{"id":123,"date":"2026-07-30T19:35:55","date_gmt":"2026-07-30T19:35:55","guid":{"rendered":"https:\/\/pressbooks.ulib.csuohio.edu\/usingaiinacademics\/?post_type=chapter&p=123"},"modified":"2026-09-21T15:52:44","modified_gmt":"2026-09-21T15:52:44","slug":"case-study-how-to-use-ai-as-a-course-design-assistant-for-a-budgeting-and-financial-management-course","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ulib.csuohio.edu\/usingaiinacademics\/chapter\/case-study-how-to-use-ai-as-a-course-design-assistant-for-a-budgeting-and-financial-management-course\/","title":{"rendered":"Case Study: How to Use AI as a Course Design Assistant for a Budgeting and Financial Management Course"},"content":{"raw":"The goal of this example is to demonstrate how generative AI can serve as a course design assistant within a backward design process. Backward design begins with identifying the desired learning outcomes and then designing assessments and learning activities that align with those outcomes. Throughout this process, the instructor remains responsible for evaluating AI-generated suggestions, identifying inaccuracies or misalignments, and making revisions as necessary.\r\n

Scenario<\/h1>\r\nAn instructor is redesigning an introductory Budgeting and Financial Management course for upper-level undergraduate students. The instructor already has a course description, a set of draft course learning outcomes, and a tentative course schedule. The instructor's goal is to use AI to assist with developing aligned course components, including refined learning outcomes, module objectives, learning activities, and assessments.\r\n\r\nThis example illustrates how AI can accelerate course development while keeping the instructor actively involved in reviewing, revising, and approving all outputs.\r\n

Step 1: Aligning Existing Course Objectives with Bloom's Taxonomy and Refining Course Learning Outcomes<\/h2>\r\nThe first step in backward design is ensuring that course learning outcomes clearly communicate what students should be able to do by the end of the course. The instructor wants to verify that existing outcomes use measurable language consistent with Bloom's Revised Taxonomy and are appropriate for upper-level undergraduate students.\r\n\r\nBefore providing the course information, the instructor begins by establishing the task and expectations for the AI.\r\n

Prompt<\/h3>\r\nI <\/em>am designing an introductory Budgeting and Financial Management course for upper-level undergraduate students. The course will be delivered in a fully online, asynchronous format. I will provide the course description and six draft course learning outcomes. Review each outcome and revise it to align with Bloom's Revised Taxonomy, using clear, measurable action verbs. Ensure the revised outcomes are appropriate for upper-level undergraduate learners and preserve the intent of the original outcomes. Present your response in a table with the following columns:<\/em>\r\n
    \r\n \t
  1. Original Learning Outcome<\/li>\r\n \t
  2. Revised Learning Outcome<\/li>\r\n \t
  3. Bloom's Taxonomy Level<\/li>\r\n \t
  4. Brief Explanation of the Changes Made<\/li>\r\n<\/ol>\r\nWait until I provide the course description and learning outcomes before beginning.<\/em>\r\n

    Microsoft Copilot Output (Only the table is presented here for brevity.)<\/h3>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    Original Learning Outcome<\/strong><\/td>\r\nRevised Learning Outcome<\/strong><\/td>\r\nBloom's Taxonomy Level<\/strong><\/td>\r\nBrief Explanation of the Changes Made<\/strong><\/td>\r\n<\/tr>\r\n<\/thead>\r\n
    Explain the role of budgeting and financial management in public and nonprofit organizations.<\/td>\r\nExplain how budgeting and financial management support planning, resource allocation, accountability, and organizational effectiveness in public and nonprofit organizations.<\/strong><\/td>\r\nUnderstand<\/strong><\/td>\r\nRetained the measurable verb explain<\/em> and added specific functions of budgeting and financial management to clarify what students should be able to demonstrate.<\/td>\r\n<\/tr>\r\n
    Identify similarities and differences in budgeting practices across government and nonprofit sectors.<\/td>\r\nCompare and contrast budgeting practices in government and nonprofit organizations, highlighting key similarities, differences, and contextual influences.<\/strong><\/td>\r\nAnalyze<\/strong><\/td>\r\nReplaced identify<\/em> with compare and contrast<\/em>, a higher-level cognitive skill more appropriate for upper-level undergraduates and consistent with cross-sector analysis.<\/td>\r\n<\/tr>\r\n
    Understand key budget formats, revenue sources, and expenditure categories.<\/td>\r\nDifferentiate among major budget formats, revenue sources, and expenditure categories used in public and nonprofit organizations.<\/strong><\/td>\r\nAnalyze<\/strong><\/td>\r\nReplaced the unmeasurable verb understand<\/em> with differentiate<\/em>, which allows students to demonstrate their ability to distinguish among important financial concepts.<\/td>\r\n<\/tr>\r\n
    Analyze how financial decisions reflect organizational mission, public values, and policy priorities.<\/td>\r\nAnalyze the extent to which financial decisions align with organizational mission, public values, and policy priorities in public and nonprofit organizations.<\/strong><\/td>\r\nAnalyze<\/strong><\/td>\r\nRetained the strong verb analyze<\/em> and clarified the expected focus on evaluating alignment between financial decisions and organizational goals.<\/td>\r\n<\/tr>\r\n
    Apply basic financial management tools to evaluate organizational performance and resource use.<\/td>\r\nApply financial management tools and performance measures to assess organizational performance, financial condition, and resource utilization.<\/strong><\/td>\r\nApply<\/strong><\/td>\r\nMaintains the original intent while specifying the types of assessments students will perform, making the outcome more precise and measurable.<\/td>\r\n<\/tr>\r\n
    Interpret financial information to support informed managerial and policy decisions.<\/td>\r\nInterpret and evaluate financial information to formulate evidence-based managerial and policy recommendations.<\/strong><\/td>\r\nEvaluate<\/strong><\/td>\r\nStrengthened the outcome by adding evaluate<\/em> and requiring students to develop recommendations, reflecting advanced undergraduate-level decision-making skills.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nThis table compares the original and revised course learning outcomes for the course, identifies the associated Bloom's Taxonomy level for each revised outcome, and explains the rationale for the revisions.\r\n

    Instructor Evaluation<\/h3>\r\nThe instructor reviews the AI-generated revisions and evaluates whether they accurately reflect the intended scope of the course.\r\n\r\nFor example, the AI revised the first course learning outcome to state that students should explain how budgeting supports organizational effectiveness<\/strong>. While this wording is reasonable, the instructor determines that organizational effectiveness is a broader concept than what is covered in the course. As a result, the instructor revises the outcome to maintain a closer alignment with course content:\r\n\r\nExplain how budgeting and financial management support planning, resource allocation, and accountability in public and nonprofit organizations.\r\n\r\nSimilarly, the AI revised the fifth learning outcome to include performance measures<\/strong>. Because performance measurement and organizational assessment are beyond the scope of this introductory course, the instructor modifies the outcome to remove those references.\r\n\r\nThis review process demonstrates an important principle when using AI for instructional design: AI can suggest improvements, but subject-matter expertise remains essential for determining whether recommendations accurately reflect course goals and content.\r\n

