Course Design & Development

Our office partners with DSU faculty and academic departments in the development of quality online and other digital learning courses and programs.

Prioritization for course design projects is determined in collaboration with the Office of the Provost, College Deans and Department Chairs, Office of Curriculum and Planning, and is primarily focused on the development of online certificates and degrees.Individual courses that are not connected to an online program will be included in the project queue as time and resources become available.

All online courses developed are intended to be designed to be master courses with common learning outcomes and summative assessments, and a set of core learning activities that support the intended learning outcomes. Although master courses, faculty have the ability to add elements to the course, as long as the central design is not compromised.

Course Development Application Process

Faculty members and departments who have ideas for course design, redesign, or curriculum development need to seek approval from their Department Chair. Once Department Chair approval is received, a course development request should be completed. Upon submission, the request will be reviewed by our office and discussed with the respective Department Chair and College Dean.

>> Course Development Request Form

Generally speaking, all design projects are assigned to a dedicated Learning Designer and technologist support to assist in the design and development activities. In many cases, faculty are eligible to receive a development stipend. Most projects are associated with a 12-week development period, associated with a given semester.

Course Development Process

design process

We use a collaborative, team-based approach to the design and development of online and blended courses, including a faculty course lead, faculty reviewers (department chair and another faculty member), learning designer, as well as other professionals assisting with development tasks (technologist, library specialist, assessment designer, media specialists, etc.).

There are four phases in the development process:

  1. Planning & Kick-Off
  2. Analysis and Design
  3. Development and Assembly
  4. Pilot, Review, and Revisions

During the planning phase, the project team is assembled and a timeline for the project is established.

In the next two phases, a backwards design process is used to assessment learner needs, review/define course outcomes, determine appropriate assessments, select and create instructional materials, and assemble the course in the learning management system.

Once a course is assembled it is reviewed using the adopted quality standards. Following review approval, it is piloted in one or two sections to gather feedback and data on student success. That information is then used to inform any needed changes to the master course.

dev process graphic

Faculty Expectations

Faculty play a key role in the project team. They bring a wealth of knowledge and expertise in their discipline and in the teaching and learning experience. As part of the project team, faculty are expected to be capable and willing to:

  • Partner effectively with other members on the project team, including other faculty
  • Actively participate in the course design and development activities, including:
    • Participate in all meetings and workshops with the project team
    • Keep in regular contact with the design team regarding progress, questions, or concerns.
    • Respond to emails from the team as quickly as possible (within 1-2 business days).
  • Collaborate and share ideas
  • Invest the time required to produce online course materials
  • Appreciate and follow the instructional design process
  • Select and create course materials that consider the needs of various learners
  • Incorporate learning strategies to facilitate active learning
  • Appreciate new ideas and approaches
  • Meet course quality guidelines
  • Be comfortable using technology and learning new tools
  • Organize work and manage time effectively
  • Meet project timelines determined at the beginning of the project
  • Possess strong written and verbal skills
  • Comply with plagiarism, copyright, and accessibility guidelines