Design Process

This phase involves planning the learning experience. The goal is to create a course map where the learning outcomes align with learning activities and assessments.

A recent analysis of Yale’s Online Course Evaluations revealed that high ratings for a course’s “organization to facilitate learning” are a strong predictor of high overall course ratings. Additionally, the Wabash National Study of Liberal Arts Education found that clear course structure and teaching clarity motivates students, improves their persistence, raises their performance and grades, and supports first-generation and low-socioeconomic status (SES) students (Wang, et al. 2015 and Roksa, et al. 2017).

Course Development Snapshot

How to Get Started

Three concepts should be used when designing a course: Backward Design, Universal Design for Learning (UDL), and Blended Learning.

Backward Design is a process that ensures all curricular components align with the learning outcomes/objectives. The process is as follows: Identify outcomes > Determine assessments > Choose learning methods/modalities.
UDL is a framework for creating flexible curricula that accommodate individual learning differences to maximize learning opportunities for all students. UDL promotes developing a course for ALL students by providing multiple ways to assess learning, engage participants, and digest content.
Blended Learning is a Course Design Strategy that combines face-to-face and online learning. This approach is often called "resilient pedagogy" because the combination of asynchronous engagement (faculty-student, student-content, and student-student) alongside synchronous engagement (face-to-face or Zoom) allows for disruption. Once planned, the balance of classroom and online can be varied depending on circumstances and need.

Backward Design

Universal Design for Learning (UDL)

Course Design Strategy

Microlearning

Map the Course Using a Course Plan

Draft the Syllabus

Blended Course Design Workbook (in library)

Additional Resources

Dee Fink (2003). A Self-Directed Guide to Designing Courses for Significant Learning. (PDF)
This is a 37-page abridgment of Fink’s best-selling book, "Creating Significant Learning Experiences,” (2003). It is a “workshop” to help faculty through the course-design process step by step.
Columbia Center for Teaching and Learning (2018). Blended Learning: How do I get started? Columbia University. (Website)
Self-Guided Course Design and Development - University of Connecticut
Enhanced Course Workload Estimator — Rice University Center for Teaching Excellence. Aim for 45 hours per credit. (Website)