This is an archive of the ACE Workshop website. While all of the original content is available, some features (like forms) may no longer work and there may be broken links (indicated with a strike-through). 


The ACE 

A guide for decision-making and professional development planning during times of crisis.

Module-Based Schedule


Reconfigure your overall course schedule and structure around modules that depend upon different needs and delivery formats. Chunk content, assignments, and experiences around themes that work coherently.


Techniques and Activities to help you explore this practice. 

Create Modules around Topics/Themes

Consider the way the content and work of your course is organized. Does it lend itself to being “chunked” into modules around specific themes/ideas/topics that are important to the course subject? If you don’t currently use themes in your course, can you introduce some that will help make organizational sense of your course in ways you haven’t considered before?

Create Modules around Major Assignments.

If the work of your course and the rhythm of your semester is usually defined by major projects or assignments, consider creating modules around them. Group other activities, content, and classwork according to the major assignment they are related to. Use modules to create clear boundaries about when major projects/assignments are completed.  

Create Modules around Modalities

Think about the work of your course and the kind of learning modalities it demands at different times during the term. Are there some assignments/activities that you really think need to be completed face-to-face? Are there others that could be more easily done remotely/individually? Create modules that are organized around modality requirements — perhaps two weeks that focus on field trips; in-class, in-person activities; particular lab work.

This approach may mean rethinking the overall sequencing of your course and require you to “unbundle” content/assignments that have previously been taught together. While this will present certain challenges, are there ways you can make sense of the new organization that works to your students’ advantage? Perhaps those face-to-face activities embody some kind of overall skills, knowledge, or techniques that are also important to your course but that you’ve never taught explicitly before. 

Create a Module

  1. Define the specific things you want students to be able to do as a result of their work in this module. For ideas about strong verbs to use when creating learning objectives, check out the Depth of Knowledge Wheel
  2. Create the assessments that you will use to measure student’s success. These can be tests, projects, self-evaluations, etc. You’re not limited to one big assessment; you can include smaller, lower-stakes assessments as part of your plan. Make sure your assessments align with the objectives you’ve identified. 
  3. Create or locate resources that will help your students get from the learning objective to successful completion of the assessment(s).
  4. Put your module in a coherent sequence. Think about the path you want students to take through the content, work, and assessments.

Based on Hunter College’s Creating an Online Module Guide.  


Online reading and resources to help dive deeper into this practice. 

Related Slipper-Camp Resources

Check out these PSU-specific resources generated by this spring's Slipper Camp.


A larger community of teachers and learners interested in this practice. 

Discuss on Twitter

If you are active on Twitter, we encourage you to share your thought and ideas using the #ACEFramework hashtag and the #modular hashtag to talk about this practice, in particular. 

Join a Meeting

If you are interested in talking to people about the Adaptability value (for which Module-Based Schedule is an ACE-informed practice), we invite you to our hosted Zoom chats. Chats are scheduled this summer on the following dates:

  • Thursday, June 18 from 1:00PM-2:00PM (EDT): Overview of the ACE Framework
  • Thursday, June 25 from 1:00PM-2:00PM (EDT): Adaptability Practices

Submit Your Ideas

If you find yourself working this summer on a project or approach that uses Module-Based Schedule, we invite you to share what you’ve found or created, via the Submit Something button below. If you choose to publicly share your submission, it will immediately become available on this page in the Revisit section. (For particularly compelling submissions, we may also add this to the Explore section of this page.)

Hypothesize with Us

The online annotation tool, Hypothesis, is built into this Web site. Feel free to annotate this (or any page in the ACE Framework) with your own thoughts, critiques, questions, or ideas. You can easily get started with a Hypothesis account (which is free) and learn more about how to use the tool

Join Our Team

Plymouth State University community members are invited to join our Teams site for the ACE Framework. Feel free to use our discussion channel to ask questions, give suggestions, and point to new resources. 


A space for user-submitted ideas, resources, and links related to this practice. 

Science or Superstition course blog

Script Analysis: Workshop Module & Rubric

About the Workbook

The Workbook is an online space for you to record your reflections and assignments for the Workshop.

Participants at PSU will be using an Office 365 Word Document (available via the “Files” section of the “General” channel in the ACE Workshop Teams space).

Participants at other institutions should check with their Workshop Facilitator(s) about where to work on their Workbook.

About the Discussion Forum

The Discussion Forum is an online space where all the members of the Workshop can share ideas and reflections and build community

Participants at PSU will be using the ACE Workshop Teams space).

Participants at other institutions should check with their Workshop Facilitator(s) about where to access their Discussion Forum.

About the VidSpace

The VidSpace is an online space for synchronous video meetings among participants (that can also be recorded and shared for asynchronous access).

Participants at PSU will be using Zoom (available via the Zoom tab in the ACE Workshop Teams space).

Participants at other institutions should check with their Workshop Facilitator(s) about where to access their VidSpace. 

About the ACE “Institutional Level”

The ACE Framework is primarily designed for faculty who are readjusting their curriculum during times of regional, national, or global crisis. But in order for the work that faculty do with their assignments and courses to be most effective, it should be aligned with the institutional mission, which should guide policy and structural planning related to curriculum and teaching.

The institutional level of the framework is a reminder to faculty that if their adjustments at the assignment- or course-level are difficult to operationalize successfully, it could be due to larger policies and structures that are mis-aligned with the ACE Framework; advocacy may be warranted to bring the institution into alignment.

The institutional level of the framework is also a call to university policy-making committees, administrators, Boards of Trustees, and legislators that there is much work to be done to prepare university policies and structures to support students and faculty who are learning and teaching through challenging times.