Three objectives were added to Spanish 370, Latin American Culture and Civilization. These additional objectives exemplify the transformation from generic objective to disciplinary objective:
The following activities and assignments from Spanish 370 exemplify the linkage of adaptable writing activities and the Bloom objectives that they delivered:
The disciplines of the instructors adding both objectives and their recommended activities were Spanish, Sports Administration, Computer Science, and Women's Studies.
Sports Administration 384, Current Trends and Issues in Sports Administration increased the number course objectives from 11 to 29. In order to meet the new objectives, the instructor increased the number of reaction papers from five to six and the number of written tests from two to three. The new objectives required students to show in writing the following outcomes that reflected concepts discussed in the seminar:
The Computer Science CECS 364, Ethics, Social and Legal Aspects on the Electronic Frontier syllabus contained only an overview of course topics that lacked course objectives. After the seminar, the instructor added objectives related to mastery of course content:
The most significant addition to the CECS 364 writing activities was the scaffolding for the research paper. The previous syllabus described the major as assignment as follows: "Students will be required to submit one paper (8-10 double spaced pages)." The instructor revised the syllabus to meet new course objectives with these activities that emphasizes process-based writing: 1) title page, references/bibliography, outline submitted to class members for blind peer review, and 2) draft outline submitted to class members for blind peer review (10-12 pages exclusive of the front and back matter). The instructor now required students to practice process writing instead of assigning the one "blockbuster" writing assignment.
As with the Computer Science syllabus, objectives were added to the syllabus for Pan-African Studies 356, Disease Ecology and Environment Management in Africa. Formerly, course expectations were described under the heading Course Description and some general goals. Now, with the objectives clearly stated, by adding a graded portfolio with reflections, notes and rough drafts, the instructor assessed how well the students mastered the content. The midterm and final tests were dropped and more weight was placed on the research paper (raised from 25 percent to 30 percent), class participation and attendance (raised from 10 percent to 20 percent), critique of an article (10 percent) and two paper reviews (10 percent). The new requirement had students show their familiarity, knowledge and "understanding" of the course objectives.