review the
meaning of
design,
develop, and
implement.
Present and
review the
meaning of
formative and
summative
assessments
and assessing
and evaluating
learning. Use
analogies and
metaphors to
illustrate key
points.

Ask learners to
provide their
own examples
and
nonexamples.
Identify gaps in
prior
knowledge to
address in the
next sections.

Administer an
online quiz to
encourage
learners to
recall prior
topic
Learners conduct
self-checks of
prerequisite
knowledge using
an online quiz.

Learners generate
examples and
nonexamples and
identify gaps in
their prerequisite
knowledge.

Learners think
about and discuss
how to design,
develop, and
implement
assessment to
assess and
evaluate learning
from instruction
in their courses.

212
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
knowledge. Use
the experience
to illustrate the
importance of
assessing
student
learning.
Prompt learners
to consider how
to design,
develop, and
implement
assessment to
assess and
evaluate
learning from
instruction in
their courses.
Learning
guidance:
Learning
context
Lecture
Demo
15 This lesson demonstrates
the steps for using a
checklist to design,
develop, and
implement formative
and summative
assessments. Examples
and nonexamples of
the procedure are
generated. Worked
examples of using the
procedure to design,
develop, and
implement assessments
are provided.
Reengage
learners in the
lesson objective
by
demonstrating
the steps
associated with
the procedure to
design,
develop, and
implement
assessments.

Demonstrate
worked
examples of
using the
procedure to
design,
develop, and
implement
assessments.
Discuss
Learners will have
thought about and
discussed how to
design, develop,
and implement
assessments in
their own courses
to assess and
evaluate student
learning.

Learners follow
along with a
description of the
steps for using a
checklist to
design, develop,
and implement
formative and
summative
assessments.

213
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
examples and
nonexamples.

Demonstrate the
cues that signal
the procedure
has been
completed
successfully.

Encourage
learners to
consider how to
design,
develop, and
implement
assessments in
their own
courses to
assess and
evaluate student
learning.
Learners generate
examples and
nonexamples of
the procedure
from their own
teaching
experience.

Learners see the
cues that signal
the procedure has
been completed
successfully.
Practice and
feedback:
Designing,
developing,
and
implementing
assessments
30 Learners practice using
the steps for designing,
developing, and
implementing
assessments to identify
examples of formative
and summative
assessments.
Ask learners to
work
individually to
use the steps
associated with
the procedure to
use a checklist
and populate a
template to
assess and
evaluate
learning from
instruction.

Break learners
into small
groups and
have them share
the examples of
Learners work
individually to
follow the steps
for using a
checklist and
populate a
template to assess
and evaluate
learning from
instruction.
Learners
document their
examples of
formative and
summative
assessments in
Google Docs to
share with
classmates.

214
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
assessment
methods they
developed. Ask
learners to
provide
constructive
feedback to one
another on the
lists they
generated.

Provide
informative
feedback by
reconvening the
entire class and
asking learners
to share what
they discussed
in their small
groups. Ask
learners to
identify
appropriate
responses and
explain the
rationale for
their selections.

Suggest best
practices where
appropriate.

Learners break into
small groups and
provide
constructive
feedback to one
another on the
lists they
generated.

Learners hear
informative
feedback
examining and
critiquing the
output of the
groups, including
examples and
nonexamples.
Learners consider
information about
the
appropriateness of
their responses
during practice.
Learners identify
appropriate
responses and
explain the
rationale for their
selections.

Learners see best
practices where
appropriate.
Learning
guidance:
How to
assess and
evaluate
15 This lesson demonstrates
the steps for using a
checklist to assess and
evaluate learning from
instruction. Examples
and nonexamples of
Reengage
learners in the
lesson objective
by
demonstrating
the steps for
Learners will have
thought about and
discussed how to
assess and
evaluate learning
from instruction

215
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
learning from
instruction
Lecture
Demo
the procedure are
generated. Worked
examples of using the
procedure to design,
develop, and
implement assessments
are provided.
assessing and
evaluating
learning from
instruction.

Demonstrate
worked
examples of
using the
procedure to
assess and
evaluate
learning from
instruction.
Discuss
examples and
nonexamples.

Demonstrate the
cues that signal
that the
procedure has
been completed
successfully.

Encourage
learners to
consider how to
design,
develop, and
implement
assessments in
their own
courses to
assess and
evaluate student
learning.
in their own
courses to assess
and evaluate
student learning.

Learners follow
along with a
description of the
steps for using a
checklist to assess
and evaluate
learning from
instruction.

Learners generate
examples and
nonexamples of
the procedure
from their own
teaching
experience.

Learners see the
cues that signal
the procedure has
been completed
successfully.
Practice and
feedback:
How to
assess and
30 Learners practice using
the steps for assessing
and evaluating learning
from instruction.
Ask learners to
work
individually to
use the steps for
Learners work
individually to
follow the steps
for using a

216
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
evaluate
learning from
instruction
assessing and
evaluating
learning from
instruction.

Break learners
into small
groups and
have them share
examples of
ways in which
they assessed
and evaluated
learning. Ask
learners to
provide
constructive
feedback to one
another on the
examples they
generated.

Provide
informative
feedback by
reconvening the
entire class and
asking learners
to share what
they discussed
in their small
groups. Ask
learners to
identify
appropriate
responses and
explain the
rationale for
their selections.

checklist to assess
and evaluate
learning from
instruction.
Learners will
document their
examples of ways
in which they
assessed and
evaluated learning
in Google Docs to
share with
classmates.

Learners break into
small groups and
provide
constructive
feedback to one
another on the
examples they
generated.

Learners hear
informative
feedback
examining and
critiquing the
output of the
groups, including
examples and
nonexamples.
Learners consider
information about
the
appropriateness of
their responses
during practice.
Learners identify
appropriate
responses and
explain the

217
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Suggest best
practices where
appropriate.

rationale for their
selections.

Learners see best
practices where
appropriate.
Authentic
assessment
15 Learners are assigned a
task to be completed
prior to the next class
meeting (typically a
week later). The task
requires using the
procedures for
designing, developing,
and implementing
assessments to assess
and evaluate
instruction for one of
their own courses,
preferably associated
with the goals and
outcomes of instruction
identified in Lesson 2.
A template, worked
example, and rubric are
provided.
Show a template
and
demonstrate a
worked
example and a
nonexample of
a lesson
designed using
the procedures
for designing,
developing, and
implementing
assessments to
assess and
evaluate
instruction.
Provide the
rubric that will
be used to
evaluate
completion of
the assignment.
Encourage
learners to ask
questions about
the assignment.
Learners see and
hear about the
assigned task and
have the
opportunity to ask
questions about
the assignment.
Retention and
transfer
10 Learners reflect on the
objectives for the
lesson and identify and
report on what they
have learned.
Inform learners
that they have
successfully
completed the
sixth unit of
instruction. Ask
learners to think
about how to
apply what they
Learners reflect on
the lesson’s
objectives and
identify and
report on what
they learned.
Learners list rules
of thumb that can
be used to design,

218
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
learned to their
jobs preparing
their assigned
course for
instruction.
Show the
objectives listed
earlier in the
lesson.
Encourage
learners to
create rules of
thumb that can
be used to
apply what they
learned. Ask
learners to
identify key
features of their
job that are
similar to what
they learned in
this lesson.
develop, and
implement
assessments to
assess and
evaluate learning
from instruction.
Big ideas

10 The key takeaways are
discussed: Why is it
important to be able to
design, develop, and
implement assessments
to assess and evaluate
instruction?
Ask learners to
individually
generate at least
one big idea
that emerged
from the lesson.
Ask learners to
share their ideas
in a word cloud.
Learners generate a
big idea and share
with the class
using a word
cloud.
Advance
organizer for
the next unit
10 Prepare for the next
module by shifting
attention to evaluating,
revising, and
improving instruction.
Thank learners
for their
participation
and
acknowledge
successful
completion of
the lesson.
Explain the
Learners begin to
think about the
importance of
evaluating,
revising, and
improving
instruction.

219
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
importance of
evaluating,
revising, and
improving
instruction.
Total time 180

a
Bandy, J. [Director]. (2020). How do we begin? With a plan [Video]. YouTube.
https://youtu.be/dZvYDWywko4

220
Unit 7 Overview
Terminal Learning Objective
● To design their own course for delivery, faculty will be able to evaluate, revise, and
improve instruction to achieve equitable outcomes for all learners.

Prerequisite analysis (enabling objectives)
● Know the meaning of evaluate, revise, and improve.
● Know the meaning of instruction.
● Know the meaning of equitable outcomes.
● Be able to evaluate, revise, and improve instruction to achieve equitable outcomes for all
learners.

Learning Activities
● After introductions, attention activities, and review of learning objectives, assess prior
knowledge of evaluating, revising, and improving instruction to achieve equitable
outcomes for all learners.
● Teach any necessary prerequisite knowledge by providing definitions, examples, and
nonexamples.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model the procedure to evaluate, revise, and improve instruction to
achieve equitable outcomes for all learners.
● Provide practice and feedback to evaluate, revise, and improve instruction to
achieve equitable outcomes for all learners.
● Provide opportunities to transfer knowledge to evaluate, revise, and improve
instruction to achieve equitable outcomes for all learners.

Assessment
● Learners will be assigned several tasks with rubrics to complete prior to the next class
meeting to evaluate, revise, and improve instruction to achieve equitable outcomes for all
learners.
.

221
Unit 7 Lesson Plan and Instructor’s Guide

Unit Duration: 180 minutes

Introduction: This is the seventh unit in an 8-unit course to prepare higher education faculty
with the knowledge and skills needed to design, develop, and implement college courses using a
variety of methods and media. The purpose of this unit is to prepare faculty to be able to
evaluate, revise, and improve instruction to achieve equitable outcomes for all learners.

Learning Objective
Terminal objective:
To design their own course for delivery, faculty will be able to evaluate, revise, and
improve instruction to achieve equitable outcomes for all learners.

