Unit learning goals or objectives for each of 5 units 36 goals per unit that align with the course goals, written appropriately. The time required for your overall course and for

13 Dec Unit learning goals or objectives for each of 5 units 36 goals per unit that align with the course goals, written appropriately. The time required for your overall course and for

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I need the answer to be similar to the attachment but has to be on a different topic. Criminal justice topic is preferred please.

Course title –
Course goals or objectives – 3 discrete goals, written appropriately.
Unit titles – Units from attachment example(plus any changes you’ve made.)
Unit learning goals or objectives for each of 5 units – 3–6 goals per unit that align with the course goals, written appropriately.
The time required for your overall course and for the single unit you developed.
Description of learning activities for your developed unit, with justification as to why you choose those activity.
Instructional techniques for your developed unit, with justification.
Assessment plan for your developed unit.
Transfer of learning plan for your developed unit.
Resources to be used in your developed unit.
Facilities needed for your developed unit.
References-10 or more sources should be sited

Finally, be certain that you have described how you will address the needs of older learners and diverse learners.

cf_Exemplar_EDD8502_u10a1.pdf

Final Course Outline and Developed Unit

Learner’s Name

Capella University

EDD8502: Designing Adult Learning Experiences

Instructor Name

November 1, 2020

Final Course Outline and Developed Unit

“Animal Geography: Understanding Human–Animal Relationships” is a one-semester

college course designed for undergraduate students. Conducted over 15 weeks, it focuses on the

interdisciplinary field of animal geography, which aims to understand how animals intersect with

human societies. This course is designed for delivery in a live-classroom setting for full-time

students. The course is designed based on Fink’s (2013) model of integrated course design and

Wlodkowski and Ginsberg’s (2017) Motivational Framework for Culturally Responsive

Teaching.

Adult learners are not a monolithic group. According to a profile on undergraduate

students by the National Center for Education Statistics (2019), nearly 48% of undergraduate

students during 2015–2016 were people of color. Additionally, the average age of an

undergraduate student was 25.7 years old, with nearly 24% of undergraduate students being 30

years or older (National Center for Education Statistics, 2019). These learners are diverse but

largely underserved (Wlodkowski & Ginsberg, 2017). The diversity in student experiences needs

to be considered when designing learning experiences that are relevant to and motivating for all

students (Wlodkowski & Ginsberg, 2017). It is important for course design to be inclusive of

diverse perspectives.

Course Goals

The course goals for this course were designed on the basis of Anderson and Krathwohl’s

(2001) revised Bloom’s taxonomy and Fink’s (2013) taxonomy of significant learning. The

course goals for students are as follows:

• Describe fundamental theories linking animals and humans in the context of geography.

• Describe how humans interact with animals and affect their lifestyles and environments.

• Analyze examples of human–animal interactions in the context of conservation and

ethics.

• Formulate and defend opinions about the roles, meanings, and values of animals in

society.

Unit Titles and Learning Objectives

This is a five-unit course. Each unit has learning objectives that relate to course goals,

which have already been defined. The first unit of the course has been completely developed to

incorporate learning activities, assessment, and the transfer of learning. The five units and their

learning objectives are as follows:

Unit 1: History of Animal Geography

• Define key terms linked to animal geography.

• Understand the history and scope of animal geography.

• Analyze relevant bodies of literature related to animal geography.

Unit 2: Human–Animal Interactions

• Recall the different ways humans and nonhuman animals interact.

• Explain how human–animal interactions vary across regions and cultures.

• Analyze how religious and cultural beliefs impact how animals are viewed by humans.

Unit 3: Domesticated Animals

• Describe the different ways humans interact with domesticated animals.

• Understand the factors leading to the domestication of certain animals.

• Explain the economic benefits of humans using animals as working animals.

• Discuss the ethical considerations related to the creation of breeds in pet animals.

Unit 4: Wildlife: Conflict and Conservation

• Understand and provide examples of human–wildlife conflict.

