Chelsea Borsack's Portfolio Page


Navigation links: ETAP 623 Fall 2023 | Sample Student's Mini-course title

About Me


Hello and welcome to my portfolio page! I am a first-year graduate student pursuing a master’s degree in Curriculum Development & Instructional Technology.

I am a practicing dental hygienist (RDH) and have a Bachelor of Science degree in psychology from Wagner College. I previously worked in child welfare as a Child Protective Specialist (CPS) in New York City. My goal is to become a clinical instructor and professor in the program I graduated from at Farmingdale State College.

My Topic and Purpose

This mini course is centered around a concept that I believe is invaluable in healthcare: cultural competence. One of the most concerning topics covered during my dental hygiene program was the widespread nature of health inequities, or "systematic differences in the health status of different population groups" (World Health Organization [WHO], 2018). A major contributing factor to health inequity is cultural incompetence among healthcare providers. A shift is required from a universal approach to a culturally sensitive approach of providing healthcare. It is my hope that my mini-course will help promote this shift.

Scope of Learning Outcomes and Content


Upon completion of this course, participants will be able to:

  • Define important terms related to cultural competence and the provision of culturally sensitive healthcare
  • Assess their current level of cultural competence, identify their implicit biases, and determine where they lie on the Cultural Competence Continuum
  • Relate cultural competence to their current healthcare practice to reduce health inequities among their patients

The content in this course can also be adapted for use by educators to reduce achievement gaps by providing culturally sensitive instruction to diverse student bodies.

Needs Assessment

(MOD 5) Report findings from your needs analysis to clarify the gap of knowledge/skills that exists related to your mini-course topic. See the chapter of Shambaugh & Magliaro (1997) Needs Assessment provided in Mod 5. You may use a literature review or/and survey to inform your analysis of the current reality, the "ideal," and the gap in between.

You may use the following subheadings to organize your report in this section (feel free to adjust as you need).

  • The educational problem or opportunity
  • The learners/participants involved (be brief here; more detailed analysis to be added in the following section)
  • Analysis of gaps in term of know vs. need to know (reality vs. ideal)
  • Existing efforts to address this gap
  • Intent statement: how will this mini-course help your participants address their needs?

Analysis of the Learner and Context

(MOD 5) Write here your more detailed analysis of your learner and the context in which they will learn using this mini-course. Who are the participants (learners)? Prior personal/cultural experiences, knowledge and skills, or interests they have? In what settings will they use this mini-course to learn? How much time will they spend? What resources will they need?

Performance-Based Objectives

(MOD 6) Define course-level target objective (not the learning units yet). The objectives need to describe what the learner will be able to perform/do as the result of learning with this course. Consider the important learning gains and consider how the participants may demonstrate it or use it to do something authentic. Communicate the objectives using clear, performance-based terms, such as:

After completing this mini-course, learners will be able to:

  • ...

Task and Content Analysis

(MOD 7-8) For each course-level target objective, consider 1) what the participants need to know in order to achieve this objective (e.g. the prerequisites that enable or support the objective); 2) what specific learning content and activities may address the prerequisites and target objectives. Then consider how the learning contents and activities will be organized into a process of learning through several learning units (e.g. 3-5). See example Task Analysis).

Curriculum Map

(MOD 7-8) Upload a visual map to show the sequence of learning units, each with its own objectives and activities. The units should work coherently to support the achievement of the ultimate objectives of the whole mini-course. Use this map to guide the creation of the actual learning units while adapting it when needed. The key idea is to fine-tune the objective-content/process-assessment alignment.

References and Resources

World Health Organization. (2018). Health inequities and their causes.