Assignment 10 Aftonrodriguez

1
Running head: ALIGNMENT PLAN

Assignment 10: New Course Proposal 2
Assignment 10: New Course Proposal
Afton E. Rodriguez
Seattle University
AEDT 5100: Course Design for Adult Learners
Dr. Connie Watson
March 21, 2019
Table of Contents
NEW COURSE PROPOSAL INTRODUCTION......................................................................3
COURSE SYNOPSIS INTRODUCTION...................................................................................4
NEEDS ANALYSIS INTRODUCTION......................................................................................9

COURSE GOALS AND OBJECTIVES INTRODUCTION...................................................12
ALIGNMENT PLAN INTRODUCTION.................................................................................18
COURSE CALENDAR INTRODUCTION..............................................................................30
COURSE VISUAL.......................................................................................................................33
SUMMARY OF COURSE REVISIONS...................................................................................34
New Course Proposal Introduction
The course that I will be designing will be a version of the online preparation for Seattle
University’s leadership conference called the iLead Leadership Conference. iLead is a year-long
training program that kicks off with a weekend-long conference for 300 of Seattle University’s
student leaders. While attendance at the conference is highly encouraged, this course, iLead
Online: Leadership for All, will provide an alternative for students who are unable to attend the
in-person conference. Therefore, the general attendance expected for the online course should be
under 30 students.
In order to best prepare students for positional leadership opportunities, this course would
explore an 8-hour, asynchronous curriculum where students will be able to engage in three main
units of learning: (1) Care (2) Leadership and (3) Diversity, Equity, and Inclusion.
Course Synopsis Introduction
The course synopsis for iLead Online: Leadership for All, includes the elements of: the
course designer, the date that the course will begin, the course title, the target audience, the
institution and department that will host the course, the rationale for the course, the description,
the length, and the resources needed to execute the course.
Course Designer
The designer for this course is Afton Rodriguez. Afton is Master’s of Education
candidate in the Seattle University Student Development Administration program. Afton also has
a Bachelor’s of Arts Degree from Seattle University where she was a student leader in various
capacities during her four years in undergraduate. Now that she has returned for her graduate
degree, Afton works as the graduate coordinator for Leadership Development and Recognition
Programs in the Center for Student Involvement. Afton additionally teaches part time at a preK
through fifth grade elementary that focuses very specifically on the social and emotional aspects
of student development. Afton’s background in Residence Life, Student Involvement, and early
childhood education allow for her offer a unique perspective on leadership in higher education
and how to create development opportunities that are accessible and supportive of every student
to see themselves as a leader. Afton is passionate about the translation of leadership development
to all students- whether they hold an official leadership position on campus or not. She believes
that all students have the capacity to lead, and should have opportunities to hone, develop, and
truly thrive in their unique leadership styles.
Date course will begin
This course will be offered starting one month prior to the in-person iLead conference
(March 26, 2020) and must be completed by the end of the conference on April 27th, 2020.
Course Title
The title of this course will be: iLead Online: Leadership for all.
Target Audience
The target audience for this course is Seattle University student leaders who are
interested in getting involved in positional leadership on campus but may have unique time
constraints that may prevent them from attending in-person trainings. Open to both first time in
college Bachelor’s seekers and Post-Baccalaureate students, as well as Master’s seeking
individuals as well, this course would target learners who want to engage in leadership
development opportunities on campus, but due to the current scaffolding of leadership
development on campus, may not have the ability to attend the mandatory trainings for their
position due to time constraints that may come along with being an adult learner, working full
time, or for other reasons.
This course is designed to be entry-level and will only require learners to come in with a
general knowledge of their personal strengths and how those elements are relevant to the
leadership position they will be entering into. All students who are offered leadership positions,
will be eligible to opt into this online version of the iLead conference. Any student who is
interested in enrolling in the course who are not required to take it will be considered on an
individual basis by the Graduate Coordinator.
Institution/Department/Program
iLead Online will be offered through Seattle University’s Center for Student Involvement
which serves as the hub for students to get involved on campus, more specifically in avenues of
leadership. Seattle University is a private, small to mid-size, Jesuit Catholic 4-year university
with about 7,291 students enrolled in undergraduate, graduate, and law programs (Seattle
University, 2018c). Seattle University’s dedication to “educating the whole person, to
professional formation, and to empowering leaders for a just and humane world” (Seattle
University, 2018a) aligns effortlessly with this the goal of this course to support students in their
endeavors to become holistic and impactful leaders.
This course also aligns with the Center for Student Involvement’s goal to “support the
leadership development and engagement of all students while at Seattle University [through]
providing welcoming spaces, opportunities to reflect and discern leadership and engage in a club
or organization” (Seattle University, 2018b). While the Center for Student Involvement officially
supports and advises 8 organizations, the office regularly reaches and interacts with nearly all
students at Seattle University in its programming and leadership development capacities.
The creation and implementation of this course will be the task of the Graduate
Coordinator for leadership development and recognition programs and supported by the
Assistant Director of the Center for Student Involvement. This course will also require the
support of the adult learners involved in order to help facilitate their own conversation groups to
heighten the ability for learners to engage with each other while taking the course.
Rationale for Course
The purpose of this course is to offer an online version of Seattle University’s day-and-a-
half-long Leadership Conference called iLead. The course will ultimately prepare learners who
cannot attend the in-person conference due to time constraints to enter confidently into their
leadership position for the next year. Although the primary goal of this course is to prepare
students for their positional leadership opportunities, the components of this course will also
focus on the development of student’s own personal strengths and self-care, the development of
strong relationships, how to communicate effectively, and ultimately, how all of these aspects
intersect with the multiple facets of leadership. This course will support students in elements of
their life that work to and extend beyond their position of leadership. As a university, we would
be mistaken to not take advantage of an opportunity such as this that symbiotically complements
both Seattle University’s current offering of the iLead program and their dedication to “to
empowering leaders for a just and humane world” (Seattle University, 2018).
Course Description
Through this course, learners will be able to engage in three main units of learning:
personal strengths, diversity, equity, and inclusion, and wellness. The course will be taught via
Canvas modules incorporating engaging applications such as Padlet, Airtable, and Slack.
Length of Course
To make this course equitable to the number of hours of in-person conference, this course
will explore an 8-hour, asynchronous curriculum that will need to be completed over the span of
1-month. The course will culminate in learners zooming-in to watch the opening keynote address
of the conference or watching a recorded version of the keynote in order to participate in a final
activity where students will use the information, they learned in the online course to connect with
the keynote and have conversations with the other learners taking the course online.
Resources
To support the success of this course, the resources needed are: The technical and
available support of the Assistant director of the Center for Student Involvement; The facilitation
support of the Graduate Coordinator responsible for Leadership Development and Recognition
programs; The funding for all of the online learners to receive the iLead Conference “SWAG,”
and for every learner to have access to a computer with a web-cam recording device for the
creation of videos.
Needs Analysis Introduction
In designing an online course alternative to satisfy the requirement two day-long in-
person positional leadership conference, being able to identify the learners who will be in this
course is critical. While there are over 300 attendees at the conference, there will be far less
learners expected to opt to take this online course- somewhere in between 10 and 30 students.
The smaller numbers will allow for the ability to truly tailor the course to the learner’s needs.
There are several variables that I as the instructor, would need to know in order to
understand how those variables will “influence how I design and develop the course” (Robbins,
2017) will seek to best meet the needs of the learners as well as my own learning goals. The four
variables that I see being the most important to analyze would be the prior learning and
experience students already have with the material in the course, what the models are that their
organization and the university currently teach from/about to stay consistent and align with the
mission, what leadership positions students are fulfilling in taking this course so that I can better
understand my population of learners and how best to tailor the material, and finally, the
requirements that the departments and organizations require of their leaders so I understand what
is important or unnecessary to cover in the course.
Needs Analysis
Variable Rationale Data Needed Data Sources

