As graduate health professions programs increasingly incorporate online learning, questions remain regarding how distance education can support institutional values that emphasize human connection. This descriptive study describes the co-design, implementation, and evaluation of an online teaching and learning course developed within a predominantly face-to-face curriculum to align with the program's purpose, mission, and vision. A co-design approach was used to develop a required graduate-level core curricular course focused on teaching and learning in physical therapy. The course instructor and the learners collaboratively informed course development. Course elements emphasized learner autonomy, collaboration, reflection, authentic application, and meaningful interaction. The co-design process resulted in an online course intentionally structured to promote connection, engagement, and reflective practice while providing flexibility within a face-to-face professional program. The online environment served as a platform for course delivery while maintaining alignment with the program's humanistic values. The study illustrates how online learning can extend, rather than diminish, a program's commitment to humanism. The study suggests that online course design can support institutional mission, vision, and community priorities when guided by human-centered principles and collaborative development processes.
