Abstract
The author describes one method by which to co-construct a course, or even a portion of a course, with family therapy graduate students. She integrates Fink’s (2003) taxonomy of adult learning with Weimer’s (2002) learner-centered course construction process. The author focuses on the process of learning, managing students’ interests, and choosing course content and order so as to align with students’ growth edges. She finishes with co-designing assignments and grading rubrics and a brief discussion of student learning objectives and faculty teaching goals.