2 Building your own learning goals and aligning them with the course objectives
A recurring theme in discussions of learning goals is that they are created from the viewpoints of the students. In the subject of “specific knowledge goals,” we also emphasize the importance of finding out what students really want to learn. They encourage students to think about how to pair their learning goals with the learning interests, and then tailor their activities around goals. In this way, learning goals encourage students to take ownership of their learning and also function as an important boost to personal progress.
Keeping this in mind, the Chinese cultural studies course creates and plans effective goals with the SMART standard.
Introduction to SMART
SMART stands for specific, measurable, achievable, relevant, and time-bound. Using this method can help write out your goals and resources to set your project up for success.
How to start a SMART goal:
| Specific | What do you want to accomplish? What needs to be reached? (Define what you expect) |
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| Measurable | How are you going to measure progress? How can you identify that you are on track? |
| Achievable | Is your goal realistic to achieve? (Consider any factors beyond your control) |
| Relevant | Is this goal aligned with your target outcome? |
| Time Bound | When do you need to complete this goal? (Include deadlines and dates) |
Download a general SMART goal template
Defining Stepping Stones to Success
The Stepping Stones to Success is another goal-setting resource that follows the SMART method and places multiple goals into one overall visual map. With each “step,” a SMART short-term goal is written. The last “step” is essentially the long-term goal that needs to be reached. The number of steps drawn depends on how many goals need to reach the overall outcome. Using this method can assist visual learners in mapping out their goals to reach a larger end goal.
Example here highlights CHIN/WCL 3342 Fall 2022 course.
Course layout
This course layout came about when I redesigned my course using Backward Outline format after teaching it a couple times. First, I broke down the course objectives into smaller weekly objectives. Each two weeks, we discuss a city, but the main skills the course tries to develop in students are progressive—from introduction and summary, to exploration and discussion, to analysis, identification and examination. With these objectives, I then designed assignments including posts, discussion boards, as well as assessments, including presentations, quizzes, midterms, and finals. I posted the course objectives and checklists (with assignments and assessments) at beginning of each week, so students can have a clear understanding of what they are learning and what objectives they should reach. Knowing the course design in detail would help students better understand the course and why the homework and tasks matter.
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CHNS 3342 Course Layout |
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Objectives |
Assignments |
Assessments |
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Introduction |
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Week 1 |
Introduce yourself to the class |
Post on “Introduce Yourself Padlet” |
Sign up for Presentation Schedule |
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Tell the class about your previous understanding of East Asian culture and history |
Post on “Favorite East Asian City Padlet” |
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Glean a general introduction about East Asian cities |
Watch and Read East Asia’s Changing Urban Landscape |
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Name your favorite East Asian city and why you like it/what you like about it |
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Become familiar with general course layout |
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Unit One — Beijing |
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Week 2 |
Research and grasp ideology of the movie |
Watch In the Heat of the Sun |
Week 2 Discussion Board |
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Identify different figurative language and filming techniques in the film |
Read “Body Visible: In the Heat of the Sun.” |
Round 1 of Beijing Tour |
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Understand the symbolism, history and meaning of the movie |
OER Training 1st Session (w/Ariana)(Library 10F) |
Short Quiz on In the Heat of the Sun |
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Summarize the cultural phenomena in Beijing during and after the Cultural Revolution |
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Week 3 |
Discuss the roles of “Women” in literature and how does it contribute to nation building |
Watch Into to Beijing |
Week 3 Discussion Board |
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Compare the different writing techniques and styles of the authors between men and female writings |
Watch Beijing Bicycle |
Round 2 of Beijing Tour |
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Examine the unique characteristics of female writings |
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Complete Presentation review sheet in class |
Short Quiz on Movie |
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Read “From Comrade to Citizen: The Struggle for Political Rights in China” |
Create OER Chapter Abstract and Outline (group project) |
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Independent Research on Books on East Asia (find best format/outline for OER) |
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Unit 2 — Shanghai |
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Week 4 |
Identify the characteristics of experimental and cultural symbols in the movie |
Week 4 Discussion Board |
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Be able to identify different figurative language and different directing techniques |
Optional Movie Flowers of Shanghai |
Round 1 of Shanghai Tour |
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Explore the notion of modernity and how the city of Shanghai portrays it |
Optional Movie Suzhou River |
Short Quiz on Movies |
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Read “Advertising and the Visual Display of Women.” |
Finalize OER Chapter outline (group) |
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Week 5 |
Remapping Shanghai |
Week 5 Discussion Board |
