Educators may now be familiar with the Accreditation Council for Graduate Medical Education’s (ACGME) recognition of competency-based medical education through their introduction of Milestones for ...

CELT provides support to Luther faculty in the course design process. Explore these resources to ensure that you are designing your classes to achieve desired learning goals and equity in your ...

Have you or your program conducted and completed the analysis steps? Then, you are ready to begin the Backwards Design process for creating your course and developing learning goals, objectives, and ...

When designing a course, where do you begin? Perhaps you typically begin by identifying topics you’d like to address or texts you want to include. In this approach, the focus is primarily on content ...

Are you designing a new course or redesigning an existing course? If so, we have the training for you! In the two-day training Designing Your Course: Course Design Essentials, faculty will learn about ...

Identify needs, which may include the learning context and audience. How do you get there? Start with writing goals and learning objectives, then focus on assessments, learning activities, and ...

Preface; Acknowledgments; Introduction; Backward Design; Understanding Understanding; Gaining Clarity on Our Goals; The Six Facets of Understanding; Essential Questions: Doorways to Understanding; ...

One of the most robust backward design models developed for higher education is L. Dee Fink’s integrated course design. Fink outlines a streamlined process for designing academic courses, divided into ...

As online learning courses continue to grow, the need for quality standards has become critical. CLU utilizes Quality Matters (QM) standards to guide the course design process. Quality Matters (QM) is ...