Course Structure
Estimated time to complete: 45 minutes
Module Learning Objectives
By the end of this module, you will be able to…
- Define course structure.
- Argue for high-structure course design as an approach to support an inclusive learning environment.
- Apply structure to your own course using a course map.
- Create welcome materials for your course using a learner-centered syllabus.
Course Structure Defined
Course structure refers to the organizational system of a course, including how course content, learning experiences, and assessments are integrated and sequenced in the overall course schedule.
So far we have considered backward design as a way to intentionally include assessments and active learning experiences that align with our objectives. Now we are going to consider how all this fits together within your overall course structure. How a course is structured can contribute to making the course inclusive for all students.
As we structure our courses, it is also important to consider how we communicate this course design and other important elements about our course with students through the syllabus and welcome materials. This ensures our course design is transparent and that all students have access to each component.
Two Welcome Emails
Read Dr. Reyes's and Dr. Wong's "Welcome to Class" emails below, which introduce their courses to their students.
What do these emails reveal about the class atmosphere and course structure?
How do you feel after reading these?
Click to show Dr. Reyes's email
Dear students,
I am writing to welcome you to BIO 101 - Introduction to Biology. My name is Emilio Reyes, and I will be your instructor for this course.
Biology is a complex and fascinating field that requires a disciplined and rigorous approach to learning. Throughout this course, we will cover the fundamental concepts of biology, including cell biology, genetics, ecology, and evolution.
As a student in this course, you will be held to a high standard of academic excellence. You will be expected to attend all class meetings, arrive on time, and actively participate in discussions. You must complete all assigned readings and assignments on time and meet all deadlines.
It is essential that you come to this course prepared to learn, work hard, and meet the expectations set forth in the course syllabus.Failure to do so may result in a lower grade or even failure of the course.
If you have any questions or concerns, please do not hesitate to reach out to me. However, please understand that I expect you to take responsibility for your own learning and to do everything in your power to succeed in this course.
I look forward to working with you throughout the semester and seeing you meet the expectations of this challenging course.
Sincerely,
Emilio Reyes, Ph.D.
University of Universities
Department of Biological Sciences
ereyes@school.edu
Click to show Dr. Wong's email
Dear students,
It is my pleasure to welcome you to BIO 101 - Introduction to Biology. My name is Mei Wong, and I will be your instructor for this course. Biology is an exciting and ever-evolving field that explores the diversity of life, the processes that sustain life, and the interactions between living organisms and their environments. Throughout this course, we will cover the fundamentals of biology, including cell biology, genetics, ecology, and evolution. Based on your interests, we will also discuss current issues and challenges facing the field of biology, such as climate change and emerging diseases.
As a student in BIO 101, you will be part of a diverse and engaging community of learners. You will have the opportunity to work with your peers on group projects, participate in classroom discussions, and engage in case studies.
To get started, please review the course syllabus and familiarize yourself with the expectations and requirements for the course. It is okay if the last biology course you took was many years ago. We will work together to elicit your prior knowledge and leverage the skills and experiences you have to help you succeed in the course. My goal is to provide a classroom space where you are free to take chances, make mistakes, and learn from each other.
There is no textbook to purchase, but you will need access to a computer and the internet to read pre-class readings and submit assignments on Canvas (our learning management system). Please email me or speak to me if you have concerns or issues related to access.
If you have any questions or concerns, please do not hesitate to reach out to me. I am available to meet with you during office hours or by appointment to discuss any course-related topics or questions you may have. My door is also always open if you need guidance or someone to speak to about non-course topics.
I look forward to meeting you and working with you throughout the semester. Let's make it a great one!
Best regards,
Mei Wong, Ph.D. (she/her, they/them)
University of Universities
Department of Biological Sciences
mwong@school.edu
High-structure Course Design
The level of course structure lies on a continuum from low to high. High-structure courses embed multiple opportunities for engagement and frequent assessments, in contrast to low-structure courses that offer fewer (Beck and Roosa, 2020; Freeman et al., 2011). Low-structure courses assume that students know how to effectively learn and practice with course materials on their own outside of class. However, many students have not developed effective study strategies or time management skills (Hartwig and Dunlosky, 2012). High-structure courses scaffold student learning with increased engagement and practice both in and outside of class. Therefore, they decode the learning process through clear and accessible learning goals and expectations which can be especially helpful for students from HECs (Eddy and Hogan, 2014; Beck and Roosa, 2020). Low structure only benefits students who know how to decode the system. High structure benefits all students (Beck and Roosa, 2020).
Table 1. Factors involved in moving from low- to high-structure course design.
| Low Structure | High Structure |
|---|---|
| No clear learning objectives | Clear learning objectives |
| High-stakes assessments only | Regular low-stakes reviews |
| Uncertainty regarding what and how to study | Relevant practice and activities |
| Low interaction | High interaction and participation |
Two Course Homepages
Examine Professor Li's and Professor Garcia's homepages for their Technology and Society courses below.
What do these homepages reveal about which course is low structure and which is high structure?
How do you feel after being greeted by these?