Student prior Understanding what a -Prior leadership experience -Survey
learning and student’s prior knowledge and -Prior leadership -Transcripts
experience experience surrounding development experience -Interview
leadership and leadership -Transcripts from courses -
development- including topics related to the leadership Certification
such as multiculturalism and topics such as social justice, information
social justice- would be diversity and equity, and -Course
important in order to know if multiculturalism. syllabus
the course would need to -Certifications from -
cover basics and fundamentals conferences or non-school Conference/
or if the course could dive related courses involving course
deeper and into more leadership development or outcomes
complicated subjects based on related topics
the student’s experience.

Organizational Being aware of the various -Audit of all of the -The visions and
/ University models of leadership that leadership models missions of all
models of the campus subscribes to that are used on divisions and
leadership would be important in campus departments within
informing the development -What the them
portion so that it aligns with university -All syllabi and
the university mission when subscribes to when learning outcomes from
it comes to leadership and it comes to faculty and staff who
allows for consistent language and teach leadership/
language and structures to scaffolding of provide leadership

be used. leadership models development

Student Knowing what positions of leadership -What leadership positions -
leadershi learners will be representing will be these learners are holding Organizatio
p position important for class dynamics and -What positional n/
teaching to the position. For example, leadership students have Department
if the learners were comprised of already held hiring
student government representatives -If they are “returning” supervisors
and resident assistants, I would tailor leaders to the same -Survey
the course differently if it was position -Interview
comprised of peer mentors and health
and wellness programmers.

Organizational This would be an important variable to -What -Interview
leadership consider when creating content related to requirements and hiring
requirements factors of student leadership that some expectations supervisors
students may need to know of or have organizations of each
experience with for their leadership have of their organization/
position and some may not. For example, leaders department
if there are learners representing a -What -Department/
leadership position where they need to organizations org hand
learn about FERPA, that would be an require of their book
important element to consider including; leaders to be able -On-boarding
but could also be skipped over if none of to know and materials
the students need to know that demonstrate -Position
information. descriptions
Needs Analysis Conclusion
Although there are many more elements that could help make this course the best that it
could be, ultimately, isolating and understanding these four particular variables will help to
“provide information that allows [myself] to get to the core of the problem” (Brown & Green,
2016). These elements combine to be able to design the course to be the most engaging, relevant,
and helpful to the learning of the students in the class.
Course Goals and Objectives Introduction
In creating the design of the course, I as an instructor, need to scaffold the learning
objectives of the course so that I can know if the learners of my course are meeting the desired
course goals in measurable ways. Through the use of Fink’s “Significant Learning” (Fink, 2016)
and Bloom’s taxonomy (Bloom, 1956) the design of this course will reflect a hierarchy of
increasing forms of learning that is reflected in the scaffolding of the course goals, the general
objectives, and the performance objectives.
Goals, objectives, and performance objectives
Goals General Objectives Performance Objectives

