Course ReDesign Institute (CRDI)

How do I Apply? 

Applications will open in February for the May/June 2025 CRDI. The CRDI will be offered either in-person or virtually. 

What is the Course Redesign Institute? 

The Course Redesign Institute (CRDI) is an intensive, multi-day, hands-on program designed to support higher education instructors in designing or redesigning a specific course. Using the "backward design" approach (Wiggins & McTighe, 1998, Understanding by Design), participants begin with the “end in mind” by articulating the course learning outcomes and goals, and developing assessments and activities that align with those learning outcomes. The CRDI offers structured guidance, resources, and feedback, and a highly supportive, collegial and collaborative space to share ideas about teaching and gather new ideas from peers across disciplines.  

By the end of the institute, participants create a draft of their course outline, assessments, and activities. Participants benefit from peer exchange and the guidance of OTL staff, gaining practical tools and strategies grounded in a variety of design principles and evidence-based pedagogical practices, including backwards, integrated, and learner-centred course design, the science of learning, and inclusive pedagogies.  

Who Can Participate? 

All University of Guelph, University of Guelph-Humber, and Ridgetown instructors seeking to design a new course or revise an existing course are eligible.  

The CRDI is limited to approximately 25 participants per session. Up to 4 graduate students may be accepted into the program, contingent upon space availability. 

What Will I Learn? 

By the end of the Course Redesign Institute, participants will be able to: 

1. Align course goals, learning outcomes, assessments, and learning activities to design or redesign a course using learner-centered, equitable, and inclusive principles.

2. Develop a final or near-complete course outline that supports student engagement, communicates clear expectations, and reflects course goals. 

3. Apply teaching and learning principles and approaches to their course design and pedagogical practices, such as equity-focused teaching, student-centered learning, different types of assessment, and active learning, to promote deep understanding, community, and meaningful student engagement. 

4. Use reflective practices to identify and consider their values, approaches, and situational factors that inform their teaching practices, as well as students’ learning experiences in their course.  

5. Integrate relevant technologies to support learning outcomes. 

6. Join a supportive teaching and learning community with fellow instructors and OTL staff, exchanging insights and challenges with colleagues across disciplines. 

What Topics are Explored in the CRDI? 

The CRDI includes a range of topics and activities, with opportunities to explore various aspects of course design, teaching, and assessment approaches. Topics include: 

• Course Design Fundamentals: Principles of backwards design, constructive alignment of learning outcomes, assessments, and activities, and effective course planning. 

• Assessment for Learning: Designing summative and formative assessments, providing constructive feedback to support student growth and reflection, and integrating technology in the assessment and feedback process. 

• Creating an Inclusive Learning Environment: Implementing inclusive, culturally responsive, and anti-oppressive teaching strategies, designing assessments and activities that support diverse learners, and incorporating principles of Universal Design for Learning (UDL). 

• Technology Integration: Selecting digital tools that align with course learning outcomes and enhance learning, integrating technology in the assessment and feedback process, leveraging technology to increase student engagement and interaction, designing assessments in the context of GenAI. 

• Active Learning Strategies: Methods for engaging students in collaborative learning, and planning interactive elements to reinforce key concepts and support learning. 

• Developing a Learner-Centered Course Outline: Communicating course expectations and policies clearly and empathetically, and creating a course outline that supports students’ sense of belonging and motivation. 

• Reflective Practice and Continuous Learning: Reflecting on the course redesign process and your teaching values and approaches, gathering feedback from colleagues to inform course revisions, and planning for continuous learning. 

Do I have to Attend all of the Sessions? 

The course design process is cumulative and iterative. Throughout the CRDI, you’ll work in a small, interdisciplinary group. This learning community will provide you with thoughtful, constructive feedback, alternative perspectives, and general support and encouragement. As such, we ask that you plan to attend all days of the CRDI and come with your pre-work and “homework” completed.  

If you are redesigning your course for increasing enrollment, see our Scaling Courses for Increasing Enrollment resources.