Course Design Document

EDUC 765: Trends and Issues in Instructional Design

By: Johnine Ornelas
Submitted: February 26, 2015
Updated August 6, 2015

PROJECT PROPOSAL MODULE 2

Project Title
Design and development of a critical reading and thinking course for firstyear nursing students.

Sponsoring Organization
A community college based in the Twin Cities metropolitan area
The college mission is to make individual dreams achievable by providing access to learning
opportunities that prepare students to live and work in a democratic society within a global
community. The college fulfills this mission through:

General education
Liberal education
Technical education
Baccalaureate transfer education
Workforce development
Developmental education
English language learning
Continuing education

Project Description
The goal of the Professional Nursing (NPRO) Program at the community and technical college is
to graduate skilled professionals who can then begin working in a field which has been
historically understaffed. This is a highly competitive program: Between 300 to 375
students apply each year for 120-150 openings. Students who test 78 or higher in
reading on the colleges ACCUPLACER placement test are considered to be college ready and
equipped to handle both the nursing prerequisites and the nursing courses themselves.
A discussion with Jane Persoon, Interim Director of Nursing (January 22, 2015) calls this
assumption into question. According to Ms. Persoon, the program has a high failure rate in the
first two semesters, between 15-20%. Further, according to Ms. Persoon, nursing students are
unable to apply what they are learning and lack the ability to analyze, synthesize and evaluate
information.
The college currently teaches a general critical reading course that is designed to be applicable
across a range of disciplines and programs. Its learning outcomes include (Common Course
Outline, 2010):
Monitor and adapt reading to improve comprehension.
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Summarize and evaluate the ideas presented in print and visual texts.
Analyze and synthesize information from multiple texts in multiple mediums.

Currently, only students who test into developmental reading and intend to pursue a nursing
degree are required by the nursing program to take this course. However, it is unclear whether
these developmental students, approximately 10% of whom are admitted to the
nursing program (Personal communication, January 26, 2015), do better, worse
or about the same during their first two semesters in the program compared to their nondevelopmental counterparts.
Data to answer this question is not available at this time. But given the high failure rates, which
cannot be accounted for by the admission of developmental students alone to the nursing
program, it does suggest the following questions for both reading and nursing faculty at the
college:

Would all (or some) nursing students benefit from taking a critical reading and thinking
course during their first two semesters in the program?
If only some students would benefit, what criteria would be used to require them to take a
critical reading and thinking course?

Aim
The aim of this project is to increase the number of students who successfully complete the
nursing program.

Target Audience
Nursing students who are at risk of failing one or more courses during their first semester.

Delivery Options
The critical reading course taught at the college is currently provided in hybrid, face-to-face and
asynchronous formats. These options are provided because students vary in their learning styles
and preferences, as well as their access to reliable internet access. If critical reading became a
requirement for all or some nursing students, some sections should be redesigned to meet the
instructional needs of this population.

FRONT-END ANALYSIS: INSTRUCTIONAL NEED MODULE 3

Instructional Need
As mentioned above, there is a significant failure rate (15-20%) for nursing
students during their first two semesters. Starting Fall, 2014, all students
must take the Test of Essential Academic Skills (TEAS V) as part of the
admission process to the NPRO program. The TEAS V has 150 items that test
nursing applicants in four areasreading, math, science and writing. The
reading section of the test has 42 items, some of which require application of
higher level thinking skillsanalysis, synthesis and evaluation. (Sample
reports provided by Jane Persoon, Interim Director of Nursing, January 22,
2015).
A composite score of 62 or higher on the TEAS V predicts student success in
the Registered Nurse (RN) program, while a composite score of 50 or higher
predicts success in the Advanced-standing for Licensed Practical Nurse (PN)
program.
The NPRO Program piloted TEAS V in the Fall, 2012. A cohort of 57 students
admitted to the Practical Nursing Diploma Program was required to take the
TEAS V that semester. Ms. Persoon then followed those students over four
semesters. (Students have up to six semesters to complete the PN Diploma
Program.) The results are not encouraging. Out of the original cohort of 57
students, only 46 went on to enroll in classes during the second semester.
This is a failure rate of 19.3%. Those with higher composite scores were
more successful during their first semester, but their success during the
second semester was mitigated by the fact that many students (11 out of 46,
or 24%) had to retake the Applications of Nursing course (Data set provided
by Jane Persoon, February 11, 2015).
The existing performance problem identified by Jane Persoon, and borne out
by the initial results of the TEAS V, indicates that this is an instructional
problem. Thus if the aim is to increase student success in the NPRO Program,
then students need to become better critical readers and thinkers.