Enabling objectives:
For a given learning scenario, faculty will be able to:
○ Know the meaning of evaluate, revise, and improve.
○ Know the meaning of instruction.
○ Know the meaning of equitable outcomes.
○ Be able to evaluate, revise, and improve instruction.

Lesson Materials
● Access to a notebook computer (Macintosh or personal computer)
● Internet access
● Google Drive and Google Docs
● A learning management system (e.g., Canvas, Blackboard, D2L) to host materials and
learning content
● A Zoom account
● A Slack account
● Handouts
● Videos
● Rubrics
● Presentation slides
● Teaching notes

Learner Characteristic Accommodations
A wireless internet connection for the facilitator and participants, a video projector, and ample
whiteboard space is needed. The complete curriculum, including the course syllabus, learning
materials, discussion boards, video content, administrative elements, and a learning technology
interoperability framework will be housed in a learning management system accessible to the
learners and the facilitator on the internet. Principles of universal design for learning will be
used, and compliance with the Americans with Disabilities Act will give all learners an equal
opportunity to benefit from instruction. Accommodations for breaking out into small learning
groups are also important.

Facilitator’s Notes
This course is designed to be delivered in a blended format combining synchronous face-to-face

222
delivery and asynchronous delivery online in the learning management system. The face-to-face
component can be delivered on-ground in a conference or classroom, depending on the size of
the class and availability of resources. Alternatively, the synchronous face-to-face session can be
delivered using Zoom or other video-conferencing technology. The equipment and technology
will be dictated by the format for delivery of instruction. The approach is designed to mirror and
demonstrate the methods at the core of the professional development curriculum. Applications
deployed will include Zoom, Google Docs, Slack, and other technologies commonly used to
deliver online and blended instruction.

Prior to engaging in the synchronous face-to-face session, content will be available to learners on
the learning management system. This content will include a syllabus for the course, assigned
and optional readings, videos, knowledge base, examples, checklists, templates, directions for
written assignments, rubrics, a discussion forum, link to email, a course calendar, and Dropbox
for submitting written assignments. Learners are expected to access the materials and complete
assigned activities prior to attending the synchronous session. After attending the synchronous
session, learners will return to asynchronous mode to engage in a discussion thread with
classmates and the facilitator.

Table A9 provides the instructional activities and shows the instructional sequence, duration,
descriptions of the learning activities, instructor actions/decisions (supplantive events of
instruction), and learner actions/decisions (generative events of instruction). The overall structure
of the expanded instructional events is organized and presented in a detailed instructional
sequence that includes an introduction, body, conclusion, and assessment.

Table A9
Unit 7 Instructional Activities
Instructional
sequence
Time
(mins)
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Gain
attention
10 Show brief video:
The Open SUNY
Course Quality
Review (OSCQR)
Rubric.
a

Learners are
prompted to
respond to guiding
questions: Why do
we need to evaluate
instruction? What
Welcome learners
and provide
opening remarks.
Ask learners to
describe their
understanding of
how to evaluate,
revise, and
improve
instruction to
achieve equitable
Learners watch and
listen to the video
and start thinking
about the questions
being asked and
relating the
questions to their
own personal
experiences in the
classroom.

223
Instructional
sequence
Time
(mins)
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
should we
evaluate? When do
we evaluate? How
might we approach
evaluation of
instruction to
achieve equitable
outcomes for all
learners?
outcomes for all
learners.

After showing the
video, ask the
guiding questions
to activate
learners’ thinking
about their own
experiences as
learners and
instructors.
Learners share their
responses to the
questions.

Learning
objectives
5 The learning
objectives for the
lesson are reviewed
and discussed in
terms of what
learners will be
able to do after
instruction.
To establish an
expectancy,
arouse interest,
and facilitate
learning, ask
learners to read
the terminal and
enabling learning
objectives for
themselves aloud
from a
presentation
displayed for all
learners to view.
Ask learners to
describe their
understanding of
the objectives and
add any personal
objectives they
might have.
Discuss in terms
of what learners
will be able to do
after instruction.
Encourage
learners to ask
clarifying
questions.
Learners read the
terminal and
enabling learning
objectives for
themselves.
Learners describe
their understanding
of the objectives
and add personal
objectives.

224
Instructional
sequence
Time
(mins)
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Purpose for
learning
Benefits
Risks
avoided
10 The purpose for
learning and risks
and benefits
associated with the
lesson are reviewed
and discussed.

Benefits: Being able
to evaluate, revise,
and improve
instruction allows
instructors to make
changes to course
materials that result
in improved
outcomes for
learners.

Risks avoided:
Failure to evaluate
and revise course
materials can result
in an inability to
achieve the goals of
instruction and
inequitable
outcomes for
learners.
State the purpose
for learning the
material and
describe the
benefits and risks
associated with
the lesson. Refer
back to the earlier
descriptions of the
importance of
assessment and
evaluation.

Encourage learners
to personalize the
experience by
generating their
own risks and
benefits.
Learners state the
risks and benefits
associated with the
course and share
their own risks and
benefits to the lists.

This activity can also
be accomplished in
the form of a word
cloud or other
collaborative group
sharing activity.
Overview
Prior
knowledge
New
knowledge
Learning
strategies

(What you
already
know...what
you are
going to
10 Lesson overview that
includes a brief
content outline and
an overview of the
approach to
instruction. Review
of prior knowledge
from Lesson 6:
How to design,
develop, and
implement
assessments to
assess and evaluate
Summarize the
process that will
be followed in this
lesson. Start with
a review of prior
knowledge of the
cycle and process
for assessing
student learning.

Describe new
knowledge that
will be learned
Learners see and
hear a presentation
and have access to
download and view
supporting
materials and
handouts in the
learning
management
system. Learners
share the meaning
of evaluating,
revising, and

225
Instructional
sequence
Time
(mins)
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
learn...and
how you
are going to
learn it.)
learning from
instruction. Review
of big ideas
generated in
Lesson 6.

Review of the
enabling
objectives: Know
the meaning of
evaluate, revise,
and improve; know
the meaning of
instruction; be able
to evaluate, revise,
and improve
instruction to
achieve equitable
outcomes for all
learners.

Presentation of new
knowledge with a
brief overview of
procedures for
evaluating,
revising, and
improving
instruction to
achieve equitable
outcomes for all
learners. Brief
overview of the
capstone project
assignment.
and conclude with
the learning
strategies that will
be followed in the
lesson.
improving
instruction to
achieve equitable
outcomes for all
learners.
Prerequisite
knowledge
10 Know the meaning
of evaluate, revise,
and improve
instruction to
achieve equitable
outcomes for all
Present and review
the meaning of
evaluate, revise,
and improve
instruction to
achieve equitable
Learners conduct
self-checks of
prerequisite
knowledge using
an online quiz.

226
Instructional
sequence
Time
(mins)
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
learners. Learners
conduct self-checks
of prerequisite
knowledge using
an online quiz.
Examples and
nonexamples are
discussed. Learners
elaborate on this
information by
thinking about how
it might apply to
their job. Gaps in
prerequisite
knowledge are
identified.
outcomes for all
learners. Use
analogies and
metaphors to
illustrate key
points.

Ask learners to
provide their own
examples and
nonexamples.
Identify gaps in
prior knowledge
to address in the
next sections.

Administer an
online quiz to
encourage
learners to recall
prior topic
knowledge. Use
the experience to
illustrate the
importance of
assessing student
learning. Prompt
learners to
consider how to
evaluate, revise,
and improve
instruction to
achieve equitable
outcomes for all
learners in their
courses.
Learners generate
examples and
nonexamples and
identify gaps in
their prerequisite
knowledge.

Learners think about
and discuss how to
evaluate, revise,
and improve
instruction to
achieve equitable
outcomes for all
learners in their
course.

Learning
guidance:
Learning
context
Lecture
15 This lesson
demonstrates the
steps for using a
checklist and
template to
Reengage learners
in the lesson
objective by
demonstrating the
steps associated
Learners will have
thought about and
discussed how to
evaluate, revise,
and improve

227
Instructional
sequence
Time
(mins)
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Demo evaluate, revise,
and improve
instruction to
achieve equitable
outcomes for all
learners. Examples
and nonexamples
of the procedure
are generated.
Worked examples
of using the
procedure to
evaluate, revise,
and improve
instruction to
achieve equitable
outcomes for all
learners are
provided.
with the
procedure and
template to
evaluate, revise,
and improve
instruction to
achieve equitable
outcomes for all
learners.

Demonstrate
worked examples
of using the
procedure to
evaluate, revise,
and improve
instruction to
achieve equitable
outcomes for all
learners. Discuss
examples and
nonexamples.

Demonstrate the
cues that signal
that the procedure
has been
completed
successfully.

Encourage learners
to consider how to
evaluate, revise,
and improve
instruction to
achieve equitable
outcomes for all
learners.
instruction to
achieve equitable
outcomes for all
learners in their
own courses.
Learners follow
along with a
description of the
steps for using a
checklist and
template to
evaluate, revise,
and improve
instruction to
achieve equitable
outcomes for all
learners.

Learners generate
examples and
nonexamples of the
procedure from
their own teaching
experience.

Learners see the cues
that signal the
procedure has been
completed
successfully.
Practice and
feedback:
How to
30
minutes
Learners practice
using the steps
associated with the
Ask learners to
work individually
to follow the steps
Learners work
individually to
follow the steps for

228
Instructional
sequence
Time
(mins)
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
evaluate,
revise, and
improve
instruction
procedure to
evaluate, revise,
and improve
instruction to
achieve equitable
outcomes for all
learners.
for using a
checklist to
populate a
template to
evaluate, revise,
and improve
instruction to
achieve equitable
outcomes for all
learners.

Break learners into
small groups and
have them share
the examples of
evaluation
methods they
developed. Ask
learners to
provide
constructive
feedback to one
another on the
lists they
generated.