    Step 2: Creating Module Learning Outcomes<\/h2>\r\nAfter finalizing the course learning outcomes, the instructor moves to the next stage of backward design by creating learning outcomes for the first module.\r\n\r\nThe module is titled:\r\n\r\nBudgeting for Public Purpose and Mission-Driven Action<\/strong>\r\n\r\nThe instructor asks AI to generate module-level outcomes that align with the broader course outcomes while remaining appropriately scoped for a single module.\r\n

    Prompt<\/h3>\r\nI am designing the first learning module for this course. The module is titled Budgeting for Public Purpose and Mission-Driven Action. Using the course description and course learning outcomes that I have already shared, create three module learning outcomes for this module that align with one or more of the course learning outcomes and Bloom's Revised Taxonomy. For each module learning outcome, identify the course learning outcome(s) it supports and indicate its Bloom's Revised Taxonomy level. Present your response in a table with the following columns:<\/em>\r\n
      \r\n \t
    1. Module Learning Outcome<\/li>\r\n \t
    2. Course Learning Outcome(s) Supported<\/li>\r\n \t
    3. Bloom's Revised Taxonomy Level<\/li>\r\n \t
    4. Rationale<\/li>\r\n<\/ol>\r\n

      Copilot Output (Only the table is presented here for brevity.)<\/h3>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
      Module Learning Outcome<\/strong><\/td>\r\nCourse Learning Outcome(s) Supported<\/strong><\/td>\r\nBloom's Revised Taxonomy Level<\/strong><\/td>\r\nRationale<\/strong><\/td>\r\n<\/tr>\r\n<\/thead>\r\n
      Explain the role of budgeting and financial management in supporting planning, resource allocation, and accountability within public and nonprofit organizations.<\/strong><\/td>\r\nCLO 1:<\/strong> Explain how budgeting and financial management support planning, resource allocation, and accountability in public and nonprofit organizations.<\/td>\r\nUnderstand<\/strong><\/td>\r\nIntroduces the foundational concepts of budgeting and financial management that students will build upon throughout the course.<\/td>\r\n<\/tr>\r\n
      Compare the purposes, stakeholders, and operating environments of public and nonprofit organizations and explain how these factors influence budgeting practices.<\/strong><\/td>\r\nCLO 2:<\/strong> Compare and contrast budgeting practices in government and nonprofit organizations, highlighting key similarities, differences, and contextual influences.<\/td>\r\nAnalyze<\/strong><\/td>\r\nProvides an early examination of sectoral differences and similarities, helping students understand why budgeting approaches vary across organizational contexts.<\/td>\r\n<\/tr>\r\n
      Analyze how budget decisions and resource allocations reflect organizational mission, public values, and policy priorities in public and nonprofit organizations.<\/strong><\/td>\r\nCLO 4:<\/strong> Analyze the extent to which financial decisions align with organizational mission, public values, and policy priorities in public and nonprofit organizations.<\/td>\r\nAnalyze<\/strong><\/td>\r\nEstablishes one of the central themes of the course: budgeting as a reflection of organizational priorities and public purpose rather than simply a technical financial process.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nThis table shows how three module learning outcomes align with course learning outcomes, Bloom\u2019s Taxonomy levels, and the rationale for their inclusion.\r\n

      Instructor Evaluation<\/h3>\r\nUpon reviewing the generated outcomes, the instructor notices that the first module learning outcome largely duplicates a course learning outcome rather than supporting it. Because module outcomes should be narrower and more specific, the instructor provides a follow-up prompt.\r\n

      Follow-Up Prompt<\/h3>\r\nThe first module learning outcome appears to duplicate, rather than support, the corresponding course learning outcome. Please revise the first module learning outcome so that it focuses on a more specific aspect of the module rather than restating the broader course learning outcome.<\/em>\r\n

      Revised Output (Only the table is presented here for brevity.)<\/h3>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
      Module Learning Outcome<\/strong><\/td>\r\nCourse Learning Outcome(s) Supported<\/strong><\/td>\r\nBloom's Revised Taxonomy Level<\/strong><\/td>\r\nRationale<\/strong><\/td>\r\n<\/tr>\r\n<\/thead>\r\n
      Examine the relationship between organizational mission, public purpose, and budget priorities in public and nonprofit organizations.<\/strong><\/td>\r\nCLO 1:<\/strong> Explain how budgeting and financial management support planning, resource allocation, and accountability in public and nonprofit organizations.\r\nCLO 4:<\/strong> Analyze the extent to which financial decisions align with organizational mission, public values, and policy priorities in public and nonprofit organizations.<\/td>\r\nAnalyze<\/strong><\/td>\r\nIntroduces the foundational concept that budgets are expressions of mission and public purpose. The outcome is narrower than the course outcome and establishes an important conceptual foundation for later analysis of financial decisions.<\/td>\r\n<\/tr>\r\n
      Compare the purposes, stakeholders, and operating environments of public and nonprofit organizations and explain how these factors influence budgeting practices.<\/strong><\/td>\r\nCLO 2:<\/strong> Compare and contrast budgeting practices in government and nonprofit organizations, highlighting key similarities, differences, and contextual influences.<\/td>\r\nAnalyze<\/strong><\/td>\r\nFocuses on the contextual factors that shape budgeting decisions and prepares students to evaluate cross-sector similarities and differences.<\/td>\r\n<\/tr>\r\n
      Analyze how budget decisions and resource allocations reflect organizational mission, public values, and policy priorities in public and nonprofit organizations.<\/strong><\/td>\r\nCLO 4:<\/strong> Analyze the extent to which financial decisions align with organizational mission, public values, and policy priorities in public and nonprofit organizations.<\/td>\r\nAnalyze<\/strong><\/td>\r\nReinforces the central theme of the module by asking students to connect financial choices with the goals and values organizations seek to advance.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nThis revised table shows updated module learning outcomes, their alignment with course learning outcomes, associated Bloom\u2019s Taxonomy levels, and the rationale for their inclusion.\r\n

      Second Evaluation<\/h3>\r\nThe revised output improves the relationship between the module and course outcomes. However, the instructor notices that module learning outcomes one and three overlap substantially in content and intent. To improve the distinction between outcomes, the instructor provides another prompt.\r\n