LWBAT care for themselves, 1. LWBAT learn what stress 1. Given a scenario where a
as well as others, both and burn-out is and student identified a
mentally and physically. understand what they may warning sign of stress or
look like for themselves burnout, the LWBAT
and others. (cog) develop a plan to engage
2. LWBAT describe how in at least 2 self-care
on-campus resources can practices to alleviate the
support students in their stress or risk of burnout
student experience. (cog) within a 1-2 page journal.
3. LWBAT demonstrate 2. Given a scenario where a
appropriate ways to student asked the learner
shows appreciation to for support in their
their team members and student experience, the
students that they serve. LWBAT respond by
(p/s) naming and articulating
4. LWBAT formulate a the function of 3 on-

personalized way to campus resources
communicate work/life available to meet the
boundaries. (aff) academic, social, and
emotional needs of
students (3 resources for
each). Students will
present these 3 resources
through recording a video
responding to the initial
scenario.
3. Given a scenario where a
learner witnessed a team
member do something
good, the LWBAT
identify and provide
examples of at least 3
strategies for showing
appreciation and
recognition of members
of their team and of the
students they serve.
Students will create a <5
minute video presentation
presenting their 3
strategies to the class.
4. Given a sample scenario
where a learner feels like
they are overextending
themselves, LWBAT list
3 strategies they can use
to communicate
boundaries that promote
personal wellness (ex:
saying “no” to
opportunities when they
don’t have the capacity)
within a 1-2 page journal.
LWBAT demonstrate 1. LWBAT understand how 1. Given an online
leadership skills that reflect their values affect their discussion and a
the Jesuit and holistic nature leadership role. (aff) reflection prompt,
of the university. 2. LWBAT understand how LWBAT identify their top
their particular position of 5 personal values and
leadership (resident WBAT articulate how
assistant, student those values affect their
government rep., etc.) work as a leader (e.g. with
plays a larger role in students they serve, on a

students feeling team, in communicating
connected at the and giving feedback, etc.)
university. (cog) within a 1-2 page journal.
3. LWBAT understand the 2. Given an online
connection between their discussion and a
leadership role and the reflection prompt,
greater role of the LWBAT name and
university. (cog) understand 3 ways their
4. LWBAT understand why leadership position
collaboration is important contributes to university
and how to go about retention in a 1-2 page
doing it. (cog) journal.
3. Given an online
discussion and a
reflection prompt,
LWBAT articulate 2 ways
how their leadership
position aligns with the
Jesuit identity and
mission of the university
with 90% accuracy.
4. Given an online
discussion and a
reflection prompt,
LWBAT identify 2
concrete ways
collaboration between
student leaders is
beneficial and given a
sample scenario to create
a collaborative program,
the LWBAT create at
plan to implement a
collaborative effort with
another leadership
position/group in a 1-2
page journal.
LWBAT recognize their own 1. LWBAT understand how 1. Given an online
salient identities and how higher education plays a discussion and a
they intersect with the role both positively and reflection prompt,
identities of others and know negatively in historical LWBAT articulate at least
what historical and systemic and systemic injustices. 3 identity groups whom
factors may layer additionally (cog) have historically been
in everyday interactions. 2. LWBAT know and excluded and
understand the identities underrepresented within
that they hold and how higher education with

their agent and target 90% accuracy.
identities interact in their Given an online discussion
own experience and with and a reflection prompt,
others. (aff) LWBAT identify at least 5
3. LWBAT understand how salient identities that
the mission of the influence their lived
university works to experiences and lens within a
address systemic 1-2 page journal.
oppression. (cog) 2. Given an online
4. LWBAT have knowledge discussion and a
about on-campus reflection prompt,
resources specifically LWBAT identify 3
geared to support historical factors that
historically influence the Jesuit and
underrepresented SU context for discussing
students. (cog) social justice with 90%
accuracy.
3. Given an online
discussion and a
reflection prompt,
LWBAT name 3 campus
resources that are
designed to support the
success of historically
underrepresented students
with 90% accuracy.
Fink's Taxonomy and Course Goals
According to the text, “Creating Significant Learning Experiences” written by L. Dee
Fink (2016) Fink delves into a “Taxonomy of Significant Learning” which explores the elements
that comprise “good instruction” meaning that students are challenged and experience active
forms of learning, and the instructor shows care for their students, excellence in their student
interactions, and provide good feedback both in content and in organizational form (Fink, 2016).
The six specific kinds of learning (presented in hierarchical order) are: evaluation, synthesis,
analysis, application, comprehension, and knowledge.

