Theory-Informed Course Design: Applications of Bloom’s Taxonomy in Undergraduate Public Health Courses

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dc.contributor.authorCallaghan-Koru, Jennifer A.
dc.contributor.authorAqil, Anushka R.
dc.date.accessioned2021-01-27T18:38:58Z
dc.date.available2021-01-27T18:38:58Z
dc.date.issued2020-12-17
dc.description.abstractThe public health workforce needs an array of knowledge and skills to effectively address current and future public health challenges. While existing competency models establish educational objectives for public health degree programs, there is insufficient guidance on how academic programs should develop these competencies, and workforce assessments continue to identify skills gaps in areas such as critical thinking and problem analysis. In this article, we describe an approach for designing undergraduate public health courses based on the hierarchy of cognitive processes in Bloom’s taxonomy. Course activities are sequenced to provide students with opportunities to attain increasing mastery of course concepts and analytical skills, from remembering new concepts to applying them in case studies and creating original analyses and proposals. This simple approach has been applied to three separate courses taught by multiple instructors over 3 years and has received positive feedback from students. By explicitly communicating the theoretical basis for course activities, this approach also promotes metacognitive knowledge in students that can foster their continued learning success.en_US
dc.description.sponsorshipThe programs of the Faculty Development Center (FDC) at the University of Maryland, Baltimore County, were instrumental in the development of the course designs described in this paper. The authors would like to thank Dr. Jennifer Harrison of the FDC for her review of this paper and helpful suggestionsen_US
dc.description.urihttps://journals.sagepub.com/doi/abs/10.1177/2373379920979684?journalCode=phpaen_US
dc.format.extent25 pagesen_US
dc.genrejournal articles postprintsen_US
dc.identifierdoi:10.13016/m2f44a-apgk
dc.identifier.citationCallaghan-Koru JA, Aqil AR. Theory-Informed Course Design: Applications of Bloom’s Taxonomy in Undergraduate Public Health Courses. Pedagogy in Health Promotion. December 2020. doi:10.1177/2373379920979684en_US
dc.identifier.urihttps://doi.org/10.1177/2373379920979684
dc.identifier.urihttp://hdl.handle.net/11603/20634
dc.language.isoen_USen_US
dc.publisherSAGEen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Sociology and Anthropology Department Collection
dc.relation.ispartofUMBC Faculty Collection
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
dc.rightsJennifer A. Callaghan-Koru and Anushka R. Aqil, Theory-Informed Course Design: Applications of Bloom’s Taxonomy in Undergraduate Public Health Courses, Pedagogy in Health Promotion. Copyright © 2020 Society for Public Health Education. DOI: 10.1177/2373379920979684.
dc.titleTheory-Informed Course Design: Applications of Bloom’s Taxonomy in Undergraduate Public Health Coursesen_US
dc.typeTexten_US

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