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Introduction

The purpose of this standard is to encourage you to reflect on how your communication plan and course design choices engage students in the learning experience. Engagement is about capturing students’ interest, sparking their curiosity, and keeping them passionate about learning. The first time students enter your course they are excited to learn. The challenge for you as their instructor, is to keep them excited and engaged in the learning process throughout the term. Students will be more engaged in the course if you are engaged, or present, in the course. By being present in the course you show your enthusiasm for the discipline, as well as how much you care about your students. Students will know you care about them and their learning if you show them you see them as individuals. To proactively manage expectations about what students can expect from you, your course should include clear information about how you plan to interact and communicate with students as a class and also as individuals.

Why it Matters to Students ...

Sasha signed up for Introduction to Forensics because of the description in the course catalog. It sounded like the course would cover many interesting introductory topics related to having a career as a forensic anthropologist and Sasha can’t wait to discuss forensics with the class. Looking through the course materials, Sasha doesn't see any information about how students might get to work together or how the instructor plans to communicate with the class. (1.3.a, 1.3.b) Sasha completes the first written assignment and the following class activity which is to watch a video and take a quiz. Next up is another writing assignment and Sasha wonders when there will be an opportunity to chat with classmates about what they’re learning or to do something more engaging, like taking a virtual field trip or working in teams to analyze a cold case or collect evidence in a crime scene simulation. (1.3.d, 1.3.f) Sasha is eager to share about their experience attending a forensics workshop over the summer, but the only communication channel in the course seems to be emailing the instructor. (1.3.c, 1.3.g) Several weeks later, XX is still anxiously awaiting feedback on the first few assignments - without feedback Sasha can’t reflect on any mistakes they may have made. (1.3.a, 1.3.e) The lack of regular and meaningful communication with the instructor plus the lack of opportunities to share their experiences and personal learning needs makes XX feel unsupported and disconnected. (1.3.h)

Challenge Your Thinking ...

Before you embark on designing or redesigning your course, take some time to identify and reflect on your privileges social identities, implicit biases, and any assumptions you may be making about students, their lives, how they learn, and how you teach. As you begin to identify what you’re unintentionally bringing to the design of your course, use Section 1 of your Reimaging My Course Reflection Journal to reflect on how these things may be affecting students, especially students of color and students identifying with other historically underrepresented groups. Exploring your own identity and becoming aware of your implicit biases and the assumptions you may be making is a crucial first step in re-imaging educational structures, systems, policies, and attitudes that may be creating barriers and inequities for your students.

The reflection journal includes the questions below and provides space for you to think critically about your teaching and course design practices. Please make a copy of the journal to explore your thoughts and feelings and use your discoveries to make meaningful enhancements to your course.

Before you get started, think about the following:

Who are you - what makes you, you? Describe your intersecting identities.
What power and privileges and/or lack of power and privileges come with how you identify?
How do your identities, power, and privileges impact your teaching and course design practices?
Who is your course currently designed to serve - your institution, your department, you, or your students?

Reflect on how you described your identities, power, and privileges and answer the following:

How might your identities, power, and privileges impact how you engage students in learning?

Make a list for each of the following:

Biases you may have based on the identities of students in your course.
Assumptions you may be making about the identities of your students.
Assumptions you may be making about how students are engaging with your course materials.
Assumptions you may be making about how and when students want to communicate with you.
Assumptions you may be making about how you think students would like to interact with you.
Assumptions you may be making about expectations students have about building a relationship with you.
Assumptions you may be making about how well your course actively engages students.

Reflect on your lists and answer the following:

How do your identities, biases, and assumptions impact your course communication plan and how you communicate your plan to students?
What might need to change in your communication plan and how you communicate about it to foster a sense of belonging for students from different backgrounds, especially for students of color and students identifying with other historically underrepresented groups?
How will students know what to expect from you in terms of communication and response times?
Which communication channels/tools do you plan to use in your course and how will students know which ones you'll be using, when, and why?
What alternative communication methods have you provided for students who might have technical issues or other limitations?
What strategies do you use for regularly communicating with students in a meaningful way, answering questions, providing feedback, and inviting them to feel comfortable interacting with you?
How do you model effective communication and set clear expectations for respectful and inclusive interactions among students?
How do you encourage relationship and community building in your course?
How are you engaging students in active learning, critical thinking, and reflection on their learning?
How are you fostering a sense of community and encouraging peer-to-peer interaction and collaboration among students in your course?
What opportunities do you provide for students to give feedback on course communication, and how do you plan to address their concerns and suggestions?
How can you create opportunities for students to reflect on their learning progress and set goals for their continued growth and development in the course?

Indicators Explained

The Indicators for Standard 1.3 are organized by Essential, Best Practice, and Exemplary. Click the menu bars below to expand and read about the Indicators in each section.

Essentials

Applying all Essential Indicators demonstrates that your course design includes the basic foundational elements that must be present for students to succeed in an online course.

1.3.a - Course includes a clear explanation describing the instructor's plan for engaging in regular and substantive interaction with students and providing timely feedback.

The U.S. Department of Education requires colleges to ensure that all online courses for which students may use federal financial aid include “regular and substantive” interaction (RSI) between students and instructors. What is “regular and substantive” you might ask? The “regular” in RSI means that interaction between the instructor and the student occurs with reasonable frequency and consistency during the given term and the “substantive” in RSI means that the interaction is of an academic nature having relevance to the student’s learning. RSI is further characterized by being proactively initiated by you - the expert faculty member, occurring in a timely manner, and containing feedback that reflects the individualized learning needs of each student.

Interaction establishes a sense of community and leads to higher success rates in online courses and typically includes three specific types of interaction.

Student-to-student: interaction between students and other students
Student-to-instructor: interaction between students and instructors
Student-to-content: interaction between students and course content

In the online classroom, a fully developed learning experience requires each of these types of interaction. Students are more likely to complete the course, perform well, and take coursework seriously if they have opportunities for meaningful interaction with classmates, the instructor, and the course content. Instructor-to-student interactions are an essential component of effective teaching and learning, so including opportunities for regular and substantive interaction in your course is about more than just meeting a federal requirement. To ensure students will have the instructor-to-student communication they need to be successful, it is important to outline a plan for interaction in your online classroom. Your plan begins with your commitment to effective and meaningful communication with students, so be sure to think through the how, when, and why you will need to communicate and interact with students. Consider things like the communication needs of your students, how often you plan to interact with students, what forms that interaction will take, what tools or channels you plan to use for interacting, and where/how students will access your communications.

The mechanisms or “tools” you use to communicate with, interact with, and provide feedback to students are an important part of your course communication plan. Many of the tools you choose to use such as course announcements, messaging, discussions, annotations, rubrics, and audio/video comments will most likely be available as features in the learning management system (LMS), but some may be external to the LMS, such as your campus email, phone, or web-conferencing. Regardless of the combination of tools you choose, it's important for students to know which tools you plan to use and how you plan to use them so they can effectively communicate and interact with you.

Outlining a plan and selecting appropriate tools to guide the communication and interaction in your course are the first steps in creating effective instructor-student communication. The next step is to share your plan with students in clear, easy to understand language. Your communication plan might include details like how quickly you will respond to student questions, the days of the week you are available to do so, how you plan to monitor and moderate course discussions, how soon after a due date you will return graded work, what types of feedback you will provide on assignments, how you will use course announcements, which email account you prefer to use and will respond to, whether you are available by personal or office phone, and if you will be holding office hours on campus or virtually. As you write your communication plan, also be sure to consider the language you use as it can have a great impact on how students feel in your course.

In an online environment, it’s easy to feel like you have to be available to your students 24/7 and they’ll probably expect you to be available if you haven't clearly communicated your preferred methods for communication and interaction. Setting some limitations and boundaries not only helps you manage your course, it also models the value of work/life balance for students. Managing expectations around what students can expect from you in regard to when or how often you will reach out, also helps reduce their stress. For your own self-care, be sure you will be able to realistically adhere to any communication guidelines you create. Also consider how your guidelines and preferences may impact students and the flow of your course.

1.3.b - Course includes community building opportunities that allow students to build positive relationships with one another and with the instructor.

Student engagement, retention, and persistence increase when students feel connected to their instructor and other students in the class. In addition to strengthening the learning community in your course, opportunities for students to create personal connections and build relationships with classmates also foster the growth of their peer support networks. In a face-to-face classroom much of this type of interaction occurs naturally between students over time while waiting for class to begin, by participating in class activities, and as study groups form. Because your online students are not in physical proximity to one another, you must intentionally design elements into your course that encourage students to connect in meaningful ways. This can be accomplished by incorporating both informal and formal opportunities for students to interact.

Ice breakers and other informal getting to know you type activities work well for encouraging social engagement. Introductory discussions often include “demographic” type questions, such as name, program of study, etc. However, the community isn’t really built until students begin to connect on a more personal level, so be sure to also include some meaningful questions like "What do you hope to learn in this course?" or "What is one thing you'd like us to know about you?" or maybe some funny questions, like “If you could have 50 pounds of anything other than money, what would it be?” or “What book do you wish you had memorized?” Fun questions can even start to ease students into the content of the course, such as asking “What famous artist (or business executive or scientist depending on the discipline) would you want to go to dinner with, and what questions would you ask them?” Discussion boards, peer response activities, and group collaboration can be used to help strengthen the learning community and encourage student interactions. Thoughtfully selected technology tools can also enhance student-to-student interactions in your course. Blogs, wikis, and social media help students share, interact, and connect while web-conferencing tools such as Zoom, Canvas Conferences, or Skype can bring students together synchronously when meeting in person is not an option. Audio and video tools are useful for recording feedback and personalized messages

1.3.c - Course includes a variety of communication formats and offers students choices for how to engage with their instructor and peers.

