Reflections on Course Design
Janet Ash
How did the course design evolve and how is it continuing to evolve?
Like all courses, the Java 1 course has its own history. The original design
centered on transferability. After experiences with fellow colleagues at my
own institution and local universities, the outline of topics seems clearer.
Two years I had the great opportunity to observe Bill Conlen at UWT for an
entire quarter and witness a master teacher with this course. Although I’ve
only taught this course about 5 times, I am on the third book or major
edition change for Java 1. Next fall (2006) the course will have a different
textbook, one which emphasizes objects later. One of the primary reasons I
am making a change again is to keep textbook costs down, and increase
transferability opportunities.
Design Questions:
 What and how students will engage the subject-what they will read,
discuss, experience, study, and hopefully learn?
Students will engage the subject by participating in classroom discussion
centered on a lecture topic. There will be direct questioning throughout the
class time. New topics will be integrated into the structure of alreadylearned topics. Following the introduction of a topic, there will be small class
time activities and short programs to write.
 What are the parts and how do they fit together?
The parts of the class:
lecture,
program in and out of class,
work in pairs,
write program design steps based on a design template,
create larger programs based on smaller work done in class,
work with others informally as well in pairs.
The topics are organized in the order they are presented in the textbook.
From much personal experience, it is clear students are much more receptive
to having a schedule of topics that mirror the textbook’s organization.

Does the design seem to satisfy the course objectives?
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Reflections on Course Design
Janet Ash
Yes. The course objectives at first glance just look a checklist for
skill sets. However, the program design process is built into every
assignment. The design and the course objectives match well.
The amount of time needed to succeed in this course is discussed in
the syllabus. There is information on where to find supplementary
material, as well as a textbook chosen for its readability.
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