Course Development Guidelines


The Faculty Center for Teaching and Learning has developed Course Development Rubric and a peer review process to provide faculty recommendations on what constitutes a high quality course. The purpose of these guidelines is to outline what a high quality online or blended course should look like and to provide faculty with constructive feedback on the design and instruction of their course. Following the Course Development Rubric and participating in a peer review process are valuable components of any course development process. For more information check out the following website, Course Development Rubric or contact one of the Instructional Designers to learn more about the course development process.

The Course Development Rubric represents adult learning research and national standards such as those established by the Quality Matters Program™ for the delivery of quality online and blended courses. This rubric is intended as an adaptable tool for reviewing the various components of an online course. Expected benefits are:

  • Constructive feedback regarding course design and effectiveness

  • A process for instructional improvement

  • Faculty growth in the areas of teaching with technology

  • Opportunities for faculty collaboration through peer interaction and learning communities

Fill-able Word Document Rubric:

See Course Development Rubric (Word document). (You will be able to complete this form and save your information.)

Rubric Overview:

1) Course Information page

  • This page includes general information about the course and the overall evaluation score

2) Section evaluation pages

  • The rubric contains eight sections related to the evaluation of course design and online instruction
    1. Course Overview and Introduction
    2. Learning Objectives and Competencies
    3. Instructional Materials and Resources
    4. Student Collaboration and Engagement
    5. Student Assessment Strategies and Measurements
    6. Course Technology and Media Value
    7. Student Support
    8. Universal Design for Learning and Accessibility

3) Peer Review Observation pages

  • Each section of the rubric contains an observation page that includes faculty developer notes, comments regarding strengths of the course and recommendations for improvement.

Peer Review Process:

  1. Faculty may request a peer review through the FCTL or participate as a part of the Digital Professor Academy
  2. The FCTL facilitates the peer review process and Instructional Designers will serve as Lead Reviewers
    • The faculty developer is always welcome to meet with an Instructional Designer prior to participating in the peer review process
  3. The faculty developer has the opportunity to provide faculty developer notes or other information about the course prior to the review
    • Faculty developers are encouraged to use the rubric as a self-assessment and a way to provide faculty developer notes
  4. The peer reviewer completes the course evaluation rubric and provides anonymous peer feedback along with any recommendations. The lead reviewer (or lead peer reviewer) will collect all feedback and return the rubric with a collection of all accommodations/recommendations
  5. Results of the peer review will not be shared without written consent from the faculty developer