This paper creates a course quality ecosystem based on the teaching life cycle of course initiation, quality planning, quality assurance, quality control, and course conclusion. The responsibility matrix of the teaching and learning community is established, and quality assurance services are implemented. In the course initiation phase, the course requirements are elaborated and defined based on the course planning process of the University of Miami. Bloom’s taxonomy of educational objectives is employed to identify the course objectives, based on which the process of teaching and learning is evaluated and the course quality plan is developed. Value chain analysis is adopted to interpret the appreciation and depreciation of teaching activities and evaluate the contribution of these activities to teaching value. In the course quality control phase, diversified assessment methods and practice strategies are developed, and importance is attached to students’ learning process through the two types of formative assessment—assessment for learning and assessment as learning. At the course conclusion phase, multi-channel feedbacks are adopted such as teacher-teacher, teacher-student and third-party feedbacks. Taking learning engagement as an important factor to measure the effectiveness of the course quality ecosystem, data analysis shows that students have a high degree of recognition in terms of course satisfaction and learning performance.