You most likely have preferences for how you’d like to communicate and interact with students. Your students have preferences too, so offering flexible choices for communication and engagement is essential for creating an inclusive and student-centered learning experience in your course. Incorporating a variety of communication channels and offering choices for how to engage with you and also with classmates gives students the flexibility to choose the methods and modalities that work best for them.

There are some important things to think about as you begin crafting the communication plan and selecting the communication and engagement tools for your course. You can get started by considering the intersecting identities of your students. Your students consist of a diverse group of individuals with their own unique communication and engagement needs. These needs can be influenced by cultural values, physical abilities, psychological needs, language barriers, access to technology, the cost of tools, work hours, family commitments, health status, housing insecurities, and so on. Answering the question, “Who are my students and what communication and engagement challenges or barriers might they face?” can help you better determine the most effective communication strategy for your course. Below are several strategies you can incorporate into your communication plan that will enhance the communication and engagement options in your course. The combined effect of these strategies exceeds the individual impact of each one, so the more strategies you choose to include, the more communication flexibility and engagement options your students will have.

*Suggestions for Offering Students Choice and Flexibility for Communication and Engagement*
Strategy Suggestions	Benefits for Students
Include both synchronous and asynchronous communication and engagement options.	Synchronous communication methods through video conferencing tools like Zoom, Google Meet, and Skype, or even offering opportunities to connect in-person if you’re planning to be on campus, provide students with options for real-time interaction while asynchronous communication methods like discussion boards, email, texting, and LMS messaging offer students flexibility to communicate and engage where and when suits them most.
Use multimedia communication and other engagement tools.	Options like VoiceThread and Flip provide students multiple options for how to engage. For example, written posts, audio recordings, videos recordings, and more. Canvas discussions also have the capability for students to engage via text-based, audio, or video responses.
Use multiple communication channels.	Using a mix of communication channels like email, messaging, chat, discussion boards, announcements, multi-media tools, in-person meetings, and/or phone calls not only allows for flexibility and student choice, it also creates backup options if one of your primary communication channels fails.
Incorporate familiar communication tools.	Social media platforms like Instagram, Meta (formerly Facebook), and X (formerly Twitter), and LinkedIn can promote interaction and facilitate discussion, while mobile apps like the Canvas Student app can provide access to course content and allow participation for students on-the-go.
Provide spaces for both private and collaborative communication and engagement.	Students may wish to connect with you individually via email or LMS messaging, video-conferencing, or even in-person to ask questions, share their learning needs, or discuss assignment feedback. It’s also important to incorporate spaces for communication and peer-to-peer relationship-building. This can be accomplished via class discussions, video conferencing, and multimedia tools.
Ask your students!	There’s no better way for you to understand the communication and engagement needs of your students than to ask what works best for them and have them to co-create the plan with you, so consider asking your class about their preferences at the beginning of each term and adjusting your communication plan as needed. This will help ensure your students have access to the communication channels and engagements tools they prefer - and who knows, your students may have some excellent ideas that you haven't thought of yet. Be sure to check in with your students again mid-term to ensure that everything is running smoothly.

Whichever communication channels and engagement tools you choose to use, be sure to provide clear directions for how, when, and why to use them. This might include providing technical support and linking to how-to’s, outlining the purpose and guidelines for each communication channel and each engagement tool in the syllabus or "Start" module, explaining the netiquette for respectful and productive interactions, and even setting boundaries for acceptable times to call or text.

1.3.d - Course includes opportunities for students to engage in active learning.

Active learning goes beyond traditional lecture-based instruction and encourages students to become active participants in their own learning. Active learning occurs when a student participates or interacts with the learning process, as opposed to passively taking in information. An example of more passive learning is having students watch a live or recorded lecture video, and then take a quiz on the content of the video. Retrieval practice is a good start, but you can easily convert this to a more active learning opportunity by having students do something more meaningful with what they have just learned. For example, following the video with a reflection or journaling prompt, group discussion, or a debate about how the information in the lecture materials apply to a given scenario or case study. When students are asked to make predictions, solve problems, find answers to questions, and formulate questions of their own, they are engaged in active learning. In addition to providing students with opportunities to apply their knowledge and skills, active learning fosters critical thinking, problem-solving, communication, and collaboration – abilities that are not only invaluable in the academic setting but also highly sought after in the workforce. Additionally, active learning promotes deeper understanding of concepts through practice and engagement that leads to improved comprehension, retention, and the ability to transfer learned concepts to situations outside of the classroom.

Active learning offers significant benefits for all students, but it is particularly beneficial for closing equity gaps for students of color and students identifying with other historically underrepresented populations. Although research on the impacts of active learning on the distinct experiences, challenges, and contributions of individual student populations is still emerging, it’s not too difficult to make an educated guess as to why using active learning may be so beneficial for historically underrepresented student populations. Using active learning techniques requires you to have confidence in and trust that your students are capable of succeeding. When you communicate this confidence and trust to your students, you are signaling that you believe in them, that you will support them in their learning, and that you have high expectations for them. This instructor-to-student relationship building combined with experiencing success while participating in active learning, helps build students’ academic confidence. In collaborative settings, active learning can help foster community and provide opportunities to build relationships with peers which in turn increases sense of belonging. Showcasing their individual skills and knowledge in a small group setting and sharing their unique experiences with classmates can help students combat stereotype threat. Small groups can also be helpful in ensuring all students have a chance to participate. Lastly, active learning provides opportunities for students to practice what they’re learning, which aids with content retention while the deep thinking often required for active learning develops critical thinking skills.

Active learning strategies range in intensity from quick and simple activities to highly complex and student-centered learning experiences, so be sure to scaffold the active learning opportunities in your course by beginning with less intense activities that progressively build up to higher intensity activities. Some active learning techniques work best in a face-to-face or synchronous online class settings. However, if you are creative, you can adapt many of them to work asynchronously online as well. You may also need to make adjustments based on the size of your class and whether students will be working individually or in groups. Here is a small sampling of some different types of activities group by intensity that can be used to incorporate active learning into your course. As there is no one size fits all approach to course design, you might also consider giving students options for how to participate in active learning by providing alternate assignments or alternate forms for engagement. For example, an option to work individually instead of in a group or to participate in writing rather than by speaking.

*Ideas for Low-, Mid-, and High-Intensity Active Learning Activities*
Quick & Simple Low-intensity	More Challenging Mid-intensity	Complex & Student-Centered High-intensity
Minute Paper	Peer Response	Jigsaw Discussion
Pause for Reflection	Group Evaluations	Role Playing
Self-assessment	Brainstorming	Debates & Role Reversal
Think-Pair-Share	Case Studies	Annotated Portfolios
Group discussions	Simulations	Forum Theatre
Contextualized Learning	Problem Based Learning	Peer Teaching
Muddiest Point	Field Trips	Experiential Learning
Reflective Journals	Socratic Questioning	Annotated Portfolios
Blogs	Virtual Labs	Service Learning
Interactive Online Tools	Concept Mapping	Inquiry-Based Learning
Misconception Checks	Everyday Ethical Dilemmas	Project-Based Learning
Drawing for Understanding	Scenarios	Student Designed Assessments
One-Sentence Summary	Storytelling	Open Pedagogy & Sustainable Assignments
What, So What, Now What	Individual or Group Presentations	Undergraduate Research
Games & Gamification	Advice Letters	Student Lead Learning Communities

As you ponder which types of active learning strategies to use and how to most effectively incorporate them into your course, consider these tips for getting started.

Start small by substituting or transforming existing learning activities rather than adding new ones. Replacing just a portion of existing passive learning activities throughout your course can positively impact student learning while not adding a ton of extra work for you or your students. For example, in a Physics class you might consider adding a brief interactive activity at the end of a lecture like asking students predict the outcomes of a simple collision experiment involving toy cars after watching a video about momentum.
Revisit the alignment of the learning experience. Simply asking students to engage in active learning doesn't guarantee effective learning - it has to be the right active learning experience. Just as you have thoughtfully mapped the alignment of your module objectives to your course outcomes and assessments, any active learning strategies you decide to use in your course should be closely aligned with the intended learning objectives to ensure that students are practicing and gaining meaningful skills and knowledge from the experience. For example, if the learning objective in a Marketing class is for students to analyze consumer behavior, students may benefit from conducting surveys or interviews with peers to gather data on consumer preferences before analyzing the results as a group.
Scaffold the learning experience. Be sure to adequately prepare students by building up the skills they need to be successful. Students must have the appropriate level of knowledge or skills to successfully engage in active learning. When students lack these foundational elements, it can lead to frustration and demotivation. For example, in a History class students would need a foundational understanding of the historical context for the time period before engaging in a debate about the events of that era.
Consider the cultural backgrounds of your students. Educational practices vary significantly worldwide and while active learning is well-known for improving student performance, some students - especially international students, may find active learning uncomfortable because it is new to them and also very different from how they are used to learning. Offering clear explanations about the purpose and benefits of active learning and being open to discussing cultural differences can helps students understand and adaptations that can accommodate diverse learning preferences. For example, in an ELL course, you might begin the quarter with an explanation about active learning and its benefits for language acquisition and communication skills then create an opportunity for open dialogue by inviting students to share their own learning experiences and preferences.
Iterate. Not all active learning strategies will work for all learning purposes or environments. You may need to try several different active learning strategies before you find one that aligns with the intended learning objectives and works well for your students. It's ok to experiment a little, so try an active learning strategy, pause and reflect on what did and didn't work, ask your students for feedback, consider what you'd do differently next time, and then make adjustments to the learning activity as needed or try something new. For example, in an online Biology course you decide to introduce a jigsaw activity to help students learn about ecological interactions. Afterward students say that they didn't enjoy this activity because it was too complicated to complete in Zoom. The next quarter you try using a simulation game that mimics ecological interactions instead. Afterward students say they felt unprepared and needed more time. You reflect on this feedback and your own observations and decide that next time you will add a brief pre-activity to offer context and foundational knowledge and give students 15 extra minutes.. Afterward students say they felt more prepared and enjoyed the activity.
Expect resistance. Some of your students may be resistant to active learning due to the increased cognitive effort required of them and also because they are used to sitting passively to consume information. Student motivation and engagement play an important role in the effectiveness of active learning, so be sure to explain the purpose behind the active learning techniques you have chosen to use. It’s also important to help your students understand the benefits of engaging in cognitive struggle. Playing an active role in guiding the active learning activities in your course will ensure students feel supported and more comfortable participating. For example, in an Interior Design class, you might begin a discussion prompt that asks student to practice identifying undertones in colors by explaining the purpose of the activity and how it ties into the learning objectives, check in as they post, and debrief afterward. Afterward you ask for students input - they say they felt rushed. You reflect on this feedback and the next time you add more time