FRONT-END ANALYSIS: LEARNER CHARACTERISTICS

MODULE 3
Learner Analysis
There are two groups who could benefit from taking a critical reading and
thinking course:

Primary Audience: Students who have been admitted to the NPRO

Program, but encounter problems during their first semester.
Secondary Audience: Students who have been admitted to the NPRO
Program but whose individual TEAS V reading scores indicate consistent
problems correctly answering analysis, synthesis and evaluation questions
correctly.
General Learner Characteristics
75% of the students attending the college fall into one or more of the
following underrepresented categories: students of color, low income
and/ or first generation college students. Nursing students are similar
in their characteristics:
o 53% are students of color
o 52% are low income
o 26% are first generation college students
19% are between the ages of 21-24 years old; 79% are 25 years or
older
72% are women
70% of nursing students are part-time
Nursing students are admitted twice a year to one of three cohorts:
day, evening-weekend, or day-evening.
Although 53% of students attending the college place into
developmental reading, 99% of students in the nursing program placed
as "college ready."
Entry Characteristics

Students need to have been admitted to the NPRO program.

Students must be comfortable using technology in the classroom.
Students must be open to improving their reading skills.
Students need to be familiar with their own learning style, and be able
to demonstrate familiarity with a variety of strategic reading strategies
that either support their strengths or mitigate their weaknesses.

Contextual Analysis
Orienting Context
Students going into nursing have already demonstrated a commitment to
their education given the investment of time and money in their studies.
Their goals include:
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Successfully passing the TEAS V and being admitted to the NPRO

Program.
Increasing their chances of successfully completing a challenging
program in the required four to six semesters once admitted.
Decreasing or avoiding additional costs, both of time and money, when
they have to repeat a course.

Further, struggling students tend to be more open to instruction when they

perceive it will help them be more successful and when they can see its
direct applicability to the content they need to master. Finally, the NPRO
Program holds all of its students to a very high standard. Admission to the
program requires a letter grade of B or higher in all courses taken to meet
the minimum science requirement. Once admitted, students must get a
letter grade of C or higher in each course they take during the semester or
they cannot enroll in the following semesters courses.
Instructional Context

Reading courses are offered during the day and evening to

accommodate students busy schedules.
The nursing program has three cohorts: day, evening-weekend, and
day-evening.
Classrooms are generally well lit, temperature controlled and equipped
with the latest instructional technology, including projectors,
computers, document cameras, and DVD players
Classrooms vary in their seating arrangements. Some of them are
more conducive to group work than others.
The college is located in downtown Minneapolis and is easily accessible
by bus and train. It has ample parking, both in a ramp and on the
street.

Transfer Context

Students should be able to directly apply what they are learning in the
critical reading and thinking course to their nursing courses. To
successfully do the work in their nursing courses, students need to be
able to apply the higher order thinking skills of analysis, synthesis, and
evaluation.
For new skills and knowledge to be transferred from one learning
context to another, students need to be provided with content and
situations drawn from what they will be doing in their nursing classes
(Morrison, Ross, Kalman and Kemp, p. 191). Ideally, the content in
one or two sections of the critical reading and thinking course would be
geared specifically to nursing students. In turn, nursing instructors
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could point out when higher order thinking skills are demanded of
students and when they are being applied.

