I utilized backward design strategies throughout the development of this course. As such, I began with my overarching learning goals for the class, as well as specific learning objectives for each section of the course.

Course Learning Goals:

• Explore Various Forms of Writing: In this class, we’ll explore Elizabeth Wardle’s claim that “There is no such thing as writing in general.” We will do so by reading and analyzing different forms, genres, and conventions of writing, as well as crafting original texts across forms and modalities. 

• Interact with Writing as a Process: Oftentimes, writing is discussed as more of a product than a process. In this course, we will discuss writing as an iterative process that includes thinking, reflecting, writing, re-writing, revising, re-writing again, and editing—but not necessarily in that exact order. Throughout this course, students will work to identify and develop their own writing process(es).

• Reflect On Educational Purposes and Experiences: Woven into the written elements of this course is the exploration of students’ educational goals, motivations, and experiences. My hope is that this course will provide students with skills, resources, and reflections that they can use throughout the rest of their time in college.

Next, I created assessments that would evaluate students' learning in each of these areas. All of the assessments in this course are scaffolded, giving students the opportunity to receive feedback before they turn in a final product. Assessments in this course include:

• Personal Narrative Essay

• Annotated Bibliography + Mini Literature Review

• Reflection on Artificial Intelligence and Higher Education

• Position Paper on Educational Purpose

I then used these assessments to choose course materials and develop in-class lessons and activities.