The student was focused on learning accounting, not critiquing my course design. Yet, during a Zoom call in fall 2025, he paused to discuss my Canvas homepage, admiring how the buttons functioned and interconnected. He even took screenshots and shared them with a past professor at another university to demonstrate what a course could look like. This interaction underscored my efforts to create a distinct visual brand for my courses, providing a consistent, professional, and accessible experience from the moment students access a Canvas page.
The inspiration for my course branding came unexpectedly from the Association of Certified Fraud Examiners (ACFE) Global Conference. The event’s design—website, materials, and visual language—exuded professionalism and credibility. This prompted me to reassess my course’s presentation, which was functional but lacked an engaging visual narrative. I sought to change that.
My advantage was having a daughter who is a professional graphic designer specializing in accessibility. I collaborated with her to improve my course designs. She assisted with color and font choices, HTML troubleshooting, and introduced me to design principles like the Z-pattern for optimal visual impact and color theory for a welcoming feel.
The outcome was a course featuring vibrant colors and a banner narrating the story of accounting through elements like data and community. Each course I teach now possesses a unique design identity. For ACCT 2302, Principles of Managerial Accounting, we adopted a manufacturing theme with a gear-based banner and softer colors. Meanwhile, ACNT 2311, Managerial Accounting, was crafted with a sophisticated design entirely led by my daughter.
Despite their visual differences, my courses share structural consistency. Students recognize the same organizational logic and navigation patterns across my courses. This intentional design approach enhances accessibility; it helps students focus on content rather than orientation, crucial for adult learners and those with neurodivergent needs.
Good design removes barriers and aligns with Universal Design for Learning by anticipating diverse learner needs from the start. Choices like font readability for dyslexic learners and color contrast for low-vision students are not advanced interventions but foundational decisions enhancing the learning experience.
Thoughtful design also creates a professional environment, akin to industry conferences. I want students to feel they are in a serious setting that respects their time and aspirations. If you’re not a designer, start by asking what your course feels like, not just what it covers.
Practical steps include letting content guide the palette, borrowing visual cues from trusted contexts, and focusing on structure before style. Building for your hardest-to-reach student ensures accessibility for all. Don’t hesitate to seek design expertise if available, as these discussions can transform your course perception.
Original Source: facultyfocus.com
