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UTQ Module - Designing

It is not permitted to register prior to the UTQ/BKO intake meeting with an educational advisor of the department Educational Support & Innovation. Read more and register for the intake meeting on the UTQ/BKO page.

In this module we focus on the learning outcomes, teaching and learning activities, assessment tasks, and the level of constructive alignment between these elements. We reflect on the way your course fits with the curriculum and the vision of your faculty. Besides this, you learn how to design courses that take a diverse student population into account. Finally, we discuss the way course evaluation gives you input when improving your course design. By doing assignments you work on the (re)design of your course.


Module March/April 2023 (full)
Workshop 1: Thursday 9 March 2023 (9.30 a.m. - 1 p.m.)
Workshop 2: Thursday 6 April 2023 (9.30 a.m. - 1 p.m.)

Module May/June 2023
Workshop 1: Friday 12 May 2023 (9.30 a.m. - 1 p.m.)
Workshop 2: Friday 9 June 2023 (9.30 a.m. - 1 p.m.)

Module August/September 2023
Workshop 1: Thursday 31 August 2023 (9.30 a.m. - 1 p.m.)
Workshop 2: Thursday 28 September 2023 (9.30 a.m. - 1 p.m.)

Module October/November 2023
Workshop 1: Tuesday 10 October 2023 (9.30 a.m. - 1 p.m.)
Workshop 2: Tuesday 7 November 2023 (9.30 a.m. - 1 p.m.)

Module November/December 2023
Workshop 1: Monday 20 November 2023 (9.30 a.m. - 1 p.m.)
Workshop 2: Monday 18 December 2023 (9.30 a.m. - 1 p.m.)

Target group
University teachers in the UTQ programme.
Study load

30-35 hours (including face-to-face sessions)

Number of participants
16-32 participants
Main language
Free of charge, if you are in the UTQ programme.
2 half days
All workshops are on-site (Zernike campus). It's not possible to join online.

Learning goals

After completing the training, you will be able to:

  • Design a course according to Bigg's constructive alignment principles.
  • Formulate SMART learning outcomes with the support of Bloom's taxonomy.
  • Reflect on how your course aligns with other courses in the curriculum and the faculty vision.
  • Design a course that takes different preconditions, such as students' educational background, into account.
  • Redesign parts of a course based on course evaluations.
Last modified:07 March 2023 4.16 p.m.
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