INSTRUCTIONAL IMPACT BASED UPON LEARNER

CHARACTERISTICS
Application of Learning Theories
Since the goal is to enhance the critical reading and thinking skills of nursing
students, a number of learning theories will be useful in designing
instruction.
1. Adult learning theory provides a number of essential principles that
should guide the design process:
For students to see the value of taking the critical reading and
thinking course, they need to know why they are learning what is
being taught and how it applies to the real world, in this case their
nursing courses.
It is essential to respect the varied experiences they bring to the
leaning situation and to capitalize on them. For instance, many
nursing students are already working in the health care field as
nursing assistants or home health aides. They bring valuable
insights to the learning setting.
Finally, students have a wealth of experience being students and
giving them opportunities to share what works and what does not is
itself valuable.
2. The concept of self-regulation, which is the ability to know when, what
and how to study, and self-efficacy, the belief in ones own ability to
solve problems in order to achieve ones goals, are extremely
important for success in college and beyond.
3. Transformative learning theory operates on the assumption that
students can transform their meaning structures (perspectives and
schemas) when confronted with a problem or situation that needs to be
solved (Mezirow, 1994). This transformation provides the basis for
developing solid critical thinking skills.
4. Situated learning theory posits that new knowledge is acquired within
the context of a community of practice that encourages and rewards
collaboration and the construction of knowledge among peers (Cobb
and Bowers, 1999). Nursing as a field has its own culture and

practices, which nursing students are trying to master in a highly

structured and collaborative environment.

Application of Motivational Theories

Kellers ARCS model provides a systematic way of identifying and
incorporating intrinsic motivational strategies into the design and delivery of
instruction. According to Keller (2010) an audience analysis can help identify
motivational problem areas for each of the four major categories of the ARCS
model and for any of the relevant twelve subcategories he identified:

Attentionperceptual arousal, inquiry arousal, variability

Relevancegoal orientation, motive matching, familiarity
Confidencelearning requirements, success opportunities, personal
control
Satisfactionnatural consequences, positive consequences, equity

The students referred to take the critical reading and thinking course
potentially have motivational problems in all four areas. In the area of
attention, inquiry arousal is crucial. Students must be given opportunities to
seek new knowledge by engaging in interesting problems-solving activities
around the readings. In the area of relevance, all three subcategories are
important. Students need to understand how what they are learning in the
critical reading and thinking course will help them be more successful in their
nursing courses and thus help them achieve their ultimate goal of entering
the nursing profession. They need to be provided with an array of individual
and collaborative learning opportunities so they can fulfill both achievement
and affiliation motives. As well, familiarity needs to be built into the
instruction, so students connect what they have already learned and are
learning in their nursing courses to the critical reading and thinking course
content.
In the area of confidence, providing students with opportunities for success
and a sense of personal control is essential. The students taking the critical
reading and thinking course are by definition struggling students who have
already seen failure in one or more of their nursing program courses. The
critical reading and thinking course has to increase their confidence in their
ability to build and apply their cognitive skills so that they are able to master
the content in their other courses. As well, students need to recognize that it
is their own effort and ability to solve problems that contributes to their
success, not chance or even innate intelligence.
Finally, building satisfaction through natural and positive consequences
reinforces motivation and learning. Students need both meaningful
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opportunities to use what they are learning, both in the critical reading and
thinking course and their nursing courses, and to see extrinsic rewards in the
form of improved grades.

Impact of a Diverse Audience on Instruction

As mentioned, the student population the college is very diverseracially,
culturally, religiously, linguistically, and socio-economically. As well,
disability and sexual orientation needs to be taken into consideration. An
awareness of these differences is essential, especially for students going into
nursing. One way to address these differences is to incorporate readings
that provide a framework for understanding difference and then encouraging
discussion of its application to the nursing field.
Another consideration is individual student learning preferences and their
impact on behavior. How learners take in information (cognition), process it
(conceptualization), and feel about it (affect) all impact behavior and thus
learning. While instruction cannot be tailored to each students preferred
style of learning, it is important to be aware of how learners learn, to be
cognizant when they are not learning, and to take steps to rectify the
situation. As well, reading alone is not enough. Learners need opportunities
to discuss difficult concepts, practice new skills, and connect new knowledge
to prior learning. While there is debate about whether or not learning styles
can be matched to specific instructional strategies (Morrison, et. al. (2013),
p. 54), I believe the learner needs to be aware of their own learning
preferences, and to have a repertoire of strategies they can use to effectively
learn a variety of material regardless of the format it is presented in
readings, lectures, simulations, graphics, etc. For example, if you do not
process information well while listening to a lecture, note-taking or mapping
skills become critical.
All students can be successful if they are provided with the proper supports
and direction. Although an awareness of cultural backgrounds and
differences is important, it is critical to treat each student as a unique
individual.