Provide informative
feedback by
reconvening the
entire class and
asking learners to
share what they
discussed in their
small groups. Ask
learners to
identify
appropriate
responses and
explain the
rationale for their
selections.

using a checklist to
populate a template
to evaluate, revise,
and improve
instruction to
achieve equitable
outcomes for all
learners. Learners
document their
examples of
evaluations in
Google Docs to
share with
classmates.

Learners break into
small groups and
provide
constructive
feedback to one
another on the
examples they
generated.

Learners hear
informative
feedback
examining and
critiquing group
output, including
examples and
nonexamples.
Learners consider
information about
the appropriateness
of their responses
during practice.
Learners identify
appropriate
responses and
explain the

229
Instructional
sequence
Time
(mins)
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Suggest best
practices where
appropriate.

rationale for their
selections.

Learners see best
practices where
appropriate.
Authentic
assessment:
Capstone
project
assignment
60 Learners are
assigned a capstone
project to be
completed prior to
the final class
meeting (typically
a week later). The
task requires using
the procedures
learned in the prior
lessons to complete
a lesson plan for
one of their own
courses. A
template, worked
example, and rubric
are provided.
Learners are
provided time in
class to begin
working on the
capstone project.
Show a template
and demonstrate a
worked example
and a nonexample
of a lesson plan
designed using the
procedures
learned in the
prior lessons.
Provide the rubric
that will be used
to evaluate
completion of the
assignment.
Encourage
learners to ask
questions about
the assignment.

Learners are
instructed to
review the
procedures
learned in prior
lessons and the
associated written
assignments.
Using the written
assignments,
learners are
encouraged to
begin to fill in the
template
provided.
Learners see and
hear about the
assigned task and
have the
opportunity to ask
questions about the
assignment.

Learners review the
procedures learned
in prior lessons and
the associated
written
assignments. Using
the written
assignments,
learners begin to
fill in the template
provided.

230
Instructional
sequence
Time
(mins)
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Retention and
Transfer
10
minutes
Learners reflect on
the objectives for
the lesson and
identify and report
on what they
learned.
Inform learners that
they have
successfully
completed the
seventh unit of
instruction and
that the eighth
unit will be
devoted to a
review of the
capstone project.
Ask learners to
think about how
to apply what they
have learned to
their jobs
preparing their
assigned course
for instruction.
Show the
objectives listed
earlier in the
lesson. Encourage
learners to create
rules of thumb
that can be used to
apply what they
learned. Ask
learners to
identify key
features of their
job that are
similar to what
they learned in
this lesson.
Learners reflect on
the lesson
objectives and
identify and report
on what they
learned. Learners
list rules of thumb
that can be used in
evaluating,
revising, and
improving
instruction to
achieve equitable
outcomes for all
learners.
Big ideas

10 The key takeaways
are discussed: Why
is it important to be
able to evaluate and
improve instruction
to achieve
Ask learners to
individually
generate at least
one big idea that
emerged from the
lesson. Ask
Learners generate a
big idea and share
with the class using
a word cloud.

231
Instructional
sequence
Time
(mins)
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
equitable outcomes
for all learners?
What are the
benefits of
evaluation and
improvement of
instruction to
achieve equitable
outcomes for all
learners?
learners to share
their ideas in a
word cloud.
Advance
organizer
for the next
unit
10 Prepare for the
completion of the
capstone project
assignment.
Thank participants
and acknowledge
successful lesson
completion.
Explain the
importance of
evaluating,
revising, and
improving
instruction to
achieve equitable
outcomes for all
learners.
Learners begin to
think about the
approach to
completing the
capstone course.
Total time 180

a
Open SUNY Center for Online Teaching Excellence. (2017). The open SUNY course quality
review (OSCQR) rubric [Video]. YouTube. https://youtu.be/vzmgU3eXnWQ

232
Unit 8 Capstone Assignment

Capstone Project
The final assignment is an opportunity for students to apply the concepts learned in the prior
seven lessons of the course. The capstone assignment is a summative assessment of the learning
objectives for the course, so it provides an opportunity to synthesize the content from the
previous seven lessons. In this assignment, learners will complete a learning plan project for a
course they have previously taught or plan to teach. A worked example and a template are
provided. Ideally, learners will incorporate the output from the written assignments from the
prior lessons to scaffold a final curriculum design capstone project.

The following elements will be included in the curriculum plan:
● An introduction
● A terminal learning objective
● Prerequisite analysis (enabling objectives)
● Learning activities
● Assessment
● Lesson materials
● Learner characteristic accommodations
● Facilitator’s notes
● Instructional Activities (template provided) that includes:
o Purpose for learning (risks/benefits)
o Overview of prior knowledge, new knowledge, and learning strategies
o Prerequisite knowledge
o Learning guidance (lecture/demo)
o Practice/feedback
o Assessment
o Retention/transfer
o Big ideas
o Advance organizer

Worked Example of a Lesson Plan
Following is an example of a lesson plan from a course to train faculty to create a course
introduction video for an online course.

Unit 1: Introductory Video Script and Presentation Development

Unit Duration: Three hours (expected learners to devote asynchronous time to the module).

Introduction:
This is the first of a 3-module course on how to produce an introductory video and slide
presentation for online delivery. Online courses can lack the personal interaction and connection
present in a face-to-face classroom. An introductory video can humanize instructors in online
courses and improve the connection between instructors and learners. Building rapport with
learners in this way can foster engagement and a sense of community. In this module, we will

233
develop an introductory script and presentation to produce a video using a course introduction
previously developed for face-to-face delivery in an on-ground classroom.

Learning Objective
Terminal objective:
Using an existing course introduction, learners will utilize a rubric to develop an
engaging script and presentation that introduces students to an online course and to the
course facilitator.

Enabling objectives:
• Describe the importance of introduction videos in online courses.
• Identify key components to include in their scripts.
• Write an introduction script for their online course.
• List Mayer’s principles of multimedia learning.
• Apply Mayer’s principles by creating a slide deck that aligns with the script.

Lesson Materials
• Access to a computer with internet access to the learning management system
• Learners’ materials from a preexisting course: syllabus, lecture notes, and presentation
• Handouts (available on a shared drive through the learning management system):
o script exemplar
o quality checklist
o script template job aide
o presentation-style frame exemplar
o Mayer’s principles
• Access to Presentation Zen website
• Video: course introduction
• Presentation slide exemplar

Learner Characteristic Accommodations
Visual aids, transcripts for all video segments

Facilitator’s Notes
Describe and demonstrate an effective introductory script in the learning management system to
encourage students to visualize the terminal outcome for this module. Be aware that learners may
not have prior experience with multimedia development, scripting, or good design practices for
slides and presentations. The course design will emphasize that practicing good design can
actually reduce cognitive load and improve learning outcomes. The design also models the
importance of good design by limiting extraneous load in the delivery of this module.

234
Table A10
Worked Example for Unit 8: Facilitator’s Notes
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Gain
attention
10 Motivate learners
by
demonstrating
the purpose of
the course.
Show an
example of a
well-designed
introductory
course video.
Illustrate the
importance of a
well-thought-out
script and well-
designed slide
presentation that
follows best
practices in
presentation
design.
Make video
available to
learners and ask
learners to respond
in a discussion
board to the
discussion prompt:
What makes this a
good video?

Make a presentation
available to
learners and ask
learners to respond
in a discussion
board to the
discussion prompt:
What makes a
good slide
presentation?

Through the
presentation,
encourage learners
to think back (i.e.,
retrieve and recall)
prior experiences
as students and
consider how
effective course
introductions have
motivated them to
learn.
Learners respond on the
discussion board with
their thoughts on what
makes for a good script
and slide presentation
and how that might
prepare their students
for learning. Learners
recall and relate
personal experience in
their answers to the
prompt.

235
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Learning
objectives
10 Lesson objectives
are presented
and reviewed
(see lesson
objectives).
Record a video in
which you read the
objectives aloud
and relate them to
the outcomes for
the course and the
benefits to learners
and their students.
Learners see and hear the
objectives.
Purpose for
learning
Benefits
Risks
avoided
10

Benefits:
Knowing what
makes a video
and slide
presentation
effective for
engaging and
motivating
learners.

Risks avoided:
Producing
videos can be
time-consuming
and resource-
intensive;
poorly produced
videos do not
achieve the
intended effect
of engaging and
motivating
learners.
Record a video in
which you describe
the benefits and
risks associated
with producing
introductory scripts
for online courses.
Embed the video in
the learning
management
system for the
learners to view.
Ask learners to
respond to a
prompt in the
discussion board,
adding risks and
benefits to the list
that they compiled.
Learners view the video
and see and hear the
benefits and risks
associated with
producing introductory
scripts for online
courses. Benefits and
risks are matched to
help students identify
the pros and cons
associated with the
production of an
effective introductory
video. This is meant to
be a cautionary tale.

Learners respond to a
prompt in the
discussion board,
adding risks and
benefits to the list they
compiled.
Overview
Prior
knowledge
New
knowledge
Learning
strategies

10 Prior knowledge:
This overview
assumes
learners have
some previous
exposure to
learning theory,
including
theories related
Relates prior
knowledge and
experience to the
task at hand (i.e.,
producing an
effective video and
slide presentation
using new
knowledge and
Learners see and hear a
presentation of an
overview and receive
handouts for the
module with an
explanation of the
purpose of each
handout.

236
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
(What you
already
know...what
you are
going to
learn...and
how you
are going to
learn it.)
to motivation
and cognitive
learning theory.
Learners have
previously
delivered an
introduction to a
course they
have taught
face-to-face.
New knowledge:
Introduces
Mayer’s
principles,
a
10
tips for good
presentations,
best practices
for developing
scripts,
characteristics
of an effective
idea.
Learning
strategies:
Demonstrations
of exemplars,
job aides,
worked
examples.
skills). Record and
post a brief video
that provides
guidance on how
to plan and
produce effective
course introductory
videos.
Prerequisite
knowledge
20 This section
includes
information
learned and
known
previously from
the experience
of delivering a
course
introduction in a
face-to-face
course. Topics
Learners come to
this course with
knowledge, beliefs,
and attitudes
developed through
other courses and
experiences. The
goal is to activate
this prior
knowledge and
experience in order
to build a strong
Knowledge check:
Learners complete a
self-assessment to
reflect on prior
knowledge and respond
to the following
prompt: Describe what
you know about course
introductions and how
it relates to the goals
for this course.

