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It guides instructors in setting initial learning goals, defining learning objectives, narrowing content into 4–7 topics, and creating a coherent structure using clear order and topic sequencing. The handout covers instructional strategies and learning activities, alignment across goals, topics, order, and assessments, and provides a comprehensive syllabus checklist.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/course-design-handout/161450/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/course-design-handout/161450.png","ImageObject",442,249,{"name":88,"@type":89},"Anda","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/octet-stream","2026-09-29","2026-08-30",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",6,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What is the purpose of this course design handout?","Question",{"text":109,"@type":110},"It provides supporting material for a course design workshop, using a student-centered framework to help instructors plan a new course or redesign an existing one.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How should instructors define learning goals and objectives?",{"text":114,"@type":110},"Instructors list initial learning goals and consider discipline questions, learner needs and readiness, content goals, and content-neutral outcomes such as higher-order thinking or attitudes.",{"name":116,"@type":107,"acceptedAnswer":117},"How does the handout ensure alignment between course components?",{"text":118,"@type":110},"It uses an alignment table linking learning goals to topics, order, instructional strategies, learning activities, and assessments, emphasizing balance, rigor, and close coherence among elements.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},161450,1790376378,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":141,"read_time":142},962075006959,"https://ap-avatar.wpscdn.com/avatar/e0002397efbe92a78e?_k=1776741047341049297","COURSE DESIGN\n\u000f\nTable of Contents\n\u0013 TOC \\o \"1-3\" \\h \\z \\u \u0014Introduction\t\u0013 PAGEREF _Toc173291142 \\h \u00143\u0015\nCourse Design Template\t\u0013 PAGEREF _Toc173291143 \\h \u00144\u0015\nLearning Goals\t\u0013 PAGEREF _Toc173291144 \\h \u00144\u0015\nDesign and Structure: Topics\t\u0013 PAGEREF _Toc173291145 \\h \u00145\u0015\nDesign and Structure: Order\t\u0013 PAGEREF _Toc173291146 \\h \u00146\u0015\nDesign and Structure: Sequence of Topics\t\u0013 PAGEREF _Toc173291147 \\h \u00146\u0015\nLearning Activities and Instructional Strategies\t\u0013 PAGEREF _Toc173291148 \\h \u00148\u0015\nLearning Activities and Instructional Strategies: Materials\t\u0013 PAGEREF _Toc173291149 \\h \u00149\u0015\nAlignment\t\u0013 PAGEREF _Toc173291150 \\h \u001410\u0015\nSyllabus\t\u0013 PAGEREF _Toc173291151 \\h \u001411\u0015\nAssessment\t\u0013 PAGEREF _Toc173291152 \\h \u001416\u0015\nTwelve assessment techniques\t\u0013 PAGEREF _Toc173291153 \\h \u001416\u0015\nAligning Learning Objectives and Types of Assessment\t\u0013 PAGEREF _Toc173291154 \\h \u001418\u0015\nSample Rubrics\t\u0013 PAGEREF _Toc173291155 \\h \u001420\u0015\nCommon Grading Practices at Haas\t\u0013 PAGEREF _Toc173291156 \\h \u001422\u0015\nBerkeley – Hass Grading Guidelines\t\u0013 PAGEREF _Toc173291157 \\h \u001422\u0015\n\u0015\n\u000fIntroduction\nThis handout provides supporting material for the Course Design workshop offered by the Center for Teaching Excellence. Student – centered teaching motivates the recommendations for instructors designing a new course or redesigning an existing one.  The framework for student centered course design, covered in the Course Design and Structure, shapes the flow of the following material.\nStudent-centered course design\n\u000fCourse Design Template\nLearning Goals\nUse the space below to list your initial Learning Goals.  Consider the following questions as you develop your list.\nWhat are the BIG questions that your discipline hopes to answer?\nWho are your students? What do your students need to learn? What are they prepared to learn?\nWhat subject matter (or content) goals are needed for these students? E.g. discipline specific knowledge, tools, framework\nWhat content-neutral outcomes are needed for these students? E.g. higher order thinking skills, attitudes or self-awareness\nLearning objectives:\n1.__________________________________________________________________________________________________________________________________________\n________________________________________________________________________________________________________________________________________\n3.__________________________________________________________________________________________________________________________________________\n4.__________________________________________________________________________________________________________________________________________\n5._________________________________________________________________________________________________________________________________________\nDesign and Structure: Topics\nUse the space below to brainstorm:\nWhat specific topics will you cover in this class to achieve your learning objectives?\n\u0013 SHAPE  \\* MERGEFORMAT \u0014\n\u0015Pare the content list down to 4-7 topics:\n1.\n2.\n3.\n4.\n5.\n6.\n7.\n\u000fDesign and Structure: Order\nThe order of the course provides a narrative or organizing framework for your students.  The materials and instructional strategies that you use support the course narrative for your students.\nDraw a diagram representing your course.\nHere are some ideas:\nDoes the course move from macro to micro or the reverse - draw a hierarchy.\nDoes the course follow a distinct path?  Try stepping stones.\nIs there a central idea (in a circle) with related topics radiating outward?\n\u0013 SHAPE  \\* MERGEFORMAT \u0014\n\u0015\nDesign and Structure: Sequence of Topics\nThe sequence of topics is the manifestation of the structure and order of course topics.  Based on the topics that you’ve identified and their order, lay them out in the table below.  What topics need to come first? How many class sessions will it take to cover each topic? How will the course end?\nYou may need to do this several times to pare all the content down into one semester.  Courses at Haas are typically 7 weeks, 14 weeks (undergraduates) or 15 we","cbCaipERJAPMwSv5","https://ap.wps.com/l/cbCaipERJAPMwSv5","doc",832512,26,"English","# Introduction\n# Course Design Template\n## Learning Goals\n## Design and Structure: Topics\n## Design and Structure: Order\n## Design and Structure: Sequence of Topics\n## Learning Activities and Instructional Strategies\n## Learning Activities and Instructional Strategies: Materials\n## Alignment\n## Syllabus\n## Assessment","[{\"question\":\"What is the purpose of this course design handout?\",\"answer\":\"It provides supporting material for a course design workshop, using a student-centered framework to help instructors plan a new course or redesign an existing one.\"},{\"question\":\"How should instructors define learning goals and objectives?\",\"answer\":\"Instructors list initial learning goals and consider discipline questions, learner needs and readiness, content goals, and content-neutral outcomes such as higher-order thinking or attitudes.\"},{\"question\":\"How does the handout ensure alignment between course components?\",\"answer\":\"It uses an alignment table linking learning goals to topics, order, instructional strategies, learning activities, and assessments, emphasizing balance, rigor, and close coherence among elements.\"}]","Course Design - Handout | DOC",1788099870,9]