Course Design

Teaching excellence begins with sound course design.

Center for Teaching Excellence

Approaches to Course Design

  • Understanding by Design (UbD)  

    Grant Wiggins and Jay McTighe’s Understanding by Design introduces backward design as a structured approach to course planning that centers on intended learning outcomes. Traditional or “forward” course design typically starts with learning activities, builds assessments around them, and then attempts to connect back to learning goals. In contrast, backward design reverses this process by first clarifying the learning goals — the core knowledge and skills students should acquire by the end of the course. Once these goals are established, the next step is to define assessments that will accurately measure students’ progress toward these objectives. Only after these are defined does the instructor design learning activities to support the goals. This intentional approach helps create coherence in course structure and aligns all components with clear educational outcomes.

    Course Design image

     Read the full chapter

  • Fink's Course Design Guide  

    These materials come from course design expert Dr. Dee Fink. Dr. Fink presented this material at the first CHIIPs conference at ETSU in January 2018. Fink's approach builds off Wiggins & McTighe's Understanding by Design model.

    A Self-Directed Guide to Designing Courses for Significant Learning

    Workshop Slides

    Workshop Pre-Reading

    3-Column Table

    Writing Good Learning Goals

    Assessing Significant Learning

     Building a Weekly Schedule 

  • Universal Design for Learning (UDL)  

    Universal Design for Learning (UDL) is a framework for designing courses and learning materials that are open and easily accessible to all learners. One key insight from UDL is that ensuring learners with disabilities can fully participate also enhances learning for all. A simple example is video captioning. Students with hearing disabilities need this to get the content, but it is also very useful for all students to have the transcript. They can study from the text or may be in an environment where they cannot use sound. Removing barriers for learners at the margins makes learning easier for those in the middle.

    So UDL is not just about accessibility for learners with disabilities, as important as this is. More broadly, the UDL framework recognizes variability in all learners and suggests ways to accommodate differences while remaining focused on common outcomes. UDL suggests evidence-based best practices for providing multiple means of presenting, using, and engaging with content. The graphic below is from CAST, the leading research organization on UDL. See their website for more information, research, and practical applications.

    See UDL On Campus for UDL course design principles

    Learn more in the Universal Design for Learning (UDL) Chapter in The Open Guide to Teaching and Learning in Higher Education. 

Other Important Elements of Course Design 

  • Timing and Logistics in Course Planning  

    Effective course planning requires thoughtful timing and logistical considerations to ensure a smooth and engaging learning experience. The level of preparation needed depends on whether the course is new, how much development time is available, and any departmental requirements. This guide provides a structured approach to planning at various stages.

    Long-Term Planning (Several Months Before Course Start)

    Middle-Term Planning (One to Two Months Before Course Start)

    • Refine Learning Objectives: Align specific course goals with departmental and institutional learning outcomes, emphasizing transparency in teaching.
    • Develop the Course Schedule: Map out class meetings, assignments, and assessments, ensuring alignment with cognitive load principles and opportunities for formative assessment.
    • Select and Curate Course Materials: Ensure a variety of materials, including multimedia and interactive elements, to support multiple means of representation and engagement (UDL framework).
    • Design Assignments and Activities: Integrate authentic assessments and scaffolded assignments that promote self-regulated learning.
    • Confirm Guest Speakers or Field Trips: Arrange logistics for experiential learning opportunities that enrich course content.
    • Draft and Revise the Syllabus: Ensure the syllabus is clear, learner-centered, and incorporates inclusive teaching elements, such as flexible deadlines and varied assessment types.

    Short-Term Planning (One to Two Weeks Before Course Start)

    • Review Class Roster and Student Data: Use available demographic and prior knowledge data to tailor instruction and student engagement strategies.
    • Refine the Course Management System (LMS): Organize modules with a clear structure, providing accessibility features such as transcripts, alternative text for images, and downloadable materials.
    • Confirm Course Materials Availability: Ensure required resources are accessible, considering digital access and affordability.
    • Meet with TAs and Support Staff: Establish roles, responsibilities, and support strategies for grading, discussion moderation, and student communication.
    • Visit the Classroom (or Online Platform): Test technology, seating arrangements, and any needed accessibility accommodations.

    By following this structured approach, instructors can proactively address logistical challenges while maintaining flexibility to adjust for student needs and institutional changes.

    This section is informed by and adapted from:

    • Eberly Center for Teaching Excellence & Educational Innovation. Course Content & Schedule Design. Carnegie Mellon University.

     

  • Situational Constraints in Course Planning  

    Understanding constraints related to course logistics, student demographics, and institutional structures helps instructors design effective, student-centered courses. These considerations impact learning objectives, instructional strategies, assessments, and overall engagement.

