As an early career faculty member you are often called upon to design or redesign a course. This can be something faculty dread as a distraction from research. But by following a framework for course design you can enjoy and excel in this process. In this episode Liesl Wuest walks us through a framework that will allow you to intentionally create your next course in a structured way with learning goals, objectives, content, activities and assessment in mind.

[4:02] What motivates Liesl in her role as an educational analyst?
[7:29] With the rollout of online courses over the past 10 plus years what have you seen as biggest change?
[9:17] If you are beginning to build a new course where do you start?
[10:36] The importance of starting early for course building.
[12:04] How many skill sets should you target with one course?
[14:24] How to set the course objectives for your students if there are not written program goals for the department?
[16:51] How to translate your course goals to what your students can produce.
[18:22] Balancing the difficulty of having a rigorous course with something that is engaging and memorable
[22:03] Splitting your big-picture content into classes.
[22:55] How long does it typically take someone to develop a course outline once the course learning goals are established?
[27:24] When is the best time to start rolling out course content to students?
[30:51] How do you deliver engaging content in your course?
[33:56] What classroom tools does Liesl recommend?
[35:46] How to chunk your information into smaller videos for content delivery outside of the class.
[38:03] How has Liesl seen people engage with the students outside of the more traditional lecture model?
[38:22] How teaching is more like coaching
[41:10] Being transparent when the class starts about how and why you are taking a different approach from lectures
[43:16] Thinking of your class more like a practice for the students
[44:29] Assessment is the last step. The difference between low stakes and high-stakes assessment.
[46:25] How do people build an assessment of the course along the way to adjust mid-course or for the next iteration?
[55:01] Reviewing the steps of building a course
[55:25] The misconception about this process is people feeling like you are telling them exactly what to do
[56:11] How working ahead is so key for this process.

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