Join us for a hands‑on workshop designed to help you make intentional, pedagogy-driven decisions about online course workload so that student time-on-task, learning outcomes, and well-being are in better balance.

What to expect

In this session, you will map one of your own course modules using simple tools to estimate student time-on-task, diagnose overbuilt and underbuilt weeks, and identify “nice‑to‑have” activities that can be streamlined or redesigned. You will also draft clear syllabus language that makes time‑on‑task expectations transparent for online students and reviewers. By the end of the session, you will leave with a clarified workload plan for your module and a set of concrete artifacts you can adapt across your online courses.

By the end of this workshop, faculty will be able to:

• Produce a clear credit‑hour mapping for at least one module, covering readings, media, discussions, assignments, and exams.
• Identify and remove or redesign “nice-to-have” / non-essential elements that do not meaningfully support module outcomes.
• Identify and expand or redesign underbuilt (insufficient-engagement) elements that do not provide enough support for the module outcomes.
• Update syllabus and LMS language to document workload expectations transparently for students and program review.

Who should attend:

• Faculty teaching in digital modalities, such as online and hybrid, who design or revise courses and want to better align workload, rigor, and student well-being.
• Program leaders for online and hybrid programs who are responsible for accreditation documentation, curriculum coherence, or reviewing course-level workload expectations.