237
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
include:
Identifying the
audience,
grabbing
attention,
establishing
credibility, and
engaging the
learner,
providing a
course
overview.
foundation for
achieving the
learning goals for
this course. Do this
by relating
learners’ prior
knowledge to the
task at hand.
Material presented
in the learning
management
system.
Learning
guidance:
Learning
context
Lecture
Demo
20 Review and
discuss: Key
components of
an intro script,
Mayer’s
principles,
a
and
10 tips for good
presentations.
Demonstrate the key
elements of a good
course introduction
through a video
recorded and
posted in the
learning
management
system:
1. Introduce self
effectively.
2. Clarify
learning
objectives
and
expectations.
3. Set the tone
for the
course.
4. Set
expectations
for student
participation.
5. Describe
Mayer’s
principles.
a

6. Describe 10
tips for good
presentations.
Learners identify the key
elements of a good
introduction by
reviewing and
discussing Mayer’s
principles,
a
and the 10
tips for good
presentations on the
discussion board.

238
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Post
responses to
learners’
discussion
posts on the
discussion
board.
Practice and
feedback
20 Learners prepare
a brief outline
for their
introductory
script for their
videos and slide
presentations.
Outlines are
evaluated using
a handout that
includes a rubric
for evaluating
course
introductory
scripts. After
practice and
feedback,
students move
on to authentic
assessment.
In the learning
management
system, show an
outline for an intro
script. Ask learners
to complete an
assignment in
which they practice
using the overview
to prepare a brief
outline that follows
the example
demonstrated in
the overview.
Learners complete an
assignment in which
they practice using the
overview to prepare a
brief outline that
follows the example
demonstrated in the
overview.
Authentic
assessment
20 Learners prepare
outlines using
their own
materials and
post these to the
discussion
board. The
instructor
provides
constructive
feedback in the
discussion
board to
Utilize the rubric to
identify the
strengths and
weaknesses of the
learners' outlines.
Recommend
improvements
using best practices
from the examples.
Post these
responses on the
discussion board.
Learners receive
feedback from the
instructor on their
outlines based on a
rubric and examples of
best practices.

239
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
learners using
the rubric and
demonstrates
best practices
using examples.
Retention and
transfer
20 Learners transfer
ideas from the
outline to a draft
slide
presentation.
In the learning
management
system, guide
learners in the
process of
translating the
outline to a
presentation format
by providing a
worked example.
Utilize the rubric
to identify the
strengths and
weaknesses of the
learners' draft
presentations.
Recommend
improvements
using best practices
from the examples.
Learners prepare a draft
slide presentation and
submit the assignment
for feedback from the
instructor.
Big ideas

20 Instruct learners
that whatever
they plan to do
during the
semester, they
should do on the
first day in the
introduction.
For example, if
they plan on
using groups
frequently, they
should put
students in
Share 10 ways great
speakers capture
people’s attention.
For example, start
with the
unexpected.
Learners brainstorm
ideas to capture
attention in the
introductory
presentation.

240
Instructional
sequence
Time in
minutes
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
groups on the
first day.
Advance
organizer
for the next
unit
20 Prepare for the
next module by
reviewing the
material that
was covered in
Module 1. In the
learning
management
system, discuss
equipment (i.e.,
hardware and
software),
lighting, and
other
considerations
that will be
needed to
engage in the
next module
(i.e., video
production).
In the learning
management
system, preview
objectives for
Module 2 and
describe
equipment,
lighting, and other
considerations.
Learners review
objectives and
requirements for
Module 2.
Total time 180

Note. From Curriculum design project: How to create a course introduction video, by J. Keim &
J. Rivera, 2020, [Unpublished manuscript]. Rossier School of Education, University of Southern
California.
a
Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.

241
Template for the Capstone Assignment Lesson Plan

How to use this template
1. The instructions appear in blue font and can be used as a guide to create the lesson plans.
2. Write your text in black font in response to the instructions in blue. You can delete the
instructions in blue font when you have completed your draft of the lesson plan.
3. Refer to the worked example and reproduce the example using your own material to
complete the template.

Unit Duration: List the duration in minutes of the lesson.

Introduction
In a paragraph or two, briefly provide an overview of the purpose of the lesson as it relates to the
learning objectives that emanate from the goal for instruction.

Learning Objective
Emanating from the goal for instruction, define the terminal and enabling objectives for the
lesson. The terminal objective should describe what learners should be able to do when they have
completed the lesson. The enabling objectives are just that, the objectives that enable learners to
achieve the terminal objectives. Enabling objectives typically provide the meaning of terms and a
description of procedures associated with the terminal objective.

Lesson Materials
List the materials needed to deliver the lesson. These may include access to systems and
technologies used in the delivery of instruction.

Learner Characteristic Accommodations
Identify any accommodations needed for the unique characteristics of learners.

Facilitator’s Notes
Provide guidance to facilitators to assist in the delivery of instruction. Describe any relevant
characteristics of the target audience and strategies for effective instruction.

Instructional Activities
The purpose of this table is to describe for the instructor the sequence of instruction. In Table
A11, describe the associated learning activities, instructor actions, and learner actions for each
item in the instructional sequence. Directions are provided to guide the content in each cell. For
each cell, incorporate elements specific to the learning objectives. An additional column can be
inserted to capture the duration of each learning activity in the learning sequence.

242
Table A11
Template for Unit 8 Instructional Activities
Instructional
sequence
Learning activity Instructor action Learner action
Introduction Provide a brief
auditory and
visual description
of the lesson
overview.
Introduce the lesson. Learners listen to and see a
description of a lesson
overview.
Gain attention Describe an activity
(e.g., a brief
video) that grabs
learners’
attention.
Formulate guiding
questions to focus
attention on the
problem to be solved
and connect the topic to
the learners’ prior
knowledge.
Learners engage in an
activity designed to gain
attention (e.g., watching
a video) and respond to
the guiding questions.
Learning
objectives
Present the learning
objectives for the
lesson.
Engage learners in a
review of the learning
objectives, asking
learners to review and
reflect on the
objectives for the
lesson and to add their
own objectives.
Learners review and
reflect on the learning
objectives, describing
their understanding of
the objectives and
adding personal
objectives.
Reasons for
learning
Benefits
Risks avoided
Present the benefits
and risks avoided
associated with
the goals of
instruction.
To motivate learners,
present the benefits and
risks of instruction.
Learners listen to the risks
and benefits of
instruction being read
aloud. Learners generate
their own examples.
Overview
Prior
knowledge
New
knowledge
Learning
strategies
(What’s
known, what
you will
learn, and
Connect prior
knowledge to new
knowledge using
metaphors,
analogies, and
hypothetical
examples.
Introduce
procedural
learning
strategies.
Using guiding questions,
describe and explain
the connection between
prior knowledge and
new knowledge.
Provide an overview of
the instructional
activities, including the
order of presentation
and any related tasks.
Learners listen and watch
a presentation of the
overview and related
materials.

243
Instructional
sequence
Learning activity Instructor action Learner action
how you’ll
learn it)
Prerequisite
knowledge
Review prerequisite
knowledge that
may have been
learned at a prior
time. Knowledge
self-checks are
provided.
Present and discuss
prerequisite
knowledge. Ask
learners to generate
examples and
nonexamples.
Learners review and
discuss prerequisite
knowledge, generating
their own examples and
nonexamples. Learners
engage in knowledge
self-checks.
Learning
guidance
Lecture
Demo
Describe and
demonstrate a
procedure.
Provide a description and
demonstration of the
procedure. Provide and
discuss a worked
example.
Learners watch and listen
to a description of the
procedure and review
and discuss a worked
example. Learners see
next practices and assess
their readiness to
complete the
assessments.
Practice and
feedback
Learner practices
the procedure.
Observe learners
practicing the
procedure and provide
corrective feedback.
Learners practice the
procedure and listen to
corrective feedback.
Authentic
assessment
Learners are
assigned a task to
be completed that
assesses their
mastery of the
procedure
demonstrated
earlier in the
lesson.
Show a template and
worked example and
nonexample for the
procedure
demonstrated earlier in
the lesson. Learners are
assigned the task of
applying the procedure
to a situation of their
choosing (ideally a
problem experienced in
their work life) and are
provided with a rubric
for evaluating
completion of the
assignment and
achievement of the
learning outcome.
Learners hear and see a
description of the
assigned task and have
the opportunity to ask
questions about the
assignment.

244
Instructional
sequence
Learning activity Instructor action Learner action
Retention and
transfer
Learners reflect on
the objectives for
the lesson and
identify and report
on what they
learned.
Ask learners to think
about how to apply
what they learned.
Show the objectives
listed earlier in the
lesson and encourage
learners to create rules
of thumb that can be
used to apply what they
learned.
Learners reflect on the
lesson objectives and
identify and report on
what they learned.
Learners list rules of
thumb that can be used
to analyze the learning
context and the learners’
needs.
Big ideas Discuss the key
takeaways.
Ask learners to generate
at least one big idea
that emerged from the
lesson.
Learners generate big
ideas.
Advance
organizer
Prepare for the next
module by
introducing the
next terminal
objective in the
sequence of
instruction.
Thank learners for their
participation and
acknowledge
successful completion
of the lesson.
Learners begin to think
about the objective for
the next lesson.