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Learn about New Sensationalists |
Read 1. “Shanghai Foxtrot” and “Five in a Nightclub” |
Round 2 of Shanghai Tour |
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Analyze the reading, how does it represent a sensationalist writer? |
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Short Quiz on Lecture |
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OER Training + Hands-on Lab work (w/Ariana) (Library 10F) |
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Unit Three — Hong Kong |
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Week 6 |
Analyze the director’s ideas, aesthetics, and themes of the movie. |
Watch In the Mood for Love |
Midterm Project Outline Rough Draft |
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Understand the “Culture of Disappearance” |
OER Training (Review notes) |
Private meeting with Professor (Outlines) |
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Examine any historical relevance in the movie |
(optional) Read Letty Chen’s chapter on HK |
Week 6 Discussion Board |
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Guest Speaker: Miao Dou, PhD candidate in Chinese and Comparative Literature, Washington University in St. Louis. |
Round 1 of HK tour |
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Short Quiz on In the Mood for Love |
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Week 7 |
Understand Hong Kong’s political dilemma |
Watch City of Glass |
Week 7 Discussion Board |
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Build a connection of the movie and Hong Kong’s political dilemma. |
Read “The New Hong Kong Cinema and the ‘Déjà Disparu” |
Round 2 of HK tour |
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Analyze and understand the movie’s representation of Hong Kong. |
OER Training (Library 10F) |
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Analyze the message, theme, or references of the movie. |
Watch Kyle’s Talk on HK |
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Unit Four — Taipei |
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Week 8 |
Understand Taiwan modern history |
Watch Millennium Mambo or Kano |
Discussion Board |
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Explore the cultures and histories of Taiwan |
Read “Constructing A Nation: Taiwanese History and the Films of Hou Hsiaohsien” |
Round 1 of Taipei Tour |
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Memorize some important Taiwan and HK incidents |
Midterm Review |
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Analyze movies about Taiwan history |
Fill out Student agreement form |
Short Quiz on Millennium Mambo |
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Week 9 |
Identify different presentations of subjectivity in Chinese lit |
Watch Cape No.7 (in class) |
Discussion Board |
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Examine the Chinese peacock dance, its aesthetics, its meaning, and the culture surrounding the dance |
Read 1. “Founding Taiwanese: From Chinese Fatherland to Japanese Okasan” 2. “Memories of the Future: Remaking Taiwanese-ness in Cape No. 7” |
Round 2 of Taipei Tour |
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Extra Credit: Chinese Dance Workshop, 5-7pm, CV1 lobby |
OER Training + Hands-on Lab work (w/Ariana) (Library 10F) |
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Midterm Project/Peer Review Presentations |
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Unit Five — Tokyo |
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Week 10 |
Understand Japanese Culture through hands-on cultural activity |
Round 1 of Tokyo Tour |
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Analyze the increasing popularity of Japanese culture, food, and anime |
Japanese Rice Ball Making, (CV1 lobby) |
Short Quiz on Lecture |
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Analyze the impact of Japanese Animation on Japan and the world |
Read 1. “Yasujiro Ozu: Tokyo Story.” 2. Matsuo Basho (poet) |
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Week 11 |
Learn about Tokyo culture |
Watch Spirited Away (in class) |
Week 11 Discussion Board |
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Analyze the cultural and historical significance of the Tokyo Shintoism |
Optional Materials: Adam’s talk on Tokyo Olympics |
OER Training + Hands-on Lab work (w/Ariana) (Library 10F) |
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Start on OER project early |
Optional Reading: “Tokyo Stories” |
Round 2 of Tokyo Tour |
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No Quiz (Work on OER Final) |
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Unit Six — Seoul |
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Week 12 |
Learn the history of K-pop until now |
Watch Guest Lecture on K-Pop |
Week 12 Discussion Board |
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Understand the cultural wave effect of K-Pop |
Read 1. “Critical Discourse of K-pop within Globalization.” 2. “What Race Does Online: ‘Gangnam Style’ and Asian/American Identity in the Digital Age.” 3. (optional) “Korean Literature & Arts in Choson Era.” 4. (optional) “Korean Participation in the Vietnam War.” |
Round 1 of Seoul Tour |
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Analyze the cultural impact K-pop has in Korea and other countries |
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Week 13 |
Watch this week’s movie |
Watch Train to Busan |
Week 13 Discussion Board |
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Analyze the details of the movies (aesthetics, effects, cinematography, photography) |
Optional Movie: 200-lb Beauty |
Round 2 of Seoul Tour |
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Work on your final |
Optional Movie: Parasite |
OER Project Discussion + Hands-on Lab work (Independent) |
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Week 14 |
Thanksgiving Week |
Review other classmate presentations |
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Self-Reflection Tips |
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Week 15 |
Final Project Overview |
Attend study sessions (CV1 lobby) |
Final OER Session and Discussion (Library 10F) |
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Complete Course Evaluation by UH |
Final OER Project |
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Complete Course Survey by Dr. Li |
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Media Attributions
- SMART goal template