    Course Logistics and Institutional Constraints

    • Class Size and Course Units: A large lecture course requires different engagement strategies than a small seminar.
    • Scheduling and Duration: Consider the impact of course timing on student participation and cognitive engagement.
    • Required vs. Elective Status: Student motivation may vary based on whether the course is a requirement or an elective.
    • Classroom Setup and Technology: Factor in available learning spaces and technology when designing interactive or collaborative activities.

    Student Considerations

    • Background Knowledge and Academic Readiness: Build in diagnostic assessments or knowledge checks to tailor instruction.
    • External Commitments: Consider students’ work, family, or caregiving responsibilities when designing flexible assessments.
    • Diverse Learning Needs: Apply UDL principles to ensure accessibility and engagement for neurodiverse students and those with disabilities.
    • Motivation for Enrollment: Understanding whether students are enrolled for professional certification, degree requirements, or personal interest can inform engagement strategies.

    Integrating these considerations ensures a responsive and adaptable learning experience that meets both instructor goals and student needs.

    This section is informed by and adapted from:

    • Eberly Center for Teaching Excellence & Educational Innovation. Course Content & Schedule Design. Carnegie Mellon University.
  • Planning Course Content and Schedule  

    A well-structured course balances content coverage with opportunities for active learning, reflection, and application. This process involves identifying essential topics, sequencing content effectively, and selecting diverse instructional strategies.

    Structuring Course Content

    • Prioritize Core Topics: Focus on essential concepts rather than attempting to cover excessive content.
    • Use a Logical Progression: Organize material from foundational to advanced concepts, aligning with backward design principles.
    • Incorporate Active Learning: Design activities that promote deep learning, such as problem-based learning, case studies, and discussion-based inquiry.

    Selecting Teaching Strategies

    • Align Strategies with Learning Objectives: Use varied instructional methods such as flipped learning, collaborative projects, and experiential learning.
    • Encourage Repeated Practice: Design assignments that allow students to revisit and apply key concepts in different contexts.
    • Sequence Activities for Scaffolding: Build in progressively challenging tasks that guide students toward mastery.

    Developing a Course Schedule

    • Balance Workload Distribution: Avoid assessment bottlenecks and provide opportunities for timely feedback.
    • Incorporate Reflection Points: Integrate metacognitive exercises that help students assess their learning progress.
    • Allow for Flexibility: Build in contingency plans for unexpected disruptions, such as technology failures or student emergencies.

    Creating a well-paced, adaptable course schedule enhances student learning while maintaining instructional coherence.

    This section is informed by and adapted from:

    • Eberly Center for Teaching Excellence & Educational Innovation. Course Content & Schedule Design. Carnegie Mellon University.
  • Writing a Student-Centered Syllabus  

    A syllabus is more than a logistical document—it is a critical tool for setting course expectations, fostering student engagement, and creating an inclusive learning environment.

    Key Functions of a Syllabus

    • Communicates Expectations and Goals: Clearly outlines learning outcomes, assessment methods, and course policies.
    • Promotes Student Autonomy: Includes guidance on self-directed learning and time management.
    • Establishes a Supportive Course Climate: Features inclusive language, accessibility statements, and student support resources.
    • Encourages Engagement and Curiosity: Frames the course as an opportunity for exploration and intellectual growth.

    Syllabus Best Practices

    • Use a Welcoming Tone: Set a positive and encouraging tone from the first page.
    • Incorporate Transparency in Teaching: Explain the rationale behind assignments and assessments.
    • Provide Clear, Accessible Formatting: Ensure readability, with organized sections, bulleted lists, and alternative text for visuals.
    • Offer Multiple Contact Points: List office hours, digital communication methods, and campus resources.

    A well-designed syllabus serves as both a roadmap and a motivational tool, helping students navigate the course while fostering a sense of belonging and academic confidence.

    This section is informed by and adapted from:

    • Eberly Center for Teaching Excellence & Educational Innovation. Course Content & Schedule Design. Carnegie Mellon University.
  • Start and End of the Semester  

    The first few class sessions set the tone for the rest of the semester. Starting off on the right foot not only makes for a better learning environment, it can improve student motivation, confidence, and learning. Many strategies on capturing attention, challenging students, and encouraging active learning in the first few weeks of class have been studied and shown to have lasting positive effects throughout the rest of the semester.

    The First Day

    See some of these tips for suggestions on optimizing the first day of class:

    The Last Day

    The last week of class is a natural point for students to look back and reflect on what they have learned. Various strategies can aid students to consolidate their learning, prepare for exams and final projects, and continue their progress beyond the class. Learn more by visiting the resources and tips below.

All content on this guide: CC BY-SA 4.0

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