      Follow-Up Prompt<\/h3>\r\nModule learning outcomes 1 and 3 appear to overlap in content and intent. Please revise them so that each learning outcome addresses a distinct aspect of the module while continuing to support the relevant course learning outcome(s).<\/em>\r\n

      Revised Output <\/strong>(Only the table is presented here for brevity.)<\/h3>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
      Module Learning Outcome<\/strong><\/td>\r\nCourse Learning Outcome(s) Supported<\/strong><\/td>\r\nBloom's Revised Taxonomy Level<\/strong><\/td>\r\nRationale<\/strong><\/td>\r\n<\/tr>\r\n<\/thead>\r\n
      Describe how budgets serve as tools for advancing public purpose and organizational mission in public and nonprofit organizations.<\/strong><\/td>\r\nCLO 1:<\/strong> Explain how budgeting and financial management support planning, resource allocation, and accountability in public and nonprofit organizations.\r\n\r\nCLO 4:<\/strong> Analyze the extent to which financial decisions align with organizational mission, public values, and policy priorities in public and nonprofit organizations.<\/td>\r\nUnderstand<\/strong><\/td>\r\nIntroduces the foundational concept that budgets are not simply financial documents but strategic tools used to advance mission and public purpose. This provides a conceptual foundation for later analysis of budgeting and financial management practices.<\/td>\r\n<\/tr>\r\n
      Compare the purposes, stakeholders, and operating environments of public and nonprofit organizations and explain how these factors influence budgeting practices.<\/strong><\/td>\r\nCLO 2:<\/strong> Compare and contrast budgeting practices in government and nonprofit organizations, highlighting key similarities, differences, and contextual influences.<\/td>\r\nAnalyze<\/strong><\/td>\r\nFocuses on understanding the distinct organizational contexts that shape budgeting decisions and prepares students to examine sector-specific budgeting practices throughout the course.<\/td>\r\n<\/tr>\r\n
      Analyze examples of budget allocations to determine how organizational priorities are reflected in financial decisions.<\/strong><\/td>\r\nCLO 4:<\/strong> Analyze the extent to which financial decisions align with organizational mission, public values, and policy priorities in public and nonprofit organizations.\r\n\r\nCLO 6:<\/strong> Interpret and evaluate financial information to formulate evidence-based managerial and policy recommendations.<\/td>\r\nAnalyze<\/strong><\/td>\r\nEncourages students to move beyond conceptual understanding by examining how priorities and values become visible through actual resource allocation decisions. This serves as an early introduction to financial interpretation and analysis.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nThis revised table shows updated module learning outcomes, their alignment with course learning outcomes, corresponding Bloom\u2019s Taxonomy levels, and the rationale for their inclusion.\r\n

      Final Evaluation<\/h3>\r\nThe instructor reviews the revised outcomes and determines that they now address distinct aspects of the module. The outcomes support different levels of learning, maintain alignment with course outcomes, and establish a logical progression from conceptual understanding to analysis. The instructor accepts these module learning outcomes and proceeds to the next stage of backward design.\r\n\r\nThis iterative process demonstrates how prompting and re-prompting can help instructors refine AI-generated outputs until they achieve the desired level of specificity and alignment.\r\n

      Step 3: Designing Learning Activities<\/h2>\r\nOnce the module learning outcomes are finalized, the instructor asks AI to recommend learning activities that allow students to practice the knowledge and skills identified in the outcomes.\r\n

      Prompt<\/h3>\r\nBased on the module learning outcomes, suggest three learning activities that align with them and support student achievement of the outcomes. For each activity, identify the specific outcome(s) it addresses, and provide a brief explanation of why the activity is appropriate. Present your response in a table with the following columns:<\/em>\r\n
        \r\n \t
      1. Description of Learning Activity<\/li>\r\n \t
      2. Module Learning Outcome(s) Addressed<\/li>\r\n \t
      3. Brief Explanation of Why the Activity Is Appropriate<\/li>\r\n<\/ol>\r\n

        Copilot Output (Only the table is presented here for brevity.)<\/h3>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
        Description of Learning Activity<\/strong><\/td>\r\nModule Learning Outcome(s) Addressed<\/strong><\/td>\r\nBrief Explanation of Why the Activity is Appropriate<\/strong><\/td>\r\n<\/tr>\r\n<\/thead>\r\n
        Mission and Budget Connection Activity:<\/strong> Students review the mission statements and strategic goals of a public organization and a nonprofit organization and identify how those missions could influence budget priorities and resource allocation decisions. Students share their observations in a brief written response or discussion post.<\/td>\r\nMLO 1:<\/strong> Describe how budgets serve as tools for advancing public purpose and organizational mission in public and nonprofit organizations.<\/td>\r\nThis activity helps students establish a foundational understanding of budgeting as a strategic tool for pursuing mission and public purpose. It encourages students to connect organizational goals with financial decision-making early in the module.<\/td>\r\n<\/tr>\r\n
        Public vs. Nonprofit Organization Comparison Activity:<\/strong> Students examine a government agency and a nonprofit organization addressing a similar public issue and complete a comparison chart analyzing stakeholders, accountability mechanisms, organizational goals, and operating environments.<\/td>\r\nMLO 2:<\/strong> Compare the purposes, stakeholders, and operating environments of public and nonprofit organizations and explain how these factors influence budgeting practices.<\/td>\r\nThe structured comparison helps students identify key contextual factors that influence budgeting across sectors. It promotes analytical thinking while providing a clear framework for comparing organizations.<\/td>\r\n<\/tr>\r\n
        Budget Priorities Exploration Activity:<\/strong> Students review a simplified public or nonprofit budget and identify major spending categories, discussing what the allocation of resources suggests about organizational priorities, mission, and values.<\/td>\r\nMLO 3:<\/strong> Analyze examples of budget allocations to determine how organizational priorities are reflected in financial decisions.<\/td>\r\nThis activity introduces students to interpreting budget information in an accessible way. By examining actual budget allocations, students begin developing the analytical skills needed for later modules involving more detailed financial analysis.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nThis table shows the alignment of module learning activities with module learning outcomes and explains how each activity supports student learning and skill development.\r\n

        Instructor Evaluation<\/h3>\r\nThe instructor determines that the suggested activities are well aligned with the module learning outcomes. However, the first activity lacks sufficient detail regarding what students should actually do when examining the relationship between mission and budgeting. Rather than discarding the activity, the instructor uses a follow-up prompt to obtain additional specificity.\r\n

        Re-Prompt<\/h3>\r\nPlease clarify the learning task involved in activity 1. Specifically, explain what students should look for when analyzing how an organization's mission influences budget priorities and resource allocation decisions.<\/em>\r\n

