The start of a new semester always feels like a whirlwind—equal parts excitement, anxiety, and the undeniable urge to reorganize everything (or maybe that’s just me). This week, I’ve decided to share a daily reflection on what helps me survive—and even enjoy—the emotional roller coaster of these early days. Today’s focus? Course design.

Over the years, I’ve noticed that most of my prep time used to go toward crafting a syllabus and a detailed course schedule, all in the name of “covering the content.” But as my inner EduNerd™ (trademark pending) emerged, I realized that how students navigate my course matters just as much as the material itself. Easing their procedural burden frees up mental space for actual learning—and saves me from answering 37 versions of “Where do I find this?”

I’ve also been lucky to work with some fantastic colleagues at Central Michigan University’s Office of Curriculum and Instructional Support, where we developed Five Principles of Sound Course Design. These principles have helped reduce my angst and uncertainty, and I hope they’ll help you, too. Here’s how I’ve applied them in my own courses.

Principal 1: Orient Students to the Course

I’ve learned the hard way that students need a clear “map” of the course from the start. Without it, they can get lost in the chaos of the semester—and so can I. Now, I make sure to include:

• Clear directions on where to start and how to navigate the course
  • Course overview, description, and schedule
• Course and university policies and resources
• A clear breakdown of assignments, grading criteria, and submission steps

Principle 2: Put Materials Where They Need Them

Organization is everything. I know this because I’ve been that student frantically clicking through tabs, trying to find a reading five minutes before class. To avoid putting my own students through that misery, I structure my courses into modules and ask myself:

• Can students quickly find what they need to complete their work?
• Are my modules organized with overviews, expectations, and learning goals?

This also means no accidental scavenger hunts for assignments. (We save those for course content, thank you very much.)

Principle 3: Craft Content Intentionally

I’ve always been guilty of trying to cram “just one more thing” into a lecture or module. But I’ve realized that students retain more when I break the material into manageable chunks and give them space to reflect. Now, I:

• Divide content into bite-sized pieces that are easier to digest.
• Build in time for processing and metacognitive activities.
• Review everything to ensure instructions are clear and concise (and not just clear to me).

This approach has helped my students engage more deeply—and it’s made me a better teacher.

Principle 4: Be Clear and Concise

Confession: I love my subject so much that I’ve been known to ramble. A lot. (Who hasn’t?) But I’ve learned that students appreciate clarity with a side of enthusiasm when it comes to instructions and content. My course design process now includes grabbing my warm security blanket and doing a ruthless round of self-editing which includes:

• Translating academic jargon into plain language.
• Reading instructions out loud to catch anything that might trip students up.

This habit has saved both my students and me from countless moments of confusion—and a few eye rolls, I’m sure.

Principle 5: Students are Unique

The best part of teaching, for me, has always been the students. Watching them exceed their own expectations is a joy I never get tired of. The comradery within my classes makes each day of the semester something to look forward to but this means planning to build community through conversations and discussion.  Highlighting each student’s strengths takes the intentional design of learning activities to allow students multiple paths to demonstrate learning.  And last, but certainly not least, providing self-help resources so students can solve small issues on their own (and I can avoid panic-inducing 11:59 PM emails). These choices have made my classroom (both physical and virtual) a more welcoming, supportive space for everyone—including me.

To Sum it Up:

Course design has become one of my favorite parts of teaching because it lets me set the tone for the semester. By focusing on these principles and drawing on my own experiences, I’ve created courses that are clearer, more engaging, and (most importantly) less stressful for everyone involved. This means that I approach the start of the semester with a much more enthusiastic attitude.