Course Design Pathway
Course design involves considering context, creating learning outcomes, and designing assessments and activities that reflect an inclusive and accessible pedagogical approach. This resource will take you through 12 steps of course design, as well as offer tips and resources that can help guide you as you design or redesign your course.
How to Use the Course Design Pathway
This resource is for anyone designing a course in higher education. This resource is iterative rather than strictly linear. You may follow the steps chronologically or you may move between steps as you refine your thinking. As you move through each step, the accompanying tips and resources will help you to explore examples and to gain more knowledge on each topic. The key is maintaining alignment between outcomes, assessments, and learning activities throughout your design work. Once you reach the end of this resource, you can use the linked OnQ Course Creation Tool to put your course design plan into action. If you find yourself needing more support for any of the steps in this resource, consider attending the Course Design Institute.
The Path to Course Design
Begin by clarifying the fundamental parameters of your course. Identify the level of study (introductory, intermediate, advanced), the target student population, and any prerequisite knowledge required. Consider where this course fits within the broader curriculum and program requirements. Understanding these contextual factors shapes all subsequent design decisions.
Articulate what students should be able to do by the end of the course. Write clear, measurable learning outcomes using action verbs that describe observable behaviors (analyze, create, evaluate, apply). Ensure outcomes align with program-level objectives and appropriate cognitive complexity for the level of study. These outcomes become your north star throughout the design process.
Articulate what students should be able to do by the end of the course. Write clear, measurable learning outcomes using action verbs that describe observable behaviors (analyze, create, evaluate, apply). Ensure outcomes align with program-level objectives and appropriate cognitive complexity for the level of study. These outcomes become your north star throughout the design process.
Choose the essential knowledge, skills, and concepts students need to achieve the learning outcomes. Resist the urge to include everything you find interesting鈥攆ocus on what students genuinely need. Organize content into logical units or modules that build progressively in complexity. Consider the cognitive load and pace appropriate for your student context.
Develop a mix of formative assessments (low-stakes, feedback-focused) and summative assessments (higher-stakes, evaluative). Ensure assessments are authentic and meaningful, connecting to real-world applications where possible. Create clear rubrics or criteria that make expectations transparent. Build in opportunities for students to practice before high-stakes assessments.
Design activities that actively engage students with the content and help them progress toward learning outcomes. Vary your pedagogical approaches: include direct instruction, collaborative work, discussion, problem-solving, and hands-on practice. Consider what students will do before, during, and after class sessions. Ensure activities align with and prepare students for assessments.
Create a week-by-week or session-by-session schedule that shows the progression of topics, activities, and assessments. Distribute the workload evenly across the term, avoiding bottlenecks. Build in flexibility for adjustment and buffer time for complex topics. Consider the rhythm of the academic calendar and external demands on students.
Prepare or curate readings, multimedia resources, handouts, slides, and other materials students will need. Ensure materials are accessible to diverse learners (consider captioning, alternative formats, clear design). Organize materials logically in your learning management system or distribution method. Include resources that support different learning preferences and needs.
Review your design through an equity lens. Ensure your content includes diverse perspectives and voices. Design assessments with flexibility (Universal Design for Learning principles). Consider potential barriers students might face and build in multiple pathways to success. Create a welcoming environment that values all students' contributions.
Clarify expectations around attendance, participation, late work, academic integrity, and communication. Decide how you'll communicate with students and how they can reach you. Establish norms for class discussions and collaborative work. Make these policies clear, fair, and compassionate while maintaining academic standards.
Compile all elements into a comprehensive syllabus that serves as both contract and roadmap. Include course description, learning outcomes, assessment details with weights, schedule, required materials, policies, and support resources. Write in a tone that is clear and welcoming. Ensure the syllabus is accessible and easy to navigate.
Before finalizing, review your design with fresh eyes or seek feedback from colleagues or instructional designers. Walk through the course from a student's perspective鈥攄oes the workload seem reasonable? Are the connections between activities and outcomes clear? Make adjustments based on this review. Plan to gather student feedback early in the term for ongoing refinement.
BONUS: Course Creation Tool
Once your course is ready, you can use the OnQ Course Creation Tool (CCT+). The onQ Course Creation Tool (CCT+) is available to copy or create new courses. To assist you in building your course there is a template set up with a weekly schedule, and dates for courses.
lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Use this citation format: Course Design. Centre for Teaching and Learning, Queen鈥檚 University