Just as when taking a trip, it is helpful to have a vision of your desired destination when you design a course. With this in mind, developing your learning outcomes –  a clear picture of what students should know, value, and be able to do at the end of the course – is an essential first step. This process is often called “backward course design” because you begin with the destination – your goals and aspirations for what you want your students to learn.

The next step is determining how you and your students will know whether they have achieved the outcomes. In other words, how will you and your students assess their learning progress? Finally, you need to choose or create instructional materials, class activities, and homework. You may also want to consider whether there are learning technologies that could help you facilitate student learning.

Steps to Designing Your Course

Gather Context About your Course

Before starting to design a course, you should learn as much as you can about the role of this course within the curriculum and the students who are expected to enroll. Who are the typical students enrolling in this course (number of students, prior knowledge and experience, motivation, etc.)? What role does this course play in the overall educational experience of the students who take it (general education, elective, required, prerequisite for other classes, etc.)?

Define Learning Outcomes

Learning outcomes tell students the knowledge, skills, and values or habits of mind you expect them to master by the end of your course. The process of writing learning outcomes also helps you as the instructor to define the scope and goals of your course.

Create an Assessment Plan

Once you have determined what you expect students to learn, the next step is assessing their learning. Good assessment communicates both to the instructor and the student how they are doing in achieving the learning outcomes. It can consist of regular and frequent exercises to help students practice and apply their learning (formative) or cumulative assessments such as exams or final projects (summative).

Identify Teaching Strategies and Activities

It is during this stage that you select instructional materials for the course, decide how to provide access to these materials, and design learning activities in which students apply and practice their new knowledge. For details and to learn more about strategies, topics and activities, visit Active and Collaborative Learning and Engaging Students.

Select Learning Technologies

Learning technologies can help facilitate learning, organize peer or self-assessment, and make it easier for you as the instructor to provide feedback and grades. For a list of CTI-supported tools, visit Learning Technologies.

Write Your Course Syllabus

Your syllabus gives students a first impression about what to expect from your learning environment and conveys your aims and values in creating challenging, vibrant learning experiences. Your syllabus provides students with information about the course content, ways students will practice and demonstrate learning, and assessment methods. It is an opportunity to communicate the learning climate they will experience, identify specific learning expectations, and discuss resources and accessibility. Here you can find our syllabus template with sample language.