Streamlined Course Design


Streamlined Course Design is an interactive, foundational, online program for planning and implementing courses based on the engineering design approach to course design.

This online program will take place in four (4) two-and-a-half-hour sessions over the course of eight weeks. Each session will have extensive facilitator-participant and participant-participant interaction with ample time for questions and discussions. Throughout the program, you will work on (re)designing one of your current courses. By the end of this proconferences-and-events/conferencesgram, you will have the tools and knowledge to streamline your course design process and produce more effective courses.

Interested in offering Streamlined Course design at your institution? Email

Program Overview

This program will take place in four (4) two-and-a-half-hour sessions over the course of eight weeks. Each session will have extensive facilitator-participant and participant-participant interaction with ample time for questions and discussions.

  • How You Will Benefit
  • Develop more effective courses that align content, assessment and pedagogy
  • Address and remedy specific pain points in your current course design process
  • Receive input, guidance, and feedback from engineering course design experts
  • Decrease your cognitive load and time spent designing future courses
  • Ensure that your courses are aligned with student learning and institutional goals
  • Requirements and Resources
  • Pre-Work: Choose one of your current courses to re-design. Alternatively, envision a course that you would like to design
  • Inter-session Work: You will be assigned to a small participant group at the beginning of the program. Throughout the program, you will communicate with this group (via discussion forum) about your respective courses. You will also engage directly with facilitators in between sessions through the discussion forum; facilitators will answer individual/group questions and address specific pain points
  • Supplemental Resources: This program will provide you with worksheets, templates and design guides to contribute to your continued success in designing effective courses
    • Technical Information
    • This program is conducted using the Adobe Connect platform. You do not need special software to participate, but we do recommend downloading the free Adobe Connect add-in for optimal functionality
    • For this program, you have the choice of usingconferences-and-events/conferences your browser and telephone or VoIP capability to participate. You will be interacting vocally with facilitators and other participants throughout the program, so if you choose to use VoIP, we recommend using a headset with an attached microphone

Learner Outcomes

  • After completing this program, you will be able to:
  • Describe and apply an engineering design approach to current and future courses
  • Understand the difference between enduring outcomes, important to know outcomes and good to be familiar with outcomes
  • Write SMART learning objectives based on those outcomes
  • Place learning objectives into a taxonomy
  • Determine and design appropriate assessments to measure learning objectives and learner outcomes
  • Design learning activities that allow students to practice what you want them to learn in the most effective way
  • Implement an effective learning environment that contributes to student learning and success

Session Details

This program will take place in four (4) two-and-a-half-hour sessions over the course of eight weeks. Each session will have extensive facilitator-participant and participant-participant interaction with ample time for questions and discussions.

  • Session I: Engineering Design Approach
  • Introduction to program - why streamline?
  • Introduction to the engineering design approach of course design
  • How to determine what you want your student to learn
  • Big ideas and interconnected ideas (concept mapping)
  • Session II: Learner Objectives and Assessment
  • Understanding learner outcomes (enduring outcomes, important to know outcomes, and good to be familiar with outcomes
  • Developing SMART learning objectives
  • Putting learning objectives into taxonomy
  • Overview of assessment types and activities
  • Designing assessment activities that align with learning objectives
  • Session III: Pedagogy and Learning Activities
  • Overview of different teaching strategies
  • The most important outcomes to interactive pedagogy
  • Different types of learning environments
  • Teacher-centered versus learner-centered models
  • Ensuring learning activities that align with enduring outcomes
  • Session IV: Putting it All Together (Your Course, Streamlined)
  • Group discussion and presentations
  • Tools for encouraging course alignment
  • How to practice these techniques in the future

Cost, Dates and Attendance

Please email to inquire about our institutional and group rates.


Streamlined Course Design will be offered in spring 2018.
If you would like to offer Streamlined Course Design for your institution, we will work directly with you to determine dates and times.


Participation for this workshop is limited to 30 attendees, to maximize interaction and engagement among facilitators and attendees.

As an active participant, you are expected to attend all four sessions. We understand that not everyone will be able to attend all four live sessions; sessions will be recorded and made available to all participants. Recordings will be kept available for 180 days following the summation of the program.

Upon completion of the program, you will receive a certificate of completion and be awarded 10 PDH.

Meet our Facilitators

Karl SmithDr. Karl A. Smith (Purdue University, University of Minnesota)

Dr. Karl A. Smith is Cooperative Learning Professor of Engineering Education, School of Engineering Education, at Purdue University. He is also Emeritus Professor of Civil, Environmental, and Geo- Engineering, Morse-Alumni Distinguished University Teaching Professor, Executive Co-Director STEM Education Research Center, and Faculty Member, Technological Leadership Institute at the University of Minnesota. He has been at the University of Minnesota since 1972 and started his academic career as a materials processing engineering researcher. In 1991, he changed careers to focus on engineering education research and in 2006 he accepted a part time position as Cooperative Learning Professor, School of Engineering Education at Purdue University to help start the engineering education PhD program in the College of Engineering.

Karl has over 30 years of experience working with faculty to redesign their courses and programs to improve student learning. He adapted the cooperative learning model to engineering education and in the past 15 years has focused on high-performance teamwork through his workshops and book Teamwork and Project Management (2014). Karl has published many articles (and eight books) on engineering education, cooperative learning and structured controversy, knowledge representation and expert systems, and teamwork. His workshops on cooperative learning have helped thousands of faculty build knowledge, skills and confidence for involving their students in more active, interactive, and cooperative learning both during class time and outside of class.

Karl is currently PI on the NSF Workshop: I-Corps for Learning (I-Corps-L): A Pilot Initiative to Propagate & Scale Educational Innovations, and NSF EAGER: I-Corps for Learning (I-Corps-L): Curriculum Development and Implementation. He also currently serves on the National Advisory Boards for many research projects. He has received numerous awards, including the Lifetime Achievement Award from ASEE and the Ronald J. Schmitz Award for outstanding continued service to engineering education through contributions to the Frontiers in Education Conference, ERM Division of ASEE and Education Society of IEEE.

Ruth StrevelerDr. Ruth A. Streveler (Purdue University)

Ruth A. Streveler is an Associate Professor in the School of Engineering Education at Purdue University and a Fellow of ASEE. Her primary research interests have been investigating students’ understanding of difficult concepts in engineering science, and helping engineering faculty conduct rigorous research in engineering education. She has a passion for neuroscience and is intrigued by the applications of neuroscience research for engineering education. To date, Ruth has been the Principal Investigator or co-Principal Investigator of ten grants funded by the US National Science Foundation.

She has published articles in the Journal of Engineering Education and the International Journal of Engineering Education and has contributed chapters to the Cambridge Handbook of Engineering Education Research. She has presented workshops to over 500 engineering faculty and practicing engineers on four continents and has won two Helen Plants Awards for the best non-traditional workshop presented at the Frontiers in Education Conference and won the Outstanding Graduate Teaching Award from the School of Engineering Education in 2017.