Instructors often focus on content when embarking on course design, but it's equally important to think about the net result of a course: student learning
Course Design
The term universal design (UD) originated in the mid-1980s from the architect Ronald Mace, who is internationally recognized for advancing the concept and design of barrier-free buildings for people with disabilities
Good course design involves considering the strengths and needs of all learners.
Ensuring that courses and program activities include global perspectives is central to the development of an internationalized university.
The following questions are meant to guide you through the process of designing a “course” or unit of study
Service-learning is a form of experiential learning that combines relevant community service experiences with reflective exercises for a powerful learning experience that aligns with course curriculum
In a flipped classroom students engage with lectures or other materials outside of class to prepare for an active learning experience in the classroom. Key words: deep learning, class time, active learning
Community-based learning is a high impact practice which can improve student retention and engagement, and help students better absorb, retain, and transfer knowledge.
When designing a course, it's essential that the intended learning outcomes, the assessments, and the learning activities are aligned with one another
While stress can be a normal part of the university experience, instructors can design courses that focus on learning while reducing the unnecessary hurdles that can increase stress and interfere with learning