Course Format Guide

We offer this guide to help faculty and students make informed decisions as they choose the formats in which they teach and learn. The features of each course type are suggestions that we hope will help faculty and students envision the type of instruction that may characterize each course type. The examples provided are hypothetical and are only a few examples of the many creative ways that each of these course types could be brought to life by our faculty.

Use the drop-down boxes below to learn more about the course types, what they mean, and what it means to you.

Course Format examples:

Taught primarily on-campus at pre-scheduled meeting times.

Features of In-Person Course:

  • Most instruction (approximately 90 percent or more) involves direct interaction between faculty and students and occurs synchronously and in a physical classroom.
  • If all of the instruction does not occur synchronously in a physical classroom, then the remainder of instruction could be carried out either synchronously or asynchronously through the delivery of content, activities, labs, discussions, group work, peer interaction, etc. that is moderated, guided, facilitated or reviewed by faculty and occurs virtually.
  • Because students must schedule multiple courses, synchronous sessions occur at pre-scheduled times indicated in the course schedule.

Example 1: Irene teaches her In-Person, upper-division Mechanical Engineering class in the North Classroom building. Her class of 10 enrolled students meets on Mondays and Wednesdays from 9:30 am – 10:45 am. Irene was able to get a classroom that accommodates her entire class so all of her students attend class on-campus twice a week. When her class meets, Irene presents short lectures, asks students to solve problems in small groups, moderates discussion, and facilitates student presentations. Irene assigns students problem sets as homework which they bring to class to discuss.