Two full course levels designed, developed, and delivered for undergraduate learners, with every assessment traced back to a stated learning objective.
Levels I and II had grown separately over years of teaching. Objectives overlapped, assessments measured different things, and students arriving in Level II were not where Level I assumed they'd be.
I ran a needs analysis and literature review first, wrote a single objective set spanning both levels, then designed backward from assessment to activity so every task earned its place.
Both levels now share one assessment framework, meet Quality Matters standards, and hand off cleanly between instructors — which is what made them reusable across sections.