Fink’s taxonomy connects to my course goals in that they also reflect a hierarchical
system that moves from introspective learning- how to focus one one’s self before focusing and
supporting another; to relational learning- being in community with others; and finally to
outward learning- using knowledge to affect and create systemic change. My first course goal
revolves around a student’s own wellness which helps to build their own “foundation of
knowledge” (Fink, 2013) around discovering the self and using some of that knowledge to try
small samples of application to others in finding ways to support the wellness of people around
them. The hierarchy shifts then into the “human dimension” where the second goal revolves
around leadership and students learning more about themselves and others and how to “interact
more effectively” when their own identities intersect with those of others. The final goal revolves
around diversity, equity, and inclusion which moves into the caring and integrating elements of
the hierarchy where students are able to gain enough knowledge about themselves and about
larger systems at play, to make those essential connections and ultimately work through their
increased interest in care about something to genuinely make change.
In all of these elements interacting and working together, the overarching goal as an
instructor of this course is to seamlessly present information to my students where they are able
to feel the elements of the taxonomy in their learning and are ultimately able to experience
significant learning.
Goals and Objectives Analysis
In my general objectives, I have worked intentionally to sequence the general objectives
of the course intuitively from the course goals based in the hierarchies of both Fink (2016) and
Bloom’s taxonomy (Bloom, 1956). The way that I scaffolded the general objectives works
similarly to my course goals in that as each of my course goals align in a sequence, as do the
general objectives under each of the course goals.
For example, in the course goal “LWBAT care for themselves, as well as others, both
mentally and physically” the first general objective is “LWBAT learn what stress and burn-out is
and understand what they may look like for themselves and others.” The sequencing follows in
that the first general objective aligns with the gaining “foundational knowledge” (Fink, 2016)
learning where students work to understand and remember this information as a foundation for
other learning to build on top of. The performance objective associated with this general
objective also follows the sequence in that it not only requires knowledge of the student, but it
asks for application additionally stating, “Given a sample situation where a student identified a
warning sign of stress or burnout, the LWBAT develop a plan to engage in at least 2 self-care
practices to alleviate the stress or risk of burnout.”
This sequence follows throughout the general objectives in moving from foundational
knowledge to synthesis, evaluation, and creation, like in the fourth general objective for the same
course goal which states: “LWBAT formulate a personalized way to communicate work/life
boundaries” which will be evaluated by the learner being able to articulate their own plan for
creating and responding to boundaries.
Course Goals and Objectives Conclusion
In reviewing all of the variables of significant learning (Fink, 2016) and how they
intersect with Bloom’s Taxonomy (Bloom, 1956), I am confident that I have worked to create a
sequence of measurable learning outcomes and performance objectives that will work to guide
my course design in a way where the learners will be able to have a significant learning
experience of the course.

Alignment Plan Introduction
In aiming to create an experience of significant learning for students, it is essential
to structure a course so that the learning both inside and outside of the classroom makes clear
connections in the course goals, the objectives, the key concepts, the in and out of class learning,
and the subsequent evaluation of these. This framework is called an alignment plan which is
exemplified in the grid below. This alignment plan supports those connecting relationships
between the aforementioned elements for the course, “iLead Online: Leadership for all.” The
plan seeks to outline an 8-hour curriculum that students who cannot attend the in-person iLead
conference can take as a substitute to the mandatory conference. The plan also seeks to create
significant learning experiences based of Fink’s (2013) framework integrated with the Universal
Design for Learning (CAST, 2011). As represented in the plan below, both of these frameworks
encourage specific ways to create a course in order to engage students in meaningful ways and
provide, “multiple means of representation, action and expression, and engagement.” (CAST,
2011).
Alignment plan
Course Goal 1: LWBAT care for themselves, as well as others, both mentally and physically.
General Performance Key content In class Out of class Assessment

objective objective or concept teaching and teaching and and learning
learning learning evaluation
1A: LWBAT Given a 1. Defining 1. Students Now that Students

learn what scenario stress and will be students know submit this
stress and where a burnout presented with the signs of reflective
burn-out is student 2. Learning a written stress and journal and
and identified a the signs of definition of burn-out, receive
understand warning sign stress and stress, distress, students reflect feedback
what they of stress or burn out and burn-out. in a 1-2 page
may look burnout, the 3. Learning 2. Students journal upon a
like for LWBAT strategies to will watch a time that they
themselves develop a help with short video on were or
and others. plan to stress and how to respond witnessed
(cog) engage in at burnout to peers in another student
least 2 self- distress. being stressed
care practices 3. Through or burnt-out
to alleviate reading a short and use a
the stress or passage on strategy
risk of self-care, learned in class
burnout Students will to support that
within a 1-2 learn to situation of
page journal. recognize the stress.
toll it can take
to support an
individual
through this
process.
3. Students
will also learn
the tools
needed to care
for one’s self
through the use
of a self-care
infographic.
1B: LWBAT Given a 1. Learn to 1. Students Students will Students

describe how scenario identify will watch a be given a will submit
on-campus where a other signs short you-tube scenario of this video
resources student asked of distress video on how another student for the
can support the learner for 2. Learn to identify in distress instructor to

