Agile Methodology Meets Backward Design: Transforming Faculty-ID Collaboration in Higher Education

Faculty-instructional designer collaborations in higher education often struggle with hierarchical dynamics that position IDs as implementers rather than partners. This practitioner note documents the integration of Agile Scrum Methodologies with Backward Design principles (Wiggins & McTighe, 2005) during the development of multiple Open Educational Resource foreign language course series and a Sociology course. This hybrid approach preserves Backward Design's three-stage framework—identifying desired results, determining acceptable evidence, and planning learning experiences—while integrating Agile Scrum's user stories, MVP prototyping, and iterative sprint structure for module-focused development. While some projects took longer due to OER technical constraints, others were significantly faster, and series development showed efficiency gains over time. The methodology fostered more equitable collaboration dynamics between faculty and instructional designer, improved student-centered focus, and enhanced overall course alignment and consistency. This account offers practical insights for instructional designers seeking to transform traditional hierarchical development relationships while improving both process and outcomes.