TASK/GOAL/PERFORMANCE ANALYSIS MODULE 5

Goal Analysis

Goal: Increase the number of nursing students who successful complete their
first two semesters of the NPRO program.
Performance Criteria: To achieve this goal, students must pass each of the
following courses with a grade of 2.0 or higher in the NPRO program:
First

Semester
NPRO 1000: Introduction to Health Concepts (8 credits)
ENGL 1110: College English 1 (3 credits)
BIOL 2224: Anatomy (4 credits)

Second Semester
NPRO 1100: Wellness-illness Concepts Across the Lifespan (7
credits)
BIOL 2225: Physiology (4 credits)
PSYC 2240: Life Span Development (4 credits)
Gen. Ed.: Choose one course from the following one of the
following MnTC Goal Areas 1, 3, 5 or 9* (3 credits)
*The Minnesota Transfer Curriculum Goal Areas are defined as follows:
MnTC Goal Area 01: Written and Oral Communication
MnTC Goal Area 03: Natural Science
MnTC Goal Area 05: History and the Social and Behavioral Sciences
MnTC Goal Area 09: Ethical and Civic Responsibility
Source: Minnesota General Education Transfer Curriculum Competencies
Retrieved February, 2015 from
https://mctc.decisionacademic.com/Catalog/ViewCatalog.aspx?
pageid=viewcatalog&catalogid=2&chapterid=158&topicgroupid=235&loadus
eredits=False&_ga=1.12518525.872855496.1402085150
(Interestingly, MnTC Goal Area 02: Critical Thinking is not required.)

Performance Gap: Currently 15-20% of nursing program students do not

successfully complete their first two semesters. This gap in performance has
been attributed to a lack of higher order thinking skillsapplication, analysis,
synthesis and evaluation.
Closing the Gap: Requiring students identified as struggling during their
first semester in the program to take the critical reading and thinking course
that builds students higher order thinking skills. Struggling is defined as
students who have failed NPRO 1000.
Please note: Given the competitive nature of the program, priority is given to
applicants who have already completed ENGL 1110, BIOL 2224 (Anatomy)
and BIOL 2225 (Physiology) with a grade of B (3.00) or higher prior to

admission to the program. Students are permitted to retake these courses

one time to achieve a higher grade before they apply to the NPRO program.

GOAL ANALYSIS
Step 1 - Write down the goals.
Original goals:
Increase the number of nursing students who successfully complete their
first two semesters of the nursing program.
To close the performance gap, have struggling students take the critical
reading and thinking course, which focuses on applying higher order thinking
skills analysis, synthesis, and evaluation.
Step 2 - Write down everything a person would have to say or do for
you to agree that the person has achieved the goal.

surveys or previews the text before reading

writes guide questions or uses study guides and/ or lecture notes
provided by their instructor to focus their reading
marks and annotates key information
utilizes context clues, word parts and/ or a dictionary when they
encounter unfamiliar or unknown vocabulary
processes what they have read by creating review and study tools such
as: concept maps, outlines, Cornell Notes, & flash cards
reflects on what they have read by analyzing, synthesizing or
evaluating new information
engages in thoughtful, respectful discussions with others about what
they are reading and learning
applies what they are reading and learning to knew situations and
problems

Step 3 - Sort the items Listed in step 2.

Comprehension:
surveys or previews the text before reading
writes guide questions or uses study guides and/ or lecture notes
provided by their instructor to focus their reading
marks and annotates key information
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utilizes context clues, word parts and/ or a dictionary when they

encounter unfamiliar or unknown vocabulary

Application:
engages in thoughtful, respectful discussions with others about
what they are reading and learning
applies what they are reading and learning to knew situations and
problems
Analysis
reflects on what they are reading by making connections to what
they already know or have learned.
processes what they have read by creating review and study tools
such as: concept maps, outlines, Cornell Notes, & flash cards
Synthesis
integrates new information with what they already know, thus
building new schemas or adding to and revising existing schemas
Evaluation
evaluates the validity of what they are reading, and the arguments
and/ or data presented in various texts.
Step 4 - Write a complete sentence to describe each of the items on
your final list.
1. Students demonstrate a variety of active learning strategies for
managing difficult and complex texts.
2. Students monitor their own understanding and takes steps when
comprehension breaks down.
3. Students reflect on what they are reading and learning and integrate
new information into new or existing schemas.
4. Students demonstrate an ability to analyze, synthesize and evaluate
what they are reading and learning.
5. Students can recognize and evaluate their own assumptions and ideas
as well as those of others.
6. Students engage in thoughtful, respectful discussion with others.
7. Students apply what they are reading and learning in order to solve
problems or interpret new information.

