Accessible course design enhances learning experience for Auburn students

Faculty at Auburn University are exploring new approaches to course design that support student learning through clarity, consistency and accessibility. By adopting structured, accessible design practices, instructors are creating learning environments that help students navigate course materials and understand expectations more easily.

This semester, Kelsey Rushing, a lecturer in Nutritional Sciences and director of the Dietetic Internship Program, applied these practices in her undergraduate course, NTRI 2000: Nutrition and Health. Using an accessible Canvas template and design tools introduced through campus partnerships with Auburn Online, Rushing reorganized her course with a focus on how students move through content and engage with learning activities.

“Having a clear, built-in framework allowed me to focus on creating engaging content rather than worrying about layout, navigation or accessibility from scratch,” Rushing said.

Students responded positively to the redesign. The course felt more cohesive and easier to navigate, which helped them find materials and understand expectations.

“One student shared that she and her friends have really appreciated how the course is set up and how easy it is to find materials and understand expectations,” Rushing said, “which was especially meaningful to hear!”

Newly Developed Accessible Template

Central to this work is a newly developed Canvas template from Auburn Online, designed to empower faculty to build their course shells with accessibility built in. The module and assignment templates make it easier to organize course content in a consistent format, allowing instructors like Rushing to shift their focus from layout and navigation to designing meaningful learning activities.

The structure used in NTRI 2000 reflects alignment with Auburn Online’s course design template, which builds accessibility into the learning experience and is supported through an ongoing partnership with Auburn Online. These practices align with the Web Content Accessibility Guidelines (WCAG) 2.1 Level AA standards, which take effect on April 24. The guidelines support student learning by ensuring course materials are usable, navigable and accessible for all students.

From a design perspective, Shawndra Bowers, associate director of Auburn Online, emphasized the importance of collaboration and shared responsibility in creating effective learning environments.

“Hearing that both faculty and students find the template intuitive affirms the heart of our work: creating learning environments where every student can thrive,” said Bowers.

As faculty continue to explore course design, these collaborative efforts are shaping courses that prioritize student experience, support learning needs and strengthen teaching and learning across Auburn University.

For more information about Auburn Online’s Accessible Canvas Course Template, visit aub.ie/accessibletemplate.