Course redesign allows instructors to reimagine their course based on feedback from students and peers, and based on best practices for universal design for learning and building inclusive classrooms.
Why Redesign a Course?
Instructors may wish to improve upon their course by redesigning it in response to feedback obtained through student evaluations, mid-semester feedback, peer observations, or feedback from a consultation with the Center.
Considerations for Course Redesign
Course redesign involves creating useful and measurable learning outcomes, choosing effective teaching strategies and learning experiences, aligning assessment methods with course learning outcomes, and revising the course syllabus. Use the following resources to guide you through the process:
Creating useful and measurable learning outcomes:
- Getting Started with Writing Learning Outcomes
- Office of the Provost's Getting Started with Assessment
Choosing effective teaching strategies and learning experiences:
- Collaborative Learning
- Active Learning
- Problem-Based Learning
- Teaching and Learning in Large Courses
Aligning assessment methods with course learning outcomes:
Revising the course syllabus:
Getting Started with Course Redesign
As you get started with designing or redesigning a course, ask these two questions:
- Where does the course begin and end?
- How does it fit in with the program curriculum?
Then, using course outcomes, work backward to evaluate effective teaching strategies and decide whether the course assessments yield appropriate evidence of student learning. Contact the Center for help with redesigning a course.
Fink, D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.
Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses. Boston, MA: Allyn and Bacon.
Wiggins, G., & McTighe, J. (2001). Understanding by design (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.