        Excerpt from AI Output<\/h3>\r\nWhat Students Should Look For<\/strong>\r\n\r\nWhen analyzing how an organization's mission influences budget priorities and resource allocation decisions, students should look for evidence that the organization's financial resources are being directed toward activities that advance its stated purpose.\r\n\r\nSpecifically, students should examine:\r\n\r\nThe organization's mission statement<\/strong>\r\n
          \r\n \t
        • What is the organization trying to accomplish?<\/li>\r\n \t
        • Who does it serve?<\/li>\r\n \t
        • What outcomes does it seek to achieve?<\/li>\r\n<\/ul>\r\nMajor budget categories or expenditures<\/strong>\r\n
            \r\n \t
          • Where is most of the money being spent?<\/li>\r\n \t
          • Which programs, services, or activities receive the greatest share of resources?<\/li>\r\n<\/ul>\r\nAlignment between mission and spending<\/strong>\r\n
              \r\n \t
            • Do spending priorities support the organization's stated goals?<\/li>\r\n \t
            • Are financial resources concentrated in areas that directly advance the mission?<\/li>\r\n<\/ul>\r\nPotential trade-offs<\/strong>\r\n
                \r\n \t
              • What priorities appear to receive less funding?<\/li>\r\n \t
              • What does the budget suggest about what the organization values most?<\/li>\r\n<\/ul>\r\n

                Instructor Revision<\/h3>\r\nThe AI-generated guidance provides a set of useful analytical questions that students can use to examine mission-budget alignment. The instructor incorporates these ideas into the activity by creating a structured discussion assignment based on several of the guiding questions.\r\n\r\nIn this example, AI helps expand and clarify an activity, while the instructor determines the final format, level of structure, and grading expectations.\r\n

                Step 4: Designing Module Assessments<\/h2>\r\nThe final stage of backward design is selecting assessments that allow students to demonstrate achievement of the module learning outcomes.\r\n\r\nThe instructor asks AI to recommend assessments aligned with both the learning activities and the module outcomes.\r\n

                Prompt<\/h3>\r\nBased on the module learning outcomes and learning activities, suggest assessment(s) that align with the module design. For each assessment, identify the outcome(s) assessed and explain why the assessment is appropriate. Present your response in a table with the following columns:<\/em>\r\n
                  \r\n \t
                1. Assessment Activity<\/li>\r\n \t
                2. Module Learning Outcome(s) Assessed<\/li>\r\n \t
                3. Rationale for the Assessment<\/li>\r\n<\/ol>\r\n

                  Copilot Output (Only the table is presented here for brevity.)<\/h3>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
                  Assessment Activity<\/strong><\/td>\r\nModule Learning Outcome(s) Assessed<\/strong><\/td>\r\nRationale for the Assessment<\/strong><\/td>\r\n<\/tr>\r\n<\/thead>\r\n
                  Budgeting for Public Purpose Case Analysis<\/strong>\r\n\r\nStudents analyze a public or nonprofit organization using its mission statement, organizational profile, and a simplified budget. In a 2-3 page paper, students explain how the organization's mission influences budget priorities, discuss how stakeholders and organizational context shape budgeting decisions, and analyze how resource allocations reflect organizational priorities.<\/td>\r\nMLO 1:<\/strong> Describe how budgets serve as tools for advancing public purpose and organizational mission in public and nonprofit organizations.\r\n\r\nMLO 2:<\/strong> Compare the purposes, stakeholders, and operating environments of public and nonprofit organizations and explain how these factors influence budgeting practices.\r\n\r\nMLO 3:<\/strong> Analyze examples of budget allocations to determine how organizational priorities are reflected in financial decisions.<\/td>\r\nThis authentic assessment integrates all three module learning outcomes into a single task. Students must apply concepts from the module, interpret budget information, and connect financial decisions to mission, public purpose, and organizational context.<\/td>\r\n<\/tr>\r\n
                  Module 1 Knowledge Check Quiz<\/strong>\r\n\r\nStudents complete a quiz covering key concepts such as public purpose, organizational mission, stakeholder accountability, budgeting terminology, and differences between public and nonprofit organizations.<\/td>\r\nMLO 1<\/strong> and MLO 2<\/strong><\/td>\r\nThis assessment verifies students' understanding of foundational concepts introduced in the module and ensures readiness for more advanced budgeting topics later in the course.<\/td>\r\n<\/tr>\r\n
                  Budget Priorities Reflection Memo<\/strong>\r\n\r\nStudents write a brief professional memo explaining what an organization's budget reveals about its priorities and values, supporting their conclusions with evidence from the budget.<\/td>\r\nMLO 1<\/strong> and MLO 3<\/strong><\/td>\r\nThis assessment requires students to interpret budget information and communicate conclusions in a format commonly used in public and nonprofit organizations.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nThis table shows the alignment of assessment activities with module learning outcomes and provides the rationale for how each assessment evaluates student learning.\r\n

                  Instructor Evaluation<\/h3>\r\nThe instructor reviews the assessment options generated by AI and evaluates their alignment with the module learning outcomes.\r\n\r\nThe instructor determines that the Budgeting for Public Purpose Case Analysis<\/strong> provides the strongest alignment because it requires students to demonstrate all three module learning outcomes within a single authentic task. Students must connect mission and budgeting, consider organizational context, and analyze resource allocation decisions using evidence from a budget. As a result, the instructor selects the case analysis as the primary module assessment.\r\n

                  Key Takeaways<\/h2>\r\nThis example illustrates how AI can support each stage of backward course design, from refining learning outcomes to generating learning activities and assessments. Equally important, it demonstrates that effective use of AI requires ongoing instructor review and decision making.\r\n\r\nThroughout the process, the instructor:\r\n
                    \r\n \t
                  • Evaluated whether AI-generated outcomes matched the intended course scope.<\/li>\r\n \t
                  • Identified concepts that exceeded course expectations.<\/li>\r\n \t
                  • Re-prompted AI when outcomes lacked specificity or alignment.<\/li>\r\n \t
                  • Refined learning activities to better support student learning.<\/li>\r\n \t
                  • Selected assessments based on alignment with learning outcomes.<\/li>\r\n<\/ul>\r\nThe final course design was not created by AI alone. Instead, it emerged through a collaborative process in which AI generated drafts and alternatives, while the instructor applied disciplinary expertise, pedagogical knowledge, and professional judgment to make final decisions. This human-in-the-loop approach reflects a practical model for integrating AI into instructional design while maintaining instructor control over curriculum quality and alignment.","rendered":"

                    The goal of this example is to demonstrate how generative AI can serve as a course design assistant within a backward design process. Backward design begins with identifying the desired learning outcomes and then designing assessments and learning activities that align with those outcomes. Throughout this process, the instructor remains responsible for evaluating AI-generated suggestions, identifying inaccuracies or misalignments, and making revisions as necessary.<\/p>\n

