Instructional designers collaborate with many of the University's colleges to offer hybrid and online courses and programs. Instructional design support and services are available to faculty who wish to design a pedagogically sound and universally accessible course in any of these modalities: on-ground technology enhanced, hybrid (51+% online), and asynchronous online courses.

The instructional designer works in partnership with faculty and instructor course developers in the design and development of each course and recommends teaching methods that support and enhance student learning. We are here to ensure your teaching experience both online and in the physical classroom is positive and beneficial to both you and your students.

If designing and/or teaching a course is a new endeavor, you are encouraged to sign up for our QEPO certification program (an introduction to course design) to prepare and support you throughout the course development process. Our mutual goal is for you to design a course so complete that it could be taught on-ground, hybrid, or online as needed from one semester to the next. In addition to preparing you for the potential need to teach remotely, this approach ensures academic continuity should disaster strike and the physical campus be closed for some reason. Helping faculty develop and share an academic continuity plan is just one of the dozens of services offered through Enhanced Teaching and Learning (ETL).

It's important to remember that development of online course materials need not be an all-or-nothing commitment of time if approached with prior planning and steady progress. The best course development is a thoughtful, iterative process that continues as long as the course is being taught. After the initial launch, the course will require continual shaping and tweaking as interactions with learners and our own reflective practice inform our methods and as technology tools evolve. We are excited to collaborate with and support you as we mutually help students along on their educational journeys.

If you are interested in developing a course online (asynchronous for 100% online delivery), first ask your chair for their approval to do so—and then complete this Online Course Development Proposal Form. Those who are not developing a fully online course are welcome to join QEPO now with the hopes of moving your course in the right direction should online delivery be required in the future. If you have any questions, please contact for assistance. We look forward to working with you!


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Faculty members may contact the Instructional Designer for Online Learning to discuss refining current approaches or incorporating new strategies and methods, following the course design & development process. Faculty members may schedule a consultation with the Instructional Designer for Online Learning to discuss and beginning planning to teach online–Complete the course development survey to begin the planning process. Common topics include:

  • Designing or redesigning a course
  • Utilizing course templates
  • Writing learning objectives
  • Aligning assessment methods with course objectives
  • Integrating varied teaching methods
  • Designing and facilitating active learning
  • Increasing student participation or improving discussions

Faculty members may contact the Instructional Designer for Online Learning for assistance with formatting quizzes for use with your online course. Quizzes submitted should follow the Quiz Formatting Guidelines for Respondus.

Please Note: Respondus request may take up to seven business days, so please plan ahead.

Faculty who adopt a participating publisher textbook can obtain the Respondus-formatted test bank by following three easy steps:

Go to Respondus and search for your textbook and publisher.

Fill out the request form and submit it.

Once the publisher has authenticated the request, you will receive an email that contains the information needed to download the test bank using the Respondus software.

Faculty develop their course during the QEPO process, now open to instructors in any delivery modality. Whether on-ground technology enhanced, hybrid (51%+ online), or 100% asynchronous online, every course design benefits from QEPO support and development. During the design and development process, faculty are encouraged to self-review using our evaluation rubric as well as seek peer review opportunities for a special course designation. The QEPO course development process covers these topics, among others:

  • Course Overview & Information
  • Course Technology & Tools
  • Course Design & Layout
  • Course Content & Activities
  • Course Interaction
  • Course Assessment & Feedback
  • Learner Support and Resources
  • Universal Design for Learning and Digital ADA Accessibility

The UAH CRAT (Course Review and Approval Tool) is used a both a tool of self-, peer-, and ETL course evaluation, but also a communication tool among stakeholders and a dynamic, living documentation of the long process of course development and refinement.

To request that your course go through a peer review, please contact the Online Learning Department. We ask that your course be fully developed before requesting a peer review.

Is this your first time developing an online course? We have several resources that can help. In particular, the course template for online course development can help decrease the amount of time needed to develop an online course and streamline the process. The template provides a convenient structure and foundation for the course, but allows plenty of room for customization and personalization by instructors.

Learn how a using a template efficiently and effectively supports online learners.