Aaron Schuelke, an Instructor at Fresno State, developed a discussion activity where students read the article "It's Just a Movie" by Greg M. Smith. They then create slides on a Google Jamboard analyzing two films of their choosing, using very brief reflections (post-its) and images from the film. They then respond to at least two classmates' work in a small group discussion on Canvas.

Syllabus

Academic Integrity Statement from Syllabus

QM General Standard 1: Course Overview and Introduction

QM Standard 1.4

San Jose State University

Darra Hofman, an Instructor from San Jose State University, provides their syllabus which includes an expanded discussion of policy and supports, as well as an explanation of their approach to providing accommodations. The syllabus also explains the course environment, expectations around inclusion and equity, and explicitly invites students to participate in office hours.

Syllabus

Academic Support Resources in Google Docs

QM General Standard 7: Learner Support

QM Standard 7.3

California State Polytechnic University, Humboldt

Kim Vincent-Layton, and Instructional Designer at Cal Poly Humboldt, provides faculty with a list of Academic Support Resources that provide a wide variety of student services. Faculty can simply copy these into any existing resource, including their syllabi.

Other

Accessible Homepage with Engaging Images

QM General Standard 4: Instructional Materials

QM Standard 4.5

QM General Standard 7: Learner Support

QM Standard 7.2

QM General Standard 8: Accessibility and Usability

QM Standard 8.3

California State University, Fresno

Jenna Kieckhaefer, an Instructor from Fresno State, shares her Canvas Homepage which clearly shows that images are all accessible with the green Ally indicators. Images are engaging for students with clear labels for the user to navigate the course.

Video

Active Learning with TEDEd

QM General Standard 4: Instructional Materials

QM Standard 4.5

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 6: Course Technology

QM Standard 6.3

San Jose State University

Patricia Backer, an Instructor at San Jose State University, uses TEDEd to increase active learning and peer-to-peer engagement, students answer questions and participate in a discussion in a video lesson. The TEDEd lesson replaces what was previously a passive learning experience where students answered standard questions for a weekly written assignment without actively engaging with the content or with their peers.

Quiz / Test / Polling

Adding Quiz Questions to Panopto

QM General Standard 3: Assessment and Measurement

QM Standard 3.5

California State University, Northridge

Joyce Marie Brusasco, an Instructor at CSU Northridge, uses Panopto to easily create an active learning experience for a recorded lecture video. Embedded are quiz questions that can be used for self-assessments, knowledge checks, or as graded quizzes. These types of video lessons help turn your passive learners into active participants.

Assignment

Annotated Bibliography Research Assignment

QM General Standard 4: Instructional Materials

QM Standard 4.1, QM Standard 4.2

San Francisco State University

Courtney Donovan, an Instructor from San Francisco State University, provides an annotated bibliography assignment designed to help students gain research skills while working alongside a peer. The assignment provides a visual component using Canva to help students better understand key steps and also how to put together the assignment itself. The assignment also is organized using a transparent assignment design.

Assessment Tool

Assessments and Grading Rubrics

QM General Standard 2: Learning Objectives (Competencies)

QM Standard 2.1, QM Standard 2.2

QM General Standard 3: Assessment and Measurement

QM Standard 3.1, QM Standard 3.2, QM Standard 3.3, QM Standard 3.4

California State University, San Bernardino

Arturo Fernandez-Gibert, a Professor from CSU San Bernardino, provides three types of assessment in the class: diagnostic, formative, and summative. A sample of each assessment is provided, including grading rubrics for one learning module and for a formative and summative assessments.

Video

Assignment Information Video Production using Artificial Intelligence (AI) Tools

QM General Standard 6: Course Technology

QM Standard 6.1

California State University, Channel Islands

Ryan Murphy, Assistant Professor of Business Communication at California State University Channel Islands, created an assignment information video using HeyGen (an AI avatar video creation tool) and ChatGPT. Assignment information videos supplement written assignment instructions, rubrics, and verbal explanations of an assignment in class. By offering assignment information using additional modes, student gain enhanced clarity and understanding of assignment instructions. Video instructions keep students engaged and they can be replayed as many times as necessary. Acknowledgement to Dr. Stephen Lind of the University of Southern California who presented this concept at the Association for Business Communication Western Regional Conference (Spring 2024), where he shared both practical outcome of AI videos like this as well as technical instructions for creating them.

Assignment

Assignment Using Transparent Assignment Design and Mind Mapping

QM General Standard 4: Instructional Materials

QM Standard 4.1, QM Standard 4.2

QM General Standard 6: Course Technology

QM Standard 6.2

California State University, Los Angeles

Margaret Finnegan, an Instructor from CSU Los Angeles, shares an information literacy project in which students choose a topic related to a criminal justice career that they would like to learn more about and find sources to support their opinion. The assignment description uses the “Transparent Assignment Design” template which makes learning more explicit for students. It also offers a different way to demonstrate mastery with students creating a mind-map created with bubbl.us.

Syllabus

ATI-Compliant Syllabus with Student Support Resources

QM General Standard 7: Learner Support

QM Standard 7.1, QM Standard 7.2, QM Standard 7.3, QM Standard 7.4

California Maritime Academy

Ariel Setniker, an Instructor from California Maritime Academy, uses a campus-provided ATI-compliant template with links to the campus accessible policy, campus SEAS academic resources, mental health statement, counseling services, and more.

Assessment Tool

Badges in Canvas: Connect the Dots Between Course Outcomes & Career Skills

QM General Standard 4: Instructional Materials

QM Standard 4.1, QM Standard 4.2

California State University, Channel Islands

Kristen Linton, Instructor from California State University, Channel Islands, created two Badges in Canvas associated with specific learning outcomes and career skills. Eligibility to receive the badges was set using a rubric that assessed the students' skill, which is public. Students who receive badges can post the badge to the LinkedIn profiles and potential employers can click it to see a description of the assignment and criteria that needed to be met in order to receive the badge.

Other

Bilingual Translations in Canvas

QM General Standard 4: Instructional Materials

QM Standard 4.5

QM General Standard 8: Accessibility and Usability

QM Standard 8.1, QM Standard 8.2

California State University, Channel Islands

Kristin Jordan, Instructor from California State University Channel Islands, implemented bilingual translations in Canvas for a Sociology of Education course where information on the Canvas home page, in the welcome/start here module, and major headings/buttons are presented in both English and Spanish. This initiative ensures that information displayed on the Canvas home page, within the welcome/start here module, and major headings/buttons is accessible in both English and Spanish. By providing simultaneous translations, students gain direct exposure to essential concepts and research covered in the course, such as community cultural wealth, linguistic capital, and bilingual education. Additionally, this approach fosters a more inclusive environment, both linguistically and culturally, within our class. Importantly, the adaptability of these bilingual translations makes them applicable to various courses, regardless of content alignment.

Assignment

Building a Dynamic Discussion

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.

Other

Calculus Canvas Shell Homepage and Module list screenshots - Bilingual

QM General Standard 4: Instructional Materials

QM Standard 4.5

QM General Standard 8: Accessibility and Usability

QM Standard 8.1, QM Standard 8.2

California State University, Channel Islands

Chrissy Soderlund, Instructor from Cal State Channel Islands, developed a bilingual kit for the Calculus I Canvas Shell. The bilingual kit enables instructors to better articulate course material in a way that embraces students for whom Spanish is their first language. There is a variety of instructional material types on the Canvas shell (videos, quizzes, written text, online math homework system, discussions, etc.). The bilingual kit strengthens the text of the various material types.

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