To make learning about active learning a more active learning experience for yourself, click on the Try It! tab to explore ideas for incorporating active learning into your course then select one and apply it to your course, do a web search of your own to find more information about active learning, or discuss active learning strategies with a colleague or the instructional designer(s) on your campus.

1.3.e - Course includes opportunities for students to reflect on their learning.

The process of reflection, or thinking about learning, engages the brain beyond attaining and recalling knowledge. Reflection not only fosters deeper comprehension and retention of course material, it also helps students connect new knowledge with prior experiences and ideas, reinforcing their understanding. Reflection also helps students regulate their learning and develop into self-aware, productive learners. Depending on when and how you plan to use reflection in your course, encourage students to think about what they will learn, what they are learning, what they have learned, or what they need to learn. Engaging in reflection as a regular practice provides students with a structured framework for self-assessment and growth that they can continue to use over time.

To begin incorporating reflection in your course, you might start by asking students to reflect on the course learning outcomes by selecting one and explaining why it is motivating or challenging to them or asking students to share what they hope to learn in the course. Next, consider ways you can add reflection to existing learning activities and assessments throughout your course. You might do this by asking students to self-assess their submissions using a rubric, filling out a short survey, or writing a short paragraph. You could also ask students to suggest strategies for improving their work by reflecting on feedback they’ve received from peers or grading feedback they’ve received from you. Additionally, you can build opportunities for reflection into class discussions, quizzes, assessments, or at the end of a module by adding a reflective question like: "How does this information connect with what you've previously learned in this course or other courses?" or "How does this concept relate to your personal experiences?" or “In what ways has your perspective or understanding changed after engaging with this material?”

Something to consider as you begin incorporating opportunities for reflection into your course is that reflection does not always need to be an individual activity. Reflecting as a group encourages students to share their unique experiences and interpretations. Group reflection also provides opportunities for students to engage in meaningful discussions, share insights, and collectively make sense of complex concepts which can lead to a richer and more comprehensive understanding of the material and also foster peer-to-peer relationship building.

*Ideas for Individual and Group Reflection Activities*
Individual Reflection	Group Reflection
Minute Paper	Think-Pair-Share
Pause for Reflection	Small Group Discussion
Muddiest Point	Partnered Storytelling
Misconception Checks	Peer Response
One-Sentence Summary	Jigsaw Discussion
What, So What, Now What	Fishbowl Discussion
Advice Letters	Gallery Walk Discussion
Blogs	Group Journal with Peer Commentary
Journals	Group Feedback Session
Learning Logs	Group Presentations with Group Reflection
Annotated Portfolios	Debates with Group Reflection
Self-assessment	Role Reversal

Using reflection at the end of your course is a powerful way for students to “sum up” their learning. Connecting an end-of-course reflection to a beginning-of-course reflection can help students see how far they have come during the quarter. Another great way to help students sum up their learning and understand their progress is by having students keep a learning journal or create a portfolio of their work with a running commentary about their learning process. No matter how you decide to include reflection in your course, always be sure to give students choices for how they’d prefer to reflect. For example, writing, drawing, recording audio, producing a video, or another method of their choice.

1.3.f - Course includes opportunities for students to engage in critical thinking.

Learning to think critically is an essential skill for success - both in and outside of the classroom, so much so that many colleges include critical thinking in their institutional outcomes. Developing critical thinking skills involves learning how to analyze, evaluate, and synthesize information in order to make well-informed decisions. The process of critical thinking can also help students learn how to assess evidence, identify assumptions, identify logical connections, and consider multiple perspectives. You can have students work individually or together to develop their critical thinking skills.

If you’re designing a brand-new course, you can incorporate elements of critical thinking as you’re developing the learning activities and assessments for your course. However, if you are working on revisions to an existing course, an important first step is to pause and reflect on the existing assessments in your course to identify where and how to most effectively incorporate opportunities for critical thinking. As you’re designing or redesigning your course, remember that learning how to think critically can be challenging for students, so consider scaffolding the development of these skills by introducing them through a series of increasingly complex tasks or activities. Beginning with simpler thinking tasks will help your students practice and develop the foundational skills they need to think critically and as the term proceeds you can gradually introduce more challenging critical thinking opportunities. Additionally, applying critical thinking skills in practical contexts can make the learning experience more engaging and enriching for your students. Here are two before and after examples of how you might redesign existing learning activities or assessments in your course to give them a critical thinking boost.

*Current Events Discussion Transformation*
Before	After a Critical Thinking Boost
Baseline Activity: Students post individual summaries of recent news articles, share their opinions to a current events discussion then reply to two or more classmates.	Possible Scaffolding Step: Students read two or more news articles covering the same topic or event from different sources or perspectives then compare and analyze the articles to identify differences in reporting, potential biases, and the use of evidence. Complex Activity: Students select a news article related to a specified course topic or concept and critically assess the article's credibility, potential biases, and the evidence presented, then participate in a class debate using what they’ve learned.

*Science Lab Transformation*
Before	After a Critical Thinking Boost
Baseline Activity: Students follow a set of step-by-step instructions to conduct a scientific experiment and record their findings.	Possible Scaffolding Step: Students make modifications or improvements to an existing experiment based on data from a previous experiment. Complex Activity: Students receive a scientific question and develop an experiment from scratch that includes defining variables, selecting equipment, and planning procedures and then evaluate the validity of their design, analyze their data, and draw conclusions.

If you don’t have any existing activities that need reworking, consider adding something new like using thought-provoking discussion prompts or quiz questions, case studies, or problem-solving scenarios. Small group activities like like discussing ethical dilemmas, debating controversial topics, or evaluating scenarios that challenge their existing beliefs or assumptions help students develop their critical thinking skills by encouraging them to evaluate issues from a variety of perspectives, negotiate meaning, and make collective decisions.

Unsurprisingly, many active learning and reflection activities also engage students in critical thinking. Engaging in the cognitive struggle created by active learning, especially high-intensity active learning, requires students to engage in their learning. This type of engagement leads students to question, problem-solve, analyze, evaluate content and the perspectives of others, and reflect - all components of critical thinking. Encouraging students to reflect on their own thinking processes, assumptions, and biases through journaling, self-assessment, or peer feedback activities can help them examine their own thought processes and become more self-aware which better equips them to engage in critical thinking.

Modeling critical thinking for your students is also a valuable way to demonstrate its importance and can help students understand what it looks like in practice and encourage them to adopt similar strategies in their own learning. You can model critical thinking by sharing your thought processes during lectures or discussions, as you give feedback on assignments, and by providing examples that illustrate your reasoning. Incorporating critical thinking opportunities into your course will help prepare students to be effective problem-solvers and decision-makers in their academic, professional, and personal lives.

1.3.g - Course includes opportunities for students to share their prior knowledge, lived experiences, and cultural wealth.

Students come to your course as unique individuals and bring with them the wealth of their prior knowledge, lived experiences, and cultural backgrounds. Prior knowledge consists of the information, concepts, skills, and learning that students have acquired before engaging in your course. A student’s lived experiences are unique to them and include the personal, internal, and emotional experiences the student has faced while interacting with events, situations, or people in their life. Cultural wealth encompasses the richness of cultural identities, histories, languages, traditions, and values that contribute to a student's sense of self and community. Opportunities to connect these things - who they are and what they already know to what they are learning - creates a bridge for students to more easily grasp and make sense of new skills, concepts, and knowledge. Weaving opportunities throughout your course for students to make these types of connections not only helps students learn, it also demonstrates that you value and respect your students as the diverse and unique individuals they are. Encouraging your students to make connections and share their experiences not only enhances a student’s sense of belonging, it also enriches and makes the learning more meaningful and engaging for everyone - even for you as the instructor.