Click to show Professor Li's course homepage
Technology and Society 201
Prof. Li
Welcome!
Homework and pre-class quizzes should be completed ahead of time to help prepare you for class. During class, there will be plenty of opportunities to interact with peers and for structured practice through clicker questions and case studies. Exit tickets occur every class and are for completion. Weekly quizzes occur on Fridays and will cover concepts learned that week.
Click to show Professor Garcia's course homepage
Technology and Society 201
Prof. Garcia
Welcome!
There is no homework in this class; practice problems can be found at the end of each textbook chapter. Your grade will be determined by two mid-term exams and a final exam. There are no makeups for exams without valid, university-approved documentation.
Two Course Maps
Examine these example course maps that describe the structure of a week from two different courses, Course 1 and Course 2.
Which example course map is most similar to your experiences as a student? Why?
Which example course map looks more learner-centered (i.e., focused primarily on what students learn and do)? Why?
Call to mind a course you are teaching, have taught, or are planning to teach.
Which example course map looks more like yours? Why?
Why Course Structure?
Increasing a course's structure has many implications for student learning and their educational experience:
- Student failure rates were lower in a moderately structured course design and were dramatically lower in a highly structured course design (Freeman et al., 2011)
- A "moderate-structure" intervention increased course performance for all student populations, but worked disproportionately well for black students and first-generation students. Students also consistently reported completing the assigned readings more frequently, spending more time studying for class, and feeling an increased sense of community (Eddy and Hogan, 2014)
- Implementing a hybrid course format (i.e., that combines virtual and in-person elements) with high structure improved exam performance for students from HECs (Gavassa et al., 2019)
- A highly-structured course design improved the performance of all students in a college-level introductory biology class and reduced the achievement gap between students from HECs and historically included communities (HICs) (Haak et al., 2011)
Show Me the Data!
Freeman and colleagues measured failure rates in introductory biology across varying degrees of course structure, in six iterations using a low-structure, moderate-structure, or high-structure course design (Freeman et al., 2014). The difference between the proportion of students predicted to fail and the actual proportion failing decreased with increasing structure (Freeman et al., 2014).
Frameworks for Course Structure
Two frameworks help bring all the pieces of scientific teaching together into a whole course: a course map and a learner-centered syllabus.
Course Map
Course maps are design tools that outline the structure of a course. They serve as a guide for instructors to enact backward design and hold us accountable to create transparent, inclusive learning experiences in STEM. Course maps can be full of information or light on detail - whatever makes sense for teaching in your context. They provide a clear framework for learning objectives, assessments, and activities within each week of a course, allowing you to consider how learning experiences are scaffolded within and across weeks, and to consider alignment between overall course learning goals and objectives for each class session or week.
By applying high-structure course design principles, a course map can make learning expectations transparent and therefore the learning environment inclusive. A few examples were provided at the start of this module.
Learner-centered Syllabus
The syllabus offers one of the first opportunities for instructors to welcome students to the course and begin building an inclusive learning environment within a STEM context. A basic syllabus provides logistical course information and a course schedule, but it can be so much more.
A learner-centered syllabus focuses on the learner and the learning by:
- Providing a welcome statement to signal that the students matter, they have a right to learn this material, and that they belong in this course and in STEM.
- Establishing the responsibilities of the instructor(s) and students for achieving course goals.
- Explaining how everyone will interact with each other and with the content.
- Showing a clear schedule of all the course activities.
- Conveying how and when learning will be assessed.
- Offering information and tools to promote student learning and intellectual development.
- Highlighting resources that support students and learning.
- Signaling whether and how students have input regarding the course material, timing, assignments, etc.
In short, the learner-centered syllabus "becomes an invitation to share responsibility for successful learning" (O'Brien et al., 2009). In contrast, a conventional syllabus focuses on covering the content and perhaps includes a weekly schedule of topics, assignment due dates, exams, and grading policies.
Course Structure in Practice
Course Maps
To help you structure your course in practice, several course maps exist. For example, we have provided our own recommended course map that aligns with this course's content.
There are also other course maps published by, for example:
Some general tips for working with a course map:
- Start, as backward design suggests, by identifying learning objectives to specify what students will gain.
- Be intentional about where you can incorporate active and inclusive learning practices.
- Incorporate opportunities for students to practice skills and engage with content before being graded.
- Iterate and adjust as you go along.
Course Maps
Peruse our course map and at least one other course map of your choice.
Which tools did you peruse?
What appear to be the common features of course maps in terms of:
- What information about your course they prompt you to fill in?
- How they have you format and prepare that information so it can readily be shared with students?
Call to mind a course you are teaching, have taught, or are planning to teach.
What information is important for your own teaching that these tools miss? How could you determine, format, and prepare this information so it could be readily shared with your students?
Course Maps: Now You Try!
Call to mind a course you are teaching, have taught, or are planning to teach.
In the Course Design module, we asked you to imagine the third week/day for your course and some objectives for that moment in time.
Then in Active Learning Experiences, we asked you to design an activity that embodies active learning experiences around one objective.
