EECS Online Course Development Administrative Checklist

This guide has been designed for EECS Online Instructors to use during course revelopment, redevelopment, or continuous improvement. Maintain communication with the Course Development Manager (CDM), your Instructional Designer (ID), and adhere to the Ecampus schedule.

All courses MUST start with the most up-to-date Ecampus Canvas template for structure. Those redeveloping a course, you must start with a fresh course template shell and then add your content.

If you have trouble accessing the sandbox site, please request the newest template from the CDM or your Ecampus Instructional Designer.

Administrative Tasks

• Sign the MOU with Ecampus.
• Sign the Faculty Development Agreement (FDA) with the CDM.
• Schedule a pre-development meeting with the CDM.
• Review Ecampus Online Teaching Principles.
• You will be assigned an Instructional Designer (ID) from Ecampus who will provide you with your development schedule.
• Your ID will create a sandbox site (empty course shell) with the most up-to-date EECS Canvas Template to start.

• Do not import old courses when redeveloping.

  You MUST use the Sandbox provided for you from your Ecampus ID if you are under an official development or redevelopment.

• A sandbox is a course without student enrollments where you can create, modify, and preview course content and structure without students on the roster. You can then import your sandbox content into your live course(s). If you are undergoing official development or redevelopment, your ID will create this for you.

• Syllabus Notes

  • The Canvas template has a fillable Syllabus template that must be used.
  • This page utilizes the newest Ecampus Course Syllabus Templates
  • Privacy Note: This Canvas Syllabus page is public. It is recommended you use the Start Here: Instructor Communication page for your email, phone number, teaching assistant names, etc.
  • Center for Teaching and Learning (CTL) has tips for creating effective syllabus statements.
  • Center for Teaching and Learning (CTL) also has guidance for an effective GenAI course policy and syllabus statements.

  Review Course Learning Objectives (LOs)

  • Verify LOs from the CDM and your lead ID.
  • Obtain Approval from the Course Development Manager (CDM) and Curriculum Committee (CC) for any LO changes.
  • Plan Module Level Objectives
  • Review Learning Objective to ensure LOs use measurable language (e.g., Bloom's Taxonomy).
  • Use OSU's updated Bloom's Taxonomy that includes AI concerns.
  • Here is an additional resource for applying Blooms to assessments or assignments.
  • Limit Course Level LOs to 5-6 broad objectives.
  • Ensure LOs are concise, inclusive, and adaptable.

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  Tips for Creating Learning Objective Language

  • Course Learning Objectives should be broad, while Module level Learning Objectives should be more specific
  • Clarity & Specificity: Use measurable action verbs (e.g., analyze, design, evaluate).
  • Alignment: Ensure LOs align with course goals and broader curriculum.
  • Student-Centered: Focus on student achievements rather than teaching processes.
  • Achievable & Inclusive: Consider course duration, prior knowledge, and accessibility.
  • Scaffolding: Build skills progressively with smaller, manageable objectives.
  • Real-World Relevance: Incorporate practical applications to enhance engagement.

  Quality Matters Suggestions (v.2025)

  • Active vs. Measurable Learning Objectives: Using an Active Verb Isn’t Enough
  • Ensure that learning objectives are actually measurable. Some learning objectives might start with an active verb, but may not be measurable.
  • Active Verb: Also known as an “action” or “dynamic” verb; describes an action that someone (in this case, a learner) will do or perform.
  • Measurable Objective: Describes a specific, observable behavior that can be assessed for quality, completeness, or correctness.
  • Active verbs are a starting point, not the finish line.
  • Measurable objectives describe clear, observable behaviors or performances that instructors can assess.
  • Ask this question: How will learners show that they met this objective, and how will that performance be evaluated?
  • Check alignment. Objectives should link to instructional materials and to an activity and/or assessment. Complete your mapping document to ensure all content has a purpose.
  • Context matters. Objectives must make sense within the structure of the course and the background of the learners. Even small wording tweaks can make a big difference in clarity and alignment. 

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  Tips for Creating an Accessible Classroom - Complaint with WCAG 2.0 (v.2026)

  • Complete an Ally Course Accessibility Report on your course.
  • Visit the Accessibility Resource Section in this guide
  • Use OSU's updated WCAG Resource for suggestions in improving image ALT-TEXT, creating or converting equations, use of text formatting, visuals in videos, and converting PDF documents where applicable

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  Term 0 Sample Schedule

  
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Planning & Setup

• Review Resouces from Term 0 - Preparation above
• Meet with your Instructional Designer.
• Confirm the development schedule from your Instructional Designer. Notify the CDM and ID of any delays for schedule adjustments.
• You will be provided with the latest CS Canvas Course Design Ecampus template by your ID.

  The Ecampus Canvas template provided to you by your ID is required to be used in your development.

  If you are not under an official development, you are permitted to make a copy of the template to a Sandbox site.

