Course design relies on both textual and visual cues to create an accessible, effective, and enjoyable learning experience. In other words, it's not just what an instructor presents that is important--it's also how that material is presented to students. When designing our courses, it's helpful to keep in mind three key categories outlined by composition theorist Linda Flower in Writing for an Audience: the needs, knowledge, and attitudes of our audiences.

Based on the categories above, we can consider what information (both textual and visual) can be incorporated in the design of our classes. Here are some scenarios that utilize needs, knowledge, and attitudes as guiding principles for course design:

• Needs: Students may be struggling to have their basic needs met. This can include food insecurity or financial struggles. So, an instructor may include a campus resource list on Canvas that is prominently featured (like on the class home page.)
• Knowledge: Students may struggle with course concepts, especially if the material is getting highly technical or is based on a pre-requisite class that students took several semesters ago. The instructor may include information about the tutoring center on Canvas. As another example, Professor Kelly Spoon also includes low-stakes knowledge checks in her Introduction to Statistics class that allow students to quiz themselves on the material without being penalized.
• Attitudes: Students may feel like outsiders in a class or major, especially if they come from a community that has been historically marginalized and under-represented. To create a more welcoming environment and reinforce the students' sense of belonging, the instructor may incorporate imagery of a diverse range of students in the syllabus, lecture slides, and Canvas pages.

This Course Design section of the Toolkit includes pages on designing various elements of a course, including syllabi, home pages, and modules. Design principles and content are addressed, with examples provided on each page.