• Explain different causes of human–wildlife conflict, with a focus on regional examples.

• Describe how differing perceptions of animal conservation affect conservation practices.

• Analyze the impact of conservation practices on regional economies and livelihoods.

Unit 5: Animals and Ethics

• Recognize how legal regulations of animal research in laboratories vary across species

and from region to region.

• Explain how attitudes toward the consumption of animals and animal products vary based

on religious and cultural perspectives.

• Formulate and defend opinions on the use of animals and animal products by humans.

These learning objectives are related to the goals for the entire course. For example, the

learning objectives of defining key terms and understanding the history of animal geography in

Unit 1 relate to the course goal of describing fundamental animal geography theories. The Unit 5

goal of formulating and defending opinions on the use of animal products is connected to the

course goal of formulating and defending opinions on the roles of animals in society.

The course goals and learning objectives for this course have also been designed to equip

students for future careers in the field of animal geography. Some objectives, such as recalling

how humans and animals interact or understanding human–wildlife conflict, will help build the

necessary foundational knowledge. Other objectives have been designed to help students

understand specific fields of research in animal geography, such as conservation or ethics, in

further detail. Higher-order learning objectives, such as the learning objective of analyzing

literature, have been included to help equip students to conduct research as future scholars.

Unit 1: History of Animal Geography

Unit 1 is spread across 3 weeks. Each week has a 2.5-hour session, resulting in a total of

7.5 hours for the entire unit. The facilities needed for this unit include a classroom and a learning

management system (LMS). Students also need access to scholarly journals. The three sessions

of the unit are described below:

Session 1

The first session of the course is introductory. The instructor introduces themselves and

discusses why the course excites them. Students are then asked to introduce themselves and their

backgrounds. They are also asked to express their expectations, hopes, and concerns about the

course. According to Wlodkowski and Ginsberg (2017), students appreciate learning what an

instructor enjoys about the subject matter. Additionally, student introductions help foster a

feeling of community by allowing students to see each other as human beings and identify

mutual experiences and desires. By allowing students to connect to each other, these

opportunities help combat biases and stereotypes (Wlodkowski & Ginsberg, 2017).

The introductions are followed by brief overviews of animal geography as a discipline

and the course. Students then participate in an activity in which they write down a question they

may have about animal geography or human–animal interactions. The instructor then leads an in-

class discussion on some of the student-created questions and encourages students to respond to

each other. A study by Robinson (2019) on a similar activity in a psychology course indicated

that the activity helped increase student engagement with the course. Robinson also stated that

the activity helped promote class interaction, introduce course content, and increase student

expectations. This activity is also linked to the learning objective of understanding the scope of

animal geography.

Session 2

The reading material for the second session is posted on the LMS used by the college.

Students are expected to complete the reading as an out-of-class activity before the second

session. The reading material is as follows:

Urbanik, J. (2012). Placing animals: An introduction to the geography of human-animal

relations. Rowman & Littlefield.

• Chapter 1: “Geography and Human-Animal Relations”

• Chapter 2: “A History of Animal Geography”

Philo, C., & Wilbert, C. (Eds.). (2000). Animal spaces, beastly places: New geographies of

human–animal relations. Routledge.

• Chapter 1: “Animal Spaces, Beastly Places: An Introduction” by Chris Wilbert

Fink (2013) recommends out-of-class reading to free up in-class time for learning how to

apply what was learned from the content. In-class time should be devoted to active learning

rather than passive learning through lectures, which helps create a rich learning experience (Fink,

2013).

During the second session, the instructor leads an in-class discussion, asking students to

share what they understood from the reading material and their perspectives on the subject

matter. Students are asked open-ended questions, which will help them reflect on the material

covered. To ensure equitable student participation, the instructor can also call on students who

have not raised their hand to answer, an activity called cold-calling. A study by Dallimore,

Hertenstein, and Platt (2019) suggests that cold-calling can help encourage more women to

participate in the discussion, thereby facilitating gender equity.

