Course planning is an often-under appreciated process, whether in conventional courses or GSL. While specific activities may help with particular goals such as development of global or intercultural competency, deeper understanding of positionality, or more nuanced comprehension of academic content, it is important to consider precisely what the course goals are – along with how they will be measured – early in the course planning process. Course planning processes move beyond the accumulation of many interesting activities and experiences to develop targeted efforts to develop specific learning and competencies. The following resources are particularly helpful for this process:
- The Education Abroad Faculty Toolkit, housed at the University of Kentucky, has been designed with respect to two primary focus areas, global citizenship and academic development. Specific course objectives have been written for each focus area and are supported by an array of instructional tools that can either be integrated into course syllabi or facilitated as one-time activities.
- Effective Use of Performance Objectives for Learning and Assessment from the University of New Mexico School of Medicine’s Teacher and Educational Development program summarizes careful integration of learning objectives to develop specific knowledge, skills, and attitudes.
- The course outcomes exercise* draws on Wiggins & McTighe’s celebrated Understanding by Design approach to teaching and learning.
- The embody a global, cross-community, multi-organizational, multi-institutional effort to ensure standards of fairness in learning and service partnerships. The standards emerged through a community-driven approach to partnership, and are important throughout all moments in program planning. They have now been published in as well as , and developed in ways intended to around issues of equity in partnership.
*This resource may be downloaded as a Word document from the GSL File Cabinet.