2019 Course (Re)Design Institute

2019 Course ReDesign Institute

The 2019 Course (Re)Design Institute provided the opportunity to work with a community of instructional faculty and staff to improve their courses, student engagement, and student learning. The Course (Re)Design Institute was offered as a blended learning experience, with online learning taking place in the AsULearn environment and face-to-face meetings, as well as additional consults as needed. The CRDI is designed to expand participants’ knowledge and skill in designing quality courses.

The Center for Academic Excellence (CAE) extended the 2019 CRDI application invitation to current teaching faculty and staff. 

During the Institute, participants had  the opportunity to:

  • Learn how to apply research-based teaching and learning principles to course design;
  • Design or redesign a course built on learner-centered design principles;
  • Network and collaborate with your peers across campus.

Application Process

There were sixteen faculty members and instructors who applied and accepted into the 2019 Course ReDesign Institute. Out of the sixteen participants, thirteen faculty members and instructors successfully redesigned their course that met the CRDI reviewer requirements. 

Our Method

During the Course (Re)Design Institute, participants designed or substantially redesigned courses to promote significant long-term learning. Participants explored learner-centered design principles in a large group setting and then worked on individual designs independently or in small, discipline- or pedagogy-focused learning teams. Participants also consulted one-on-one with CAE faculty as needed throughout the week. In addition, other campus leaders were invited to participate in the institute based on course design goals specified by participants in their initial applications.

The design principles on which the Institute rests were grounded in the literature on course and syllabus design, educative assessment, active learning, Universal Design for Learning, and student motivation. Three constructs are given priority in the CRDI:

  • The taxonomy of significant learning
  • The process of backward course design
  • The concept of integrated course design

This course design model, which begins with the question, "What do I want my students to know 3-5 years after the course is over?" offered participants a framework for considering the whole learner, making her/him the focus of the learning environment. It provided teaching faculty guidance for thinking about the types of knowledge and skills they want students to learn and how students might apply and integrate that knowledge. Additionally, it prompted participants to consider other dimensions of learning: how students might be inspired to care about that knowledge and what students might learn about themselves, others, and their own learning. Finally, it asked participants to consider how they assess whether students have met the course goals.


  • Dr. Susan Colby, Center for Academic Excellence; College of Education

  • Dr. Lindsay Masland, Department of Psychology; Center for Academic Excellence

  • Mary Beth McKee, Center for Academic Excellence

  • Tom Van Gilder, Center for Academic Excellence