Campus Talks: Backwards course design – from learning outcomes to assessment to activities

An expert in student-centred instructional design talks through the process of creating effective university courses, including the potential of artificial intelligence to support feedback and revision

When course design is undertaken backwards, learning outcomes become the starting point, then assessment and finally classroom activities. The aim is to create a learning environment where students feel motivated and engaged. 

But what are the key considerations for creating effective modules and units and the indicators that show this has been achieved? 

For this episode, we talk to Daniel Guberman, a senior instructional developer and assistant director of student-centred pedagogy in the Center for Instructional Excellence at Purdue University. Guberman is co-author, with colleagues Emily M. Bonem and Chantal Levesque-Bristol, of Designing Impactful College Courses: Applying Self-Determination Theory to Unleash the Potential of Autonomy-Supportive Learning Environments (Routledge, 2026). He brings to this conversation a keen interest in grading protocols and insights from Purdue's long-running Impact instructor development programme.

To learn more about course design for a new age, head to the latest Campus spotlight guide.

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