During the design meeting, the SME proposed a final project in which students would write a grant proposal. The SME and I agreed that the grant proposal should be scaffolded throughout the course to ensure students produce high-quality work without feeling overwhelmed. Since grant writing is a valuable and transferable skill, we aim for students to leave the course with a strong portfolio piece demonstrating their ability to develop a professional proposal.
Providing students with autonomy and choice enhances engagement, motivation, and deeper learning by making educational experiences more relevant and accessible. When students have options in how they learn or demonstrate understanding, they feel more invested and connected to the material, which can lead to improved learning outcomes. Offering multiple formats for assignments also supports accessibility and inclusivity, ensuring all learners can participate fully. Additionally, this approach fosters real-world skills such as creativity, problem-solving, and decision-making, essential for both personal and professional success.
I collaborate with subject matter experts to determine the most effective way to organize course content, creating a cohesive and engaging learning environment that supports student success. By evaluating the course from the student’s perspective, I help faculty pinpoint opportunities to enhance structure, clarity, and overall organization.
In this course, the same reminders given in a classroom setting also needed to be provided in an online course. I added heads-up reminders to the COMD course.
When collaborating with SMEs, I apply the principles of Backward Design by first identifying the desired learning outcomes and then developing assessments and learning activities that support student learning and mastery. In the work sample I included, I created a document to assist the instructor throughout the course design process, which clearly illustrates the alignment between the learning objectives and the corresponding assignments.
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