Assessment

This discussion is then followed by a class test on the reading material. The class test will

be a short 10-question assessment that aims to test the foundational knowledge acquired by the

students. Fink (2013) suggests that a quiz on out-of-class reading material serves not only as

assessment but also as an intrinsic motivator for students to do the reading before the session. As

the reading material focuses on an introduction to animal geography and its history and scope,

both the discussion and the assessment are linked to the unit’s learning objectives.

Session 3

The third session focuses on helping students learn how to analyze bodies of literature,

one of the unit’s objectives. Before the session, students are asked to select and read journal

articles. The students can choose any article as long as it is related to animal geography, the

scope of which is discussed in the second session. Students are expected to create a brief

presentation on the article, based on the rubric criteria shared on the LMS. This presentation can

be in the form of a document or a slideshow. Sharing the rubric in advance helps students assess

their own performance, which in turn helps them become self-directed learners (Fink, 2013).

During the third session, students must present an analysis of the article they have

chosen. They must share the key takeaways of the article and its relevance in the field of animal

geography. They can also highlight its relevance in terms of future research. They must then

field questions from fellow students and the instructor. The session concludes with the instructor

sharing general feedback and best practices for analyzing bodies of literature. After the session,

students have a chance to modify their presentations based on the feedback. These presentations

are then submitted to the instructor, who will assess the presentations based on the rubric criteria

shared previously.

Assessment

This activity is an application-based activity and can be considered an example of

authentic assessment. Authentic assessment aims to link what students learn in the classroom to

the tasks they are expected to perform (Villarroel et al., 2018). In this case, students are assessed

on their ability to analyze scholarly work, a task they need to perform as students and, in the

future, as researchers or teachers. According to Villarroel et al. (2018), authentic assessment can

serve as a model to enhance employability as it helps students practice skills they will utilize in

their professional lives. According to Fink (2013), authentic assessment, or forward-looking

assessment, helps create a significant learning experience for students.

Learning Portfolio

Throughout this course, students are expected to maintain a learning portfolio, which they

will submit at the end of the course. In this portfolio, students reflect on what they learned in

each session. Students are asked to reflect on what they learned about the subject, how that

learning fits into the context of their lives, and what they learned about how they learn. The

instructor reviews this portfolio regularly and gives feedback to learners.

Fink (2013) considers learning portfolios a “powerful” (p. 131) instructional technique

that, through its emphasis on reflective writing, can serve as both a learning activity and a form

of self-assessment. By reflecting on learning itself through learning portfolios, students learn

how to learn, an important learning outcome in Fink’s (2013) taxonomy of significant learning.

Learning portfolios are also a tool to help instructors respond to the concerns and interests of

diverse learners (Wlodkowski & Ginsberg, 2017). A case study by Farrell and Seery (2019)

indicated that learning portfolio practice helped facilitate the development of critical thinking

skills in online distance students. Farrell and Seery recommended the inclusion of learning

portfolios as learning activities.

Diversity Concerns

This course has been designed to be inclusive of diverse perspectives and encourage

participation from students of all backgrounds. The unit learning objectives have been designed

to help students understand animal geography in a variety of different contexts: regional,

cultural, and religious, for example. In-class activities have also been designed to help address

diversity concerns.

The initial introductory session in Unit 1 has been included to help students feel

connected to each other and share mutual experiences. This helps students combat biases and

stereotypes they may have about students from other backgrounds (Wlodkowski & Ginsberg,

2017). This is beneficial for students from marginalized communities, who are often underserved

by the educational system. The cold-calling activity during the second session has also been

included to encourage equitable participation among students. A study by Dallimore,

Hertenstein, and Platt (2019) suggests that cold-calling can help encourage more women to

participate in the discussion, thereby facilitating gender equity.

Hosting reading material on the college’s LMS helps address the needs of older learners.

According to Wlodkowski & Ginsberg (2017), older learners tend to have slower reaction times

and read at a slower pace than younger learners. Out-of-class reading on the LMS allows them to

control the pace at which they acquire information.

