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Course Design Resources

“Backwards” Course Design

In backwards course design, an instructor first articulates specific learning goals, then considers assessments that would provide evidence that learners have met the goals.  The last step is to create the teaching and learning activities that actually help learners to meet the goals.   Backwards course design is a more robust, thorough method of course design than the more common process of considering activities first and goals later.

If you’re skeptical about changing your course design process, read this brief story from a professor of literature, along with a nice conversation in the comments:

Universal Design for Learning (UDL)

UDL is the concept that instructional activities and strategies need to be mindful of the diversity that learners bring to the learning environment.  In other words, teaching should strive to serve all learners.  There are three main strategies:  1) Provide multiple modes and means of offering content; 2) Provide a variety of different kinds of opportunities for learners to demonstrate their understanding; and 3) Provide a variety of motivations for learners to engage with the material.

Blackboard QM Course Template

This Blackboard QM course template provides the foundation for faculty to build a QM-quality course.

Syllabus Template (doc)

This syllabus template is compliant with all Cal Poly Pomona syllabus policies, is electronically accessible (i.e., compliant with rules regarding learners with disabilities), and is an example of a learner-centered course.

Adding eTextbooks to Blackboard Using CourseSmart (doc)

Through CourseSmart and Blackboard integration, instructors can now access a complete catalog of eTextbooks directly within their Blackboard course and provide a link to their students directly to the title of the course textbook. Students will now get a 7-day trial before deciding whether to rent the textbook.

Hybrid & Online Course Definitions (pdf)

Cal Poly Pomona’s standards of instructional mode were developed by the eLearning Advisory Board & Faculty Fellows, approved by the Academic Senate, and signed by the University President.  The standards inform students (as they reigster for classes) if they need to have access to a computer with Internet connectivity, and if they need to be available for synchronous interaction during the quarter.