“…in both a scholarly paper and a well-designed course, there should always be some coherent conclusion that reminds our audience that the thesis and evidence we have presented has broader relevance.”

 

Lauren Miller Griffith, Ph.D.
University of Arkansas

February 13, 2014

Keywords: course design, learning objectives, scholarship

Prior to joining the Department of Anthropology at the University of Arkansas, I spent two years at a different institution working as an instructional designer. It was a wonderful experience in many ways, but the title always felt funny to me. At times, I downright resented it. Why, you might ask. I am first and foremost an anthropologist, a rigorous scholar in a traditional discipline who just happens to enjoy and be good at teaching. Having the title of instructional designer seemed to reduce my experience, knowledge of my students, and understanding of my subject to a mere formula. Perhaps that is why I am also