Backward Design Step 1: Identify Situational Factors

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Identify the situational factors that may impact your course design
STEP-1: SITUATIONAL-FACTORS

Whether designing a new course or redesigning an existing course, the first step is identifying and reviewing the factors affecting major design components. Fink identifies these components as learning goals, feedback/assessment, and teaching/learning activities. If situational factors are not taken into account while developing these components, you run the risk of developing a course that doesn’t work for the students, doesn’t meet institutional goals, and doesn’t achieve the course outcomes. Fink identifies the following situational factors to consider.

Specific Course Content

  • “What is the special situation in this course that challenges the students and [you] in the desire to make this a meaningful and important learning experience?” (Fink 77).

External Expectations

  • “What does society at large need and expect in terms of the education of these students, in general, or concerning this particular subject?
  • Are there accreditation requirements that affect the goals of this [course]?
  • What curricular goals has the institution or department affected this course?” (Fink 76).

Subject Nature

  • “Is this subject matter convergent (working toward a single right answer) or divergent (working toward multiple, equally valid interpretations)?
  • Is this subject primarily cognitive, or does it have physical elements?
  • Is the field of study relatively stable during rapid change, or are competing paradigms challenging each other?” (Fink 77).

Instructor Characteristics

  • “What prior experiences, knowledge, skills, and attitudes [do you] have in terms of…this course?
  • [Have you] taught this subject before, or is this the first time?
  • Will [you] teach this course again in the future, or is this the last time?
  • [Do you] have a high level of competence in this subject, or is this new material for you?

Learning Characteristics

  • “What is the life situation of the students at the moment: full‑time, part‑time, family, and work...?
  • What life or professional goals do students have related to this [course]?
  • What are their reasons for enrolling?
  • What prior experiences, knowledge, skills, and attitudes do the students have (Fink 77).


Keywordscourse design, backward design, situational factorsDoc ID106846
OwnerTimmo D.GroupInstructional Resources
Created2020-10-27 11:10:39Updated2023-12-27 14:56:28
SitesCenter for Teaching, Learning & Mentoring
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