Kirsten Munk, an Instructor at CSU Stanislaus, incorporates survey and knowledge questions into synchronous Zoom lectures, using Mentimeter (https://www.mentimeter.com/) to increase student engagement and facilitate discussion. Students are provided with the URL for the Mentimeter survey along with the access code (in the Zoom chat), which will take them to the surveys and questions (pictured here) included in the lecture. Students are able to participate and answer in real-time.

Assessment Tool

Portfolio Rubric for First Year Writing - CSU Fresno

QM General Standard 3: Assessment and Measurement

QM Standard 3.1, QM Standard 3.3, QM Standard 3.4

California State University, Fresno

Carol Firstman, an Instructor at Fresno State, is using the rubric developed by the First Year Writing program at Fresno State in Canvas. The grading criteria and rating categories are taken directly from the FYW template materials. The 30 point rubric includes the criteria of reading and writing strategies, reflection, summary and conversation, rhetoric, language coherence, and self-and peer evaluation. The ratings are exceeds, complete, and not passing.

Other

Course Home Page

QM General Standard 1: Course Overview and Introduction

QM Standard 1.1

Sacramento State University

Greg Kim-Ju, an Instructor at Sacramento State University, created an inviting and easy to navigate home page making it easy for students to access areas of the course. Included are icons and links to Start Here, Syllabus, Modules, and the Question Café. In addition, students are greeted with an inclusive course banner and a welcome video from the instructor.

Assignment

Scientific Publication Mock Process for Introductory Chemistry Lab Course

QM General Standard 3: Assessment and Measurement

QM Standard 3.5

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2, QM Standard 5.3

QM General Standard 6: Course Technology

QM Standard 6.1, QM Standard 6.3

California State University, Fresno

Instructor Melissa Garrett from Fresno State, teaches students how scientific information is disseminated by mimicking the process. In this assignment, the students are asked to write a manuscript on a designated lab experiment and submit their papers for "publication" to the instructor who takes on the role of the journal editor before sending the paper for anonymous peer reviews.

Assessment Tool

Rubric for Grading Student Poster

QM General Standard 3: Assessment and Measurement

QM Standard 3.1, QM Standard 3.3, QM Standard 3.4

California State University, Fresno

Brian Tsukimura, an Instructor at Fresno State, modified an existing rubric for grading student posters. The rubric reflects the order in which the posters are constructed including background, gonts, graphic use, grammar, sequencing of information, content accuracy, effectiveness in describing the science, and originality in presentation.

Assignment

Rubric developed for a Final Oral Presentation

QM General Standard 3: Assessment and Measurement

QM Standard 3.1, QM Standard 3.3, QM Standard 3.4

California State University, Fresno

Xie Yuanyuan, an Instructor at Fresno State, developed a detailed rubric for an oral presentation assignment. This rubric clearly defines the expectations for this assignment including the content, presentation, and delivery.

Discussion

Synthesis Assignment: Charting Where the Authors Intersect

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

California State University, San Bernardino

Kathryn Hansler, an Instructor at CSU San Bernardino, developed an assignment for a First Year Composition course that takes place after several lessons on synthesis and close readings of 2 texts. This assignment is used to help prepare students for an essay where they develop their own theory on the issue of news media objectivity.

Video

Textbook Access Information using EdPuzzle

QM General Standard 1: Course Overview and Introduction

QM Standard 1.1

California State University, Fresno

Haiying Zhang, an Instructor from Fresno State, takes what would otherwise be a static experience, reading the information on how to access the course text, and creates a video showing this process. EdPuzzle was used to add multiple-choice and open-ended questions. The added quiz questions provide students with instant feedback to some of the most frequently asked questions at the beginning of the semester regarding the textbook for this course.

Syllabus

Syllabus - Student Centric Accessibility Policy

QM General Standard 7: Learner Support

QM Standard 7.2

California State University, Fresno

Jonathan Pryor, Instructor from Fresno State, provides a student-centric disability and accessibility statement/policy to the syllabus.

Other

Course Home Page

QM General Standard 1: Course Overview and Introduction

QM Standard 1.1

California State University, Fresno

Gil Kim, an Instructor at Fresno State, created a welcoming home page where students are greeted with a friendly message and an instructor introduction video. Buttons for each module were also added using Canvas for graphics that link to each area of the course.

Assessment Tool

Writing Rubric for Spanish Language Upper Division Course

QM General Standard 3: Assessment and Measurement

QM Standard 3.1, QM Standard 3.3, QM Standard 3.4

California State University, San Bernardino

Carmen Jany, an Instructor from CSU San Bernardino, provides a rubric for evaluating an essay that uses an essay prompt and students examine a case study for Healthcare Spanish in an upper division Spanish course. The rubric includes 5 criteria- Text type, language function, language accuracy, comprehensibility, and cultural appropriateness across 4 levels of achievement.

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.

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.

Discussion

Partner Discussions on VoiceThread

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 6: Course Technology

QM Standard 6.3

California State University, Fullerton

Raelynne Hale, an Instructor at CSU Fullerton, uses VoiceThread to allow students to engage in audio/video discussions with partners in an asynchronous environment without having to create separate discussion boards or threads for each pair. The example includes instructions, prompts, and how to set up the discussion in VoiceThread. This activity can be easily adapted and used for any course that has students partner and discuss a theme, topic, article, or other course material.

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