Course Design Institutes

Faculty at a CET&L program

Our Model

* All Course Design Institutes are on pause for Summer and Fall 2020.  Resources to directly support teaching online can be found on the CET&L Website Preparing for Fall Teaching webpage and the Excellence Online at UC Canvas Course.

Effective course design can make your teaching experience easier and facilitate student learning. Good design maximizes learning while reducing student confusion by clarifying expectations. Whether you are designing a new course or reimagining an existing course, CET&L’s Course Design Institutes can help you with this process by providing an opportunity for in-depth work on a particular course with support from CET&L staff and feedback from colleagues.

If you require an accommodation or other assistance to participate in this program, contact CET&L or 513-556-9319, in advance of the institute.

Summer 2019 Topics

Designing Engaging Courses

As a participant in this Course Design Institute, you will join an interdisciplinary group of faculty that will be guided through a course (re)design process in a supportive environment facilitated by CET&L staff. You will explore learning-centered design principles in a hands-on setting to develop components of your course while sharing ideas and receiving relevant feedback from colleagues. The focus of this Course Design Institute is student engagement, which we will examine through all the stages of the course design process. We will work towards preparing the structure and materials for your course using the principles of backwards course design. CET&L Assistant Director, Anna Donnell, will facilitate this institute.

By the end of the institute, participants will be able to:

  • Describe the value of backwards course design.
  • Apply UC’s course design model to their own course through the lens of student engagement.
  • Create draft syllabus, assessments, and activities.
  • Articulate an action plan to continue the course design process.


Experiential Learning at UC

Have you ever wondered if your teaching has a measurable impact on the greater community and for the greater good? Have you ever imagined how your class could collaborate with another class from a different discipline? Have you ever considered leading an international experience course or wondered how an international connection in your course could improve student learning? Would you like to design a course and/or perhaps redesign a course that you are currently teaching in such a way that the world is positively impacted? In the Experiential Learning Course Design Institute, we will help faculty improve existing and/or create new experiential learning courses through the P.A.R.C model and via the philosophy of Collective Impact. Dr. Michael Sharp (Service Learning), Professor Frank Russell (UC Forward), and Professor Willie Clark (International Experience Program) will facilitate this course design institute in partnership with other regional experiential learning experts and stakeholders.

By the end of the institute, participants will be able to:

  • Design a course syllabus that incorporates a “Experiential Learning Best Practice” approaches to teaching and learning.
  • Explore and apply various models of Experiential Learning reflection tools using the “4 Cs” of critical reflection: Continuous Reflection, Connected Reflection, Challenging Reflection, and Contextualized Reflection.
  • Interact with visiting stakeholders in the pursuit of mutually beneficial and reciprocal Experiential Learning Outcomes.
  • Explore how an Experiential Learning pedagogy can improve teaching and learning outcomes while simultaneously impacting the greater community.
  • Discuss how Experiential Learning can be useful toward a faculty member’s RPT efforts.

Introduction to the Designing of an Online Course in Canvas

This Course Design Institute covers basic course design principles, focusing particularly on alignment of learning goals, instructional content, and assessment. The institute also provides specific instruction in composing learning objectives, and basic Canvas technology tools, culminating in the construction of an initial online module. Additionally, the institute provides an introduction to the principles of Universal Design for Learning (UDL) and eAccessibility. This Institute will be facilitated by Sarah Schroeder, Field Service Associate Professor and Instructional Designer, CECH.

By the end of the institute, participants will be able to:
  • Apply backward design processes to create a component of an online course using Canvas.
  • Discuss pedagogical best practices to the following course design processes. 
  • Discuss course design and course structure including content structure and selection, assessments, assignments and grading; and Universal Design for Learning and WICAG 2.0 standards. 
  • Identify one content creation tool to explore in more depth. 
  • Gain familiarity with the Quality Matters (QM) Rubric for designing quality online courses.

Teaching for Equity and Inclusion

This Course Design Institute is for faculty who wish to develop and refine teaching practices that translate the values of equity and inclusion into concrete actions. We will engage in critical self-reflection, have candid conversations with an interdisciplinary cohort of colleagues, and practice concrete strategies that promote equity and inclusion in our courses. During these activities, we will explore concepts such as identity and social belonging, microaggressions, stereotype threat, soliciting diverse student perspectives, and examining student evaluations of teaching with an inclusive lens. CET&L Assistant Directors Kimber Andrews and Beth Faller will facilitate this Institute in collaboration with special guest facilitators from across the university.

By the end of the institute, participants will be able to:

  • Discuss important aspects of identity, both student and faculty, and how these play out in different teaching and learning contexts.
  • Engage with interactive role-play and case studies in order to explore complex issues of equity and inclusion in a teaching and learning context.
  • Explore the concepts of microaggressions, stereotype threat, social belonging, and race-based trauma, and best practices for combatting their effects.
  • Design a brief activity to use in a class to promote equity and inclusion in the interest of student success.
  • Reflect on new conceptual knowledge and how to continue applying it to teaching practices to create equitable and inclusive classrooms.