INSTRUCTIONAL OBJECTIVES MODULE 5

Project (Instructional) Goal

11

To increase the number of nursing students who successfully complete their

first two semesters by having them take the critical reading and thinking
course, so they develop the higher order thinking skillsanalysis, synthesis
and evaluationthey need to be successful.

Terminal Objectives and Enabling Objectives

1. Student uses at least one pre-reading strategy 100% of the time.
(Cognitive-behavioral)
Student identifies what to focus on in the text by previewing the
text, writing down learning objectives and skimming summary and
review material before they begin to read. (Comprehension)
Student identifies what to focus on in the text by writing guide
questions for each of the topics and subtopics listed in the assigned
text before they begin to read. (Comprehension)
2. Student applies marking strategies (highlighting and annotating) to
100% of the assigned text with 80% accuracy. (Cognitive-behavioral &
Psychomotor)
Student defines the term marking as including highlighting or
underlining AND annotating. (Knowledge)
Student describes the steps in the marking process with 100%
accuracy. (Comprehension)
Student identifies and defines unfamiliar or difficult vocabulary with
80% accuracy. (Comprehension)
Student differentiates between key ideas and important details
verbally or in writing after reading a passage of the text with 80%
accuracy. (Analysis)
Student uses a combination of highlighting and annotating to
identify key ideas and important details in an assigned text with
80% accuracy. (Application)
Student evaluates their own and a classmates marking using
criteria defined in a rubric with 80% accuracy. (Evaluation)
3. After reading the assigned text, the student uses either concept
mapping or the Cornell Note-taking method to create a review and
study tool with 100% accuracy. (Cognitive-behavioral)

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Student describes two note-taking strategiesconcept mapping and

the Cornell Note-taking methodafter viewing a lecture with 100%
accuracy. (Comprehension)
Student can apply the criteria for a good set of notes to examples of
both note-taking strategies using a rubric with 80% accuracy.
(Application)
Student reviews what they read and marked in the text using a
checklist with 100% accuracy. (Analysis)
Student organizes what they have read and marked into a set of
notes using their preferred note-taking strategy with 100%
accuracy. (Synthesis)
Student scores their own notes and those of another student using
criteria defined in a rubric with 80% accuracy. (Evaluation)

4. Student critically evaluates the assumptions, points of view, ideas,

theories and principles presented in a variety of texts, verbally or in
writing. (Cognitive-behavioral & Affective)
Student recognizes underlying assumptions, common fallacies,
alternate points of view and related theories, ideas and principles
presented in a variety of texts with 80% accuracy. (Knowledge)
Student summarizes the assumptions, common fallacies, points of
view, related theories, ideas and principles presented in a variety of
texts verbally or in writing with 80% accuracy. (Comprehension)
Student analyzes the assumptions, common fallacies, points of
view, related theories, ideas and principles presented in a variety of
texts verbally or in writing with 80% accuracy. (Analysis)
Student critically reflects on their own assumptions and point of
view, verbally or in writing, based on their analysis of what they are
reading, 100% of the time. (Synthesis & Evaluation)
5. Student can apply higher order thinking skills to solve a nursing
problem. (Cognitive-behavioral & Psychomotor)

ENABLING OBJECTIVES MATRIX & SUPPORTING CONTENT

MODULE 6
Title of the unit/module: After reading: Creating a set of notes for review and
study

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List Terminal Objective Here: After reading the assigned text, the student
uses either concept mapping or the Cornell Note-taking method to create
a review and study tool 100% of the time. (Cognitive-behavioral)
List Pre-instructional Strategy: Overview & Pretest
Enabling
Objective

Level on
Blooms
Taxonomy*

Fact,
concept,
principle,
rule,
procedure,
interperso
nal, or
attitude?
Concepts
Procedures

Learner
Activity (What
would learners
do to master
this objective?)

