Course structure

Set specific dates for deadlines of assignments and completion of readings.

Impact: Allows students with diverse needs, such as students with disabilities, student parents, and students with full-time employment, to plan their time effectively and seek necessary accommodations from instructors.

Ensure students are aware of upcoming in-class activities that will require active participation.

Impact: Allows students with disabilities to prepare the use of assistive technologies or request alternative formats for in-class activities and discussions in advance so instructors can support equal participation of all students. Listing specific dates also allows students with conflicting cultural or religious observances to inform instructors in advance to make adjustments for engaging with classroom learning.

Set student-friendly learning outcomes (knowledge students can expect to learn) and skill outcomes (skills students can expect to gain).

Impact: Setting measurable goals helps students develop a sense of purpose and direction. With a clear understanding of what they are expected to learn, all learners can take ownership of their learning and feel empowered to succeed, which is particularly important for students from groups that are historically marginalized in education systems, such as women, students who are racialized, and students who are LGBTQ+.

Plan a sequence of course topics, lesson plans, assignments, materials, and activities that build on one another (Fink, 2003).

Impact: Students can easily grasp content by connecting new information with previously learned concepts. This approach also helps appropriately pace learning for students and distributes cognitive load by planning learning to be achieved incrementally rather than simultaneously.

References

Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass, San Francisco.