Creating a learning environment where students feel comfortable sharing their personal experiences and backgrounds requires thoughtful planning and communication, so before asking students to share about themselves be sure to provide, or better yet co -create guidelines with the class that define what it means to learn in community and how to be respectful to and value the experiences and perspectives of others. Transparency is important here too, so also be sure to explain to students why you are asking them to share about themselves, that sharing personal information is always optional, and how sharing can enrich their learning. It’s also a good practice to provide an alternative prompt, activity, or way for students to share as this will allow anyone who may feel uncomfortable sharing about themselves to participate without feeling excluded. Giving options to share via different modes and mediums whether in writing, audio, video, or via another collaborative tool - also lets students choose a method that works best for them. Once you’re comfortable that the learning community in your course is off to a healthy start, you can begin inviting students to share about themselves.

One way to find out what your students might already know about topics that will be covered in the course is to include a survey or pre-assessment early in the term. You can use what you learn from your students' responses to make content and learning activity adjustments to ensure students have opportunities to draw upon their personal experiences and cultural backgrounds as they are working through the course. You might also consider continuing this practice throughout the term by using short surveys at the start of each new learning unit or module. Another beginning of the term activity you can use to invite students to share about themselves, is a meaningful icebreaker. For example, having students introduce themselves and share a personal story or experience related to a course topic can help begin the process of integrating personal narratives into the learning environment. Some additional ways you can include opportunities for sharing in your course are:

Discussion prompts that encourage students to explore and share aspects of their identity, cultural heritage, or personal experiences in relation to what they’re learning.
Assignments and quizzes that include elements that encourage students to relate their own experiences or cultural background to what they’re learning.
Assignments, discussions, and quizzes with options that encourage students to demonstrate their understanding of new knowledge in ways that align with their cultural strengths and preferences - perhaps through storytelling, art, dance, poetry, or song.
Reflective journals that ask students to explore and evaluate how their prior knowledge, life experiences, and cultural background influence their understanding of course topics.
Peer interviews that ask students to discuss and examine their cultural backgrounds, life experiences, and how these relate to the course material.
Research projects or other learning activities that require students to explore a cultural aspect or event related to course content.
Model connection and sharing by explaining to students how you use your prior knowledge to learn, and how your lived experiences and cultural wealth influence your decision-making and problem-solving.

1.3.h - Course includes an invitation for students to share their learning needs and goals privately with the instructor.

Not all students follow the same path to success and the support you provide can make the difference in a student’s motivation to succeed. Many students have unique learning needs and often the students that need it most are reluctant or afraid to ask for your help. Inviting them to connect with you and share their learning needs shows you care about their individual success and can also be helpful in identifying areas where students may need a little extra support. Let your students know that you’re invested in their success and that you’d like to begin building a partnership to support their learning. Asking students to reflect on how they learn and what they need to feel successful is a great place to start. You might also ask questions about their preferred methods of communication, how they manage their time, their work-life balance - all of which can be useful in adapting and being flexible with instruction. To gather this information, you might consider asking students to submit a short written paragraph, send you a short message, fill-out a survey, or maybe even schedule a 10-15 minute get to know you meeting. Be sure to check-in with students and revisit the information they shared, offer encouragement, identify areas for growth, and support students in setting short and long-term goals for their learning.

Next Steps

Applying all Essential Indicators for this Standard combined with one or more of the following Next Steps Indicators demonstrates that your course design includes the basic foundational elements necessary for students to succeed in an online course plus additional elements that are intentionally designed to increase student success in your online course.

1.3.i - Course includes opportunities for collaborative learning.

Another course design strategy you can use to improve student engagement in your course is to incorporate collaborative learning. Collaborative learning uses paired partners pairings or groups of two or more students working together to learn new skills, solve problems, or create artifacts. Collaborative group work shares the same foundational design requirements as any well-thought out individual assignment. In addition to clearly stating objectives, including performance criteria, and providing worked examples, collaborative work has the additional dimensions of providing processes for defining group roles, resolving group conflicts, sharing goals, and rating the contributions of others. Students participating in collaborative work build a sense of community by developing relationships with other students and establishing their social presence.

Below are some best practices for incorporating collaborative activities into your online course.

Determine the benefit to students in collaborating on this particular topic, project, or assignment.
Provide detailed instructions for the activity with clear expectations and clear descriptions of tasks.
Provide a suggested process for students to use to define roles and resolve conflict within the group.
Structure the project so students need to draw upon one another's knowledge and skills.
Create shared goals that can only be met by working together.
Provide a process for students to rate the contributions of their peers.
Provide a process for students to give you feedback about the overall effectiveness of the activity.
Decide how you will participate in the collaboration process.

1.3.j - Course includes an invitation for students to offer feedback on the overall design of the course.

Each quarter you share valuable feedback with your students to help them learn and grow, but students aren’t the only ones who need encouraging words and practical advice for improving their skills. You also need feedback to learn and grow in your professional practice, and you can learn a lot from inviting students into the course design process and asking for their perspectives on various aspects of your course. Receiving student feedback can help you identify what's working well in your course and areas that might need some refining. Student feedback can also give you insight into the student experience in your course and can also be used to inform decisions on everything from textbook selection to the types of technology used in your course. Asking what your students think and taking action on their advice also helps you create a sense of partnership and community in your classroom by demonstrating to students that their opinion matters. Students who experience increased feelings of belonging and value are more likely to actively engage and be successful in your course.

Student feedback on the overall design of your course can help you identify areas of the course that may need enhancing. For example, if your students suggest revisions to the course structure, learning activities, or content, you can incorporate these suggestions to create a more organized and engaging learning experience that better reflects your students’ needs. Depending on how and when you plan to use it, student feedback on the overall design of the course can be collected in a variety of ways throughout the quarter or just at the end of your course. To get started, consider doing a mid-term check-in about the design of the course and make adjustments as needed if students identify areas of concern. You could also consider adding a question about the overall design of the course to your end-of-quarter survey or inviting students to participate in an informal discussion about course design. How ever you decide to collect feedback from your students, it’s important to be transparent in how the feedback you collect will be used, so be sure to share why you are asking for student feedback and exactly how you plan to use it. Consider sharing an example of how you’ve used feedback from previous students to improve the learning experience for your current students and/or summarizing the feedback you receive from students and sharing it back with the class. Also, assure students that providing feedback is optional, anonymous, and will not impact their grades in any way.

Feedback is an important tool for your professional growth and can help you become the best educator and course designer you can be. The feedback you receive from your students can also help you improve your course and help you make intentional decisions that promote student success in your classroom.

Canvas Tools

These Canvas tools can help you apply this standard and make your work easier:

Syllabus: Use the Syllabus page to prominently display important statements and course information. For example, information about your communication plan.
Announcements & Inbox: Use Announcements to relay important course information and send reminders to the entire class. Use the Inbox to collectively or individually message students. For example, sending weekly check-in messages that invite students to interact with you.
Pages & Collaborations: Use the Edit Page Settings to allow students to collaboratively author any Page in a course. Or create a Collaboration for students to collaboratively brainstorm or share ideas. For example to have students share their communication and engagement preferences.
Conferences: Use Conferences for synchronous interaction with students. For example, a synchronous class meeting, class discussion, learning activity, review session, social time, or office hours. Students can even use Conferences on their own for synchronous group meetings.
Groups: Use Groups to give students their own group work space. For example, small group discussions, study groups, or collaborative group work.
Discussions: Use a Discussion as space for students to share ideas and ask questions. For example, to reflect on and share about their experiences.

Examples of Standard 1.3

Want to see how other instructors have applied this Standard in their course? Check out these examples!

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Example 2

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Ways to Apply Standard 1.3

Need some ideas for how to apply this standard to your course? Try one of these!

1.3.a - Instructor's plan for communication and feedback

(1.3.a) Outline your plan for engaging in “regular and substantive interaction” in your course. Then share your communication and feedback plan with students by adding a section to your syllabus, “Start” module, or elsewhere in your course clearly stating how you plan to communicate with students and interact in the course.
(1.3.a) Review the communication and interaction tools currently used in your course. Add or remove tools as needed to align with your plan for engaging students in “regular and substantive interaction.” Share your communication and feedback plan with students by adding a section to your syllabus, “Start” module, or elsewhere in your course.
(1.3.a) Record a brief welcome video that highlights your communication plan and expectations for interaction. Share this video in the course introduction.
(1.3.a) Create a frequently asked questions (FAQ) page or document that addresses common questions about communication and interaction in the course.
(1.3.a) Send a course announcement reminding students of your communication and interaction plan plus upcoming opportunities for engagement.
(1.3.a) Select a mix of three or more communication formats and/or tools to use in your course so students can choose what works best for them. Consider text-based, multimedia, audio, and synchronous tools like web-conferencing or phone calls. Write or record an explanation clearly describing the communication formats and tools you have selected and share your plan with students by adding a section to your syllabus, “Start” module, or elsewhere in your course.
(1.3.a) Use an asynchronous discussion or synchronous Zoom breakout rooms and ask students work individually or in groups to review the current course communication plan and offer suggestions. Add or remove communication formats and tools as needed to align with the student feedback you receive. Be sure to check-in mid-term to ensure course communication is running smoothly.

1.3.b - Opportunities for community building and positive relationships

(1.3.b) Begin synchronous course activities with a short icebreaker where students can share something fun, personal, or unique about themselves to help students get to know one another. Or add a short icebreaker activity or question to asynchronous course activities so students can share something fun, personal, or unique about themselves in relation to what they're learning.
(1.3.b) Use a discussion as a space for students to connect on both academic and non-academic topics to help students get to know one another.
(1.3.b) Assign or ask students to form their own small support teams with classmates. Use the Groups feature in Canvas to give students a place to meet and share information.
(1.3.b) Use collaborative group learning activities or assignments to help students get to know one another.
(1.3.b) Send students to breakouts rooms for small group discussion. Be sure to provide clear directions and any necessary resources students need. Consider checking in on the groups during the breakout time.
(1.3.b) Ask students to create a brief introductory video or other multimedia presentation to introduce themselves to the class.
(1.3.b) Host a virtual social event for students, like a review game, themed discussion, or unstructured lab time for collaboration, asking questions, and getting help with homework.
(1.3.b) Recognize and celebrate student achievements and milestones within the course.
(1.3.b) Use a scheduling tool to give students an easy way to connect with you one-to-one.
(1.3.b) Use collaborative tools like Google Docs, Padlet, or Jamboard for group activities and brainstorming sessions.
(1.3.b) Add a peer response opportunity to the course using a discussion or the Peer Review feature in Canvas where students can interact and provide feedback on each other's work.
(1.3.b) Share weekly updates via course announcements or a course newsletter containing important course information, upcoming assignments, and encouraging messages.
(1.3.b) Use thought-provoking discussion prompts that encourage critical thinking and stimulate conversations.
(1.3.b) Use a collaborative document to have students brainstorm ideas or share their preferred methods for interacting with classmates. Use the information shared to adjust the community building and engagement activities and tools being used in the course.

1.3.c - Variety of communication formats

(1.3.c) Review the synchronous asynchronous communication and interaction tools currently used in your course to ensure you are using a balanced mix of both. Add or remove tools like Zoom, Google Meet, Skype, phone, in-person office hours, chat, discussion boards, email, texting, and LMS messaging as needed to align with your plan for engaging students in “regular and substantive interaction.”
(1.3.c) Review the multimedia communication and engagement tools you're currently using in your course to ensure you are using a balanced mix. Add or remove tools like VoiceThread, Flip, Panopto, Discussions, audio/video recording as needed to align with your plan for engaging students in “regular and substantive interaction.”
(1.3.c) Review the communication channels and engagement tools you're currently using in your course to ensure you are using a balanced mix. Add or remove tools like like email, messaging, chat, discussion boards, announcements, multi-media tools, in-person meetings, and/or phone calls as needed to align with your plan for engaging students in “regular and substantive interaction.”
(1.3.c) Review the communication and engagement tools you're currently using in your course to ensure you are using a balanced mix of channels and formats. Add or remove tools like like email, messaging, chat, discussion boards, announcements, multi-media tools, in-person meetings, and/or phone calls as needed to align with your plan for engaging students in “regular and substantive interaction.”
(1.3.c) Review the communication channels and engagement tools currently used in your course to ensure you are providing spaces for both private and collaborative communication and engagement. Add or remove tools like like email, LMS messaging, video conferencing, chat, assignment comments, discussion boards, announcements, multi-media tools, in-person meetings, and/or phone calls as needed to align with your plan for engaging students in “regular and substantive interaction.”
(1.3.c) Research, learn how to use, and incorporate the communication tools into your course that students may already be using like Instagram, Meta (formerly Facebook), X (formerly Twitter), the Canvas Student app, TikTok, WhatsApp, YouTube, or group texting, to promote interaction and facilitate discussion.
(1.3.c) Select a mix of three or more communication formats and/or tools to use in your course so students can choose what works best for them. Consider text-based, multimedia, audio, and synchronous tools like web-conferencing or phone calls.
(1.3.c) Use an asynchronous discussion in Canvas or via another engagement tool and ask students to share about their preferred communication formats and tools. Use the information discussed to adjust the communication formats and tools being used in the course.
(1.3.c) Add a synchronous large group or small group discussion to your beginning of term orientation in Zoom and ask students to share about their preferred communication formats and tools. Use the information discussed to adjust the communication formats and tools being used in the course.
(1.3.c) Add a question to your beginning of term quiz that asks students to share about their preferred communication formats and tools. Use the information discussed to adjust the communication formats and tools being used in the course.
(1.3.c) Use a survey to collect feedback on the communication formats and tools used in the course and make adjustments as needed.
(1.3.c) Use a collaborative document or course page to have students share about their preferred communication formats and tools. Use the information discussed to adjust the communication formats and tools being used in the course.
(1.3.c) Add a collaborative large group or small group activity using Jamboard, Padlet, or other tool of your choice to your beginning of term orientation in Zoom or to the "Start" module in your course and ask students to share about their preferred communication formats and tools. Use the information discussed to adjust the communication formats and tools being used in the course.
(1.3.c) Poll students using Zoom polls, Mentimeter, Poll Everywhere, or another polling tool of your choice during your synchronous beginning of term orientation in Zoom and ask students to share about their preferred communication formats and tools. Use the information discussed to adjust the communication formats and tools being used in the course.
(1.3.c) Use an asynchronous discussion or synchronous Zoom breakout rooms and ask students to work individually or in groups to review the current course communication formats and/or tools and offer suggestions. Add or remove communication formats and tools as needed to align with the student feedback you receive. Be sure to check-in mid-term to ensure course communication is running smoothly.

1.3.d - Opportunities for active learning

(1.3.d) Take an inventory of the active learning techniques you're already including in your course and look for places where you can incorporate more.
(1.3.d) Revise one or more existing passive learning activities to include elements of active learning.
(1.3.d) Scaffold the active learning opportunities in your course by using a combination of low-intensity, mid-intensity, and high-intensity activity learning strategies.
(1.3.d) Add an assignment, discussion, group activity, or breakout discussion that gives students a practical problem, scenario, puzzle, or mystery to solve. Ask students to work individually or in groups to use what they know and what they have learned in order to solve the problem then share their suggested solutions with the class.
(1.3.d) Add one or more low-stakes and low-intensity active learning activities to your course. Do a quick web search to learn more about any of the following: Minute Paper, Pause for Reflection Self-assessment, Think-Pair-Share, Group discussions, Contextualized Learning, Muddiest Point, Reflective Journals, Blogs, Interactive Online Tools, Misconception Checks, Drawing for Understanding, One-Sentence Summary, What, So What, Now What, or Games & Gamification.
(1.3.d) Add one or more more challenging and mid-intensity active learning activities to your course. Do a quick web search to learn more about any of the following: Peer Response, Group Evaluations, Brainstorming, Case Studies, Simulations, Problem Based Learning, Field Trips, Socratic Questioning, Virtual Labs, Concept Mapping, Everyday Ethical Dilemmas, Scenarios Storytelling, Individual or Group Presentations, or Advice Letters.
(1.3.d) Add one or more more complex and high-intensity active learning activities to your course. Do a quick web search to learn more about any of the following: Jigsaw Discussion, Role Playing, Debates & Role Reversal, Annotated Portfolios, Forum Theatre, Peer Teaching, Experiential Learning, Annotated Portfolios, Service Learning, Inquiry Based Learning, Project Based Learning, Evidence Based Learning, Open Pedagogy & Sustainable Assignments, Undergraduate Research Student, or Student Lead Learning Communities.
(1.3.d) Have students analyze, compare, predict, or explain their own mistakes or the mistakes of others as an opportunity to further learning by using one of the following Mistake Analysis techniques from Colin Seale: Anticipate "Good" Mistakes in Advance, Use Probing Questions to Grapple with "Good" Mistakes in Real Time, Ask Students to Create their Own "Good" Mistakes, or Identify Which Wrong is More "Right".
(1.3.d) Ask students to brainstorm and share their ideas for incorporating active learning into the course. Use the information discussed to adjust the active learning elements used in the course.

1.3.e - Opportunities to reflect on learning

(1.3.e) Use a blog tool like Weebly or Edublogs to encourage reflection and deep thinking.
(1.3.e) Add an opportunity for students to resubmit assessments with a short description (text, video, audio) summarizing what they learned, would like to do differently next time, or need to review.
(1.3.e) Assign reflective journal entries where students can write about what they've learned, their insights, questions, and connections to real-life experiences.
(1.3.e) Use a discussion where students can share their thoughts, ask questions, and engage in peer-to-peer reflection.
(1.3.e) Use self-assessment surveys or quizzes at regular intervals to prompt students to evaluate their understanding and progress. Ask them to explain their answers to reinforce their comprehension.
(1.3.e) Have students work together in small groups to discuss and summarize what they've learned.
(1.3.e) Ask students to maintain learning logs, where they record key takeaways, questions, and areas where they feel they need additional support.
(1.3.e) At the end of each learning unit or module, have students reflect on the main concepts they've learned, how these concepts relate to their goals, and any areas where they still have questions or need further clarification.
(1.3.e) After receiving peer feedback on their work, ask students to reflect on the feedback, identify areas for improvement, and outline their plans for enhancement in subsequent assignments.
(1.3.e) Insert reflective questions into lecture, readings, or videos that will prompt students to pause and consider the material.
(1.3.e) Have students create annotated learning portfolios that include evidence of their work, reflections on their growth, and connections between course materials and real-life applications.
(1.3.e) Use an online tool or platform like a blog, wiki, or a reflection app to have students reflect on their learning.
(1.3.e) Add opportunities for students to make revisions and resubmit assignments with a short reflection paragraph about their learning process.
(1.3.e) Add a question to a quiz or another assessment that asks students to reflect on their learning journey, discuss challenges, and outline their growth and understanding throughout the course.
(1.3.e) Have students make a short video offering advice to future students about what they learned and how to be successful in the course.
(1.3.e) Have students analyze, compare, predict, or explain their own mistakes or the mistakes of others as an opportunity to further learning by using one of the following Mistake Analysis techniques from Colin Seale: Anticipate Good Mistakes in Advance, Use Probing Questions to Grapple with "Good" Mistakes in Real Time, Ask Students to Create their Own "Good" Mistakes, or Identify Which Wrong is More "Right".
(1.3.e) Ask students to brainstorm and share ideas for incorporating more opportunities for reflection into the course. Use the information discussed to adjust the reflection activities used in the course.

1.3.f - Opportunities for critical thinking

(1.3.f) Take an inventory of the active learning techniques you're already including in your course and look for places where you can incorporate more.
(1.3.f) Revise one or more existing learning activities to include a component of critical thinking.
(1.3.f) Add one or more new critical thinking opportunities to your course.
(1.3.f) Scaffold the active learning opportunities in your course by using a combination of low-intensity, mid-intensity, and high-intensity critical thinking strategies.
(1.3.f) Add an assignment, discussion, group activity, or breakout discussion that gives students a practical problem, scenario, puzzle, or mystery to solve. Ask students to work individually or in groups to use what they know and what they have learned in order to solve the problem then share their suggested solutions with the class.
(1.3.f) Add one or more low-stakes and low-intensity critical thinking activities to your course. Do a quick web search to learn more about any of the following: Minute Paper, Pause for Reflection Self-assessment, Think-Pair-Share, Group discussions, Contextualized Learning, Muddiest Point, Reflective Journals, Blogs, Interactive Online Tools, Misconception Checks, Drawing for Understanding, One-Sentence Summary, What, So What, Now What, or Games & Gamification.
(1.3.f) Add one or more challenging and mid-intensity critical thinking activities to your course. Do a quick web search to learn more about any of the following: Peer Response, Group Evaluations, Brainstorming, Case Studies, Simulations, Problem Based Learning, Field Trips, Socratic Questioning, Virtual Labs, Concept Mapping, Everyday Ethical Dilemmas, Scenarios Storytelling, Individual or Group Presentations, or Advice Letters.
(1.3.f) Add one or more more complex and high-intensity critical thinking activities to your course. Do a quick web search to learn more about any of the following: Jigsaw Discussion, Role Playing, Debates & Role Reversal, Annotated Portfolios, Forum Theatre, Peer Teaching, Experiential Learning, Annotated Portfolios, Service Learning, Inquiry Based Learning, Project Based Learning, Evidence Based Learning, Open Pedagogy & Sustainable Assignments, Undergraduate Research Student, or Student Lead Learning Communities.
(1.3.f) Have students analyze, compare, predict, or explain their own mistakes or the mistakes of others as an opportunity to further learning by using one of the following Mistake Analysis techniques from Colin Seale: Anticipate Good Mistakes in Advance, Use Probing Questions to Grapple with "Good" Mistakes in Real Time, Ask Students to Create their Own "Good" Mistakes, or Which Wrong is More "Right"?
(1.3.f) Ask students to brainstorm and share their ideas for incorporating critical thinking into the course. Use the information discussed to adjust the critical thinking activities used in the course.

1.3.g - Opportunities to share prior knowledge, lived experiences, and cultural wealth

(1.3.g) Incorporate a story telling assignment in which students share about a course topic from their unique perspective.
(1.3.g) Start each synchronous class session with a short icebreaker activity that encourage students to share personal experiences or anecdotes related to a specified topic.
(1.3.g) Start each synchronous class session with a short icebreaker activity that encourages students to share what they already know about a specified topic.
(1.3.g) Use icebreaker and discussion prompt questions that are culturally diverse and inclusive to prompt discussion and encourage student to shared their unique perspectives and experiences.
(1.3.g) Use icebreaker and discussion prompt questions encourage students to share what they already know about a specified topic.
(1.3.g) Use a poll or survey to gauge students' prior knowledge and experiences related to the course topic.
(1.3.g) Ask students to create presentations to explore and present on topics relevant to their intersecting identities or personal experiences.
(1.3.g) Have students work in small groups to solve problems that require students to collaborate and integrate their diverse perspectives and experiences into their work.
(1.3.g) Have students work in small groups to discuss course topics and share their unique perspectives and experiences in relation to the topic.
(1.3.g) Use a Socratic seminars where students can take turns leading discussions on course topics, sharing their unique interpretations and perspectives.
(1.3.g) Have students create short audio/video introductions or presentations in which they can share about their backgrounds, interests, and how these relate to the course material.
(1.3.g) Ask students to conduct interviews with people from various backgrounds, compare the interview responses with their personal experiences and background then share their findings with the class.
1.3.g) Incorporate discussions focused on various aspects of culture, such as the impact of culture on communication, relationships, or decision-making.
(1.3.g) Pose thought-provoking discussion questions that invite students to share their cultural perspectives and experiences.
(1.3.g) Incorporate case studies involving cross-cultural interactions that encourage students to think about and share their unique perspectives and experiences.
(1.3.g) Have students visually represent their understanding of key course concepts using a concept map.
(1.3.g) Ask students to brainstorm and share ideas for incorporating ways to share their prior knowledge, lived experiences, and cultural wealth into the course. Use the information discussed to adjust the sharing activities used in the course.
(1.3.g) Poll students during synchronous class meetings using Zoom polls, Mentimeter, Poll Everywhere, or another polling tool of your choice and have students share about their prior knowledge, lived experiences, and cultural wealth in relation to the topic or concept they're learning. Ask students to reflect on their classmates' responses and use the information students share to help guide the class in a group discussion.

1.3.h - Opportunity to share learning needs

(1.3.h) Invite students to complete an “About Me" quiz or assignment activity to share their learning needs with you. Use this information to get to know your students and provide the supports they need.
(1.3.h) Invite students to privately message you or individually attend a short meet and greet to share their learning needs and get to know you. Use this information to get to know your students and provide the supports they need.
(1.3.h) Add an optional, no points or extra credit essay question to an existing Syllabus or Getting Started quiz that invites students to share their learning needs with you. Use this information to get to know your students and provide the supports they need. Reply to students with a quick note about what they shared when you "grade" the question.
(1.3.e) Ask students to share with you privately by email or LMS messaging, or how they would prefer to connect with you to share their learning needs.

1.3.i - Opportunities for collaborative learning

(1.3.i) Revise one or more existing learning activities to include elements of collaborative group learning.
(1.3.i) Add one or more new collaborative group learning opportunities to your course.
(1.3.i) Have students work in small groups to complete projects, research papers, or presentations. Be sure to provide a structure for students to identify roles and review one another's contributions.
(1.3.i) Have students review and provide feedback on each other's assignments, papers, or projects.
(1.3.i) Have students work in groups to review and provide feedback on another group's assignments, papers, or projects.
(1.3.i) Use group discussions where students can discuss course material, ask questions, and share their perspectives.
(1.3.i) Have students work in small groups to solve complex problems and propose solutions.
(1.3.i) Have students work in small groups to analyze a case study or scenario and identify mistakes or propose solutions.
(1.3.i) Have students take turns teaching a course topic to their peers individually or as a group.
(1.3.i) Use a jigsaw style discussion that divide students into groups. Assign each group a topic they must become experts in. Give students time to discuss and prepare to teach their topic. Redistribute the groups so that there is one member from each topic group represented. Have students teach each other their topics.
(1.3.i) Use a Think-Pair -Share activity that asks students to think about a question or problem individually, then pair up to discuss their thoughts, and finally share their ideas with the class.
(1.3.i) Have students take collaborative notes in a Google doc during a synchronous lecture or class discussion.
(1.3.i) Use breakout rooms in Zoom to have students take quizzes or tests in small groups so they can discuss and arrive at answers collectively.
(1.3.i) Collaborate with other instructors to create projects that require students from different courses or disciplines to work together.
(1.3.i) Ask students to brainstorm and share ideas for incorporating collaborative learning into the course. Use the information students share to adjust the group activities used in the course.

1.3.j - Opportunities to offer feedback on the overall design of the course

(1.3.j) Add a discussion to your course inviting feedback from students on the overall design of the course.
(1.3.j) Add a mid-term "Stop, Start, Continue" style discussion to your course inviting feedback from students on course design elements they would like to stop, start, and/or continue using for the remainder of the quarter.
(1.3.j) Add a mid-quarter or end of term survey to your course, using the tool of your choice, inviting feedback from students on the overall design of the course. Use this feedback to improve your course throughout the quarter or for the next term. Be sure to include an explanation of why you are collecting this information from students and how you plan to use it and/or have already used it to improve your course.
(1.3.j) Add a question to an existing mid-quarter or end of term survey using the tool of your choice, that invites feedback from students on the overall design of the course. Use this feedback to improve your course throughout the quarter or for the next term. Be sure to include an explanation of why you are collecting this information from students and how you plan to use it and/or have already used it to improve your course.
(1.3.j) When adding new course design elements or making revisions mid-term, invite students to share their impressions on the new course elements.
(1.3.j) Poll students on gaps they perceive or areas of confusion they've have encountered to determine what areas of the course could be revised.
(1.3.j) Create a feedback loop for students to provide ongoing feedback on how the overall design of the course is meeting their needs.
(1.3.j) Develop an action plan based on the student feedback you receive that outlines specific changes and enhancements you intend to make for future versions of the course.

Resources

Recommended Reading

Website: Active Learning Guide by Cynthia J. Brame
Website: Science Case Studies by the National Science Teaching Association

References

1.3.a - Instructor's plan for communication and feedback

Baker, C. (2010). The impact of instructor immediacy and presence for online student affective learning, cognition, and motivation. The Journal of Online Educators, 7(1), 1-30. https://files.eric.ed.gov/fulltext/EJ904072.pdf
Boling, E. C. et al. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. Internet and Higher Education 15(2), 118-126. https://doi.org/10.1016/j.iheduc.2011.11.006
Dennen, V. P., Darabi, A. A., & Smith, L. J. (2007). Instructor-Learner Interaction in Online Courses: The relative perceived importance of particular instructor actions on performance and satisfaction. Distance Education, 28(1), 65-79. http://dx.doi.org/10.1080/01587910701305319
Dixson, M.D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching and Learning, 10(2), 1-13. https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1744
Everett Community College. (n.d.). Teaching Online at EvCC - Guides & Resources. Everett Community College. https://www.everettcc.edu/elearning/faculty-information/teaching-online-evcc
Fetzner, M. (2013). What do unsuccessful online students want us to know? Journal of Asynchronous Learning Networks, 17(I), 13-27. https://doi.org/10.24059/olj.v17i1.319
Fink, L. D. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Revised and updated edition. San Francisco, CA: Jossey-Bass.
Fredericksen, E., Pickett, A., Shea, P., Pelz, W., & Swan, K. (2019). Student Satisfaction and Perceived Learning with On-line Courses: Principles and Examples from the SUNY Learning Network. Online Learning, 4(2). http://dx.doi.org/10.24059/olj.v4i2.1899
Jaggars, S. S. & Xu, D. (2016, April). How do online course design features influence student performance? Computers & Education, 95, 270-284.
Martin, F., & Bollinger, D. U. (2018, March). Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. Online Learning Journal, Volume 22(1), 202-222. Retrieved September 22, 2023, from https://files.eric.ed.gov/fulltext/EJ1179659.pdf.
Sheridan, K., & Kelly, M.A. (2010). The indicators of instructor presence that are important to students in online courses. MERLOT Journal of Online Learning and Teaching, 6(4). http://jolt.merlot.org/vol6no4/sheridan_1210.htm
South Puget Sound Community College. (n.d.). Types of Course Interaction. SPSCC Rubric Review Primer. https://sbctc.instructure.com/courses/1664130/pages/types-of-course-interaction
Toppo, G. (2018, August 8). Defining ‘Regular and Substantive’ Interaction in the Online Era. Inside Higher Ed. https://www.insidehighered.com/digital-learning/article/2018/08/08/new-debate-regular-and-substantive-interaction-between
UPCEA. (2020, August 27). Policy Matters | Department of Ed Issues Final Rule on Distance Learning, “Regular and Substantive” and Competency-Based Education. UPCEA. https://upcea.edu/policy-matters-department-of-ed-issues-final-rule-on-distance-learning-regular-and-substantive-and-competency-based-education-august-2020/
Walton, E. N. (2019, April 26). Negotiated Rulemaking: The Complexity of “Regular and Substantive Interaction. WCET Frontiers. https://wcetfrontiers.org/2019/04/26/negreg-regular-and-substantive-interaction/
Wilfred Laurier University. (n.d.). Understanding Student Needs A Guide to Remote Teaching, Learning and Assessment. Laurier Research Centres. Retrieved October 26, 2023, from https://researchcentres.wlu.ca/teaching-and-learning/planning/understanding-student-needs.html
Williams, L. (2020, October 1). U.S. Department of Education Issues Final Rules on Distance Education and Innovation. NC-SARA. https://nc-sara.org/news-events/us-department-education-issues-final-rules-distance-education-and-innovation
York, C. S. & Richardson, J. C. (2012). Interpersonal interaction in online learning: Experienced online instructors’ perceptions of influencing factors. Journal of Asynchronous Learning Networks 16(4), 83-98. http://dx.doi.org/10.24059/olj.v16i4.229

1.3.b - Community building and positive relationships

Arghode, Vishal, Earl W. Brieger, and Gary N. Mclean. (2017) Adult Learning Theories: Implications for Online Instruction. European Journal of Training and Development 41(7), 593–609. https://doi.org/10.1108/ejtd-02-2017-0014
Baird, D. E., & Fisher, M. (2005/06). Neomillennial User Experience Design Strategies: Utilizing Social Networking Media to Support “ Always on ” Learning Styles. Journal of Educational Technology Systems, 34(1), 5-32. http://dx.doi.org/10.2190/6WMW-47L0-M81Q-12G1
Bart, M. (2011). Fostering Student Interaction in the Online Classroom. Faculty Focus. https://www.facultyfocus.com/articles/online-education/online-student-engagement/fostering-student-interaction-in-the-online-classroom/
Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153. http://dx.doi.org/10.1080/01587910600789498
Jaggars, S. S. & Xu, D. (2016). How do online course design features influence student performance? Computers & Education, 95, April 2016, 270-284.
Nguyet Diep, A., Zhu, C., Cocquyt, C., De Greef, M., Hien Vo, M., & Vanwing, T. (2019). Adult Learners’ Needs in Online and Blended Learning. Australian Journal of Adult Learning, 59(2), 223-253. ERIC. https://files.eric.ed.gov/fulltext/EJ1235812.pdf
Online College. (2013, July 22). Make a Personal Connection in Your Online Classroom. OnlineCollege.org. Retrieved September 22, 2023, from https://www.onlinecollege.org/2013/07/22/make-a-personal-connection-in-your-online-classroom/
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. Hoboken, NJ: John Wiley & Sons.
Slagter van Tryona, P. J., & Bishop, M. J. (2009). Theoretical foundations for enhancing social connectedness in online learning environments. Distance Education, 30(3), 291–315. http://dx.doi.org/10.1080/01587910903236312
University of Illinois. (n.d.). Online Course-in-a-Box: Student Connections - Fostering Student-to-Student Connections. Center for Innovation in Teaching & Learning. https://citl.illinois.edu/citl-101/online-strategy-development/develop-or-revise-an-online-course/online-course-in-a-box/teaching-online/student-connections/fostering-student-to-student-connections
University of Wisconsin. (2014). Interaction How do students communicate with each other? - Tip Sheet. ASG Best in Show. https://bestinshow.wisconsin.edu/interaction/
Wolff, B.G., & Dosdall, M.R. (2010). Weighing the Risks of Excessive Participation in Asynchronous Online Discussions against the Benefits of Robust Participation. MERLOT Journal of Online Learning and Teach, 6(1). https://jolt.merlot.org/vol6no1/wolff_0310.htm
Yarbrough, J. R. (2018, October). Adapting Adult Learning Theory to Support Innovative, Advanced, Online Learning - WVMD Model. Research in Higher Education Journal, 35. ERIC. https://files.eric.ed.gov/fulltext/EJ1194405.pdf

1.3.c - Variety of communication formats

Carnegie Mellon University. (n.d.). Recognizing and Addressing Cultural Variations in the Classroom [Faculty Guide]. Eberly Center. Retrieved October 24, 2023, from https://www.cmu.edu/teaching/resources/PublicationsArchives/InternalReports/culturalvariations.pdf
CAST (2018). Checkpoint 5.1 Use multiple media for communication. UDL Guidelines version 2.2. Retrieved September 21, 2023, from https://udlguidelines.cast.org/action-expression/expression-communication/use-multimedia
Chen, H.-L., & Williams, J. P. (2009, January). Use of multi-modal media and tools in an online information literacy course: College students' attitudes and perceptions. The Journal of Academic Librarianship, 35(1), 14-24. https://doi.org/10.1016/j.acalib.2008.10.021
Dixson, M.D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching and Learning, 10(2), 1-13. https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1744

1.3.d - Opportunities for active learning

Brame, C. (2016). Active learning. Vanderbilt University Center for Teaching. Retrieved September 12, 2023, from https://cft.vanderbilt.edu/active-learning/
Carnegie Mellon University. (n.d.). Teaching Topic: Active Learning [One-Pager]. Eberly Center. Retrieved October 24, 2023, from https://drive.google.com/file/d/1hNFbbyl6QBOsXInm749Y6UIFia2x9MAm/view?usp=sharing
Carvalho, P. F., Manke, K., & Koedinger, K. (2018). Not all active learning is equal: Predicting and explaining improves transfer relative to answering practice questions.
CogSci.
Chickering, A., & Gamson, Z. (1987). Seven principles of good practice in undergraduate education. AAHE Bulletin, 39(7) 3-7. https://www.lonestar.edu/multimedia/sevenprinciples.pdf
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251–19257. Retrieved on September 6, 2023, from https://doi.org/10.1073/pnas.1821936116
Eddy, S. L., & Hogan, K. A. (2017, October 13). Getting Under the Hood: How and for Whom Does Increasing Course Structure Work? (H. Sevian,, Ed.). CBE—Life Sciences Education, 13(3). https://doi.org/10.1187/cbe.14-03-0050
Faculty Focus. (2021, April 1). Active Learning Strategies, Techniques, and Examples You Can Use in Your Course. [Article]. Faculty Focus. Retrieved April 2, 2021, from https://www.facultyfocus.com/articles/effective-teaching-strategies/active-learning-strategies-techniques-and-examples-you-can-use-in-your-course/
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. Retrieved September 6, 2023. https://doi.org/10.1073/pnas.1319030111
Haak, D.C., HilleRisLambers, J., Pitre, E., and Freeman, S. (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science 332, 1213–1216. https://doi.org/10.1126/science.1204820
Lorenzo, M., Crouch, C.H., Mazur, E. (2006). Reducing the gender gap in the physics classroom. American Journal of Physics 74, 118–122. Retrieved from Physical Review Physics Education Research on Septemeber 8, 2023. https://doi.org/10.1103/PhysRevSTPER.3.010107
Lynch, J. (2016, October 25). What does research say about active learning? Pearson.
Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231. http://dx.doi.org/10.1002/j.2168-9830.2004.tb00809.x
South Puget Sound Community College. (n.d.). Active Learning. SPSCC Rubric Review Primer. https://sbctc.instructure.com/courses/1664130/pages/active-learning?module_item_id=28874766
Teaching and learning in Health Sciences. (n.d.). How students learn. University of South Australia. https://lo.unisa.edu.au/mod/book/view.php?id=610988&chapterid=101290
Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., Grummer, J. A., Hennessey, K., Hsiao, J., Iranon, N., Jones, L., Jordt, H., Keller, M., Lacey, M. E., Littlefield, C. E., … Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476–6483. Retrieved from PNAS on September 6, 2023. https://doi.org/10.1073/pnas.1916903117
Weimer, M. (2012, March 27). Five Key Principles of Active Learning. Faculty Focus. https://www.facultyfocus.com/articles/teaching-and-learning/five-key-principles-of-active-learning/

1.3.e - Opportunities to reflect on learning

Brookfield, S. D. (1987). The Jossey-Bass higher education series and the Jossey-Bass management series. Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. Jossey-Bass.
CAST (2018). Checkpoint 9.3 Develop self-assessment and reflection. UDL Guidelines version 2.2. Retrieved September 21, 2023, from https://udlguidelines.cast.org/engagement/self-regulation/self-assessment-reflection
Seale, C. (2021, April 18). The Magic of Mistakes: 4 Ways to Boost Critical Thinking with Mistake Analysis. Cult of Pedagogy. Retrieved September 14, 2023, from https://www.cultofpedagogy.com/magic-of-mistakes/
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the education process. Boston, MA: D. C. Heath.
Di Stefano, Giada and Gino, Francesca and Pisano, Gary and Staats, Bradley R., Making Experience Count: The Role of Reflection in Individual Learning (June 14, 2016). Harvard Business School NOM Unit Working Paper No. 14-093, Harvard Business School Technology & Operations Mgt. Unit Working Paper No. 14-093, HEC Paris Research Paper No. SPE-2016-1181, Available at SSRN: https://ssrn.com/abstract=2414478 or http://dx.doi.org/10.2139/ssrn.2414478
Stavredes, T. (2011). Effective Online Teaching: Foundations and Strategies for Student Success. Hoboken, NJ: Jossey-Bass.

1.3.f - Opportunities for critical thinking

American Association of Colleges and Universities. (2023). VALUE Rubric - Critical Thinking [Rubric]. AAC&U. https://www.aacu.org/initiatives/value-initiative/value-rubrics/value-rubrics-critical-thinking
Carnegie Mellon University. (n.d.). Recognizing and Addressing Cultural Variations in the Classroom [Faculty Guide]. Eberly Center. Retrieved October 24, 2023, from https://www.cmu.edu/teaching/resources/PublicationsArchives/InternalReports/culturalvariations.pdf
Facione, P. A. (2020). Critical Thinking: What It Is and Why It Counts [White Paper]. Insight Assessment. Retrieved October 25, 2023, from https://www.insightassessment.com/article/critical-thinking-what-it-is-and-why-it-counts
Holland, B. (2018, June 11). Critically Thinking About Critical Thinking (Opinion). Education Week. Retrieved October 23, 2023, from https://www.edweek.org/leadership/opinion-critically-thinking-about-critical-thinking/2018/06
Seale, C. (2021, April 18). The Magic of Mistakes: 4 Ways to Boost Critical Thinking with Mistake Analysis. Cult of Pedagogy. Retrieved September 14, 2023, from https://www.cultofpedagogy.com/magic-of-mistakes/
University of Connecticut. (n.d.). Critical Thinking and other Higher-Order Thinking Skills. Center for Excellence in Teaching and Learning. Retrieved October 25, 2023, from https://cetl.uconn.edu/resources/design-your-course/teaching-and-learning-techniques/critical-thinking-and-other-higher-order-thinking-skills/

1.3.g - Opportunities to share prior knowledge, lived experiences, and cultural wealth

Carnegie Mellon University. (n.d.). Recognizing and Addressing Cultural Variations in the Classroom [Faculty Guide]. Eberly Center. Retrieved October 24, 2023, from https://www.cmu.edu/teaching/resources/PublicationsArchives/InternalReports/culturalvariations.pdf
Carnegie Mellon University. (n.d.). Design and Teach a Course - Who Your Students Are. Eberly Center. Retrieved October 24, 2023, from https://www.cmu.edu/teaching/designteach/design/yourstudents.html
Castillo-Montoya, M. (2017). Deepening understanding of prior knowledge: What diverse first-generation college students in the U.S. can teach us. Teaching in Higher Education, 22(5), p.587-603. http://dx.doi.org/10.1080/13562517.2016.1273208
Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press. https://www.tcpress.com/culturally-responsive-teaching-9780807758762
Gay, G. (Mar-Apr, 2002). Preparing for Culturally Responsive Teaching, Journal of Teacher Education, 53(2), 106-116. Retrieved October 20, 2023, from https://doi.org/10.1177/0022487102053002003
Hammond, Z. (2014). Culturally Responsive Teaching & The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Corwin.
Ladson-Billings, Gloria. (Autumn, 1995) Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3) 465-491. Retrieved October 20, 2023, from https://www.jstor.org/stable/1163320
Paris, D. (2012). “Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice.” Educational Researcher, 41(3) p. 93-97. https://doi.org/10.3102/0013189X12441244
Will, M., & Najarro, I. (2022, April 18). What Is Culturally Responsive Teaching? Education Week. Retrieved October 20, 2023, from https://www.edweek.org/teaching-learning/culturally-responsive-teaching-culturally-responsive-pedagogy/2022/04

1.3.h - Opportunities to share learning needs

X
Fedesco, H. N., Brockman, A. J., & Hall, E. (2021). Assessing Student Needs in Your Course. Vanderbilt University Course Development Resources. https://www.vanderbilt.edu/cdr/module-2/assessing-student-needs-in-your-online-course/
Wilfred Laurier University. (n.d.). Understanding Student Needs A Guide to Remote Teaching, Learning and Assessment. Laurier Research Centres. Retrieved October 26, 2023, from https://researchcentres.wlu.ca/teaching-and-learning/planning/understanding-student-needs.html

1.3.i - Opportunities for collaborative learning

Cornell University. (n.d.). Collaborative Learning. Center for Teaching Innovation. https://teaching.cornell.edu/teaching-resources/engaging-students/collaborative-learning
Carnegie Mellon University. (n.d.). Recognizing and Addressing Cultural Variations in the Classroom [Faculty Guide]. Eberly Center. Retrieved October 24, 2023, from https://www.cmu.edu/teaching/resources/PublicationsArchives/InternalReports/culturalvariations.pdf
Highline College. (n.d.). Student-to-Student Interaction. Learning and Teaching Center. https://ltc.highline.edu/teaching-excellence/student-engagement/group-work/
South Puget Sound Community College. (n.d.). Collaboration & Peer Feedback. SPSCC Rubric Review Primer. Retrieved February 7, 2020, from https://sbctc.instructure.com/courses/1664130/pages/collaboration-and-peer-feedback?module_item_id=28874749

1.3.j - Invitation to offer feedback on overall design of course

33 Soliciting Student Feedback. (n.d.). Blogs@Baruch. Retrieved May 1, 2023, from https://blogs.baruch.cuny.edu/blsci/files/2017/11/33-Soliciting-Student-Feedback.pdf
Blonder, B., Bowles, T., De Master, K., Fanshel, R. Z., Girotto, M., Kahn, A., Keenan, T., Mascarenhas, M., Mgbara, W., Pickett, S., Potts, M., & Rodriguez, M. (2022). Advancing Inclusion and Anti-Racism in the College Classroom: A rubric and resource guide for instructors (1.0.0). Zenodo. Retrieved September 27, 2022, from https://doi.org/10.5281/zenodo.5874656
Collecting and Responding to Early Student Feedback. (2020, April 21). Engaged Teaching. Retrieved May 1, 2023, from https://engagedteaching.ucsd.edu/resources/assess-learning1/collecting-student-feedback.html
Early/Midterm Course Feedback | Center for Advancing Teaching and Learning Through Research. (n.d.). Center for Advancing Teaching and Learning Through Research. Retrieved May 1, 2023, from https://learning.northeastern.edu/midterm-course-feedback/
Improving Your Teaching: Obtaining Feedback | CRLT. (n.d.). CRLT. Retrieved May 1, 2023, from https://crlt.umich.edu/gsis/p9_1
Soliciting Student Feedback - Assist. (2022, March 13). College of Education, University of Hawaiʻi at Mānoa. Retrieved May 1, 2023, from https://coe.hawaii.edu/assist/showcase/soliciting-student-feedback/
Toy, C. (n.d.). Seeking Student Feedback - Questions and Strategies - The Center For Learning & Teaching. The Center For Learning & Teaching at Champlain College. Retrieved May 1, 2023, from https://clt.champlain.edu/kb/student-feedback-questions/

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