Making up for some recent inertia. Admin work hit my writing hard, to the point where I felt like I couldn't even remember how to do it. I kept talk about my ideas, doing the research, and giving off-the-cuff presentations, but I couldn't commit anything to the page.

Every time I start a new project, I'm amazed that I ever wrote anything, which is terrible considering how much I ask of my students. But I wrote 2 more pages today and trying to keep at it.

Use column 3 for learning activities that guide the students towards the outcomes. This includes discussions, lectures, active learning strategies, readings, films, practice activities, etc.

Use column 2 for the assignments. These assignments assess whether students are progressing towards the outcomes (not necessarily achieving them. All of your outcomes should be measurable and therefore align with an assessment. All of your assessment should connect to an outcome.

Table time: Make a list 4-6 course outcomes. After completing this course, students will be able to... Bloom's taxonomy is useful for this. cft.vanderbilt.edu/guides-sub-p... Outcomes go in column 1.

Courses drift over time, usually for good reasons. The description should be updated periodically, which is a process you can start now for next year. #teaching

Take a look at the course description in the course catalog. This is what students see. Are you using this for your course? If not, how closely aligned is that description with your course? #teaching

Take a look at your course name as listed in the course catalog. Think about what student expectations for that name might be and how they differ from your intentions. How can you reset those expectations (or adjust your intentions) early on? #Teaching