Significant learning experiences start with an organized course designed to create opportunities for students and instructors to interact with each other. Because course organization and design shapes students' learning experiences and their opportunities to interact with their instructors and one another, we asked students to rate eight design features of the courses in which they were learning the most (figure 3). For the three items directly related to course organization and design, a majority of students reported that the courses they took during the pandemic were well-organized (82%), offered a variety of interactions with course content (73%), and addressed accessibility issues (63%). Furthermore, students rated highly courses that created robust social contexts that included opportunities for students to interact formally and informally with their instructors, to interact with other students, and to learn from and teach other students.1  Course modality is a factor that shapes students' evaluations of course organization and design. Synchronous courses tended to be rated as better organized with greater opportunities for student–instructor and student–student interaction; similarly to instructor evaluations, these differences were small (generally 5 percentage points or less), though opportunities for formal interactions and communication with instructors had a clear advantage among students in synchronous courses (83%) over those in asynchronous courses (73%).