A Process for the Analysis and Development of Course Content and Instructional Methodology for Large Class Sections

Abstract

Identification of important or problematical course content areas and development of effective instructional methodologies pose particular difficulties in large heterogeneous class sections. A process for accomplishing this task In the undergraduate consumer behavior course, as well as a variety of other courses, is described. Data was gathered from internal and external faculty and students. Within each identified content area key concepts and learning objectives were outlined and a pedagogy developed. A module for a study of attitudes and their influence on consumer behavior is presented to illustrate the implementation of this process.