245
Table A12
Rubric for the Capstone Assignment
Outcome
Mastery
3 points
Developing
2 points
Emerging
1 point
Total
points
Introduction Goals for the
course are clearly
articulated
Purpose given Vague introduction
Gain
attention
Planned activity
that captures
learners’ attention
Limited activity may
only partially capture
interest
Lacking an activity
to gain attention

Learning
objectives
Observable,
measurable, and
clearly presented
Objectives included,
not clear, somewhat
observable, and
measurable
Partial objectives or
missing verb and
noun, not
observable or
measurable

Reasons for
learning
Purpose, risks, and
benefits of the
lesson are clearly
reviewed and
discussed
Purpose, risks, and
benefits unclear or
not aligned to
objectives
Reasons for
learning missing
or lacking

Overview Learners are
prompted to
identify
approaches to
apply the lesson
Not adequately aligned
to objectives
Missing overview
or not aligned to
lesson objectives

Prerequisite
knowledge
Examples and
nonexamples of
prerequisites are
provided
Partially aligned to
prior knowledge,
missing examples
Not aligned to prior
knowledge,
missing examples
and nonexamples

Learning
guidance
Clear learning
guidance is
provided
Learning guidance
unclear or not aligned
to the objectives
Missing learning
guidance

246
Outcome
Mastery
3 points
Developing
2 points
Emerging
1 point
Total
points
Practice and
feedback
Learners practice
learning guidance
and receive
feedback
Practice or feedback
partly aligned to
learning guidance
Missing practice
and feedback

Authentic
assessment
Assessments are
aligned and
connected to
objectives
Assessment misaligned
or not connected to
learning objectives
Lacking
assessments

Retention
and
transfer
Activities are
designed to
promote
collaboration and
coconstruction of
knowledge
Activities lack
collaboration
Missing activities
Big ideas Learners generate
big ideas and
takeaways
Some mention of
takeaways, not fully
developed, minimal
application of
knowledge
Lacking activities to
generate
takeaways

Advance
organizer
Ideas from the
current lesson
relate to future
lessons
Some mention of
future lessons,
lacking connection to
current lesson
No mention of
future lessons

Note. Total points: emerging: 12–18; developing: 19–30; mastery: 30+.

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Unit 2 Course Materials Example
Key Concept Video Transcript
This is a transcript of an introductory video for the lesson that will be recorded by the facilitator,
uploaded to YouTube or Vimeo, and linked to in the learning management system so students
can access the materials. The video will be approximately 5–7 minutes in length (900–1,100
words) and will bring together the lesson’s key concepts and big ideas in a supplantive
introduction to learners. The concepts are presented using a narrative format in a conversational
tone, in short, easy-to-read sentences that limit cognitive load. A summary is provided at the
conclusion to connect and apply the concepts to real-world examples, and learners are
encouraged to reflect on the concepts through several reflection questions designed to encourage
them to prepare for the material that follows.

Introduction
Can you remember a time when you felt comfortable and safe in a new learning environment?
Perhaps it was in a course you took in high school or college. Maybe it was at a training class for
work, a seminar you attended for personal growth, or a class to learn a new hobby. How did you
feel in that environment? Were you engaged and motivated to learn? The research says that
learners tend to be more engaged and motivated in a safe learning environment. Conversely,
when confronted with an unfamiliar, uncomfortable, or threatening environment, learners’ fight-
or-flight response activates. Have you ever been in an unfamiliar place or situation where you
felt unsafe or even fearful? Neuroscience tells us that when the part of the brain known as the
amygdala is activated through the fight-or-flight response, the part of the brain that stores the
long-term memories that lead to learning new material shuts down, impairing the learning
process. If we want learners to be engaged in learning, we do not want them to feel unsafe or
fearful. No, instead, we want them to feel comfortable, safe, and hopefully excited to learn
something new.

To promote learning and achievement of instruction goals, we need to create a safe environment
to learn new material. When learners feel comfortable in their environment, they tend to be more
engaged and motivated to learn. Cultural competence can play an important role in creating a
safe learning environment. Cultural competence in this context can be defined as having the
knowledge and skills to recognize differences among people and to respect and honor the
diversity of learners. Bias awareness is an important element in developing cultural competence
that involves understanding and becoming aware of implicit bias. It is helpful to understand how
automated and unconscious knowledge can lead to bias. Implicit bias is an attitude or belief
about an individual or a group of people formed without our conscious knowledge. In
combination with lived experiences, implicit bias defines an educator’s positionality, which in
turn impacts instruction. Positionality emanates from the identity individuals develop through
experience. To create culturally relevant learning experiences, educators must be aware of their
positionality in the design and delivery of instruction. Culturally relevant learning experiences
promote social justice and address the inequities caused by racism, sexism, ageism, and classism.
These experiences are designed to foster comfortable and safe learning environments.

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Key Concept 1: Cultural Competence
What is culture? It can encompass what we wear, what we eat, our religion, where we live, what
we think and feel, our beliefs, and what we value as human beings. Cultural competence begins
with an awareness of one’s own positionality, cultural beliefs, and biases. Cultural competence is
critical for educators seeking to connect with learners. As educators, when we are culturally
aware, we are free to operate without bias. We can create a learning environment that is
welcoming and free from prejudice, hatred, and fear.

Key Concept 2: Automated Knowledge and Implicit Bias
Neuroscientists believe that the function of automated knowledge is to avoid dependence on
working memory, which is then freed up to focus on nonautomated tasks. Failures to change
misconceptions about race and ethnicity in educational settings suggest that they are automated
and unconscious. Overcoming automated and unconscious knowledge can be important when
addressing bias and preparing to bring about social change through education.

Key Concept 3: Designer Positionality
Where did you grow up? What religion was practiced in your home and community? Where did
you go to school? Who were your teachers? All of these experiences, combined with race,
gender, age, and economic circumstances, shape our identities and world views. Exposure to
culture and institutions can leave an indelible imprint on our psyches. Narrating the story of our
lives reveals our identities and who we are as human beings. When we can identify our position
in the world, we become aware of the influence it has on our relationships. As instructors,
positionality informs us about how we interact with learners. When we understand the implicit
bias that emanates from positionality, we awaken to the world outside ourselves. This awakening
serves as the foundation for developing cultural competence.

Summary
One of the principal goals of educators is to create environments that maximize learning
opportunities for learners. Safe learning environments are important to engagement and
motivation. By designing and delivering culturally responsive learning experiences, we can
positively impact learners.

Reflection Questions
1. How have your life experiences, institutions, gender, race, religious beliefs, and
economic status shaped your worldview?
2. What sort of biases do you believe you have developed as a result of your worldview?
3. How do you believe this worldview and your biases might impact your approach to
instruction?

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Lesson Overview: Facilitator Notes
In this lesson, learners will learn about the role cultural competence plays in designing culturally
relevant educational experiences. We begin by exploring the nature of unconscious bias and
automatic knowledge. We apply these concepts using the Implicit Association Test (IAT) to
measure implicit associations and attitudes toward traditionally stigmatized groups and examine
implicit bias. Learners then practice using the results of an IAT to measure implicit associations
and attitudes toward traditionally stigmatized groups and examine and form a picture of implicit
bias. Learners will develop their own statements of positionality and begin to think about how
their positionality impacts instruction and learners’ educational experiences.

● Review of prior knowledge from Lesson 1: a) analyzing the learning context, b)
analyzing the learners’ needs.
● Review of big ideas generated in Lesson 1.
● Presentation of new knowledge with a brief overview of procedures for explaining the
nature of automated and unconscious knowledge, identifying and explaining how
expertise and unconscious knowledge impact positionality and bias, and being able to
identify and acknowledge implicit biases emanating from who we are and what we’ve
experienced that may impact instruction.

This lesson will also demonstrate the procedure for using an IAT worksheet to form a picture of
implicit bias identified through the use of an IAT to explain ways in which implicit bias impacts
designer positionality. Examples and nonexamples of descriptions of designer positionality are
generated. Worked examples of using the picture of implicit bias formed through an examination
of IAT test results to explain designer positionality are provided and discussed.

Finally, this lesson will demonstrate the procedure for using tools from the Center for Urban
Education (CUE) to explain how bias and positionality impact instruction. The CUE Syllabus
Review tool is shown as an example.

Online Quiz Questions
Choose the best answer:
1. What is the meaning of culture?
a. What we think
b. What we believe
c. What we wear
d. All of the above
2. Cultural competence begins with
a. A study of culture
b. Awareness of one’s own positionality, cultural beliefs, and biases
c. Coursework on the culture of ancient civilizations
d. Immersion in the culture
3. According to Clark (2014), the percent of knowledge that is unconscious is
a. 10%
b. Roughly a third

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c. 50%
d. 70%
4. Neuroscientists believe that the primary function of automated knowledge appears to be
to
a. Avoid dependence on working memory
b. Save time and money
c. Eliminate bias
d. Avoid misconceptions about race and ethnicity
5. Designer positionality is a function of
a. Where you grew up
b. What you have experienced
c. Implicit bias
d. Race and gender
e. All of the above
6. Creating a safe learning environment means
a. Locking the door to the classroom
b. Knowing the evacuation route for an emergency
c. Laying down strict rules on the first day of school
d. Fostering an environment where learners feel safe to learn new material

Best answers: 1(a), 2(b), 3(d), 4(a), 5(e), 6(d)

Implicit Association Test Worksheet and Worked Example
Implicit Association Test Worksheet

The purpose of this worksheet is twofold. First, the worksheet will help you identify and form a
picture of your biases. Using implicit associations tests (IATs) from Harvard University’s Project
Implicit, you will begin to identify and describe your own unconscious biases. Project Implicit
offers 14 different tests of implicit bias, including tests focusing on race, age, disability, religion,
sexuality, and gender. Next, you will use a description of your biases to develop a description of
your positionality and how your identity and biases influence your worldview.

Process Steps:
Part A: Identifying and Describing Implicit Bias
1. Select and complete three to five IATs.
2. Using the results of the IATs, respond to the following prompts. Use full sentences and
be as descriptive as possible.
a. Which tests did you complete? For each test, list the result of the test.
b. For each result, describe how the bias identified by the test might impact your
approach to the design and delivery of instruction.
c. For each result, describe how the bias identified might negatively impact learners
from a marginalized group in a course you are teaching.
d. Finally, describe ways in which you might mitigate the impact of your bias on
learners.

