CTL Course Design Map
Overview: A course design map is a tool to help you plan your course. It goes beyond the traditional schedule because it more easily allows you to verify the alignment of your course
materials. Alignment simply means that what you hope to teach in synchronized with what you do to teach your students and what you grade. Start with your course’s Student Learning
Outcomes. What big concepts or skills do you want your student to leave with? Careful to not list too many, 3-5 big take-aways is usually sufficient. Your course description or Program’s
Student Learning Outcomes can help point the way to what these should be. Break down those big take-aways into smaller, weekly SLOs. Both the course and weekly SLOs should be
SMART goals (specific, measureable, attractive, realistic, and time-dependent), and what the student will need to master, not what you as the instructor are responsible for. They should
also be a mix of Bloom’s levels (see table below). Now that you know what your students should learn, you can think about activities to teach them those skills/concepts/attitudes, etc.,
and how you know if they actually achieved that objective you set out for them. You should only be evaluating/grading what you taught, and you should focus your teaching on your
SLOs.
Glossary of Terms:
 PSLO: Program Student Learning Outcomes
 WSLO: Weekly Student Learning Outcomes
 Blooms: Bloom’s Taxonomy
Level of Assessment – Adapted from Bloom’s Taxonomy
Bloom’s
Level
1
2
3
Name
Definition
Knowledge and
Comprehension
Application and
Analysis
Synthesis and
Evaluation
Knowledge of major ideas, grasp meaning, translate knowledge into new context, predict consequences.
Ability to: define, describe, examine, label, summarize, interpret, predict, distinguish, and discuss.
Use information, use methods, concepts and theories in new situations. Solve problems using required knowledge.
Ability to: see patterns and recognition of hidden meanings; analyze, order, connect, explain, and infer.
Use of old ideas to create new ones, generalize from given facts, relate knowledge from several areas, predict, conclude, assess value, verify value of evidence, make choices
on reasoned and articulated argument.
Ability to: integrate, modify, plan, create, design, formulate, prepare, generalize, summarize, rewrite, assess, select, judge and explain, discriminate, support, effectively
communicate conclusions and recommendations.
Course Student Learning outcomes
1
CTL Course Design Map
Course Design Map 1 Week Example
WSLO
Week 1
(Example)
At the end of this week, students
should be able to:
1. Understand the principles of the Anglo
American Judicial system.
2. Describe the structure of the Judicial System.
3. Evaluate the pros and cons of the litigation.
Class/Lecture Topics
What is Theology, Economics and Ethics?
Reading
Textbook, Chapter 1-3
Ethics, Values, and Business responsibility
Student-Centered
Class Activities
Discussion: The LIBOR Scandal: Is
it OK If Everyone Does It?
Assignments/
Assessments
Completion of orientation to the
Simulation
Register for GG Ethics Game
Quiz 1
Course Design Map
WSLO
Class/Lecture Topics
Reading
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
2
Student-Centered
Class Activities
Assignments/
Assessments