Reflections from Annette Miles, PhD, Helen Krauthamer, PhD, and Uzma Amir emphasize that designing a learning experience should be seen as a relational practice rather than just a task. Often, the focus shifts to moving materials online or aligning with rubrics, making design transactional. However, course design fundamentally represents an act of care, which involves meeting individuals where they are and providing support. Designing with care includes anticipating needs, removing obstacles, and creating supportive environments for both faculty and students. When care is prioritized, design becomes a collaborative effort between designers and faculty, focusing on students’ humanity.
At the University of the District of Columbia’s Center for the Advancement of Learning, a team of 3.5 designers works with over 200 faculty members, supporting them as both builders and coaches. Central to their approach is care, which is an intentional practice shaping their design, collaboration, and support methods. Faculty often lead busy lives, making course design overwhelming, so care involves reducing workload and stress. They use templates to simplify the process and assist with finalizing courses by making materials accessible. This practical commitment aims to ease the design process and enhance faculty well-being.
Flexible weekly or biweekly sessions provide a non-judgmental space for faculty to reflect on their teaching beyond daily pressures. Instructors use these sessions to tackle design challenges, explore engagement strategies, and rethink assessments. Together, they refine assignments, integrate best practices, and introduce tools for interactive and inclusive learning. These meetings foster collaboration, creativity, and care, leading to stronger courses and more confident faculty.
Care extends beyond course design, including check-ins about life outside the university. Understanding personal milestones and responsibilities allows for empathy and adjusting timelines when necessary. Focusing solely on outputs can be counterproductive, as faculty who feel unsupported may become demotivated. Therefore, the emphasis is on caring for faculty first and course design second, encouraging and celebrating their progress.
Faculty care about course design because they care about their students. As partners, they design for diverse learners, such as nontraditional and multilingual students. This perspective influences every design decision, providing guides for technology use, creating consistent course structures, and encouraging flexibility. By anticipating barriers, they help faculty focus on care and support students holistically.
When care is extended to faculty, it reshapes teaching approaches, making design a reflective and evolving practice centered on student success. Prof. Uzma Amir notes that this approach emphasizes student learning and accessibility, turning course design into a collaborative process. This perspective encourages faculty to consider alignment, structure, and accessibility with greater intention.
Collaboration also enhances care. Work that feels isolating becomes shared. Dr. Helene Krauthamer found sessions invaluable, as they completed tasks that would have taken her hours. Dr. Annette Miles highlights how care is distributed across the team, supporting her transition to achieving Quality Matters-certified courses. Through collaboration, respect, and sustained support, faculty design with clarity and purpose.
Students benefit from faculty’s care-driven design, experiencing confidence and engagement through structured, supportive environments. Prof. Amir notes that students felt reduced stress and a sense of belonging due to clear course structures. Care also extends beyond courses, influencing how students engage with their work and others.
Dr. Krauthamer observed students continuing their projects after class, showing their commitment and the care they transmit to others. Dr. Miles connects these outcomes to future job readiness, emphasizing the impact of instructional choices. Care remains iterative, with faculty identifying areas for refinement to support students continuously. This ongoing care influences students’ academic experiences and future paths.
Original Source: facultyfocus.com