Delivery Method
(Group
presentation/lectur
e, self-paced, or
small group)

Student
describes
both
concept
mapping
and the
Cornell
Note-taking
method
after
viewing a
lecture with
100%
accuracy.

Comprehensio
n
Application

Use a
comparison
chart while
viewing a
lecture to note
down the steps
and criteria for
each type of
note-taking
strategy.

Lecture (online)
Individual activity

Student can
apply the
criteria for a
good set of
notes to an
example of
each notetaking
strategy
using a
rubric with
80%
accuracy.

Application

Principles

Uses a rubric to
evaluate
examples of
each type of
note-taking
strategy.

Small group
discussions
Pair activity

Student

Analysis

Principles

Compares what

Small group

Student creates
their own notes
from the
lecture.

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reviews
what they
read and
marked in
the text
using a
checklist
with 100%
accuracy.

and how they

marked the text
in a small group
using the
checklist as a
guide.

discussions
Small group
activity

Student
organizes
what they
read and
marked into
a set of
notes using
their
preferred
note-taking
strategy
with 100%
accuracy.

Synthesis

Principles
Procedure

Creates a set of
notes based on
what they
marked.

Individual activity

Student
scores their
own notes
and those
of another
student
using
criteria
defined in a
rubric with
80%
accuracy.

Evaluation

Principles

Assesses their
notes and a
classmates
notes using
explicit criteria.
Writes a brief
summary of the
results of their
evaluation.

Pair activity
Individual activity

REFERENCES

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Adult Learners. Innovative Teaching Institute. Teaching and Learning

Services. Rochester Institute of Technology. Retrieved on January 18, 2015
from http://www.rit.edu/academicaffairs/tls/course-design/instructionaldesign/adult-learners
Cobb, P. and Bowers, J. (1999) Cognitive and situated learning perspectives
in theory and practice. Educational Researcher, 28 (2), 4-15. Retrieved
from
http://edr.sagepub.com.ezproxy.lib.uwstout.edu/content/28/2/4.full.pdf+ht
ml
Office of Strategy, Planning and Accountability (2014). MCTC data shop:
Data as of fall 2014. Retrieved March 6, 2015 from
https://my.minneapolis.edu/~/media/Intranet-Site/Files/Departments/Officeof-Strategy-Planning-Accountability/Data%20Shop/Data%20Shop
%2020150127.pdf
Guild, P.B. (2001) Diversity, Learning Style and Culture. School of Education
at Johns Hopkins University. Retrieved on January 18, 2015 from
http://education.jhu.edu/PD/newhorizons/strategies/topics/Learning
%20Styles/diversity.html
Hynick, K. (2010) Program Review FY 2009: Reading and Study Skills Department. [Memo]
Retrieved from MCTCs Employee Share Drive.
Keller, J. (2010) Motivational design for learning and performance: The ARCS
model approach. (New York: Springer Science & Business Media)
Mezirow, J. and Associates (1990) Fostering critical reflection in adulthood: A
guide to transformative and emancipatory learning. San Francisco: JosseyBass Publishing.
Mezirow, J. (1994) Understanding transformation theory. Adult Education
Quarterly, 44 (4), 224-44.
Minneapolis Community and Technical College Office of Strategic Planning
and Accountability (2015). Program review FY 14: Program retention and
graduation rates, CTE only (Data file). Retrieved from
https://my.minneapolis.edu/Departments/Staff-Departments/Office-ofStrategy-Planning-and-Accountability/Reports/Program-Review
Morrison, G., Ross, S., Kalman, H., and Kemp, J. (2013) Designing effective
instruction (7th ed.). Hoboken, NJ: Wiley.
The critical reading and thinking course: Critical Reading of Academic Texts. Common Course
Outline. Updated Fall, 2010. Retrieved from MCTCs Employee Share Drive.
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Profile for Minneapolis Community & Technical College. Retrieved January 23,
2015 from
http://www.mnscu.edu/collegesearch/index.php/institutions/profile/0305

FINAL PROJECT RUBRIC

Please see the final project rubric at:
http://www2.uwstout.edu/content/profdev/idtrends/Portfolio-Rubric.pdf and the
reflection paper rubric at:
http://www2.uwstout.edu/content/profdev/idtrends/Portfolio-RubricReflection.doc

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