Written by: Steven Mintz
Published by: Inside Higher Ed
MBA News Digest Comment: None.
Extracted Content: If there’s any single pedagogical lesson that many faculty members took away from the pandemic, it’s the importance of intentionality in course design.
For at least two decades, teaching centers have preached the value of designing classes around clearly defined course objectives, with learning activities and assessments tightly aligned with those aims. But it proved extremely difficult to persuade faculty to inject learning objectives into existing courses or requirements or capstone projects.
As every homeowner or developer knows, retrofitting an existing structure is far more expensive and arduous than starting from scratch. Redesigning an existing course presents similar challenges.