Dedicated ID Builds

Previously labeled “UFLC builds” this build process involves working with an Instructional Designer over a semester to build a flexible course. Funding for Dedicated ID Builds is limited and is allocated for these priorities: 

  1. Online programs 
  2. GE courses, preference to high enrollment 
  3. Other flexible courses 


When are Dedicated ID Builds started?

Most Dedicated ID Build priorities will be identified in July, October, and March.  

Who do I contact to start a Dedicated ID Build? 

Contact your CFLC Chair to request a Dedicated ID Build. 

Consultation Builds

Consultation Builds have two purposes. First, they are for experienced instructors who want to develop a new, certified course on a more flexible timeline. Second, they are intended for courses that do not need a complete redesign but are missing components necessary to be certified. Priorities for Consultation Builds are as follows: 

  1. GE courses, preference to high enrollment 
  2. Online courses in online programs 
  3. Other flexible courses 

Course Development Comparison

Features Dedicated ID Builds Consultation Builds Consultations
Faculty Various experience teaching and/or designing flexible courses Experienced faculty only Various experience teaching and/or designing flexible courses
Instructional Designer A specific Instructional Designer is assigned to work with faculty Instructional Designers from a pool are assigned tasks as needed May be supported by one or multiple instructional designers
Graphics/Multimedia Coordinated with an assigned Instructional Designer Available Upon Request Available Upon Request
Compensation Available? Yes, based on adjunct/overload rate Yes, based on adjunct/overload rate according to the number of steps completed No
Milestones for Payment Two payments once criteria is met. Two payments based on milestone completion Multiple milestones; all compensation paid after the course is (re)certified N/A
Groups Responsible for Approvals at Milestones OTL OTL N/A
Deadlines Courses developed in one semester. Requires UFLC permission for extensions Courses developed in roughly one semester. Requires UFLC permission for extensions No deadlines. Consultations are available throughout the year

Consultation Build Compensation Breakdown

Certification Task Possible Compensation* Example Amount (AY24-25, 3-Credit Course)
Course Redesign (Requires Instructional Designer Approval of Course Design Plan )  40% of adjunct/overload rate for the course  $1,442
Quality Review Response Approved  40% of adjunct/overload rate for the course  $1,442
Common Navigation Applied 10% of adjunct/overload rate for the course  $360.50
Accessibility 10% of adjunct/overload rate for the course  $360.50


*Compensation for all components of the Consultation Builds is issued only when the course is certified and not when individual components are completed. 

Consultation Build Steps

Step 1: Course Redesign 

This step entails using a Course Design Plan to revise the design of your course. The Course Design Plan uses a process known as “Backward Design.” This process involves aligning objectives, assessments and activities.  This step, if part of the Consultation Build, is completed first because it is the foundation for the rest of the course development. 

Step 2: Accessibility

This step involves making documents and images accessible to persons with disabilities. For images, it means writing a description of each image in the course that can be read by software. Faculty are often best equipped with content expertise for this task. Additionally, OTL has staff who can help.  Occasionally, a document will be impossible to remediate, and faculty will need to help us find an alternative. Currently, we use Ally software to measure the accessibility of a course. All certified courses must have a 90% accessibility score. OTL can provide the current score for any course. 

Step 3: Common Navigation 

This step involves applying common organization to flexible courses.  This provides a predictable structure or navigation course to course, making it easier for students to find what they need. Common navigation does not mean all teaching approaches should be the same, and it does not dictate what kinds of content, activities, or assessments are used. Faculty can see the common navigation before it is applied to their courses.    

Step 4: Quality Review and Response 

For this step, the course is reviewed using the UVU Course Design rubric. The course is reviewed by two UVU faculty. Faculty receive the results of the review and write a response using an OTL form. That response is then approved by the CFLC.