                    Scenario<\/h1>\n

                    An instructor is redesigning an introductory Budgeting and Financial Management course for upper-level undergraduate students. The instructor already has a course description, a set of draft course learning outcomes, and a tentative course schedule. The instructor’s goal is to use AI to assist with developing aligned course components, including refined learning outcomes, module objectives, learning activities, and assessments.<\/p>\n

                    This example illustrates how AI can accelerate course development while keeping the instructor actively involved in reviewing, revising, and approving all outputs.<\/p>\n

                    Step 1: Aligning Existing Course Objectives with Bloom’s Taxonomy and Refining Course Learning Outcomes<\/h2>\n

                    The first step in backward design is ensuring that course learning outcomes clearly communicate what students should be able to do by the end of the course. The instructor wants to verify that existing outcomes use measurable language consistent with Bloom’s Revised Taxonomy and are appropriate for upper-level undergraduate students.<\/p>\n

                    Before providing the course information, the instructor begins by establishing the task and expectations for the AI.<\/p>\n

                    Prompt<\/h3>\n

                    I <\/em>am designing an introductory Budgeting and Financial Management course for upper-level undergraduate students. The course will be delivered in a fully online, asynchronous format. I will provide the course description and six draft course learning outcomes. Review each outcome and revise it to align with Bloom’s Revised Taxonomy, using clear, measurable action verbs. Ensure the revised outcomes are appropriate for upper-level undergraduate learners and preserve the intent of the original outcomes. Present your response in a table with the following columns:<\/em><\/p>\n

                      \n
                    1. Original Learning Outcome<\/li>\n
                    2. Revised Learning Outcome<\/li>\n
                    3. Bloom’s Taxonomy Level<\/li>\n
                    4. Brief Explanation of the Changes Made<\/li>\n<\/ol>\n

                      Wait until I provide the course description and learning outcomes before beginning.<\/em><\/p>\n

                      Microsoft Copilot Output (Only the table is presented here for brevity.)<\/h3>\n\n\n\n\n\n\n\n\n\n\n
                      Original Learning Outcome<\/strong><\/td>\nRevised Learning Outcome<\/strong><\/td>\nBloom’s Taxonomy Level<\/strong><\/td>\nBrief Explanation of the Changes Made<\/strong><\/td>\n<\/tr>\n<\/thead>\n
                      Explain the role of budgeting and financial management in public and nonprofit organizations.<\/td>\nExplain how budgeting and financial management support planning, resource allocation, accountability, and organizational effectiveness in public and nonprofit organizations.<\/strong><\/td>\nUnderstand<\/strong><\/td>\nRetained the measurable verb explain<\/em> and added specific functions of budgeting and financial management to clarify what students should be able to demonstrate.<\/td>\n<\/tr>\n
                      Identify similarities and differences in budgeting practices across government and nonprofit sectors.<\/td>\nCompare and contrast budgeting practices in government and nonprofit organizations, highlighting key similarities, differences, and contextual influences.<\/strong><\/td>\nAnalyze<\/strong><\/td>\nReplaced identify<\/em> with compare and contrast<\/em>, a higher-level cognitive skill more appropriate for upper-level undergraduates and consistent with cross-sector analysis.<\/td>\n<\/tr>\n
                      Understand key budget formats, revenue sources, and expenditure categories.<\/td>\nDifferentiate among major budget formats, revenue sources, and expenditure categories used in public and nonprofit organizations.<\/strong><\/td>\nAnalyze<\/strong><\/td>\nReplaced the unmeasurable verb understand<\/em> with differentiate<\/em>, which allows students to demonstrate their ability to distinguish among important financial concepts.<\/td>\n<\/tr>\n
                      Analyze how financial decisions reflect organizational mission, public values, and policy priorities.<\/td>\nAnalyze the extent to which financial decisions align with organizational mission, public values, and policy priorities in public and nonprofit organizations.<\/strong><\/td>\nAnalyze<\/strong><\/td>\nRetained the strong verb analyze<\/em> and clarified the expected focus on evaluating alignment between financial decisions and organizational goals.<\/td>\n<\/tr>\n
                      Apply basic financial management tools to evaluate organizational performance and resource use.<\/td>\nApply financial management tools and performance measures to assess organizational performance, financial condition, and resource utilization.<\/strong><\/td>\nApply<\/strong><\/td>\nMaintains the original intent while specifying the types of assessments students will perform, making the outcome more precise and measurable.<\/td>\n<\/tr>\n
                      Interpret financial information to support informed managerial and policy decisions.<\/td>\nInterpret and evaluate financial information to formulate evidence-based managerial and policy recommendations.<\/strong><\/td>\nEvaluate<\/strong><\/td>\nStrengthened the outcome by adding evaluate<\/em> and requiring students to develop recommendations, reflecting advanced undergraduate-level decision-making skills.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                      This table compares the original and revised course learning outcomes for the course, identifies the associated Bloom’s Taxonomy level for each revised outcome, and explains the rationale for the revisions.<\/p>\n

                      Instructor Evaluation<\/h3>\n

                      The instructor reviews the AI-generated revisions and evaluates whether they accurately reflect the intended scope of the course.<\/p>\n

                      For example, the AI revised the first course learning outcome to state that students should explain how budgeting supports organizational effectiveness<\/strong>. While this wording is reasonable, the instructor determines that organizational effectiveness is a broader concept than what is covered in the course. As a result, the instructor revises the outcome to maintain a closer alignment with course content:<\/p>\n

                      Explain how budgeting and financial management support planning, resource allocation, and accountability in public and nonprofit organizations.<\/p>\n

                      Similarly, the AI revised the fifth learning outcome to include performance measures<\/strong>. Because performance measurement and organizational assessment are beyond the scope of this introductory course, the instructor modifies the outcome to remove those references.<\/p>\n

                      This review process demonstrates an important principle when using AI for instructional design: AI can suggest improvements, but subject-matter expertise remains essential for determining whether recommendations accurately reflect course goals and content.<\/p>\n

                      Step 2: Creating Module Learning Outcomes<\/h2>\n

                      After finalizing the course learning outcomes, the instructor moves to the next stage of backward design by creating learning outcomes for the first module.<\/p>\n

                      The module is titled:<\/p>\n

                      Budgeting for Public Purpose and Mission-Driven Action<\/strong><\/p>\n

                      The instructor asks AI to generate module-level outcomes that align with the broader course outcomes while remaining appropriately scoped for a single module.<\/p>\n