students in support in what on- students in having a review and
their student their student campus distress conversation assess.
experience. experience, resources 2. Students with a friend.
(cog) the LWBAT are available will then take Students will
respond by to support turns be asked to
naming and students practicing with identify the
articulating 3. Learn their peer signs of
the function how to have partner distress and
of 3 on- a responding to a respond to the
campus conversatio fictitious scenario by
resources n with a scenario of a recording
available to student in student in themselves
meet the distress by distress. comforting the
academic, supporting 3. The peer student using
social, and them and partners will the strategies
emotional guiding present 1 used in 1A and
needs of them to the scenario to the referring them
students (3 necessary class and the to resources
resources for resources class will give that can
each). feedback to the support their
Students will students on specific
present these whether or not situation.
3 resources they used the
through best strategies
recording a to support the
video student in
responding to distress.
the initial
scenario.
1C: LWBAT Given a 1. When 1. Students Students will The

demonstrate scenario working in will watch a be grouped by conversatio
appropriate where a teams, it’s short video what they self- n will take
ways to learner important to that will teach identify their place over a
shows witnessed a develop them about the love language platform
appreciation team member relationship 5 love is and will be where the
to their team do something s where languages and asked to instructor
members good, the others how people record a <5 can review
and students LWBAT strengths show and video of the
that they identify and are valued receive themselves to conversatio
serve. (p/s) provide and appreciation present to the n and
examples of recognized. differently. group 3 evaluate and
at least 3 2. When 2. Students be strategies that give
strategies for working in a given a short either that they feedback on
showing leadership list of would the student’s
appreciation role, it is examples of appreciate in comments

and essential to ways one can receiving to each
recognition of recognize show recognition or other.
members of the students appreciation 3 strategies
their team that they for another via they have used
and of the serve in the love in showing
students they order to languages appreciation to
serve. show them 3. Students someone who
Students will that they are read a short identities with
create a <5 valued. article about the same love
minute video the language.
presentation psychological
presenting effects of what
their 3 happens when
strategies to people show
the class. verbalized or
actionized
appreciation
for each other
1D: LWBAT Given a 1. Work/life 1. Via a short Students will Students
formulate a sample balance reading, reflect in a 1-2 submit this
personalized scenario definition students will page journal reflective
way to where a 2. Self care learn why it is upon their journal and
communicat learner feels definition important to current job/ receive
e work/life like they are 3. Strategies create a leadership role feedback
boundaries. overextendin for healthy and assess if
(aff) g themselves, promoting work/life they currently
LWBAT list these things. balance and have a healthy
3 strategies will learn work/ life
they can use strategies of balance. If
to self-care they do,
communicate 2. Students students will
boundaries will practice be asked to
that promote strategies with describe the
personal a peer partner self-care
wellness (ex: communicatin strategies they
saying “no” g personal use to maintain
to boundaries to this. If they
opportunities maintain a don’t, students
when they healthy will be asked
don’t have work/life to create a plan
the capacity) balance. of 3 strategies
within a 1-2 to promote
page journal. self-care
(including
communicatin
g boundaries).
Course Goal 2: LWBAT demonstrate leadership skills that reflect the Jesuit and holistic nature of
the university.
General Performance Key content In class Out of class Assessment

objective objective or concept teaching and teaching and and learning
learning learning evaluation
2A: LWBAT Given an 1.Exploration 1. Students Students will Students will

understand online of personal will learn ask two submit their
how their discussion and values how to people who window for
values affect a reflection discern their know them the instructor
their prompt, personal very well to give
leadership LWBAT values. (peers, feedback
role. (aff) identify their 2. Students mentors,
top 5 personal will have an supervisors)
values and opportunity to engage in
WBAT to engage in a JOHARI
articulate how a values sort window
those values in order to exercise in
affect their identify their order to
work as a top 5 values. reflect on
leader (e.g. how their
with students values show
they serve, on up for
a team, in themselves
communicatin and others in
g and giving their work,
feedback, etc.) relationships,
within a 1-2 and service
page journal. to others.
2. Students
will then
reflect in a 1-
2 page
journal on
this
experience
and relating
to their top 5
values.
2B: LWBAT Given an 1. How the 1. Students Students will Students
understand online structure will learn use their submit this
how their discussion and student how the leadership reflective
particular a reflection affairs as a environment position journal and
position of prompt, division, of higher description to receive

leadership LWBAT name works education write a 1-2 feedback
(resident and understand together to depends on page
assistant, 3 ways their support the various reflection on
student leadership students roles of how their
government position holistically student specific
rep., etc.) contributes to 2. How theirleadership to position
plays a larger university leadership provide contributes to
role in retention in a position is a support to university
students 1-2 page part of thisstudents in retention
feeling journal. structure and feeling giving three
connected at plays a role
engaged and examples.
the in retention
that they are
university. of students. having a
(cog) positive time
at the
university.
2C: LWBAT Given an 1. Jesuit 1. Students Students will The
understand online values will learn the get in their conversation
the discussion and shape Seattle context of peer pairs will be
connection a reflection University being at a again and documented
between their prompt, and are Jesuit have a in a
leadership LWBAT important to Catholic discussion discussion
role and the articulate 2 understand university where each board which
Jesuit holistic ways how their the and will student is the instructor
pursuit of leadership connection understand asked to will review
education position aligns and impact of the explain how and give
(cog) with the Jesuit these values implication their role feedback.
identity and in their role of this as a connects in 2
mission of the as leaders on leader specific ways
university with campus. specifically to the Jesuit
90% accuracy. in how the mission and
Jesuit then after
tradition can hearing the
empower connections,
students to the students
be a more will each
grounded, challenge
informed each other to
leader. one other
way to help
their role
connect to
the Jesuit
values
2D: LWBAT Given an 1. Definition 1. Through a Students will Peer pairs
understand online of short be asked to will evaluate

