Undergraduate Course Development Process and Experiences at ASU
A new online/hybrid undergraduate course was developed using backward design, instructional design input, and artificial intelligence.
Presented by:
Rajendra Karkee, Arizona State University
Hear it from the author:
Transcript:
Hello, I am Rajendra Karkee. My poster shows a case study on how I developed a new course entitled “Global Sexual and Reproductive Health" at College of Health Solutions, Arizona State University.
First, I developed a course syllabus working with instructional designer of CHS and course modules were aligned to cover commonly recognized components of Sexual and Reproductive Health and Rights (SRHR) globally. From course objectives and module objectives, the learning materials, learning activities and assessment were build up using backward design, and learner-centered course.
Especially, Module Learning materials were prepared working with instructional design using articulate rise 360. Course quizzes were prepared by using ASU AI quiz generator. A course topic related to ‘Global and National Sexual and Reproductive Health Actors’ and real-world policy-analysis assignment were included to emphasize student skills and employability.
This shows that considering instructional gaps in our own program and school, and utilizing artificial intelligence, instructional design input, and backward design, we can efficiently develop a course.
Key Words:
Course Design, Online/Hybrid Instruction, Backward Design
Abstract:
Pinpointing gaps in a program’s curriculum and designing offerings to fill those gaps is a critical part of higher education instruction. This poster offers a case study of working with instructional designer teams to develop a course syllabus and course canvas shell using backward design, learner-centered focus, and artificial intelligence. The course was an undergraduate, online and hybrid format on the epidemiology of sexual and reproductive health from a domestic and global perspective. The seven modules of the course were aligned to cover commonly recognized components of Sexual and Reproductive Health and Rights (SRHR) globally.
Outcomes:
1. Consider instructional gaps in their own program.
2. Analyze how artificial intelligence, instructional design input, and backward design can aid in course development.
3. Create assignments that emphasize students’ skills and employability.
References:
Bianchi, D. W., Clayton, J. A., & Zenk, S. N. (2023). Addressing the public health crisis of maternal mortality: A national research agenda. JAMA, 330(18), 1729–1730. doi: 10.1001/jama.2023.21294.
Starrs, A. M., Ezeh, A. C., Barker, G., Basu, A., Bertrand, J. T., Blum, R., Coll-Seck, A. M., Grover, A., Laski, L., Roa, M., Sathar, Z. A., Say, L., Serour, G. I., Singh, S., Stenberg, K., Temmerman, M., Biddlecom, A., Popinchalk, A., Summers, C., … Ashford, L. S. (2018). Accelerate progress—sexual and reproductive health and rights for all: Report of the Guttmacher–Lancet Commission. The Lancet, 391(10140), 2642–2692. https://doi.org/10.1016/S0140-6736(18)30293-9
Dazeley, R., Goriss-Hunter, A., Meredith, G., Sellings, P., Firmin, S., Burke, J., & Panther, B. (2025). Agile backward design: A framework for planning higher education curriculum. The Australian Educational Researcher, 52, 1489–1508. https://doi.org/10.1007/s13384-024-00772-7