This graphical image of the course content for EAC 582: Organization and Operation of Training and Development Programs uses a puzzle metaphor. As the graphic suggests, all four content areas are pieces of the 'puzzle' for doing HRD. And like a puzzle, each individual piece contributes towards the big picture. The big picture, in this metaphor, is the value that HRD professionals can help create through practice. There are two potential problems we encounter when we piece together a puzzle. First, we may not be able to locate the right piece. In this analogy, missing any piece will necessarily diminish the potential that the big picture will be visible to others. In this analogy, 'visibility' is equated with relevant, timely, and effective HRD interventions. The second problem with piecing together a puzzle is making solid connections between the individual pieces. In this analogy, weak connections between the pieces may expose gaps, which will further impede the ability of others to see the big picture.
Of course, the modules will culminate with extensive work on HRD practice and will present one tool that you will be able to use to 'do' HRD in 21 st Century organizations. It is expected that you will be able to integrate all the content areas into the practice component of the course. If there is one main goal of the course, this would be it. You should strive to connect the content areas to each other, rather than thinking of them as distinct areas. The course provides many opportunities for you to do this, and successful learners will be able to effectively communicate (through postings, papers, or assignments) their understanding of how self, research, and practice combine to be able to serve 21st century organizations.

Dede Nelson (Instructional Designer):
"This award validates the collaborative approach to course development that has evolved over the past three years within our program. In this iterative development process of shared expertise, the development partners welcome the opportunity to learn from one another. Throughout the process the student is always the focus of these efforts and the end result has been a robust learning environment. We have been fortunate to have a program director that understands this approach and has been willing to help provide the necessary resources to make this work."
Kim Duckett (Distance Librarian):
"Achieving this award validates the power of collaboration among faculty, instructional designers, librarians, and other instructional support staff."
Julia Storberg-Walker (Faculty)
"Reviewing past year's comments from Greenhouse reviewers was most beneficial. The comments were clear, helpful, and were written by experts in the field. So each year we were able to tweak and change and amend, and finally we won! I am most pleased that the award recognizes the talents of Dede Nelson, our Instructional Designer. Her attention to detail and dedication to quality work is unsurpassed."
Sophia Stone (Graduate Assistant):
"Participating in the Blackboard Exemplary Course Program has been an exceptional experience for me, as a doctoral student with future aspirations of teaching in an online environment. Working with the faculty, the instructional designer, and the distance education librarian has given me a unique opportunity to understand online learning from these various perspectives."
Diane Chapman (Program Director):
"Going through the application process really helped us to take a step back and review our courses based on industry standards and through perspectives other than our own. As a result, all of our courses benefit because the innovations and practices in the winning course have been incorporated throughout our program. Winning this award also recognizes that each of our team members bring needed skills. Without any one of them, the course would not have achieved its quality level."