Identifying Situational Factors: A Planning Guide

Adapted from L. Dee Fink’s Designing Significant Learning Experiences (2003)

 

Why are “situational factors” important in course design?

Situational factors affect the design of a course, as they take in the contexts that connect the instructor and students with each other and their institution, and also to external organizations and situations. The size and location of a class, for example, is a situational factor that will impact the teaching strategies that an instructor may choose. Similarly, the class level – is it an introductory survey class or an advanced, focused seminar? – will also impact teaching strategies and content choice. Taking the time to consider situational factors will help instructors plan realistic and rewarding classes, for their students as well as for themselves.

 

Situational factors are not static: they vary from semester to semester, so on each occasion you plan a course, take some time to review your situational factors to assess the impact they may have on your goals, content, activities, and assessment tasks.

 

 

 

Use the following questions to identify the teaching contexts for your course and the extent to which they will influence your course design and delivery. Focus on the situational factors which most apply to your course.

 

What am I bringing to this course as an instructor?

• What prior experiences, knowledge, skills, and attitudes do I have in terms of the subject for this course?
• Have I taught this subject before, or is this the first time?
• Do I have a high level of competence or confidence in teaching this subject, or is this course at my learning edge?

 

What do I need to reflect on about the topics of this course?

• Is the subject matter of the course convergent (working toward a single right answer) or divergent (working toward multiple, equally valid interpretations)?
• Is the field of study relatively stable, in a period of rapid change, or in a situation where competing paradigms are challenging each other?
• How can I represent diverse views and populations in the content and materials for this course?

 

What are the specific teaching and learning contexts for this course?

• How many students are expected to enroll in the class?
• Is the course lower division, upper division or graduate?
• How long and frequent are class meetings?
• Where will the classes be held?
• What kind of technology is available to support the course?

 

What do I know about the learners in this course?

• Make a plan for how you will find out about:
  • their reasons for enrolling (requirement, curiosity, etc.)
  • what prior knowledge, skills, and attitudes they have regarding the subject
  • their life situation (full-time student; part-time student; family responsibilities; work responsibilities; etc.)

 

You might, for instance, conduct a quick survey before, during, or after your first class meeting.

• Given these factors, how will I support and strengthen community and belonging in this course?

 

Are there external factors that might impact this course?

• What is happening in my department, BU, and field in terms of the topics and content of this course, and how might these expectations affect the goals and learning objectives?

• Are there external accreditation expectations related to this course?
• Are there broader societal factors that might affect topics and approaches for this course?