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Introduction
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Section 1: Course Overview and Introduction
(9 objectives) Instructor gives a thorough description of the course, as well as introduces students to the course. The instructor uses Canvas to establish a positive learning environment and ethos of mutual engagement.
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Section 2: Student Learning and Assessment
(6 objectives) Student Assessment refers to the process used to gather evidence of the achievement of the Student Learning Objectives/Outcomes (SLOs or other discipline specific standards). It is recommended that instructors work with their assessment specialists from the campus and departments for assistance and collaboration.
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Section 3: Instructional Materials and Resources Utilized
(6 objectives) Addresses the variety of materials and material formats the instructor has chosen to present course content and enable students to meet relevant student learning outcomes and, when possible, the affordability of chosen course materials.
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Section 4: Student Interaction and Community
(6 objectives) Addresses (1) the opportunities students have to interact with the content, their peers, and their instructor, and (2) how well the course design encourages students to become active learners and contribute to the online course community.
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Section 5: Facilitation and Instruction
(9 objectives) Addresses how well the instructor facilitates the course, communicates with students, engages students to be active learners, and develops a learning partnership that creates a class where students feel valued. This is often described as one's Teaching Philosophy.
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Section 6: Technology for Teaching and Learning
(5 objectives) Addresses how well the instructor utilizes technology to effectively deliver course content, engage students in learning activities (individual, student-to-student, and instructor-to-student), and allow students to express themselves or demonstrate learning.
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Section 7: Learner Support and Resources
(4 objectives) Addresses the program, academic, and/or technical resources available to learners. Though instructors may not play the direct support role, they should be aware of potential issues and promote what is available to support students.
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Section 8: Accessibility and Universal Design
(4 objectives) Addresses the course’s adherence to accessibility and universal design principles that are critical to some learners, but that benefit all learners. NOTE: It is strongly recommended that instructors contact their campus disability service center for assistance and information related to this section.
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Section 9: Course Summary and Wrap-up
(3 objectives) Addresses the opportunities students are given to summarize the semester, provides closure to the course, and reflects on their learning.
