Reflect and Redesign: Intentionality and Iterative Course Design

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(3-part series. Attend all sessions)
Thurs, May 22, 10:00-11:30AM, online synchronous
Mon, May 26, 10:00-11:30AM, online synchronous
Thurs, May 29, 10:00-11:30AM, online synchronous

This three-part workshop series invites KPU faculty and instructional staff to engage in reflective practice to strengthen the effectiveness, intentionality, and overall quality of their course designs.
Through guided reflection, self-audits, and collaborative discussions, participants will evaluate their teaching philosophy, identify areas for improvement in their course designs, and create an action plan to redesign for greater alignment with learner needs and inclusive practices. 
Each session builds on the previous one, supported by independent reflective activities between sessions to deepen learning and inform the redesign process. 

Part 1: Teaching with Purpose: Aligning Teaching Philosophy with Learner Needs 
(May 22, 2025, 10.00am to 11.30am) 

In the first session, KPU faculty and instructional staff will reflect on their personal teaching philosophies and consider how their beliefs about teaching and learning align with their learners’ diverse needs. Participants will engage in activities to identify the unique characteristics of their learners, including their backgrounds, goals, and potential barriers to learning. 

Learning Outcomes 

• Articulate your teaching philosophy to consider how your personal teaching beliefs inform your instructional decisions and course design 
• Analyze the diverse identities, backgrounds and lived experiences of learners, including the consideration of contextual needs and challenges 
• Critically reflect on the alignment of your teaching philosophy with addressing the needs of your learners 

Part 2: Reflective Course Design Audit 
(May 26, 2025, 10.00am to 11.30am) 

In session two, participants will perform a reflective audit of one of their courses, examining how the design aligns with inclusivity, accessibility, and effective use of technology. Faculty will utilize evidence-based course design checklists and frameworks to self-evaluate course materials, activities, and assessments to identify areas of opportunity to strengthen instructional approaches and course design elements.  

Learning Outcomes 

• Conduct a reflective audit of your course design, identifying opportunities to strengthen instructional approaches and course design elements to better support learning experiences 
• Assess the inclusivity and accessibility of course materials, activities and assessments 
• Consider opportunities for increasing student engagement and interaction through active learning strategies, collaborative activities, and community building approaches 

Part 3: Planning for Redesign 
(May 29, 2025, 10.00am to 11.30am) 

In this final session, participants will use insights from their reflective audit to create an action plan for redesigning their course; prioritizing changes based on learner needs, inclusivity, and accessibility, while also ensuring alignment with their teaching philosophy. 

Learning Outcomes 

• Identify strategies to continuously reflect and iterate on course design in the future 
• Develop an action plan for implementing course redesign changes  
• Define methods for strategically monitoring and evaluating course effectiveness over time