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Part B: Identifying and Describing Designer Positionality
1. Using the description created in Part A, respond to the following prompts. Use full
sentences and be as descriptive as possible.
a. How do my personal identities, contexts, experiences, and perspectives influence
my approach to teaching?
b. What biases inform the construction of my positionality?
c. How has my positionality changed over time?
d. How does my positionality recognize or problematize intersectional notions of
differences?
Resources:
Center for Urban Education. (n.d.). CUE’s racial equity tools. Retrieved March 20, 2022, from
https://www.cue-tools.usc.edu.
Derry, Min. (2017, January 9). Writing strategies: What’s your positionality? Weingarten
Learning Resources Center. https://weingartenlrc.wordpress.com/2017/01/09/research-writing-
whats-your-positionality/
Holmes, A.G.D., (2020). Researcher positionality - a consideration of its influence and place in
qualitative research - a new researcher guide. Shanlax International Journal of Education, 8(4),
1-10. https://files.eric.ed.gov/fulltext/EJ1268044.pdf
Project Implicit. (n.d.). Preliminary information. Retrieved March 20, 2022, from
https://implicit.harvard.edu/implicit/takeatest.html

Worked Example

Part A: Identifying and Describing Implicit Bias
1. Which tests did you complete? For each test, list the test result.
Age (Young–Old) IAT: Responses suggested a strong automatic preference for young
people over older people.
Disability (Disabled–Abled) IAT: Responses suggested a moderate automatic
preference for abled persons over disabled persons.
Gender-Career IAT: Responses suggested a slight automatic association for male with
career and female with family.
Gender-Science IAT: Responses suggested a slight automatic association for male with
science and female with liberal arts.

2. For each result, describe how the implicit bias identified by the test might impact
your approach to the design and delivery of instruction.
Educators’ beliefs about and expectations for student success have been shown to impact
how well the student performs in school, especially among minoritized students
(Gershenson et al., 2016). For example, a strong automatic preference for young people
over old people might influence beliefs about and expectations for older students in the

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classroom. Assumptions about the effects of age on energy, focus, and prior knowledge
and skills can all serve to influence interactions with learners of all ages. Similarly,
assumptions about the relationship between gender and career or preferences for a
discipline can influence interactions between the instructor and learners.

3. For each result, describe how the bias identified might negatively impact learners
from a marginalized group in a course you are responsible for teaching.
Ageism in higher education is well-documented and, unfortunately, commonplace. Overt
examples include “student bashing,” in which professors complain about groups of
students (younger or older). Expressing different expectations based on age or gender in
the classroom telegraphs strong messages and can negatively influence motivation and
engagement of students in these categories.

4. Finally, describe ways in which you might mitigate the impact of your bias on
learners.
Awareness of biases is often cited as the starting point for combating implicit bias in the
classroom. To address ageism in the classroom, instructors can look carefully at the
learning activities and supporting materials to ensure they are designed for students
young and old. Communicating expectations equally for all learners is an important
element in combating bias in the classroom. It may be possible to offer choices in
assignments, enabling learners to engage their preferences.

Part B: Identifying and Describing Designer Positionality
1. How do my personal identities, contexts, experiences, and perspectives influence my
approach to teaching?
I identify as an older White American male with a graduate education and almost 30
years of experience in higher education. My identity and experience, combined with the
preferences identified through the IATs, suggest that I am likely to expect others to share
my view of the world. I will likely choose learning materials and activities that reflect
these preferences. I may also show a preference to younger male learners in my
interactions with learners.

2. What biases inform the construction of my positionality?
Based on the results of the IATs, I show preferences toward younger able males. I may
show a bias toward learners who share these characteristics and also demonstrate a bias
against students who do not.

3. How has my positionality changed over time?
Life experience and aging have had an impact on my positionality over time. The most
important factor influencing my positionality is an increase in awareness. While I cannot
alter my experience, race, gender, or education, through awareness of my positionality
and biases and by reflecting on how these factors influence my interactions, I have an
opportunity to choose an approach to instruction that is more inclusive and creates a safer
learning environment for all learners.

4. How does my positionality influence intersectional notions of differences?

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My positionality is influenced by the intersection of various factors that make it
challenging to identify and be aware of potential biases influencing my approach to
instruction.

Syllabus Review
The Center for Urban Education (CUE) provides an inquiry tool to review syllabi for promoting
racial and ethnic equity (Center for Urban Education, 2020a). The syllabi review process is
intended to facilitate faculty self-assessment of teaching practices in the interest of promoting
equity (Center for Urban Education, 2020a). Focusing on syllabi can reveal instructional
approaches and strategies of concern before they reach students. The objective of this learning
activity is to use the awareness of positionality learned in this lesson to identify opportunities to
reduce bias in and promote culturally relevant approaches to instruction. For this activity,
learners are asked to identify a syllabus from a course they have recently taught and to conduct a
review using the sample checklist provided.

Sample Checklist
CUE provides a variety of resources and checklists for reviewing institutional documents as a
method of inquiry into racial and ethnic equity (Center for Urban Education, 2020b). The
purpose of this inquiry is threefold. First, document review provides an opportunity to examine
how documents communicate a commitment to equity. Second, the process reveals how the
documents represent minoritized individuals. And third, the process is designed to identify ways
in which documents may be associated with equity gaps. This sample checklist was adapted from
materials available from the CUE for learners to practice inquiring into equity practices in higher
education using available tools.

Equity as Fairness Syllabus Checklist
● Does your syllabus provide students with the information they need to successfully
complete the course?

● Is the information in the syllabus presented in a way that the target audience can easily
make sense of it?

● Is the language in the syllabus welcoming to students, and does it communicate a
message that students are cared for and valued as learners?

● Does your syllabus communicate what is expected of learners and convey a willingness
to help learners achieve? Is there information about how diversity learning preferences
and language proficiencies will be accommodated?

● Does your syllabus communicate the learning benefits of diversity in learners’ racial and
ethnic backgrounds?

● Are readings, activities, and assignments culturally relevant and inclusive?

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● Does your syllabus promote cultural awareness and encourage examination of
assumptions about different racial and ethnic groups?

Assignment
At the completion of the synchronous face-to-face session, learners are assigned a task to be
completed prior to the next class meeting (typically a week later). The task requires using the
results of an IAT to form a picture of their implicit biases and write a narrative that describes
how these biases impact a course designer’s positionality and approach to instruction. A
description of the assignment and rubric are provided in the learning management system.

In this assignment, learners will use the results of prior learning activities from Lesson 2. In that
lesson, they used an IAT to form a picture of their own implicit biases and wrote a narrative
describing how these biases impact a course designer’s positionality and approach to instruction.
These activities were undertaken to update or prepare a new course syllabus. The steps for
completion of the assignment are:

1. Using the IAT Worksheet and Worked Example from earlier in the lesson, refine your
Statement of Positionality, describing any biases that you uncovered.
2. Update the syllabus you reviewed using the checklist earlier in the lesson to reflect the
changes you identified. The syllabus should address your positionality and reflect an
equitable approach to instruction.
3. Exchange syllabi with a classmate and use the checklist approach to identify any
concerns with respect to fairness and equity. Discuss your findings with your classmate.
Revise your syllabus to reflect the review.
4. Submit your IAT worksheet, positionality statement, and syllabus to the instructor at the
next synchronous class meeting.

Table A13
Rubric for Assignment
Outcome
Mastery
3 points
Developing
2 points
Emerging
1 point
Total
points
Use Implicit
Association
Tests
(IATs) to
identify
implicit
bias.
Completes three to
five IATs and
includes a
complete
description of the
results and how
the findings
might influence
treatment of
Complete two to three
IATs, provide a
partial description of
the results, and partly
relate the findings to
the influence on the
treatment of
minoritized groups.
Completes one to
two IATs, partly
relates the
findings to the
influence on the
treatment of
minoritized
groups.

255
Outcome
Mastery
3 points
Developing
2 points
Emerging
1 point
Total
points
minoritized
groups.
Develop a
positionality
statement.
Provides a well-
developed
positionality
statement that
describes how
past experiences
shaped identity
and biases.
Provides a partly
developed
positionality
statement that
describes your
experiences and
indicates how those
biases have shaped
your identity.
Describes
experiences and
provides a partial
description of
your identity.

Use a
syllabus
checklist to
create a
checklist
that is free
from bias.
Provides an
example of a
syllabus and
completed
checklist that
meets the criteria
for equity and
fairness as
defined by the
Center for Urban
Education
(CUE).
Provides a partial
syllabus and
checklist that only
partly addresses the
CUE criteria.
Provides an
incomplete
syllabus, missing
checklist, does
not meet or only
partly meets the
CUE criteria.

Note. Total points: emerging: 1–3; developing: 4–7; mastery: 8+.

References
Center for Urban Education. (2020a). Equity-minded inquiry series: Syllabus review. Rossier
School of Education, University of Southern California. https://www.cue-tools.usc.edu/
Center for Urban Education. (2020ba). Equity-minded inquiry series: Document review. Rossier
School of Education, University of Southern California. https://www.cue-tools.usc.edu/

256
Gershenson, S., Holt, S. B., & Papageorge, N. W. (2016). Who believes in me? The effect of
student–teacher demographic match on teacher expectations. Economics of Education
Review, 52, 209–224.
https://research.upjohn.org/cgi/viewcontent.cgi?article=1248&context=up_workingpaper
s

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Unit 2 Course Presentation

Unit Duration: 180 minutes
Instructor Notes: This is the second unit in an eight unit course to prepare
higher education faculty with the knowledge and skills needed to design,
develop, and implement college courses using a variety of methods and
media. The purpose of this unit is to prepare faculty to be able to examine
implicit biases that emanate from designer positionality and explain the impact
on instruction.