And in Summative Assessment, we asked you to broaden your understanding of the objective by imagining several ways students could demonstrate it.
With that in mind, consider the sequence of events around the activity you designed for that objective. What could students do before class that would prepare them for the activity and provide you information youneeded to adjust the activity? What could students do after class to deepen your assessment of their success toward the objective, while also preparing them for what might come next in the course?
Try using our course planning tool as a guide to building your own course map.
Learner-Centered Syllabus
There are three parts to a "promising syllabus" (Bain, 2004):
- Highlight the promises or opportunities.
- What kinds of questions will the course help students answer?
- What kind of intellectual, physical, emotional, or social abilities will it help them develop?
- Why is the course relevant?
- How does the course connect with the facets of science?
- Explain what students will do to meet those promises.
- What learning activities (e.g., activities, assignments, readings) will be used in the course?
- How will students learn from the course resources, the instructional team, and each other?
- Where will students have agency and choice in their education?
- Discuss how students will engage in the learning process.
- How will students be welcomed to the course?
- How will students gauge progress toward understanding the facets? How will the instructor?
- How will learning be evaluated?
- How will all students feel included in the learning process and welcome as scientists?
Such learner-centered syllabi present the course structure and other aspects of course design to students in a way that is focused on their learning, sucess, and belonging. It also provides an opportunity to highlight the six facets of science at the start of the learning experience.
Some course planning tools focus on designing a learner-centered syllabus for your courses. For example, we have provided our own recommended learner-centered syllabus guide that aligns with this course's content. This tool is structured as a questionnaire to help you start imagining and building learner-centered syllabi.
We encourage you to think about your course "syllabus" as a tool that is more broad than a single document. While the content of your formal syllabus may be dictated by your department or district, you can welcome your students to your course using a variety of materials that introduce them to you and your course, such as:
- Syllabus addenda
- Welcome videos
- Welcome emails
- Slides or handouts presented on the first day of class
- The homepage or first module on the course LMS
- And many more!
And so, we encourage all teachers, even those who do not have control to change their syllabus, to imagine all the ways they welcome students to their courses and provide students a roadmap for success.
Learner-Centered Syllabus Materials
Call to mind a course you are teaching, have taught, or are planning to teach.
Examine the example learner-centered syllabus below. Then reflect on your own course's syllabus. Think about the elements in good a learner-centered syllabus compared with the elements of your own.
Click to see an example excerpt of a learner-centered syllabus
The following is excerpted from Dr. Cara Gormally's asynchronous introductory biology class for non-majors (bilingual-American Sign Language & English).
What we'll actually do
- You're likely taking this class because it's required for your major.
- My goal: make this class actually useful to your life.
- Together, we'll make this class meaningful for ourselves. How will we do that?
- We'll learn biology relevant to our lives: when a person is most likely to get pregnant; how Covid-19 vaccines work; why we have skin color; how antidepressants work; what we can do to slow climate change; and why we should limit plastic use.
- There's no textbook; we'll read and watch high quality enjoyable articles and videos.
- We'll learn how to answer questions we have related to biology, for example about health or the environment.
- I hope you're excited about our class–I am so excited to get to know you all and do this work together! This work feels real and important to me. I hope you think so, too.
Diversity: it makes our class better
- Build community through discussion: Though we won't meet face-to-face, we'll learn about each other and build a community through our discussions.
- Diversity strengthens us: The diversity that we all bring to this class is a resource, strength and benefit to our class. I'm committed to anti-racism and I believe Black Lives Matter. Everyone belongs here in my classroom if you want to be here. In this class, we'll use materials and activities that are respectful of diversity: gender, sexuality, disability, age, socioeconomic status, national origin, ethnicity, race, culture, etc. Your suggestions are encouraged and appreciated. Please let me know ways to improve the effectiveness of the course for you personally or for other students or student groups.
- You make our class what it is. Our class will be awesome because of the diversity of perspectives, thoughts, and experiences that we will share through our work. Who you are, what you bring to our class, your perspective–it's important.
Then, complete one of the following activities to create language you can use in your syllabus or other "welcome to the course" materials:
- Write 1-2 sentences to welcome students by conveying that the students matter, they have a right to learn this material, and that they belong in this course and in STEM.
- Explain how the course is relevant to its students.
- Explain how your students will engage with the facets of science.
- Describe how your students may communicate with you.
- Describe your expectations for how your students will work together on collaborative assignments and discussions.
- Highlight a few ways that the course is accessible and how your students can find resources, including resources you provide and the university itself provides. (Tip: Universities in the US are required to publish a yearly Security and Fire Safety Report, which usually list university resources. These can be helpful places to start finding resources if your university does not already advertise them all in one place.)
Summary of Course Structure
- Inclusive course structure involves a course map and a learner-centered syllabus.
- A course map provides a template for enacting backward design principles.
- A learner-centered syllabus welcomes students to the course and to science by decoding how learning works in your course.
- High-structure course design involves organizing a course with clearly defined expectations and a well-defined schedule. This approach focuses on structuring the learning environment for students and providing multiple opportunities to engage with and practice doing science.