                      Prompt<\/h3>\n

                      I am designing the first learning module for this course. The module is titled Budgeting for Public Purpose and Mission-Driven Action. Using the course description and course learning outcomes that I have already shared, create three module learning outcomes for this module that align with one or more of the course learning outcomes and Bloom’s Revised Taxonomy. For each module learning outcome, identify the course learning outcome(s) it supports and indicate its Bloom’s Revised Taxonomy level. Present your response in a table with the following columns:<\/em><\/p>\n

                        \n
                      1. Module Learning Outcome<\/li>\n
                      2. Course Learning Outcome(s) Supported<\/li>\n
                      3. Bloom’s Revised Taxonomy Level<\/li>\n
                      4. Rationale<\/li>\n<\/ol>\n

                        Copilot Output (Only the table is presented here for brevity.)<\/h3>\n\n\n\n\n\n\n\n
                        Module Learning Outcome<\/strong><\/td>\nCourse Learning Outcome(s) Supported<\/strong><\/td>\nBloom’s Revised Taxonomy Level<\/strong><\/td>\nRationale<\/strong><\/td>\n<\/tr>\n<\/thead>\n
                        Explain the role of budgeting and financial management in supporting planning, resource allocation, and accountability within public and nonprofit organizations.<\/strong><\/td>\nCLO 1:<\/strong> Explain how budgeting and financial management support planning, resource allocation, and accountability in public and nonprofit organizations.<\/td>\nUnderstand<\/strong><\/td>\nIntroduces the foundational concepts of budgeting and financial management that students will build upon throughout the course.<\/td>\n<\/tr>\n
                        Compare the purposes, stakeholders, and operating environments of public and nonprofit organizations and explain how these factors influence budgeting practices.<\/strong><\/td>\nCLO 2:<\/strong> Compare and contrast budgeting practices in government and nonprofit organizations, highlighting key similarities, differences, and contextual influences.<\/td>\nAnalyze<\/strong><\/td>\nProvides an early examination of sectoral differences and similarities, helping students understand why budgeting approaches vary across organizational contexts.<\/td>\n<\/tr>\n
                        Analyze how budget decisions and resource allocations reflect organizational mission, public values, and policy priorities in public and nonprofit organizations.<\/strong><\/td>\nCLO 4:<\/strong> Analyze the extent to which financial decisions align with organizational mission, public values, and policy priorities in public and nonprofit organizations.<\/td>\nAnalyze<\/strong><\/td>\nEstablishes one of the central themes of the course: budgeting as a reflection of organizational priorities and public purpose rather than simply a technical financial process.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                        This table shows how three module learning outcomes align with course learning outcomes, Bloom\u2019s Taxonomy levels, and the rationale for their inclusion.<\/p>\n

                        Instructor Evaluation<\/h3>\n

                        Upon reviewing the generated outcomes, the instructor notices that the first module learning outcome largely duplicates a course learning outcome rather than supporting it. Because module outcomes should be narrower and more specific, the instructor provides a follow-up prompt.<\/p>\n

                        Follow-Up Prompt<\/h3>\n

                        The first module learning outcome appears to duplicate, rather than support, the corresponding course learning outcome. Please revise the first module learning outcome so that it focuses on a more specific aspect of the module rather than restating the broader course learning outcome.<\/em><\/p>\n

                        Revised Output (Only the table is presented here for brevity.)<\/h3>\n\n\n\n\n\n\n\n
                        Module Learning Outcome<\/strong><\/td>\nCourse Learning Outcome(s) Supported<\/strong><\/td>\nBloom’s Revised Taxonomy Level<\/strong><\/td>\nRationale<\/strong><\/td>\n<\/tr>\n<\/thead>\n
                        Examine the relationship between organizational mission, public purpose, and budget priorities in public and nonprofit organizations.<\/strong><\/td>\nCLO 1:<\/strong> Explain how budgeting and financial management support planning, resource allocation, and accountability in public and nonprofit organizations.
                        \nCLO 4:<\/strong> Analyze the extent to which financial decisions align with organizational mission, public values, and policy priorities in public and nonprofit organizations.<\/td>\n                        		Analyze<\/strong><\/td>\nIntroduces the foundational concept that budgets are expressions of mission and public purpose. The outcome is narrower than the course outcome and establishes an important conceptual foundation for later analysis of financial decisions.<\/td>\n<\/tr>\n
                        Compare the purposes, stakeholders, and operating environments of public and nonprofit organizations and explain how these factors influence budgeting practices.<\/strong><\/td>\nCLO 2:<\/strong> Compare and contrast budgeting practices in government and nonprofit organizations, highlighting key similarities, differences, and contextual influences.<\/td>\nAnalyze<\/strong><\/td>\nFocuses on the contextual factors that shape budgeting decisions and prepares students to evaluate cross-sector similarities and differences.<\/td>\n<\/tr>\n
                        Analyze how budget decisions and resource allocations reflect organizational mission, public values, and policy priorities in public and nonprofit organizations.<\/strong><\/td>\nCLO 4:<\/strong> Analyze the extent to which financial decisions align with organizational mission, public values, and policy priorities in public and nonprofit organizations.<\/td>\nAnalyze<\/strong><\/td>\nReinforces the central theme of the module by asking students to connect financial choices with the goals and values organizations seek to advance.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                        This revised table shows updated module learning outcomes, their alignment with course learning outcomes, associated Bloom\u2019s Taxonomy levels, and the rationale for their inclusion.<\/p>\n

                        Second Evaluation<\/h3>\n

                        The revised output improves the relationship between the module and course outcomes. However, the instructor notices that module learning outcomes one and three overlap substantially in content and intent. To improve the distinction between outcomes, the instructor provides another prompt.<\/p>\n

                        Follow-Up Prompt<\/h3>\n

                        Module learning outcomes 1 and 3 appear to overlap in content and intent. Please revise them so that each learning outcome addresses a distinct aspect of the module while continuing to support the relevant course learning outcome(s).<\/em><\/p>\n

                        Revised Output <\/strong>(Only the table is presented here for brevity.)<\/h3>\n\n\n\n\n\n\n\n
                        Module Learning Outcome<\/strong><\/td>\nCourse Learning Outcome(s) Supported<\/strong><\/td>\nBloom’s Revised Taxonomy Level<\/strong><\/td>\nRationale<\/strong><\/td>\n<\/tr>\n<\/thead>\n
                        Describe how budgets serve as tools for advancing public purpose and organizational mission in public and nonprofit organizations.<\/strong><\/td>\nCLO 1:<\/strong> Explain how budgeting and financial management support planning, resource allocation, and accountability in public and nonprofit organizations.<\/p>\n

                        CLO 4:<\/strong> Analyze the extent to which financial decisions align with organizational mission, public values, and policy priorities in public and nonprofit organizations.<\/td>\n

