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Introduction Activity using Google Tour Builder

Video – Introduction Activity using Google Tour Builder
Video
Introduction Activity using Google Tour Builder
QLT Section 4: Student Interaction and Community
QLT Objective 4.1
QM General Standard 1: Course Overview and Introduction
QM Standard 1.9
California State University, Long Beach
Youngok Jung, an Instructor from CSU Long Beach, designed a self-introduction activity to highlight the diversity that exists in a seminar course. Using Google Tour Builder, students share where they come from and what stories they carry with them. Tour Builder allows users to visualize stories and places and integrates them into the map.

Rubric for Grading Short Essay Comparing Three Readings (Anthropology)

Assessment Tool – Rubric for Grading Short Essay Comparing Three Readings (Anthropology)
Assessment Tool
Rubric for Grading Short Essay Comparing Three Readings (Anthropology)
QLT Section 2: Assessment of Student Learning
QLT Objective 2.4
QM General Standard 3: Assessment and Measurement
QM Standard 3.1, QM Standard 3.3, QM Standard 3.4
California State University, San Bernardino
Arianna Huhn, an Instructor from CSU San Bernardino, developed a rubric for an assignment in an Anthropology course where students are asked to summarize three topical readings within modules of an online class. The tool makes it clear to students the expectations for high marks and leaves room for instructor comments to guide improvement for future work.

Building a Dynamic Discussion

Assignment – Building a Dynamic Discussion
Assignment
Building a Dynamic Discussion
QLT Section 6: Technology for Teaching and Learning
QLT Objective 6.1, QLT Objective 6.4
QM General Standard 1: Course Overview and Introduction
QM Standard 1.5
QM General Standard 6: Course Technology
QM Standard 6.1
California Maritime Academy
Nicole Runyon, an Instructor at California Maritime Academy, designed a discussion in which students are given the option to include a video that shows a project from their workplace. This option creates a more enriching experience as students also expand their technology use to achieve the objective. Due to bandwidth issues with the student population, it's important to keep the text response as an option as well.

Class Diversity Statement

Other – Class Diversity Statement
Other
Class Diversity Statement
QLT Section 1: Course Overview and Introduction
QLT Objective 1.9
California State University, San Bernardino
Charlene Eaton, an Instructor at CSU San Bernardino, includes a Class Diversity Statement to help to set the tone for classes that can be difficult and controversial due to subject matter. This statement clarifies the role of both student and instructor in terms of verbal exchanges/discussions in the classroom. It also promotes proper communication etiquette, tolerance and understanding, and respect for each other. The skills learned from this activity are used beyond the classroom, helping to create a more accepting and tolerant society. This statement is reviewed together as a class to promote understanding and mutual consideration.

Topic Information Page - Measurable Objectives

Assessment Tool – Topic Information Page - Measurable Objectives
Assessment Tool
Topic Information Page - Measurable Objectives
QLT Section 2: Assessment of Student Learning
QLT Objective 2.1
QM General Standard 2: Learning Objectives (Competencies)
QM Standard 2.1, QM Standard 2.2
California State University, Fullerton
Melanie Sacco, an Instructor from CSU Fullerton, provides a "Topic Information Page" to communicate to students how the Module Level Objectives align with the Course Learning Outcomes. The resource is created using a Canvas page, in addition to the objective alignment, this resource lists tasks for completion, and deadlines for activities in the module as well as textbook assigned readings and end-of-chapter problems.