Transfer of Learning

Courses must be designed to equip students with the skills to effectively apply what they

have learned. Unit 1 has been designed to facilitate the transfer of learning. One element of this

plan is the learning activity in the third session, in which students analyze and present scholarly

articles. To promote the transfer of learning, this activity is set in an authentic context. According

to Hajian (2019), authentic contexts help promote the transfer of learning as they relate to future

professional scenarios for students. The activity allows for students to apply acquired

information. According to Caffarella and Daffron (2013), the application of acquired information

is important for the transfer of learning to occur.

The learning portfolio maintained by students is another element of the transfer of

learning plan. Caffarella and Daffron (2013) suggest reflective practice as a technique for the

transfer of learning. Through learning portfolios, students can reflect on their learning

transformation. By reviewing learning portfolios, instructors can also adapt to the personal

contexts of students, establishing an effective context for the transfer of learning (Caffarella &

Daffron, 2013).

Conclusion

“Animal Geography: Understanding Human–Animal Relationships” has been designed to

create significant learning experiences for students and facilitate transfer of learning. The course

contains learning experiences that are created by integrating learning outcomes, learning

activities, and assessment (Fink, 2013). With the help of the course’s integrated experiences,

instructors can introduce students to animal geography and equip them with the skills they need

for a future in the field.

References

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and

assessing: A revision of Bloom's taxonomy of educational objectives. Longman.

Caffarella, R. S., & Daffron, S. R. (2013). Planning programs for adult learners: A practical

guide (3rd ed.). Jossey-Bass.

Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2019). Leveling the playing field: How cold-

calling affects class discussion gender equity. Journal of Education and Learning, 8(2),

14–24. https://doi.org/10.5539/jel.v8n2p14

Farrell, O., & Seery, A. (2018). “I am not simply learning and regurgitating information, I am

also learning about myself”: Learning portfolio practice and online distance students.

Distance Education, 40(1), 76–97. https://doi.org/10.1080/01587919.2018.1553565

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to

designing college courses (Rev. ed.). Jossey-Bass.

Hajian, S. (2019). Transfer of learning and teaching: A review of transfer theories and effective

instructional practices. IAFOR Journal of Education, 7(1), 93–111.

https://doi.org/10.22492/ije.7.1.06

National Center for Education Statistics. (2019, January). Web tables—Profile of undergraduate

students: Attendance, distance and remedial education, degree program and field of

study, demographics, financial aid, financial literacy, employment, and military status:

2015–16 (NCES 2019-467). U.S. Department of Education, National Center for

Education Statistics. https://nces.ed.gov/pubs2019/2019467.pdf

https://doi.org/10.5539/jel.v8n2p14

https://doi.org/10.1080/01587919.2018.1553565

https://doi.org/10.22492/ije.7.1.06

https://nces.ed.gov/pubs2019/2019467.pdf

Robinson, D. (2019). Engaging students on the first day of class: Student-generated questions

promote positive course expectations. Scholarship of Teaching and Learning in

Psychology, 5(3), 183–188. https://doi.org/10.1037/stl0000139

Urbanik, J. (2012). Placing animals: An introduction to the geography of human-animal

relations. Rowman & Littlefield.

Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018). Authentic

assessment: Creating a blueprint for course design. Assessment & Evaluation in Higher

Education, 43(5), 840–854. https://doi.org/10.1080/02602938.2017.1412396

Wilbert, C. (2000). Animal spaces, beastly places: An introduction. In C. Philo & C. Wilbert

(Eds.), Animal spaces, beastly places: New geographies of human–animal relations (pp.

1–36). Routledge.

Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A

comprehensive guide for teaching all adults (4th ed.). Jossey-Bass.

https://doi.org/10.1037/stl0000139

https://doi.org/10.1080/02602938.2017.1412396

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13 Dec Unit learning goals or objectives for each of 5 units 36 goals per unit that align with the course goals, written appropriately. The time required for your overall course and for

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