This Chapter uses a series of reflective activities, Fink’s Taxonomy of Significant Learning, and Backwards Design principles as a framework for developing, implementing, and assessing learning goals for classroom belonging and cultural engagement.

Different than course learning outcomes, learning goals can help us identify qualities and attributes beyond course content and cognitive skills. The backwards design process helps us unite instructional methods, course activities, and assignments with our values, priorities, and goals for learning for our courses and teaching practice overall.

Reflection Activity

Why Learning Goals?

Review your freewrite from the above exercise. What do you notice?

Chances are, you didn’t simply restate the course learning outcomes, or list content knowledge. Perhaps you also included social and cognitive attitudes, values, and awareness, such as teamwork or community, sense of purpose, leadership, confidence, and self-efficacy. All successful courses do more than simply convey content: they create welcoming environments and build relationships to foster deep and engaged learning. As you complete the activities in this chapter, keep in mind the student you see five years from now, and consider how your class will get them there.