Office of the Provost–Division of Faculty Affairs
Trinity Hall 106, 800 Greek Row Dr., Box 19128
The University of Texas at Arlington
Arlington, TX 76019
Phone: 817-272-7464 | Email: CRTLE@uta.edu
Course Planning and Design
Initial Planning and Organization
Well-organized courses encourage student motivation and performance. Instructors can design their courses in many ways to nourish student motivation and improve opportunities for more effective learning. When a course is designed so that the learning goals align with activities and assessments, it can help students develop conceptual awareness, learn to synthesize ideas, and begin constructing their own knowledge. Specifying student expectations and goals empowers you to design learning opportunities and experiences where the targeted skills have real value as practical tools rather than abstractions. Below are some helpful tips and resources when conducting the initial planning of your course:
How to Enrich Learning
- Open your class or lecture with an intriguing or exciting question, demonstration, or problem relating to the main topic of instruction. This approach captures student interest and student critical thinking.
- Provide your students a roadmap or overview of the class, the main topic, or the day’s lecture. This approach helps students learn by connecting new knowledge with previous knowledge.
- Change the physical layout of your classroom (such as a horseshoe or group-pod layout) for each new unit, phase, or topic of your class throughout the semester. This approach naturally stokes discussion and collaboration among learners, refreshes student focus, and encourages different modes of thought.
- Provide brief low-stakes assessments periodically throughout the semester. This approach allows students to gauge their learning progress without significantly impacting their grade.
How to Organize Your Course
When designing your course, consider these questions:
- What do I want my students to be able to know or do by the end of the semester? (See Student Learning Outcomes and Bloom’s Taxonomy below)
- What kinds of activities and assignments will best engage my students and help them meet course goals? (See Learning Activities and Teaching Strategies)
- How will I determine if students are progressing towards my goals and gaining the most they can from content and activities? (see Assessments)
The syllabus serves as a foundation to your course. This document is a critical piece of communication between you and the student. It should help your students understand from the beginning what to expect from your class and instruction. Because the syllabus is often the first form of interaction that instructors have with their students, it plays a significant role in engaging students and motivating learning (Harnish et al. 2011). Research indicates that more engaging, visually stimulating, student-centered syllabi have a positive impact on student perceptions of a course and motivation to engage with the instructor (Ludy et. al, 2016).
In The Course Syllabus: A Learning Centered Approach (2008, 2nd Ed.) Judith Grunert O’Brien, Barbara J. Millis and Margaret W. Cohen identify at least sixteen elements of a learner-centered syllabus:
- Establishes an early point of contact and connection between student and instructor
- Helps set the tone for the course
- Describes your beliefs about educational purposes
- Acquaints students with the logistics of the course
- Contains collected handouts
- Defines student responsibilities for successful coursework
- Describes active learning
- Helps students assess their readiness for your course
- Sets the course in a broader context for learning
- Provides a conceptual framework
- Describes available learning resources
- Communicates the role of technology in the course
- Can provide difficult-to-obtain reading material
- Can improve the effectiveness of student note taking
- Can include material that supports learning outside the classroom
- Can serve as a learning contract.
Most syllabi contain the following sections:
- Basic information – course name and number, meeting time and place, instructor name, contact information, office hours, contact information for any graduate teaching assistants
- Course description – relationship to the discipline, scope and major themes of course content
- Learning goals / Objectives and learning outcomes – most important skills/concepts for students to learn in a course
- Readings and required materials
- Basis for final grade in course– percentages allocated to exams, assignments, homework, and class participation
- Assignments and assessments – description of assignments and their evaluation criteria
- Class schedule – dates for class topics, homework, readings, other assignments, and exams
- Academic integrity statement – plagiarism and collaboration
- Attendance policies
- Support for student well-being – encouragement for student self-care and seeking help when needed
- Advice to students for self-regulating their learning – suggested ways for studying, reviewing, and succeeding in class
- Other institutional policies
- UTA Syllabus Institutional Policies
- UTA Course and Curricular Resources and Policies
- Accessible Syllabus
- Armstrong, P. (n.d.). Bloom’s Taxonomy. Vanderbilt University’s Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
- Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
- Bloom, B.S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of Educational Objectives: Handbook I: Cognitive Domain. New York: David McKay.
- Bloom’s Taxonomy. (n.d.). Yale Poorvu Center for Teaching and Learning. Retrieved from https://poorvucenter.yale.edu/BloomsTaxonomy
- Grunert O’Brien, Judith, Barbara J. Millis and Margaret W. Cohen. (2008). The Course Syllabus: A Learning-Centered Approach, 2nd Ed. San Francisco: Jossey-Bass.
- Harnish, R. & Bridges, K. (2011). Effect of syllabus tone: students’ perceptions of instructor and course. Social Psychology of Education 14 (319-330).
- Ludy, M., Brackenbury, T., Folkins, J., Peet, S., & Langendorfer, S. (2016). “Student Impressions of Syllabus Design: Engaging Versus Contractual Syllabus.”
- International Journal for the Scholarship of Teaching and Learning 10.2 (1-23).
- Online Course Design. (n.d.). MIT Digital Learning Toolkit. Retrieved from http://dltoolkit.mit.edu/online-course-design-guide/
- Riviere, J., Picard, D., and Coble, R. (n.d.). Syllabus Design. Vanderbilt University’s Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/
- Syllabus Design. (n.d.). Yale Poorvu Center for Teaching and Learning. Retrieved from https://poorvucenter.yale.edu/SyllabusDesign
- Teaching and Learning Frameworks. (n.d.). Yale Poorvu Center for Teaching and Learning. Retrieved from https://poorvucenter.yale.edu/BackwardDesign