Writing a course description
Good course descriptions briefly state both the problem and the solution you’ll be covering, and clearly connect with the course title and learning objectives. Any statements of fact should be supported by literature that is cited and referenced in the workshop. Descriptions should be one paragraph in length.
Creating learning objectives
Good learning objectives are observable (so, no “learn” or “understand” actions, as these are internal) and measurable (which often means putting a number in them). Instead of “Learn about making tacos” or “Understand how to make tacos” as a learning objective, try “Make at least three kinds of tacos.” Look online for Bloom’s taxonomy to get a good sense of action words to use for various levels of learning and application.
For courses offering continuing education credit, presenters must be able to demonstrate expertise in the subject area. This can be demonstrated a number of ways, including (but not limited to) extensive clinical and training history in the subject (demonstrably beyond that of the average practitioner); degrees and certifications; publications; presentations; advocacy; and other means.