ABSTRACT
Chapter 1 discusses determining course goals, learning objectives, and desired learning outcomes for a course using a backward design approach. The process for selecting and articulating the demonstrative skills students should attain is illustrated through the example of a differential calculus course, including examples of how these might be altered depending on audience. The further development of the desired abilities utilizes L. Dee Fink's Taxonomy of Significant Learning to encourage beginning instructors to think beyond rote exercises. The chapter also examines the relationship between how material is discussed and how mastery is assessed.