                        		Understand<\/strong><\/td>\nIntroduces the foundational concept that budgets are not simply financial documents but strategic tools used to advance mission and public purpose. This provides a conceptual foundation for later analysis of budgeting and financial management practices.<\/td>\n<\/tr>\n
                        Compare the purposes, stakeholders, and operating environments of public and nonprofit organizations and explain how these factors influence budgeting practices.<\/strong><\/td>\nCLO 2:<\/strong> Compare and contrast budgeting practices in government and nonprofit organizations, highlighting key similarities, differences, and contextual influences.<\/td>\nAnalyze<\/strong><\/td>\nFocuses on understanding the distinct organizational contexts that shape budgeting decisions and prepares students to examine sector-specific budgeting practices throughout the course.<\/td>\n<\/tr>\n
                        Analyze examples of budget allocations to determine how organizational priorities are reflected in financial decisions.<\/strong><\/td>\nCLO 4:<\/strong> Analyze the extent to which financial decisions align with organizational mission, public values, and policy priorities in public and nonprofit organizations.<\/p>\n

                        CLO 6:<\/strong> Interpret and evaluate financial information to formulate evidence-based managerial and policy recommendations.<\/td>\n

                        		Analyze<\/strong><\/td>\nEncourages students to move beyond conceptual understanding by examining how priorities and values become visible through actual resource allocation decisions. This serves as an early introduction to financial interpretation and analysis.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                        This revised table shows updated module learning outcomes, their alignment with course learning outcomes, corresponding Bloom\u2019s Taxonomy levels, and the rationale for their inclusion.<\/p>\n

                        Final Evaluation<\/h3>\n

                        The instructor reviews the revised outcomes and determines that they now address distinct aspects of the module. The outcomes support different levels of learning, maintain alignment with course outcomes, and establish a logical progression from conceptual understanding to analysis. The instructor accepts these module learning outcomes and proceeds to the next stage of backward design.<\/p>\n

                        This iterative process demonstrates how prompting and re-prompting can help instructors refine AI-generated outputs until they achieve the desired level of specificity and alignment.<\/p>\n

                        Step 3: Designing Learning Activities<\/h2>\n

                        Once the module learning outcomes are finalized, the instructor asks AI to recommend learning activities that allow students to practice the knowledge and skills identified in the outcomes.<\/p>\n

                        Prompt<\/h3>\n

                        Based on the module learning outcomes, suggest three learning activities that align with them and support student achievement of the outcomes. For each activity, identify the specific outcome(s) it addresses, and provide a brief explanation of why the activity is appropriate. Present your response in a table with the following columns:<\/em><\/p>\n

                          \n
                        1. Description of Learning Activity<\/li>\n
                        2. Module Learning Outcome(s) Addressed<\/li>\n
                        3. Brief Explanation of Why the Activity Is Appropriate<\/li>\n<\/ol>\n

                          Copilot Output (Only the table is presented here for brevity.)<\/h3>\n\n\n\n\n\n\n\n
                          Description of Learning Activity<\/strong><\/td>\nModule Learning Outcome(s) Addressed<\/strong><\/td>\nBrief Explanation of Why the Activity is Appropriate<\/strong><\/td>\n<\/tr>\n<\/thead>\n
                          Mission and Budget Connection Activity:<\/strong> Students review the mission statements and strategic goals of a public organization and a nonprofit organization and identify how those missions could influence budget priorities and resource allocation decisions. Students share their observations in a brief written response or discussion post.<\/td>\nMLO 1:<\/strong> Describe how budgets serve as tools for advancing public purpose and organizational mission in public and nonprofit organizations.<\/td>\nThis activity helps students establish a foundational understanding of budgeting as a strategic tool for pursuing mission and public purpose. It encourages students to connect organizational goals with financial decision-making early in the module.<\/td>\n<\/tr>\n
                          Public vs. Nonprofit Organization Comparison Activity:<\/strong> Students examine a government agency and a nonprofit organization addressing a similar public issue and complete a comparison chart analyzing stakeholders, accountability mechanisms, organizational goals, and operating environments.<\/td>\nMLO 2:<\/strong> Compare the purposes, stakeholders, and operating environments of public and nonprofit organizations and explain how these factors influence budgeting practices.<\/td>\nThe structured comparison helps students identify key contextual factors that influence budgeting across sectors. It promotes analytical thinking while providing a clear framework for comparing organizations.<\/td>\n<\/tr>\n
                          Budget Priorities Exploration Activity:<\/strong> Students review a simplified public or nonprofit budget and identify major spending categories, discussing what the allocation of resources suggests about organizational priorities, mission, and values.<\/td>\nMLO 3:<\/strong> Analyze examples of budget allocations to determine how organizational priorities are reflected in financial decisions.<\/td>\nThis activity introduces students to interpreting budget information in an accessible way. By examining actual budget allocations, students begin developing the analytical skills needed for later modules involving more detailed financial analysis.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                          This table shows the alignment of module learning activities with module learning outcomes and explains how each activity supports student learning and skill development.<\/p>\n

                          Instructor Evaluation<\/h3>\n

                          The instructor determines that the suggested activities are well aligned with the module learning outcomes. However, the first activity lacks sufficient detail regarding what students should actually do when examining the relationship between mission and budgeting. Rather than discarding the activity, the instructor uses a follow-up prompt to obtain additional specificity.<\/p>\n

                          Re-Prompt<\/h3>\n

                          Please clarify the learning task involved in activity 1. Specifically, explain what students should look for when analyzing how an organization’s mission influences budget priorities and resource allocation decisions.<\/em><\/p>\n

                          Excerpt from AI Output<\/h3>\n

                          What Students Should Look For<\/strong><\/p>\n

                          When analyzing how an organization’s mission influences budget priorities and resource allocation decisions, students should look for evidence that the organization’s financial resources are being directed toward activities that advance its stated purpose.<\/p>\n

                          Specifically, students should examine:<\/p>\n

                          The organization’s mission statement<\/strong><\/p>\n

                            \n
                          • What is the organization trying to accomplish?<\/li>\n
                          • Who does it serve?<\/li>\n
                          • What outcomes does it seek to achieve?<\/li>\n<\/ul>\n

                            Major budget categories or expenditures<\/strong><\/p>\n

                              \n
                            • Where is most of the money being spent?<\/li>\n
                            • Which programs, services, or activities receive the greatest share of resources?<\/li>\n<\/ul>\n

                              Alignment between mission and spending<\/strong><\/p>\n

                                \n
                              • Do spending priorities support the organization’s stated goals?<\/li>\n
                              • Are financial resources concentrated in areas that directly advance the mission?<\/li>\n<\/ul>\n

