Chapter 2 focuses on the practices of engaged course design and assessment: what it means in practice to choose engaged learning as an overall educational philosophy and assess the unique learning outcomes that inform iterative course design development. Beginning with the understanding that engaged course design and assessment require different educator skills, understanding of learning and educational context, preparation, and relationships with students, the chapter then explores the practical implications of each of these components. By asking what 'real' considerations go into crafting and assessing an effective engaged course, the chapter offers engaged educators practical ideas for implementation, as well as vicarious experiences of others in terms of what they must consider to make an engaged course run smoothly. Chapter 2 makes the case that engaged learning is not only present and vibrant all over the world, but is distinctively positioned to advance diverse student perspectives, and cement student voice, agency, empowerment and choice.
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Front Matter
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Back Matter