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Instructional Sequence: Gain Attention
Time: 10 minutes
Learning Activity:
1. Welcome and opening remarks
2. View video
3. Learners respond to guiding questions

259

Instructional Sequence: Gain Attention
Instructor Action: Welcome learners and provide opening remarks. Show the
video and ask learners to describe their understanding of implicit bias. After
showing the video, ask the guiding questions to activate learners thinking
about their own experiences as learners and instructors.
Learner Action: Learners watch and listen to the video, thinking about the
questions being asked and relating the questions to their own personal
experiences in the classroom. Learners share their responses to the
questions.
Instructor Note: Guiding questions can be found the next slide.

260

Instructional Sequence: Gain Attention
Instructor Action: Ask the guiding questions to activate learners thinking
about their own experiences as learners and instructors.
Learner Action: Learners think about the questions being asked and relating
the questions to their own personal experiences in the classroom. Learners
share their responses to the questions.
Instructor Notes: Encourage the learners to start thinking about how implicit
bias might be impacting their approach to teaching and learning. To raise
awareness, ask learners to withhold judgement of their own biases.

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Instructional Sequence: Learning Objectives
Time: 5 minutes
Learning Activity: Review and discuss the learning objectives for Unit Two
Instructor Action: In order to establish an expectancy, arouse interest, and to
facilitate learning, ask learners to read the learning objectives for themselves
aloud from a presentation displayed for all learners to view. Ask learners to
describe their understanding of the objectives and add any personal objectives
they might have. Discuss in terms of what learners will be able to do after
instruction. Encourage learners to ask clarifying questions and to start thinking
about the benefits and risks associated with learning the material.
Learner Action: Learners read the terminal and enabling learning objectives
for themselves. Learners describe their understanding of the objectives and
add personal objectives.

262

Instructional Sequence: Risks and Benefits of Unit Two
Time: 10 minutes
Learning Activity: Review and discuss the purpose for learning and risks and
benefits associated with for Unit Two
Instructor Action: State the purpose for learning the material and describe
the benefits and risks associated with the lesson. Refer back to the earlier
examples of descriptions of the learning environment and a description of
learning characteristics.
Benefits: the ability to examine implicit biases that may impact instruction. This
encourages cultural competence in the design and delivery of instruction and
the creation of culturally relevant and inclusive educational experiences that
promote equity in outcomes for all, especially marginalized and underserved
populations.
Risks Avoided: biased instruction can lead to inequity in outcomes, especially
for marginalized populations.

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Instructional Sequence: Lesson Overview
Time: 10 minutes
Learning Activity: Review and discuss a brief content outline and an overview of
the approach to instruction.
Instructor Action: In this lesson, learners will learn about the role cultural
competence plays in designing culturally relevant educational experiences. We
begin by exploring the nature of unconscious bias and automatic knowledge. We
apply these concepts using the Implicit Associations Test (IAT) to measure implicit
associations and attitudes towards traditionally stigmatized groups and examine
implicit bias. Learners then practice using the results of an Implicit Association Test
(IAT) to measure implicit associations and attitudes towards traditionally
stigmatized groups and examine and form a picture of implicit bias. Learners will
develop their own statements of positionality and begin to think about how their
positionality impacts instruction and the educational experiences of learners.

264

Instructional Sequence: Prerequisite Knowledge
Time: 5 minutes
Learning Activity: The meaning of cultural competence, implicit bias, and
designer positionality and how it relates to creating and teaching college
courses, i.e. avoiding implicit bias in the classroom are reviewed and
discussed. Learners elaborate on this information by thinking about how it
might apply to their job. Gaps in prerequisite knowledge are identified.
Instructor Action: Present and review the meaning of cultural competence,
expert and automated knowledge, and designer positionality, referring to the
key concept video viewed prior to the lesson. Use analogies and metaphors to
illustrate key points. Ask learners to provide examples and non examples.
Identify gaps in prior knowledge to address in the next sections.
Learner Action: Learners generate examples and non examples and identify
gaps in their prerequisite knowledge. Learners think about and discuss how
cultural competence and implicit bias applies to their jobs.

265

Instructional Sequence: Prerequisite Knowledge
Time: 5 minutes
Learning Activity: Learners conduct self-checks of prerequisite knowledge
using an online quiz.
Instructor Action: Administer an online quiz to encourage learners to recall
prior knowledge of the topic. Use the experience to illustrate the importance of
cultural competence in the design of instruction. Prompt learners to consider
how prior knowledge of cultural competence influences instructional design.
Ask learners to elaborate on how cultural competence and implicit bias applies
to their jobs.
Learner Action: Learners conduct self-checks of prerequisite knowledge
using an online quiz.
Instructor Notes: Using Kahoot! or a similar online quiz app, administer the
online quiz questions.

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Instructional Sequence: Prerequisite Knowledge
Time: 5 minutes
Learning Activity: Learners are prompted to respond to guiding questions:
Instructor Action: Ask the guiding questions to activate learners thinking
about their own experiences as learners and instructors.
Learner Action: Learners think about the questions being asked and relating
the questions to their own personal experiences in the classroom. Learners
share their responses to the questions.
Instructor Notes: Encourage learners to refer to the definitions from the
readings and video and to expand on these definitions using their experiences
as a point of reference.

267

Time: 10 minutes
Learning Activity: This lesson will demonstrate the use of an Implicit
Association Test (IAT) to measure implicit associations and attitudes towards
traditionally stigmatized groups and examine implicit bias. Examples and
nonexamples of implicit bias are generated. Worked examples of using IAT test
results to form a picture of implicit bias are provided and discussed.
Instructor Action: Re-engage learners in the lesson objective by
demonstrating the use of an Implicit Association Test (IAT) to measure implicit
associations and attitudes towards traditionally stigmatized groups and
examine implicit bias. Demonstrate worked examples of using IAT test results to
form a picture of implicit bias. Discuss examples and nonexamples.
Learner Action: Learners will have previously taken an IAT through Project
Implicit and will bring the results to class. Learners will follow along with a
description of the procedure to use the test results to form a picture of their own
implicit biases.
Learners generate examples and nonexamples of implicit bias from their own
teaching experience.

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Time: 10 minutes
Learning Activity: This lesson will demonstrate the procedure for using the
picture of implicit bias identified through the use of an Implicit Association Test
(IAT) to explain ways in which implicit bias impacts designer positionality.
Examples and nonexamples of designer positionality are generated. Worked
examples of using the picture of implicit bias formed through an examination of
IAT test results to explain designer positionality are provided and discussed.
Instructor Action: Re-engage learners in the lesson objective by stating the
principle: the positionality of the designer includes implicit biases that impact
instruction. Explain the “why” of the principle. Ask learners to state the
principle. Demonstrate the procedure for using a description of implicit bias
identified through the use of an Implicit Association Test (IAT) to explain ways
in which implicit bias impacts designer positionality. Demonstrate worked
examples of using IAT test results to explain how implicit bias impacts
designer positionality. Discuss examples and nonexamples.
Learner Action: Learners will hear the principle that the positionality of the
designer includes implicit biases that impact instruction and the meaning of the
principle. Learners state the principle in their own words.

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Time: 20 minutes
Learning Activity: Learners practice using the picture of implicit bias
identified through the use of an Implicit Association Test (IAT) and a procedure to
explain how implicit bias impacts designer positionality.
Instructor Action: Ask learners to work individually to use the picture of
implicit bias identified through the use of an IAT through Project Implicit taken
previously and brought to class. Learners will follow a procedure to apply the
principle to explain how implicit bias impacts designer positionality.
Break learners into small groups and have them share what they learned
about how implicit bias impacts designer positionality.
Provide informative feedback by reconvening the entire class and asking
learners to share about what they discussed in their small groups. Ask
learners to identify appropriate responses and explain the rationale for their
selections. Point out common errors and misconceptions. Suggest critical
features of the situation where the principle should be employed. Encourage
learners to identify noncritical aspects.

270

Time: 10 minutes
Learning Activity: This lesson will demonstrate the procedure for using tools
from the Center for Urban Education (CUE) to explain how bias and
positionality impact instruction.
Instructor Action: Use observations from the prior section to illustrate
examples of how bias and positionality can impact instructional policies,
practices, and approaches and instructional materials like syllabi. Demonstrate
the procedure for using tools from the Center for Urban Education (CUE) to
conduct a review. Provide examples and nonexamples.
Learner Action: Learners hear and see examples of how bias and
positionality can impact instructional policies, practices, and approaches and
instructional materials like syllabi. Learners see and hear a demonstration of
the procedure for using tools from the Center for Urban Education (CUE) to
conduct a review. Learners hear and see examples and nonexamples.
Instructor Notes: Refer to the procedure checklist and worked examples that
are located in the LMS for this unit.

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Time: 20 minutes
Learning Activity: Learners practice using a checklist to review instructional
policies, practices, and approaches and instructional materials to identify bias
and positionality.
Instructor Action: Ask learners to work individually to practice using a
checklist to review instructional policies, practices, and approaches and
instructional materials to identify bias and positionality. Provide a worked
example and ask learners to identify and explain bias and positionality.
Provide informative feedback by reconvening the entire class and asking
learners to share their findings. Ask learners to identify examples and non
examples.
Demonstrate a worked example of the assessment that will be completed at
the conclusion of the lesson. Ask learners to assess their readiness to proceed
to completing the assessment.

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Time: 15 minutes
Learning Activity: Learners are assigned a task to be completed prior to the
next class meeting (typically a week later). The task requires using the results
of an IAT to form a picture of one’s own implicit biases and writing a narrative
that describes how these biases impact a course designer’s positionality and
approach to instruction. A template, worked example and rubric will be
provided.
Instructor Action: Show a template and demonstrate a worked example and
a nonexample for a description of how one’s own implicit biases and writing a
narrative that describes how these biases might impact a course designer’s
positionality and approach to instruction. Provide the rubric that will be used to
evaluate completion of the assignment. Encourage learners to ask questions
about the assignment.
Learner Action: Learners will see and hear about the assigned task and will
have the opportunity to ask questions about the assignment.
Instructor Notes: Refer to the template, worked examples, and rubric that are
located in the LMS for this unit.

