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Workshop Topic Detail

Designing Your Online Career Readiness Course: How to Implement Design Thinking


Providing meaningfully designed, career-relevant activities can deepen and enhance students’ understanding of course concepts and careers. Participants in this workshop learn how to apply the principles of design thinking to online course design in a way that engages students in career exploration. Participants also learn how to incorporate career-relevant learning outcomes and activities that equip students with a career readiness mindset for future learning and work.

By the end of this workshop, participants know or be able to:

    • Describe design thinking.
    • Identify the five phases of design thinking.
    • Demonstrate how to apply design thinking as a framework for course design.
    • Select appropriate career-relevant outcomes and activities that support student learning.

Plans for Audience Participation and Interaction:

Small group discussions and activities that involve applying the principles of design thinking to course design. Hands-on exercises involving practical strategies for implementing career-relevant learning outcomes and activities in the classroom.


Facilitator Photo

Dr. Marian Moore has a wealth of experience in higher education. Over her career, she has worked in a variety of roles, including instructional design, faculty development, career development, teaching, and workforce development. Her mission is to promote quality learning and instructional design practices. Currently, Dr. Moore is an instructional designer at Austin Community College. As an educator and strong champion of lifelong learning, Dr. Moore strives to improve the quality of teaching and learning by creating an environment that strengthens the learning process and encourages innovation in the classroom. Dr. Moore earned a Ph.D. in adult and higher education with a focus on community college leadership at Oregon State University, where her research centered on the career development needs and factors associated with job satisfaction among foreign-born faculty members at community colleges.