                                Potential trade-offs<\/strong><\/p>\n

                                  \n
                                • What priorities appear to receive less funding?<\/li>\n
                                • What does the budget suggest about what the organization values most?<\/li>\n<\/ul>\n

                                  Instructor Revision<\/h3>\n

                                  The AI-generated guidance provides a set of useful analytical questions that students can use to examine mission-budget alignment. The instructor incorporates these ideas into the activity by creating a structured discussion assignment based on several of the guiding questions.<\/p>\n

                                  In this example, AI helps expand and clarify an activity, while the instructor determines the final format, level of structure, and grading expectations.<\/p>\n

                                  Step 4: Designing Module Assessments<\/h2>\n

                                  The final stage of backward design is selecting assessments that allow students to demonstrate achievement of the module learning outcomes.<\/p>\n

                                  The instructor asks AI to recommend assessments aligned with both the learning activities and the module outcomes.<\/p>\n

                                  Prompt<\/h3>\n

                                  Based on the module learning outcomes and learning activities, suggest assessment(s) that align with the module design. For each assessment, identify the outcome(s) assessed and explain why the assessment is appropriate. Present your response in a table with the following columns:<\/em><\/p>\n

                                    \n
                                  1. Assessment Activity<\/li>\n
                                  2. Module Learning Outcome(s) Assessed<\/li>\n
                                  3. Rationale for the Assessment<\/li>\n<\/ol>\n

                                    Copilot Output (Only the table is presented here for brevity.)<\/h3>\n\n\n\n\n\n\n\n
                                    Assessment Activity<\/strong><\/td>\nModule Learning Outcome(s) Assessed<\/strong><\/td>\nRationale for the Assessment<\/strong><\/td>\n<\/tr>\n<\/thead>\n
                                    Budgeting for Public Purpose Case Analysis<\/strong><\/p>\n

                                    Students analyze a public or nonprofit organization using its mission statement, organizational profile, and a simplified budget. In a 2-3 page paper, students explain how the organization’s mission influences budget priorities, discuss how stakeholders and organizational context shape budgeting decisions, and analyze how resource allocations reflect organizational priorities.<\/td>\n

                                    		MLO 1:<\/strong> Describe how budgets serve as tools for advancing public purpose and organizational mission in public and nonprofit organizations.<\/p>\n

                                    MLO 2:<\/strong> Compare the purposes, stakeholders, and operating environments of public and nonprofit organizations and explain how these factors influence budgeting practices.<\/p>\n

                                    MLO 3:<\/strong> Analyze examples of budget allocations to determine how organizational priorities are reflected in financial decisions.<\/td>\n

                                    		This authentic assessment integrates all three module learning outcomes into a single task. Students must apply concepts from the module, interpret budget information, and connect financial decisions to mission, public purpose, and organizational context.<\/td>\n<\/tr>\n
                                    Module 1 Knowledge Check Quiz<\/strong><\/p>\n

                                    Students complete a quiz covering key concepts such as public purpose, organizational mission, stakeholder accountability, budgeting terminology, and differences between public and nonprofit organizations.<\/td>\n

                                    		MLO 1<\/strong> and MLO 2<\/strong><\/td>\nThis assessment verifies students’ understanding of foundational concepts introduced in the module and ensures readiness for more advanced budgeting topics later in the course.<\/td>\n<\/tr>\n
                                    Budget Priorities Reflection Memo<\/strong><\/p>\n

                                    Students write a brief professional memo explaining what an organization’s budget reveals about its priorities and values, supporting their conclusions with evidence from the budget.<\/td>\n

                                    		MLO 1<\/strong> and MLO 3<\/strong><\/td>\nThis assessment requires students to interpret budget information and communicate conclusions in a format commonly used in public and nonprofit organizations.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                                    This table shows the alignment of assessment activities with module learning outcomes and provides the rationale for how each assessment evaluates student learning.<\/p>\n

                                    Instructor Evaluation<\/h3>\n

                                    The instructor reviews the assessment options generated by AI and evaluates their alignment with the module learning outcomes.<\/p>\n

                                    The instructor determines that the Budgeting for Public Purpose Case Analysis<\/strong> provides the strongest alignment because it requires students to demonstrate all three module learning outcomes within a single authentic task. Students must connect mission and budgeting, consider organizational context, and analyze resource allocation decisions using evidence from a budget. As a result, the instructor selects the case analysis as the primary module assessment.<\/p>\n

                                    Key Takeaways<\/h2>\n

                                    This example illustrates how AI can support each stage of backward course design, from refining learning outcomes to generating learning activities and assessments. Equally important, it demonstrates that effective use of AI requires ongoing instructor review and decision making.<\/p>\n

                                    Throughout the process, the instructor:<\/p>\n

                                      \n
                                    • Evaluated whether AI-generated outcomes matched the intended course scope.<\/li>\n
                                    • Identified concepts that exceeded course expectations.<\/li>\n
                                    • Re-prompted AI when outcomes lacked specificity or alignment.<\/li>\n
                                    • Refined learning activities to better support student learning.<\/li>\n
                                    • Selected assessments based on alignment with learning outcomes.<\/li>\n<\/ul>\n

                                      The final course design was not created by AI alone. Instead, it emerged through a collaborative process in which AI generated drafts and alternatives, while the instructor applied disciplinary expertise, pedagogical knowledge, and professional judgment to make final decisions. This human-in-the-loop approach reflects a practical model for integrating AI into instructional design while maintaining instructor control over curriculum quality and alignment.<\/p>\n","protected":false},"author":3,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["vprentice"],"pb_section_license":""},"chapter-type":[],"contributor":[69],"license":[],"class_list":["post-123","chapter","type-chapter","status-publish","hentry","contributor-vprentice"],"part":110,"_links":{"self":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/usingaiinacademics\/wp-json\/pressbooks\/v2\/chapters\/123","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/usingaiinacademics\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/usingaiinacademics\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/usingaiinacademics\/wp-json\/wp\/v2\/users\/3"}],"version-history":[{"count":8,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/usingaiinacademics\/wp-json\/pressbooks\/v2\/chapters\/123\/revisions"}],"predecessor-version":[{"id":270,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/usingaiinacademics\/wp-json\/pressbooks\/v2\/chapters\/123\/revisions\/270"}],"part":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/usingaiinacademics\/wp-json\/pressbooks\/v2\/parts\/110"}],"metadata":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/usingaiinacademics\/wp-json\/pressbooks\/v2\/chapters\/123\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/usingaiinacademics\/wp-json\/wp\/v2\/media?parent=123"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/usingaiinacademics\/wp-json\/pressbooks\/v2\/chapter-type?post=123"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/usingaiinacademics\/wp-json\/wp\/v2\/contributor?post=123"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/usingaiinacademics\/wp-json\/wp\/v2\/license?post=123"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}