Creating course goals (for you and your students)

1. Revisit your current course goals
The most obvious place to start is probably with the course goals you currently use for your class. Whether you have your own outcomes for the course or departmental outcomes for the course, revisit them.

2. Decide what students should remember a few years after your course ends
The most useful advise I have ever read about course outcomes was this: start by making a list of those things you want your students to remember years from now. I usually think about 5 year retention goals and 1-2 year retention goals (these will obviously depend on the specific course you teach). This exercise will help you to really think about why your students are taking the course you are teaching.

3. Create a list of goals/outcomes that you would like to address
The exercises in the file linked above provide a very useful tool when trying to come up with useful goals for student learning in your course. I highly recommend taking a look and giving serious consideration to what it is you want students to learn in your course.

4. Decide which goals require different types of presentation and/or assessment
After you have a list of the goals for your students, you'll need to think carefully about each goal. Obviously, some goals will be learning terminology and applications of the broad concepts in the course. Other goals may include developing better critical thinking skills or demonstrating application of the concepts they learn in novel situations. For each goal, decide the best way to present the information to students and to assess their learning.

5. Create new resources for students and new assessments
From here, you can begin to develop new assignments and activities for the course, and you may decide that you want to flip some of the lessons and create videos for students to watch outside the classroom. Because creating these materials is time consuming, think carefully about where they will be the most useful to the students.
Another very important part of this process is to set goals for yourself. Making large scale changes to presentation modes and assessments takes time (probably more than you expect - remember, something unexpected always goes wrong, right?).

Be sure to create a realistic plan as you begin to make changes. Make sure to keep in mind that the best way to get students to prepare for class is to have assignments regularly throughout the semester so that preparing for class becomes a habit.

Many instructors point out that choosing to flip or change up a single less midway through the semester often doesn't work. The students will not be accustomed to the need to prepare. So, as you plan the changes you want to make, don't forget to include changes and assessments early in the semester.