The Instructional Design and Technology Specialists on our team have extensive experience working one-on-one with individual faculty and faculty teams to plan, build, review, and revise courses.

Whether you're creating an entirely new course, transitioning an existing course to a new format, or revising an existing course, working through the development process outlined below—with our support!—will help you to create an effective, well-organized, and innovative course.

We can work with you to develop or revise online, hybrid, or face-to-face courses. All departments and instructors in SAS qualify for this service, including tenured and tenure-track faculty, non-tenure-track faculty, and part-time lecturers.

The SAS Strategic Curriculum Development Program provides incentives and structured support for SAS faculty and instructors to develop courses that align with SAS strategic priorities. We support all participants in the program, but you don't have to be an award recipient to work with us.

Contact us to get started!

The Course Development Process

Typical course development takes 6 months to 1 year. The time frame varies depending on whether the course is a revision of an existing course or a brand new course, and on how intensively the instructor can work on course development.

Stage 1: Initial Sketch of Course

Format: Meet with an instructional designer for 1 hour

Goal: Think broadly about the course and begin an initial sketch of the course, including:

  • What will students learn by the end of this course?
  • How will students demonstrate what they’ve learned?
  • What course materials will help students meet these goals?
  • How will students engage with the course, their peers, and the instructor?

Stage 2: Course Design

Format: One to two meetings with an instructional designer, plus additional course design work between meetings

Goal: Continue to design the course based on the initial sketch, including:

  • Course level and module level learning goals
  • Assessments, activities, and materials
  • Strategies for engagement
  • Appropriate technologies that help achieve the course goals

Stage 3: Course Development

Format: Meet monthly or bi-weekly with an instructional designer, plus additional course development work between meetings

Goal: Prepare and finalize detailed materials for the course and build the course in Canvas.

Stage 4: Evaluation

Format: Gather course feedback and meet with an instructional designer.

Goal: Evaluate the course and prepare revisions for the next iteration of the course.

  • Collect early feedback midway through your course and make any necessary adjustments
  • Collect assessment and student engagement data during the course
  • Review student evaluations and feedback and student performance results
  • Revise the course for the next iteration