• Use OSU's Canvas LMS for course content and delivery. CDM approval must be obtained to use alternative course delivery tools.
• Align Module Learning Objectives (MLOs) with Course Learning Outcomes (CLOs):
• Ensure CLOs align with the CIM system.
• Obtain any final CLO modification approvals from CDM and CC if applicable.
• Create Module-Level Learning Objectives (granular and detailed). See Term 0 above for language recommendations.
• Update syllabus with current policies and information. See Term 0 above for the most up-to-date COE syllabus template.
• Determine if exam proctoring is required. Scheduling needs to happen in advance.
• Complete DOC/ROC workshops. This training is scheduled through Ecampus, so keep an eye for your scheduled session.
• Notify CDM when DOC or ROC training has been completed.
• You should have 50% of instructional content, media, and course programming assignments and/or labs, completed and sent to your ID by this stage.
• If your course includes at-home physical lab elements, please check in with the CDM about any plans for lab materials and content.
• Note that 1-Term developments will recieve a condensed Term 1 and Term 2 schedule. All of these tasks will happen across one term, with limited media creation.

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Term 1 Sample Schedule

*Note that your Instructional Designer with provide an exact delivery schedule. This is just a sample. Condensation of schedules for 1-term developments will be discussed.

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Content Development

• Inform the CDM when 100% of instructional content, media, and course programming assignments and/or labs are completed and sent to your ID, which should be around Week 8.
• Ensure that all LOs are met and aligned with course content. Your mapping below can assist with this process.
• Add the Course Development Manager to your Canvas development shell with TA permissions by Week 8.
• Submit modules and media to your ID for review by Week 9:
• Refer to the media delivery schedule for accessibility preparation.
• Use Ecampus Media Services. *Note that the media deadline is about 4 weeks into term two of development.
• Coordinate with your ID for a DAS and accessibility review for media. See the Course Tools for Tips on developing Accessible Digital content

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Course Checks

• Start mapping your learning objectives to your course content and assessments. This will help you verify alignment. (Example Mapping Table).
• Submit the course for an accessibility review. Be sure to complete your own accessibility check before submitting to your ID for a DAS for a review.
• Ally for Canvas is an integrated accessibility tool. "Ally scans for and provides instructions on addressing common accessibility issues found in documents and images* uploaded to Canvas."
• Accessibility and Canvas contains "resources to help you get started with improving accessibility in your course content."
• OSU DAS Guide for instructors and advisors.
• Check alt-text for all images are appropriate and descriptive. Remember, you are the subject matter expert. Include any details in diagrams and figures that the DAS team may not be able to describe.
• Verify and update all course links. Do this every term!
• Proofread all content and complete all assignments, quizzes, and tests to ensure accuracy and identify any technical issues. (consider TA assistance if needed).
• New Check your course for AI Resilience using the Ecampus Course AI Resilience Tracker (CART) tool
• The Course AI Resilience Tracker (CART) tool will help you evaluate and enhance the resiliency of your course in the context of generative artificial intelligence tools. The use of the tool is expected to take about a 15 minute time committment.

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Term 2 Sample Schedule

*Note that your Instructional Designer with provide an exact delivery schedule. This is just a sample.

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Continuous Improvement

The first term your course is student facing is the most crucial to document any changes or modifications. Below are some tips for documenting your continous improvement efforts:

• Identify Areas of Improvement
• Implement minor changes and improvements, while documenting major improvements for the third-year redevelopment phase.
• Track all changes
• Use course data to measure changes implemented. For example did scores increase? Did participation increase?
• Review Course Analytics and Record Data
• The Canvas Analytics Guide provides a detailed tutorial on the new Analytics feature which displays course data using graphics.
• The Canvas Community Page provides a tutorial using the Analytics feature displaying course data as data tables.
• The OSU Ecampus Canvas Analytics page provides a guide on identifying valuable data.

*Documentation of Continuous Improvement supports RSI Efforts, the Prosperity Widely Shared initiative, and improves retention supporting the Every Student Graduates intitiative.

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Continuous Improvement Checklist

• Complete the Post Launch Survey to help you build and maintain documentation for course improvements. This survey should take about 10-15 minutes. Retain a copy for your own records.
• Maintain documentation for continuous improvement records.
• Identify content deficiencies and areas for improvement.
• Gather student feedback on assignments, course structure, and content.
• Add supplemental content to support learning.
• Conduct an accessibility review for all new content.
• Check the course for international accessibility.
• Implement necessary updates and modifications.
• Verify all links and ensure they are functional again. Do this every term!
• If desired, request Quality Matters (QM) pre-review through Ecampus.
• • Note that you must take the QM Rubrics course to have your course reviewed for QM Certification.
  • Registration for all QM Training must occur through our Ecampus Liason through the scheduling link on the Ecampus QM page above.
  • View Ecampus QM Online Course Review for more information on the peer review process and certification.

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Analyze changes for the next development cycle

• Review industry requirements to ensure course is preparing students for prospective employment.
• Analyze Student engagement.
• Review Course and SLE student feedback for improvements and changes.
• Assess changes to assessment practices to maintain Academic Integrity. Revisit course AI policy.
• Complete a student skills assessment:
• • Are students prepared for your course?
  • Are they lacking any skills that should be addressed?
  • Are pre-requisites still appropriate?
  • Have Mastery Paths been considered to test students in Week 0?

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• Cycle back to Term 0

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