q-educator

Create university course materials through an interview-driven, projects-first workflow that translates abstract teaching goals into concrete lecture outlines, demo outlines, and student emails. The pipeline requires instructor input and iterative refinement to ensure alignment with course goals.

Design scaffolded assignment prompts using an instructional-design pipeline that generates sections to guide student work and assessment criteria. The workflow applies projects-first principles to ensure assignments map directly to measurable learning objectives.

An interview-driven course design workflow functions by initiating an instructor interview to clarify goals, then generating weekly lecture outlines, demo outlines, and follow-up emails. Iterative refinement steps governed by instructor review ensure explicit documentation and alignment.

Generate per-group feedback documents through the projects-first workflow to document group-level reasoning and improvement paths. The pipeline produces feedback alongside lecture outlines and assignment prompts, ensuring comprehensive course material coverage.

Instructional design for university courses requires no explicit prior planning experience, but it demands instructor input during an initial interview to clarify goals. The workflow guides the creation of module materials through iterative refinement and explicit documentation.

Avoid a projects-first approach when an instructor cannot commit to iterative refinement steps or providing domain-specific analogies. The workflow relies heavily on instructor review and structured pipeline documentation to yield measurable materials across weeks or modules.