Setting goals over and above the objectives seems to make sense. The objectives are more technically-minded while the goals are what the students will care about in terms of starting their career.

I'm always afraid of appearing unprofessional, but I feel reassured now that I am actually setting the example of how to dress when working with certain equipment. If it's dangerous to wear too many layers, have my hair down, or have too loose clothing when working, then I am showing my students that it's okay to dress that way in the production environment.

Reply to Mel Henderson's post: I am with you;that distinction is quite helpful. I see how I can adapt some of my projects into a project-based learning experience to help the students take ownership and feel successful.

I started using a course map this semester, and it has helped tremendously. After this lesson, I realize that it’s okay, and encouraged, to revise the document each year. I have new things I want to add to my template, too.

The different ideas for assessments and how students progress through them was insightful.

I have always preached employability skills, but I have not been super great at assessing them. These rubric examples are great!