Designing for Success: Best Practices in Course Design
with Annette Miles, Ph.D., Assistant Professor, College of Arts and Sciences (CAS)
2025 |
2024 |
2023 |
2022 |
2021 |
with Annette Miles, Ph.D., Assistant Professor, College of Arts and Sciences (CAS)
with Meghan Kowalski, Outreach and Reference Librarian, Learning Resources Division (LRD)
with Meghan Kowalski, Outreach and Reference Librarian, LRD
with Peter Plourde, Ph.D, Associate Professor of Mathematics and Director of Faculty Development, Community College (CC)
with Dr. Nettrice R. Gaskins, Ph.D. Assistant Director of the Lesley STEAM Learning Lab at Lesley University
with Shannon Stoker, EdD, Associate Director, Instructional Development & Course Design and Quality Matters (QM) Coordinator for the Center for Educational Excellence at Tarleton State University
Join us for a special Town Hall with Dr. Deb Adair, Chief Executive Officer of Quality Matters.
As UDC continues to advance its commitment to quality in online learning, this event is a great opportunity to learn more about the QM framework, ask questions directly to the CEO, and share your feedback on how QM can support our teaching and learning goals.
Let’s come together for an open and meaningful conversation about enhancing the student experience through quality online course design.
You can attend in person or join virtually.
Since 2021, UDC has implemented the HyFlex modality. Through faculty feedback and the redesign of UDC’s HyFlex classrooms, we’ve reimagined the training to better equip instructors for impactful teaching.Training Format:
Part 1 (online): Self-paced Blackboard course (~8 hours), available August 1–8
Part 2 (in-person): Friday, August 15, 9–3 p.m.
Building 71, Fourth Floor, Classroom 4332A | (Lunch will be provided)
For questions on Hyflex 2.0 training, email kayla.kelly@udc.edu.
CAL and the UDC Architecture Program are excited to announce the opening of UDC’s Firebird Immersive Innovation Laboratory, Designing the Future: a cutting-edge space transforming how students learn, design, and build.
Equipped with high-performance computers, VR/AR technology, and industry-standard software, the lab enables students to experience architectural design in real time—from concept to creation. This marks a major leap forward in hands-on, human-centered learning at UDC.
The lab is located in Building 32, Suite 100.
click here for a 360° virtual tour of the lab
Special thanks to Joanna Edward, Project Manager; Jonathan Harden, AIA, LEED AP, from the Office of Facilities & Real Estate Management ;Harry Moore, Client Services Support Manager from the Office of Information Technology; and Raysa Leer-Gray, Deputy Chief Operating Officer, Office of the Chief Operating Officer, for their hard work and contributions to the success of this project.
For questions, email golnar.ahmadi@udc.edu.
As a part of the ACAO for Faculty Affairs’ Faculty Community Building and Engagement Initiative, “Coffee & Community” offers a welcoming space for all faculty to connect, share ideas, and build meaningful relationships in an informal setting.
Join Dr. Adanna J. Johnson, ACAO for Faculty Affairs, and fellow faculty members for thoughtful conversation and sense of connection.
Refreshments will be offered.
Dr. Schweitzer has obtained Quality Matters (QM) certification for his course, HMGT 104C – Introduction to Hospitality. This marks his fifth QM-certified course.
Reflecting on his journey, Dr. Schweitzer shared how his approach to course design has matured over time. "When I first began, my approach was more trial and error, learning best practices along the way. Over time, I developed a structured, systematic method, incorporating feedback from students and peer reviewers." He noted that experience has made the process more efficient. "I’ve built templates and checklists based on QM standards, which help me anticipate common pitfalls and reduce revision cycles."
One of his biggest takeaways has been the importance of clarity. "Students perform better when they can effortlessly understand expectations." Reflecting on the impact, he added, "The certification process has enriched my teaching by emphasizing learner-centered design. I’ve seen improved student satisfaction, participation, and higher quality work, which motivates me to keep refining my practice."
Dr. Schweitzer’s journey shows that intentional, student-centered course design not only enhances the learning experience but also transforms teaching practice. His commitment to quality continues to raise the bar for online education at UDC.
“Earlier, through student assessment of assignments, I had detected AI use, however, in courses which needed the student's voice and thought, the shortcuts that AI provides decenters from expression of thought and curiosity. This impacted portability of learning in the class, impacting overall employability. With that takeaway, I devised an AI conversation led by students, afterall they stood to be the demography most impacted by AI use or unuse.
In the Course Integrity and Plagiarism policy, I separately created an independent AI policy and encouraged students to follow the honor code of listing AI as one of their sources if they used AI. After further talks, I figured I needed to help students understand the usefulness of AI as a tool instead of an action agent doing their work for them. So, I demonstrated in class with the help of a few invited students how AI works. We found we had a lot of fun in class when AI wrote a poem on a topic, and we asked students to write their own simultaneously. We compared both and celebrated the human created poem, the student's work.
We also asked AI to generate scholarship on a specific subject and verified how it is messy if not totally incorrect. We then discussed that it is a good tool to polish writing, do citations, and edit our writing, but its writing skills are mediocre if not outright terrible. The classroom remained positively liberatory in centering students' curiosity and engagement. We used Grammarly & an early version of ChatGPT to explore AI tools. I had initially started out with experiences of AI ruling over student input, and I exited the classroom with my students having realized that AI is a nice personal assistant to have, but not really a reliable one.”
Share with the UDC Community your best practices and how you leverage EdTech in your teaching to increase learning outcomes.
Please email fatma.elshobokshy@udc.edu.
4200 Connecticut Avenue NWBldg. 38 B Level - Academic Commons 