why discussion and collaboration reading, answer short each other’s
collaboration a reflection 2. Why students will prompts in work and
is important prompt, collaboration learn how their journal provide
and how to LWBAT is beneficial collaboration on 2 ways feedback on
go about identify 2 3. Strategies is key in that they can how they
doing it. concrete ways to approach creating collaborate could grow
(cog) collaboration collaboration programs with another their plan to
between between and spaces individual, be more
student leaders individuals, where many functional inclusive, to
is beneficial functional students can area, or think about
and given a areas, and come division. different
sample divisions, together in Students will aspects, to
situation to spaces and then be asked consider
create a ways that to pick one certain
collaborative they might of those elements,
program, the normally not. examples to etc.
LWBAT create 2. Through create a fully
a plan to reading fleshed out
implement a student plan of who
collaborative testimonies the
effort with of effective collaboration
another collaboration would be
leadership that the with, what
position/group instructor the program
in a 1-2 page will provide, would be,
journal. students will what funding
learn what sources
effective would be
collaboration needed, and
looks like explain how
3. Students they would
will have execute the
opportunities plan.
to practice
creating
examples of
collaboration
with the
instructor’s
review and
support.
Course Goal 3: LWBAT recognize their own salient identities and how they intersect with the
identities of others and know what historical and systemic factors may layer additionally in
everyday interactions.
General Performance Key content In class Out of class Assessme

objective objective or concept teaching and teaching and nt
learning learning and
learning
evaluation
3A: LWBAT Given an 1. Definitions 1. Students Students will Students
understand online of power and will be take a short will
how higher discussion and privilege provided quiz where submit
education a reflection 2. Social key terms they will be quiz and
plays a role prompt, justice-related relating to asked to instructor
both positively LWBAT definitions social identify 3 will
and negatively articulate at 3. Learn what justice, identity groups provide
in historical least 3 identity Historical privilege, who have been evaluation
and systemic groups whom disenfranchis and historically for
injustices. have ement means oppression excluded/ correctnes
(cog) historically 4. Understand 2. Though marginalized/ s and give
been excluded how higher the use of a underrepresent feedback
and education comic strip, ed in higher
underrepresent may or may students be education
ed within not seek to able to
higher flip the understand
education with narrative of the basics of
90% accuracy. deficits privilege and
5. Understand oppression
how higher in the
education context of
may or may social justice
not seek to
support and
include
student
populations
affected by
systemic
injustices
3B: LWBAT Given an 1. Understand Students will Students will Students

know and online what engage in an reflect in a 1-2 submit
understand the discussion and intersectionali activity page journal this
identities that a reflection ty means in where they on at least 2 of reflective
they hold and prompt, relation to are able to their most journal
how their LWBAT identity visually see salient and
agent and identify at 2. Understand their target identities and receive
target least 5 salient target and and agent reflect on how feedback
identities identities that agent identities these affect
interact in their influence their identities in a and reflect their lived

own lived systemic upon which experience and
experience and experiences context identities are lens and then
with others. and lens 3. Be able to most salient reflect on 2 of
(aff) within a 1-2 identify their to them at their least
page journal. own target this point in salient
and agent their lives. identities and
identities and reflect on why
reflect on the these identities
saliency of might not
these. show up as
saliently in
their lives
currently.
3C: LWBAT Given an 1. Social 1.Through Students will Instructor
understand online justice from watching the be asked to will
how the discussion and the Jesuit new video engage in review
mission of the a reflection mission on the office discussion discussion
university prompt, of diversity with their peer and give
works to LWBAT and partner once feedback
address identify 3 inclusion again.
systemic historical students will Students
oppression. factors that understand should discuss
(cog) influence the how to the how the Jesuit
Jesuit and SU university mission works
context for engages in to address at
discussing social least 3
social justice justice. historical
with 90% University. factors of
accuracy. 2. Through oppression and
looking at ask of each
the mission other how we
and vision of can continue
the to address and
university, support
students will diversity,
have equity, and
opportunities inclusion, as a
to post on a university.
discussion
board about
how the
mission,
vision, and
Jesuit values
show up in
the context
of social
justice and
how this
impacts how
them in
showing up
as a leader.
3D: LWBAT Given an 1. Campus 1.Students Students will The

