Abstract

Backward design begins with focusing on learning outcomes, then selecting experiences that promote understanding and interest (Wiggins & McTighe 2000). By regularly assessing the effectiveness of the design process, stronger ties between course objectives and student learning experiences can be established. Approximately sixty students enrolled in an entry-level course were asked to reflect on their self-reported learning styles in the context of the course content in pre- and post-testing. This research served to provide important assessment and reflection towards course construction, as it relates to providing an active and engaging learning environment for students.