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.

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:

• Assessment Tools
• Peer Assessment
• Self-Assessment
• Using Rubrics

Revising the course syllabus:

• Planning Your Course: A Decision Guide
• use the Center's Syllabus Template to get started

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.

References

Fink, D. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, Revised and Updated. 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.