have online resources that will be take a short instructor
knowledge discussion and support provided a quiz where will
about on- a reflection vulnerable map of they will be review the
campus prompt, populations campus asked to quiz and
resources LWBAT name of students resources identify 3 on- give
specifically 3 campus 2. How to and their campus feedback.
geared to resources that respond descriptions resources that
support are designed to specifically to to learn are designed to
historically support the a bias about support the
underrepresent success of incident or resources success of
ed students. historically hate crime made historically
(cog) underrepresent available to underrepresent
ed students student ed students
with 90% populations
accuracy. specifically
in wanting to
give
necessary
space to
folks who
hold
historically
oppressed
identities
2. Students
will be given
a short
reading on
how to
respond to
bias
incidents and
hate crimes
and what
resources on
campus are
useful in
these
situations
UDL Principles Connection
In creating the alignment plan for the course, “iLead Online: Leadership for all” the
principles of Universal Design for Learning were essential in scaffolding a framework of
teaching, learning, and assessment that is reflective of the needs of the many types of learners
that this course will encounter in its audience. In the initial steps of creating a course that would
both elicit what Fink (2013) considers to be a “significant learning experience” (meaningful
learning) and to align with the CAST (2011) principles of UDL, I had to work to reframe what I
considered to be the best form of instruction and learning.
In Brown and Green’s (2016) Essentials of Instructional Design the authors pointed out
that, “a pitfall to avoid when designing instruction is to make use of activities that are
comfortable to you because they were used on you when you were a student” (Brown & Green,
117). In reflecting on this quote, I became keenly aware of my own instruction of the information
that I intended to teach in this course and how I reacted to the instruction methods of this
information in my own learning. I recalled how in some of these methods, there was a lot of
required memorization and regurgitation of information. While this may work for some people, I
personally did not love this method. In wanting to disrupt this comfort of teaching the same
information in the way that I was taught, I intentionally worked to create this course in a way
that incorporates several options for students to engage with the course work and appeal to a
diversity of learning styles.
One specific way that this course works to do this is in the way that this course seeks to
support the UDL principle of engagement; or the “why” of learning. Because this course is very
individualized and therefore much of the learning is dependent on the student’s own identities
and perspectives, I felt that it was important to create engagement opportunities that “optimized
relevance, value, and authenticity” and promoted the development of “self-assessment and
reflection.” In this, I created many out of classroom learning activities that allowed for students
to freely reflect on their learning in a particular module in a way that was meaningful and
relevant to them. While there were guidelines in length and delivery method, the purpose of
these activities were for students to be able to connect the course material to themselves in a way
where they could assess their understanding of the material through the application to their
personal lived experiences in a way that feels genuinely reflects themselves. In these reflective
activities, the goal is for students to feel empowered in their authenticity and to choose how the
information can apply most usefully in their lives.
Another way that this course works to support the UDL principles is in its support of the
principle of action and expression, or the “how” of learning. It was important to me that the
because the content of this course was to be presented completely online, there were ways were
students could still find similar levels of interaction to that of the interaction that would be
available at the in-person conference. As such, I was intentional in creating using “multiple
media for communication” and “multiple tools for construction and composition.” In the
instruction of the information, students will experience videos, text, comic-strips, audio files, and
interactive quizzes. Being able to provide a variation of forms for students to consume
information will increase the accessibility for students who learn in varying ways. This is also
important in how this course asks for students to respond to learning and show their
understanding. Through various options of reflective journals, online discussion, in-person
activities, class presentations and video recording, students will be able to show what they know
in various ways and options; supporting how students learn and understand information
differently from one another.
Alignment Plan Conclusion
In taking into account the needs for creating significant learning experiences, considering
UDL principles, and heeding Brown and Green’s warning about instructional pitfalls, I am
confident that this course will reflect an accessible learning platform that allows for meaningful
opportunities for students to engage in a diverse array of learning and understanding styles.
Course Calendar Introduction
The main purpose of creating and aligning a course with a calendar of lesson plans and
content is so the instructor can plan their course in a spatially respectful way that values critical
thinking through a presentation of information in a variety of avenues while balancing the need
for course rigor and not wanting to overload the learning. This course calendar will detail the
course plans and major content for an 8-hour asynchronous course that students will be able to
take as a virtual substitute to attending the in-person undergraduate leadership conference.
Because the course is asynchronous, students will be able to complete the course at their leisure
between the time that they are assigned to the course (March 16th, 2020) and the time that the in-
person conference comes to a close (April 27th, 2020) so that all of the positional leaders are
prepared with the same information and are on the same page moving into staff trainings that
may occur as early as May 1st, 2020. By creating a course calendar, it will help students see a
suggested schedule of how to manage their time so that they can plan ahead when taking the
course and know what additional obligations are feasible, and it can also allow students some
flexibility in navigating the course in a way that meets their individual needs and time constraints
so they do not feel over-burdened with a heavy course load.

