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Project Types

IDD engages with academic partners through several distinct project types, each defined by scope, purpose, and the kind of work involved. This framework exists to help IDD scale its work, manage resources effectively, and ensure that course development stays aligned with the university’s strategic priorities. 

With the exception of critical fixes and special projects — both of which have dedicated intake forms — project work at Excelsior is initiated by the Provost team. IDD does not independently schedule new builds, alignments, or program planning work. If you have a development need, the path forward runs through the Provost team, who determines priority and timing in coordination with IDD. 

Program Planning 

Program planning projects establish the academic and design foundation for a program before course development begins. This work is requested by the Provost team and involves close collaboration between IDD and academic leadership to define the structure and intent of a program from the ground up. Program planning includes: 

  • Creation of outcomes at the course (CLO), program (PLO), and university (ULO) levels 
  • Creation of course descriptions 
  • Creation of the outcome hierarchy and program map 
  • Mapping of industry standards to outcomes, where applicable 

New Course Builds 

A new course build is the full design and development of a course from the ground up. This includes courses that have never existed at Excelsior, as well as courses being revised so extensively that the result is effectively a new course rather than an update to an existing one. 

New builds are the most involved project type and engage the full IDD team across the complete development lifecycle. 

Course Alignments 

Course alignments update existing courses to ensure they reflect current design standards, outcomes, and industry expectations. Alignments are completed as part of a new program build or program refresh, or on a regular maintenance cycle to keep Excelsior courses current. An alignment may address any of the following: 

  • Outcomes that are not being achieved due to design issues 
  • Changes in or additions to outcomes or industry standards 
  • Addition of standard assessment strategies to each module 
  • Replacement or implementation of course-wide technology 
  • Shift to the new learning path 
  • Revisions based on LOQI program review findings 

Course Polish 

Course polish is a targeted refinement effort applied to a course after it has been taught two or three times. Where a new build or alignment establishes the course, polish fine-tunes it—drawing on real student and instructor experience to address the friction points that only emerge once a course is live. Polish work may include: 

  • Content clarifications: Refining instructions, explanations, or examples that students consistently struggle with. 
  • Assessment tweaks: Adjusting assignments or quiz questions that have shown unexpected difficulty, ambiguity, or poor performance across sections. 
  • Faculty observations: Implementing minor revisions based on instructor input from their experience teaching the course. 
  • Data-informed revisions: Updates driven by Teaching & Learning dashboard data and, where conducted, student interviews. 

Critical Fixes 

Critical fixes address problems in live or non-live courses that directly affect a student’s ability to succeed. These are urgent issues that require prompt attention outside of the normal development cycle. For details on what qualifies as a critical fix and to submit a request, see the Critical Fixes page. 

Special Projects 

Special projects are requests that require IDD support but fall outside the scope of standard course development work. These are evaluated by IDD leadership and, where appropriate, the Provost team, to determine priority and scheduling. For details and to submit a request, see the Special Projects page.