Design Backwards

Use the principles of Backward Design:

1. Identify the learning outcomes.
2. Determine how students will demonstrate mastery.
3. Design learning activities that prepare students for those assessments.

Avoid trying to cover every chapter. Instead, ensure every activity supports an outcome.

Organize Content Strategically

Rather than simply placing two weeks of content into one, reorganize the course. Two common approaches include:

• Modular Compression: Combine related content into larger learning modules.

Example

Instead of:

• Week 2: Theory A
• Week 3: Theory B
• Week 4: Theory C

Create:

• Module: Foundations of Ethical Theory

Students compare and apply all three theories together.

• Thematic Grouping: Group topics around larger ideas or authentic problems.

Example

Instead of organizing by textbook chapter, organize by themes such as:

• Foundations
• Applications
• Case Studies
• Professional Practice

This creates stronger connections between concepts.

Accelerated courses work best when students spend more time applying concepts instead of consuming large amounts of information.

Consider:

• Reducing repetitive readings
• Eliminating duplicate assignments
• Replacing additional lectures with application activities
• Providing optional enrichment materials for students who want to explore more deeply

Quality learning comes from meaningful engagement—not the number of pages assigned.

Rethink Assessments

Many traditional semester courses rely on one or two high-stakes exams. In an accelerated course, continuous assessment is often more effective.

Instead of:

• Midterm exam
• Final exam

Consider:

• Weekly quizzes
• Reflection assignments
• Case studies
• Discussion activities
• Project milestones
• Scaffolded assignments leading to a final project

Frequent feedback keeps students engaged and allows instructors to identify challenges before they become barriers to success.

Scaffold Major Assignments

Large projects can feel overwhelming in a shortened semester, break major assignments into manageable pieces. Scaffolding reduces stress while improving the quality of student work.

Be Intentional About Workload

Accelerated courses require sustained effort from students. Avoid simply assigning twice as much work each week.

Instead:

• Eliminate unnecessary assignments
• Choose readings strategically
• Balance synchronous and asynchronous activities
• Provide clear expectations and consistent deadlines
• Estimate the amount of time students will spend each week

A well-designed accelerated course is challenging but manageable.

Create a Consistent Weekly Structure

Students benefit from knowing what to expect each week. A predictable structure reduces cognitive load and allows students to focus on learning rather than navigating the course. Consider using a consistent course pattern such as:

Monday

• Overview
• Learning objectives
• Readings

Tuesday–Wednesday

• Lecture or learning materials
• Practice activity

Thursday

• Discussion or collaborative activity

Friday

• Assignment due

Sunday

• Reflection or quiz

Students should finish a 7-week course with the same level of achievement expected in the traditional semester.

Before launching your accelerated course, ask yourself: