Notes on this element: Learning Outcomes/Objectives Measurable learning outcomes/objectives are presented in syllabus. Nothing stated in syllabus. are listed in syllabus but not measurable. Outcomes/ objectives are listed in syllabus, are measurable but do not tie into assignments. Clearly stated outcomes/ objectives in syllabus conveying what the student can be expected to achieve as a result of engaging in the course activities and content (purpose for assignments). Notes on this element: Instructor Availability Includes Instructors availability/office hours/email review and response time Nothing stated in syllabus. Description of office hours listed in syllabus. Description of office hours and on-line communication preference, etc.) with instructor during course. Description includes Instructor’s availability/office hours/ general email review and response time. Notes on this element: Policies/Procedures on Grading Clearly stated grading policies, scales, structures, instructions on where to review grades, and assignment submissions No policies or procedures stated in syllabus. Grading policies and procedures are presented: points or percentage equivalent to letter grades (A = 92-100). Grading policies and procedures are presented. Grading structure is presented in detail. (Exam is worth xx number of points, project is worth XX % of final grade, etc.). Grading policies and procedures are presented, Grading structure is presented, gradebook is explained as a to view grades and/or comments and how to submit assignments is listed. Notes on this element: II. Course Structure and Teaching Elements Level 1 Level 2 Level 3 Level 4 Student-Content Interactions Course activities in which students interact with the content. Students access information through readings, web links, handouts, etc. Supportive materials are regularly offered to help students understand material. Examples may include lectures, self-tests, brain teasers, weekly quizzes. Methods which allow some application of concepts to authentic problems or new situations are used. May be achieved through case studies, papers, role plays, debates, simulations, discussions, etc. Course regularly includes opportunities for application of concepts to authentic problems and resources or content that allows students to work beyond the stated course objectives. Notes on this element:
Student-Student Interactions Opportunities to build learning communities. No opportunities for s-s interaction. Students interact on a basic level; student introductions are used; some class discussion is used. Course facilitates a community feeling; discussions are dialogues where peer feedback is evident. Course provides opportunity for at least one group project where members collaborate to produce a single artifact. Notes on this element: 1 Level 2 Level 3 Level 4 Course Activities Engage Learners Engaging today’s students in their own learning is important for student retention as well as for interest and motivation in the course topics. Instructor uses active learning techniques rarely or not at all. Instructor uses active learning techniques some of the time. These might include: discussions, asking students to reflect in writing, problem solving, debates, learning games, synthesizing and applying information, learning logs, etc. Instructor uses active learning techniques much of the time. These might include: class discussions, asking students to reflect in writing, problem solving, debates, learning games, synthesizing and applying information, learning logs, etc. Instructor uses active learning techniques almost all of the time. might include: class discussions, asking students to reflect in writing, problem solving, debates, learning games, synthesizing and applying information, learning logs, etc. Notes on this element: III. Course Facilitation Elements Level 1 Level 2 3 Level 4
Instructor Communicates High Expectations to Students Instructor communicates high expectations to students course activites/assignment. Ways to communicate expectations include: explanations in the course syllabus, demonstration/examples of quality work, use of grading rubrics that are shared with students when work is assigned, class discussion of expectations for each assignment, etc. Instructor fails to communicate high student expectations other than a syllabus listing. Instructor somewhat communicates high student expectations in at least one way in addition to the syllabus. Instructor communicates high student expectations through 2 different ways in addition to the syllabus. Instructor communicates high student expectations in a superb manner through several (at least three) ways in addition to the syllabus. Notes on this element: Level 1 Level 2 Level 3 Level 4 Instructor Expertise and Involvement Opportunities for student to view the instructor as a content-expert and a resource for new information. No viewable involvement by the current instructor other than holding class. Instructor provides clarification of content through lectures or other means. Instructor holds class each week at required times and regularly meets for the entire allotted class time. Instructor is an active participant in the course through or after class discussions or through office hours; faculty offers assistance and encourages students to follow-up regarding questions; evidence that faculty is friendly and approachable. Customization of course based on current students’ interests (where applicable); instructor is flexible enough to adapt course topic during the semester to address learner differences, interest and particular circumstances. Notes on this element: Feedback Grades and comments used to communicate assessment results. Course assignments are not returned in a timely manner and do not provide written feedback. Course assessments are returned in a reasonable amount of time and have grades posted in the online gradebook. Course assignments are returned in a reasonable amount of time and brief, non-individualized, or inconsistent comments are provided on returned assignments and/or in the online gradebook. Returned assignments contain more extensive, individualized comments on the returned assignment or in the online gradebook. Notes on this element: