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The author explains decision points and learning-objectives design using Linda B. Nilson’s course-design-by-objectives framework, then outlines how class time balances community writing skills with individual research-driven projects. 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However, there was one stipulation: the course, which was crosslisted with the Women and Gender Studies program, had to focus on the general topic of women and gender. From the outset, I anticipated two specific challenges with respect to designing this course. Firstly, while our English department offered some sort of advanced composition class every spring semester, this specific course—with a concentration in gender—had never been offered before. To my benefit, then, the possibilities with respect to course design were limitless: I had full creative control over the course. To my detriment, however, I was given very few directives or resources to inform my design process, excepting the requirement that the course must heavily emphasize both advanced composition and specific content. Secondly, as a graduate student who was accustomed to teaching 100-level composition courses and 200-level content courses that had more strictly defined learning objectives, I had not yet taught a 300-level course, especially one that equally emphasized advanced writing and content. Relying on my previous teaching experience, I had to determine how to craft a course that reinforced the fundamental skills of composition—like developing a strong thesis statement—in a manner that was neither rudimentary nor esoteric. In addition, I had to establish course content that was not only much more specific than the survey courses I had taught but also interesting, appropriate to the course, and accessible to a wide range of upper-level students from various disciplines.  \nIn order to begin this task of designing my first 300-level writing course, within the requirements provided, I used several of the strategies for course design offered by Linda B. Nilson in her book, Teaching at Its Best: A Research-Based Resource for College Instructors. Firstly, I adopted a “course design by objectives” approach, which advocates “starting the course design process with what you want your students to be able to do by the end of the course”(Nilson 17) . According to Nilson, this method of course design “guarantees a high level of student engagement because the process steers you towards student-active teaching strategies”(17), which was my aim for this course. Following Nilson's advice, I first established my “ultimate or end-of-the-course learning objectives”(23) . With respect to content, the general direction of the course was already pre-determined—it had to focus, in some fashion, on the topic of women and gender studies. With respect to composition, I wanted the culminating assignment in the class, or ultimate learning objective, to be a literary research paper (approximately 15-17 pages in length) that allowed each student to engage with a topic of his or her choice and design. Having established the larger goals of the course, I considered the following questions: How can I design an advanced writing course that enables students to achieve both community goals—in which all students learn and use the same writing skills—and individual goals—in which each student can apply those writing skills to a project that allows him or her to explore personal interests? How can I best use class time to create a foundation of writing skills and gender-based content while allowing students to develop independent critical thinking and writing skills? How can I successfully devote equal time to developing the topic of gender while focusing on the necessar","cbCailOl4XPNZHHR","https://ap.wps.com/l/cbCailOl4XPNZHHR","pdf",34023,"English","# Course Design Context\n## Learning Objectives and Student Engagement\n# Selecting Course Content\n## Choosing 19th-Century British Women","[{\"question\":\"Why did the author need to emphasize both advanced composition and women/gender content?\",\"answer\":\"The course had to meet a crosslisted requirement: it focused on women and gender while heavily emphasizing advanced composition and specific content. This dual requirement shaped the structure and assignments from the start.\"},{\"question\":\"What design method guided the course planning?\",\"answer\":\"The author used a course design by objectives approach following Linda B. Nilson, starting from what students should be able to do by the end. The approach was intended to increase student engagement through active, student-centered strategies.\"},{\"question\":\"What was the culminating assignment and how did it influence course goals?\",\"answer\":\"The ultimate learning objective was a literary research paper of about 15–17 pages, allowing each student to choose an individual topic. This requirement drove the selection of unifying course themes and the balance between shared writing skills and independent inquiry.\"}]","The CEA Forum - FIVE HUNDRED PAGES AND A TOPIC OF HER OWN: SUCCESSFULLY DESIGNING AN ADVANCED WRITING COURSE | PDF",1792085799]