The course design explained and illustrated in this paper provides students with a number of learning activities from which they may select those most appealing to them. After an introduction setting the background for this multidimensional approach, a general course design is presented in which each learning activity has a point value and student grades are based on the total number of points accumulated through successful completion of the activities they have selected. The types of activities used in St. Louis Community College's Sociology of the Family course are outlined, e.g., reports on articles, books, films, and lectures; field work; and term papers. Next, problems in designing a multidimensional course and ways of dealing with them are identified. For example, the paper recommends the allocation of time deadlines, the use of many small activities rather than a few large ones, the use of student-instructor conferences and progress charts, the provision for additional learning activities, the use of dual systems of records, the minimization of qualitative evaluation, and the encouragement of student input. Appended to the paper is a course guide from the Sociology of the Family, which introduces the course, reviews grading and the point system, outlines the expectations for each type of learning activity, lists lecture topics, provides source lists for research and oral reports, presents guidelines and topics for term papers, and includes sample forms and time lines. (KL)