Aligning Outcomes, Assessments, and Activities 

     This process of using the 3 Column Table to define course outcomes in the planning of my course turned out very differently than I expected.  It has always been very important to me that all my students have a genuine desire for both quality work and taking care of patients. I have tried to ingrain that within my coursework since patient care is such a critical element of my profession.  Just as important, I want my learners to personally relate to the material. I already use some of these fundamentals of creating significant learning but I haven't defined them as such.   It is nice to see the human dimension and caring categories as part of the instructional design described by Fink(pg.9), I was very proud of this realization.

     This tool helped me to organize my thoughts and activities into a structure that made more sense while also adding different elements for assessment that would be more conducive to learning and more enjoyable for the student.  I certainly had to evaluate some of my original assessment activities to plan on combining more course content. I discovered the possibility that  the other courses in the radiologic science program could also be folded into this line of thinking instead of the major practice of lecture/test/repeat.  I want to be sure and include activities that are critical, creative and practical. I can see that I will need to go back and expand on my innovation plan to include more learning activities and assessments.  I went back and upped the ante of my BHAG after I worked through the process.