273

Time: 5 minutes
Learning Activity: Learners reflect on the objectives for the lesson and
identify and report on what they have learned.
Instructor Action: Inform learners that they have successfully completed the
second unit of instruction. Ask learners to think about how to apply what they
have learned to their jobs preparing their assigned course for instruction. Show
the objectives listed earlier in the lesson.
Learner Action: Learners reflect on the objectives for the lesson and identify
and report on what they have learned.
Instructor Notes: Encourage learners to think about they can apply what they
have learned in this unit in their jobs.

274

Time: 5 mins
Learning Activity: Learners list “rules of thumb” that can be used in
examining implicit biases that emanate from designer positionality and explain
the impact of bias on instruction.
Instructor Action: Encourage learners to create “rules of thumb” that can be
used to apply what they have learned. Ask learners to identify key features of
their job that are similar to what they have learned in this lesson.
Learner Action: Learners list “rules of thumb” that can be used in examining
implicit biases that emanate from designer positionality and explain the impact
of bias on instruction.
Instructor Notes: Encourage learners to think about they can apply what they
have learned in this unit in their jobs.

275

Time: 10 minutes
Learning Activity: The key takeaways are discussed. Learners generate a
“big idea” and share with the class using a “word cloud.”
Instructor Action: Ask learners to individually generate at least one “big idea”
that emerged from the lesson. Ask learners to share their ideas in a “word
cloud.”
Learner Action: Learners generate a “big idea” and share with the class using
a “word cloud.”
Instructor Notes: Encourage learners to thinks about “Why is it important to
be able to identify implicit bias and the impact of bias on designer
positionality?”

276

Time: 10 minutes
Learning Activity: Prepare for the next module by shifting attention to the
importance of identifying the goals and outcomes of instruction.
Instructor Action: Thank learners for their participation and acknowledge
successful completion of the lesson. Explain the importance of identifying the
goals and outcomes of instruction.
Learner Action: Learners begin to think about the importance of identifying
the goals and outcomes of instruction.
Instructor Notes: Remind learners to submit the assessment prior to the next
session.

277
Appendix B
Evaluation Administered Immediately Following the Program Implementation
Rating scale items: Answers rated on a Likert scale from (1) strongly disagree to
(5) strongly agree:
1 2 3 4 5
The asynchronous components of the learning environment helped me to learn.
(L1)

The synchronous sessions helped me to learn. (L1)
My participation in the course was encouraged by the facilitator. (L1)
This professional development program held my interest. (L1)
What I learned from this course will help me be a better instructor. (L1)
During the synchronous sessions, we discussed how to apply what we learned.
(L1)

I received helpful information prior to the program. (L1)
I will recommend this program to other faculty. (L1)
I believe it will be worthwhile for me to apply what I have learned to the course I
teach. (L2)

I feel confident about applying what I learned in the classroom. (L2)
I anticipate that I will receive the necessary support to successfully apply what I
have learned to the courses I teach. (L2)

My confidence to apply what I have learned to the courses I teach is high. (L2)
I am committed to applying what I learned to my work in the classroom. (L2)

Open-ended questions:
Was there anything about your experience in this course that interfered with your learning?
(L1)
What course material did you find to be most relevant to teaching? (L1)
Was there any course material that was a waste of time? (L1)
Are there any ways in which this program can be improved? (L1)

278
What are the major concepts you learned in this course? (L2)
What is the importance of applying what you have learned on the job? (L2)
What additional support would help you implement what you learned? (L2)
Are there any barriers that could interfere with your success in applying what you learned in
this course to your teaching? (L2)
How confident do you feel about applying what you have learned to your teaching? (L2)
How do you plan to apply what you have learned to your teaching? (L2)
What is the first thing that you plan to apply from what you learned in this course to your
teaching? (L2)

Note. L1 = Level 1; L2 = Level 2.

279
Appendix C
Evaluation Administered Delayed for a Period After the Program Implementation
Rating scale items: Answers rated on a Likert scale from (1) strongly disagree to
(5) strongly agree:
1 2 3 4 5
I have had occasion to use what I learned in this course in the classroom. (L1)
Information provided in this course applies to my work as an instructor. (L1)
Looking back, taking this course was a good use of my time. (L1)
I have successfully applied in the classroom what I learned in the training. (L3)
I have been able to apply what I learned in this course in the classroom. (L3)
I received support in order to apply what I learned to the courses that I teach for
the university. (L3)

I already see positive results from this training in my classroom. (L4)
This program has positively impacted my department. (L4)
My efforts have contributed to the mission of the university. (L4)

Open-ended questions:
What information from this course has been most relevant to your job? (L1)
Was there any information in this course that is not relevant to your job? If so, what? (L1)
What information should be added to this course to make it more relevant to your work? (L1)
Looking back, how could this program have been improved? (L1)
Looking back, what would you change about this course? (L1)
How have you used what you learned in this course on the job? (L3)
Describe any challenges you are experiencing applying what you learned in your classroom.
Can you suggest any possible solutions to overcome them? (L3)
What else do you need to successfully perform the skills you learned in this program? (L3)
What has helped you to implement what you learned? (L3)

280
What are early signs of success you noticed from your efforts? (L4)
Please give an example of a positive outcome you have experienced since attending this
training. (L4)
What impact is this program having on the organization as a whole? (L4)
How has your participation benefited the organization? (L4)

Note. L1 = Level 1; L2 = Level 2; L3 = Level 3; L4 = Level 4.

281
Appendix D: ULRN's CEPC Professional Development for Faculty Implementation
Progress Dashboard Example. Report Date: July 2024 (End of 2023–2024 Academic Year,
Year 2 of Implementation)

Action/result/level Target Actual
Prior
year
Rating
Level 4 - External measures
Student enrollment increase - Total 3% 2% 1% ↗
Student enrollment increase - Female 3% 1% 1% ↔
Student enrollment increase - Male 3% 2% 1% ↗
Student enrollment increase - Hispanic/Latino 4% 3% 3% ↗
Student enrollment increase - Asian 2% 2% 2% ↔
Student enrollment increase - Black/African
American
6% 3% -1% ↗
Student enrollments increase - Native
Hawaiian/Pacific Islander
3% -2% 2% ↓
Student enrollments increase - White -5% -3% 0% ↘
Student enrollments increase - Two or More 0% 0% 0% ↔
Student enrollments increase - Unknown 0% 0% 0% ↔
Graduation rate increase - total 3% 2% 0% ↗
Graduation rate increase - Female 3% 2% 0% ↗
Graduation rate increase - Male 3% 2% 0% ↗
Graduation rate increase - Hispanic/Latino 4% 3% 3% ↔
Graduation rate increase - Asian 2% 2% 2% ↔
Graduation rate increase - Black/African American 6% 3% -1% ↗
Graduation rate increase - Native Hawaiian/Pacific
Islander
3% -2% 2% ↘
Graduation rate increase - White 1% -3% 0% ↘

282
Graduation rate increase - Two or more 0% 0% 0% ↔
Graduation rate increase - Unknown 0% 0% 0% ↔
University rankings increase +2 +1 -1 ↑
Level 4 - Internal measures
Student grades increase 2% 3% 0% ↑
Faculty satisfaction 5% 15% -8% ↑
Faculty peer review scores 3% 22% -6% ↑
Student achievement 3% 8% -3% ↑
Level 3: behaviors
Number of factors per course considered in the
analysis of course materials.
3 7 0 ↑
Number of learning goals and outcomes written for
each course accompanied by documentation of
learning task analysis meeting the standard.
2 5 2 ↑
Number of factors per course considered in the
design of the materials.
7 5 1 ↑
Number of factors per course considered in the
evaluation and section of media.
6 5 2 ↑
Number of assessments per course implemented that
meet standard.
5 5 1 ↑
Number of plans per course developed that utilize an
assessment framework.
2 1 1 ↑
Level 3: Behavior drivers
Number of checklists provided 3 5 0 ↑
Number of best practices shared 2 6 0 ↑
Number of weekly reminders 20 26 0 ↑
Number of on-the-job training modules offered 5 7 0 ↑

283
Number of merit increases 30 52 13 ↑
Number of mentoring awards 2 3 0 ↑
Number of excellence in teaching awards 2 3 0 ↑
Results of posttraining survey 3.0 3.56 2.59 ↑
Number of peer observations 30 53 15 ↑
Level 1: Reactions
Results of end-of-course surveys 3.0 3.77 2.89 ↑
Results of delayed administration surveys 3.0 3.89 2.66 ↑

Note: All data are fictional examples.

284
Appendix E: ULRN's CEPC Professional Development for Faculty Implementation Progress
Dashboard Visualization Example
Report Date: July 2024 (End of 2023–2024 Academic Year, Year 2 of Implementation)
Note: All data are fictional examples. Student enrollment for the year ending 2024 fell short of the target for females and males. There
was a slight increase in enrollment for the prior academic year 2022–2023.

285
Note: All data are fictional examples. Student enrollment increases for the year ending 2024 as compared to the prior academic year
varied by race/ethnicity. Hispanic/Latino and Asian enrollment increases remained flat year to year. Black/African American
enrollment saw an increase to 3% from a decline in the previous year. Native Hawaiian/Pacific Islander enrollment increases declined
from a 2% increase in 2022–2023 to -2% in 2023–2024. White student enrollment increases saw a decline to -3% in 2023–2024.

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Asset Metadata

Creator Keim, John (author)

Core Title A curriculum for higher education faculty to reimagine learning in a postpandemic world

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership

Degree Conferral Date 2022-05

Publication Date 03/31/2022

Defense Date 02/16/2022

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag evaluation,faculty development,instructional design,media,OAI-PMH Harvest,online,Social Justice,Technology

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Filback, Robert (committee member), Seli, Helena (committee member)

Creator Email johnkeim@usc.edu,johnkeim10@yahoo.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC110879200

Unique identifier UC110879200

Document Type Dissertation

Format application/pdf (imt)

Rights Keim, John

Type texts

Source 20220406-usctheses-batch-919 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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Repository Name University of Southern California Digital Library

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