{"id":7474,"date":"2022-08-15T09:03:50","date_gmt":"2022-08-15T13:03:50","guid":{"rendered":"http:\/\/www.montclair.edu\/faculty-excellence\/?page_id=7474"},"modified":"2026-04-24T16:12:00","modified_gmt":"2026-04-24T20:12:00","slug":"clear-course-design","status":"publish","type":"page","link":"https:\/\/www.montclair.edu\/faculty-excellence\/ofe-teaching-principles\/clear-course-design\/","title":{"rendered":"Clear Course Design"},"content":{"rendered":"

Principle 1. Clear Course Design: A Definition <\/strong><\/h3>\n

Provide clear expectations and explicit course learning goals to foster student success.<\/em><\/strong><\/p>\n

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Design courses with appropriate learning goals and measurable outcomes that are aligned with departmental and programmatic expectations to serve both students and discipline. Student expectations are best when clearly stated and easy to understand. Feedback designed to make clear students\u2019 progress towards meeting course expectations is most useful when offered in a timely manner to help students succeed. Clear expectations and goals help provide scaffolding for student academic growth and establish trust between the instructor and student.<\/p>\n

When instructors make learning goals and expectations explicit to students, students are better able to meet those expectations. Explicit expectations reduce opportunities for bias, ensuring that all students understand the rules for success, and encouraging student engagement in course materials. Clear learning goals create a roadmap for instructors to design course content that is relevant to the course objectives and has clear methods of assessment. Tying individual course goals and expectations to departmental and programmatic expectations further supports students\u2019 learning and achievement throughout the curricula.<\/p>\n

Clear Course Design: Strategies Shortlist<\/div>
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Strategies to provide clear expectations and make learning goals explicit may include the following:<\/p>\n