Course Design Template

Course design template
The course design template is to be used in conjunction with the steps of the course design process. On each webpage you will find resources and
directions to fill out this template. Each step builds off the previous step and should be completed in the recommended order.
Step 1: Identify situational factors.

The first step in course design is to identify how situational factors influence your course. Complete the table below. Think about the context of your
course. This will help you design a course where the content and activities are aligned with the needs and interests of your students.
Category Questions Your Situation + Design Location +

Implications Action Plan
Specific Context of the Teaching and Learning Situation
 # students How many students are in the class?
 course level Is the course lower division, upper division or
graduate level?
 frequency How long and frequent are the class meetings?
 delivery mode How will the course be delivered: via live
classroom instruction, interactive TV, as an online
course, or some combination?
Expectations of External Groups
 societal expectations What does society at large need and expect in
terms of the education of these students, in
general or regarding this subject?
 accreditations What curricular goals does the institution or
 institutional goals department have that affect this course or
program?
Nature of Subject
 sequence Is this subject matter convergent (working toward
a single right answer) or divergent (working
toward multiple, equally valid interpretations)?
 skills Is this subject primarily cognitive or does it include
the learning of significant physical skills as well?
 current state of field Is this field of study relatively stable, in a period of
rapid change, or in a situation in which competing
paradigms are challenging each other?
Characteristics of the Learners
 life situation What is the life situation of the students: full-time
student, part-time working student, family
responsibilities, work responsibilities, and the
like?
 student goals What life or professional goals do students have
 investment that relate to this learning experience? What are
the reasons for enrolling?
 prior experiences What prior experiences, knowledge, skills, and
attitudes do the students have regarding the
subject?
 learner differences What are the students' learning styles?
Characteristic of the Teacher
 prior experiences What prior experiences, knowledge, skills, and
attitudes does the teacher have in terms of the
subject of this course?
 subject experience Has the teacher taught this subject before or is
this the first time?
 competence and Does the teacher have a high level of competence
confidence and confidence in this subject or is this on the
margins of the teacher's zone of competence?
 understanding of effective What prior experiences, knowledge, skills, and
teaching attitudes does the teacher have in terms of the
process of teaching? (That is, how much does this
teacher know about effective teaching?)
Characteristic of the Teacher
 course challenge(s) What is the special situation in this course that
challenges the students and the teacher in the
desire to make this a meaningful and important
learning experience?
The following steps and examples are to be completed on the template at the end of the page.
Step 2: Write or rewrite course learning outcomes.
Ideally there should be 5-7 learning outcomes per course. It is best practice to include a variety of categories. The following frameworks
and structure can help you categorize your learning outcomes, determine what might be missing, and understand what it is you are
asking students to do.
Frameworks
 Bloom’s Taxonomy
 Fink’s Significant Learning Outcomes
Structure
Student-Centered Verb Learning Statement
Students will be able to synthesize multiple articles to share information with
others.
Example
Learning Outcome Cognitive Complexity
Students will analyze and interpret statistical data as Analyze, Interpret and
they support decision-making processes throughout an Evaluate
organization.
Step 3: Identify a variety of assessments to measure achievement of learning outcomes.

Example
Learning Outcome Complexity Assessment Methods Activity
Students will analyze and Analyze, Interpret Exam or Presentation
interpret statistical data as and Evaluate
they support decision-making
processes throughout an
organization.
Step 4: Identify methods and aligned activities that will help students successfully reach each learning outcome.
Example
Students will analyze and Analyze, Interpret Exam or Presentation Case-based Identify credibility
interpret statistical data as they and Evaluate learning analyzing 2-3 case
support decision-making studies
processes throughout an
organization.
Step 4: Identify equity, inclusion, and accessibility of course design.

When drafting your course design remember to consider factors of equity and inclusion, as well as accessibility.
Step 5: Use the Course Design Template Rubric to evaluate your course design.
When you have completed your design use the following rubric to evaluate your work.
Course Design Template Rubric
Category Exceeds Expectations Meets Expectations Does not Meet Expectations
Learning outcomes are clear, specific, Learning outcomes include most Learning outcomes are missing
Learning measurable, achievable and student- components (e.g., clear, specific, most components (e.g., clear,
Outcomes centered. measurable, achievable, student- specific, measurable, achievable,
centered). student-centered).
Taxonomy Level Identifies learning outcomes using Identifies learning outcomes using May or may not identify learning
Fink’s and/or Bloom’s Taxonomy. Fink’s and/or Bloom’s Taxonomy. outcomes using Fink’s and/or
Levels align to task complexity. Levels mostly align to task Bloom’s Taxonomy. Levels are
Includes at least two higher cognitively complexity. Includes at least one not aligned and/or no higher
complex outcomes (e.g., apply, higher cognitively complex cognitively complex outcomes are
analyze, evaluate, create). outcome (e.g., apply, analyze, evident (e.g., apply, analyze,
Category Exceeds Expectations Meets Expectations Does not Meet Expectations
evaluate, create). evaluate, create).
Aligns to the level of taxonomy. A Mostly aligns to the level of Lack of alignment between
variety in assessments is evident. taxonomy. Includes some variety in taxonomy level and the
Includes both formative and summative assessments. May or may not assessment. Limited variety in
Assessments
assessment. include both formative and assessments. Focuses only on
summative assessment. one assessment type (e.g.,
formative or summative).
Activities align to the cognitive Activities align to the cognitive Activities may or may not align
complexity of the learning outcomes. complexity of learning outcomes. with the cognitive complexity of
Activities They will prepare students for Some active or social learning is learning outcomes. Limited active
assignments and assessments. Active evident. and social learning is evident.
and social learning is evident.
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Course design template

Step 1: Identify situational factors.

Category Questions Your Situation + Design Location +

Step 3: Identify a variety of assessments to measure achievement of learning outcomes.

Step 4: Identify equity, inclusion, and accessibility of course design.

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