Course (re)Design Institute

CDI Program Expectations:

Attendance: Participants are expected to attend four synchronous training sessions.
Course Design Elements: Participants are expected to revisit, revise, and submit the following in Summer 2025 for peer feedback:

1) course level learning objectives
2) course assessment/assignment plan
3) at least one course assignment
4) detailed course description

Note: The peer feedback aspect of this program means that participants will submit and also review & provide feedback on a colleague’s course materials.

One-on-One Consultations with P3 faculty: Participants in the Course (re)Design Institute are expected to meet with the facilitator one-on-one at a mutually agreed upon time during Summer 2025.
Canvas Design Consultation: All participants expected to schedule a consultation with an instructional designer at Rutgers Teaching and Learning with Technology to support the design & implementation of Canvas course design considerations.
Preparation of Revised Syllabus / Course Design Document: Participants in the Course (re)Design Institute will be asked to submit their revised syllabus before September 1, 2025.

By the end of this training experience, participants in the CDI will be able to:
Overarching Goals of CDI:

- Develop revised and/or newly designed course(s) for teaching at Rutgers-Newark in AY25-26 year.
- Identity RU-N campus and RU system teaching and instructional design units relevant to their course objectives and teaching practice.
- Articulate the value of a local teaching community as a vital source of support, collaboration, and feedback.

June 9 Learning Objectives:
- Understand and apply the fundamentals of "backwards design" principles to your course design and/or revision process(es).
- Brainstorm improved learning objectives for your course using aspects of Bloom's taxonomy, Fink's taxonomy, and/or a SMART goals framework.

June 10 Module Learning Objectives:
- Align course assessments to course learning objectives in terms of cognitive complexity and imagine what "authentic assessments" look like in your disciplinary/teaching context.
- Make informed decisions about grading systems, assignment structures, and assessment instruments.

June 23 Module Learning Objectives:
- Assess the appropriateness of course workload and pacing according to Carnegie unit/credit hour standards, define "scaffolding" in the context of course design, and imagine new structures of course organization.

June 24 Module Learning Objectives:
- Reconsider and revise course policies (including new policies, i.e. those related to AI) to reflect course learning objectives and promote student belonging and growth.