Course calendar
Day Course Plans Major Content

Hours 0-3 (Day 1) 45 minutes 1. Exploring mental and physical 1. Reflective Journal
self-care related terms and about how the distress
strategies has impeded their
self-care and what
strategies they
implemented to
alleviate stress.
30 minutes 2. Watch videos demonstrating 2. Practicing
how to respond to distress in responding to students
students in distress
45 minutes 3. Practice strategies for supporting 3. Presenting their
others who are in distress love language though
a video post
40 minutes 4. How to create a plan for self- 4. Reflective activity
care creating a step-by-step
plan for self-care and
boundary
communication
20 minutes 5. Questions and Feedback related 5. Partner
to the course conversation around
self-care topics
Hours 3-6 (Day 2) 60 minutes 1. Exploration of personal values 1. JOHARI window

exercise
30 minutes 2. How the structure of student 2. Reflective Journal
affairs/ Seattle University helps in on how their
supporting students leadership role
specifically supports
the student experience
40 minutes 3. Understanding why 3. Collaborative
collaboration is crucial program creation
practice
30 minutes 4. How Jesuit values and Ignatian 4. Large group
pedagogy influences leadership discussion on how
Jesuit values are
essential in leadership
20 minutes 5. Questions and Feedback related 5. Partner discussion
to the course on leadership roles
and how they relate to
the values and the

espoused mission of
the university.
Hours 7-9 (Day 3) 40 minutes 1. Common language used in 1. Resource mapping

diversity, equity, and inclusion
work
40 minutes 2. Exploring and understanding 2. Reflective Journal
intersectionality of identities on personal identities
40 minutes 3. How Jesuit values influence our 3. Partner discussion
work as leaders who pursue social and dialogue around
justice why the Jesuit core of
the university is so
embedded in our
commitment to social
justice
40 minutes 4. How to respond to a bias 4. Quiz for measuring
incident or hate crime understanding of how
to report incidents
40 minutes 5. Wrap up and final notes 5. Opportunity to
practice conversation
with people who hold
different identities or
perspectives
Course Visual
References
Bloom, B. S., ed. 1956. Taxonomy of Educational Objectives. The Classification of Educational
Goals. Handbook I: Cognitive Domain. New York: McKay.
Brown, A. H., & Green, T. D. (2016). The Essentials of Instructional Design. New York:
Routledge.
Fink, L. D. 2016. Creating Significant Learning Experiences. San Francisco: Jossey-Bass.
Robbins, S. E. (2017). Assignment 5: Needs analysis. Retrieved from
https://seattleu.instructure.com/courses/1583287/pages/module-5-assessment-and-
evaluation-2-slash-4-2-slash-10?module_item_id=16710569
Seattle University. (2018a). Mission, Vision, and Values. Retrieved from
https://www.seattleu.edu/about/mission/
Seattle University. (2018b). The Redhawk Commitment. Retrieved from
https://www.seattleu.edu/about/mission/
Seattle University. (2018c). Seattle University Facts. Retrieved from
https://www.seattleu.edu/about/facts/

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Running head: ALIGNMENT PLAN

Assignment 10: New Course Proposal

AEDT 5100: Course Design for Adult Learners

Dr. Connie Watson

March 21, 2019

NEW COURSE PROPOSAL INTRODUCTION......................................................................3

COURSE SYNOPSIS INTRODUCTION...................................................................................4

NEEDS ANALYSIS INTRODUCTION......................................................................................9

COURSE GOALS AND OBJECTIVES INTRODUCTION...................................................12

ALIGNMENT PLAN INTRODUCTION.................................................................................18

COURSE CALENDAR INTRODUCTION..............................................................................30

SUMMARY OF COURSE REVISIONS...................................................................................34

New Course Proposal Introduction

Course Synopsis Introduction

the length, and the resources needed to execute the course.

truly thrive in their unique leadership styles.

Date course will begin

college Bachelor’s seekers and Post-Baccalaureate students, as well as Master’s seeking

development opportunities on campus, but due to the current scaffolding of leadership

time, or for other reasons.

individual basis by the Graduate Coordinator.

University, 2018c). Seattle University’s dedication to “educating the whole person, to

endeavors to become holistic and impactful leaders.

students at Seattle University in its programming and leadership development capacities.

Rationale for Course

Needs Analysis Introduction

is important or unnecessary to cover in the course.

Variable Rationale Data Needed Data Sources

Student prior Understanding what a -Prior leadership experience -Survey

learning and student’s prior knowledge and -Prior leadership -Transcripts

experience experience surrounding development experience -Interview

leadership and leadership -Transcripts from courses -

development- including topics related to the leadership Certification

such as multiculturalism and topics such as social justice, information

social justice- would be diversity and equity, and -Course

important in order to know if multiculturalism. syllabus

the course would need to -Certifications from -

cover basics and fundamentals conferences or non-school Conference/

or if the course could dive related courses involving course

deeper and into more leadership development or outcomes

complicated subjects based on related topics

the student’s experience.

/ University models of leadership that leadership models missions of all

models of the campus subscribes to that are used on divisions and

leadership would be important in campus departments within

informing the development -What the them

portion so that it aligns with university -All syllabi and

the university mission when subscribes to when learning outcomes from

it comes to leadership and it comes to faculty and staff who

allows for consistent language and teach leadership/

language and structures to scaffolding of provide leadership

be used. leadership models development

p position important for class dynamics and -What positional n/

teaching to the position. For example, leadership students have Department

if the learners were comprised of already held hiring

student government representatives -If they are “returning” supervisors

and resident assistants, I would tailor leaders to the same -Survey

the course differently if it was position -Interview

comprised of peer mentors and health

and wellness programmers.

leadership consider when creating content related to requirements and hiring

requirements factors of student leadership that some expectations supervisors