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Discussion Board Rubric

Discussion Board Rubric
San Jose State University
Nik Tehrani, an Instructor at San Jose State University, developed a rubric used for all discussion board assignments. The rubric helps clarify any vague information and helps students understand the expectations. The goal of the rubric is to help students self-improve and inspire better student performance.

Collaborative Jamboard Activity

Collaborative Jamboard Activity
California State University, San Marcos
Kim McCarthy, an Instructor from CSU San Marcos, uses Google Jamboard for class collaboration. Students respond to the question prompt posted on the Jamboard. They then interact with each other by posting a picture, drawing, text, or a "stickie note" in response to the prompt.

Syllabus Accessibility Policy Statement

Syllabus Accessibility Policy Statement
California State University, Northridge
Susana Marcelo, an Instructor and Instructional Designer at CSU Northridge, includes the following statement in her syllabus that provides students with a clear explanation of her role in supporting students with a link to the campus disability support services office.

Feedback Timeline Statement

Feedback Timeline Statement
California State University, Northridge
In this example Virginia Huynh, Instructor from CSU Northridge, includes a feedback timeline statement in her syllabus.

Role of Instructor Participation

Role of Instructor Participation
California State University, Northridge
Amber Norwood, an Instructor from CSU Northridge, includes specific information in the syllabus about their role regarding participation in the course by including detailed Discussion Facilitation and Participation Guidelines.

Closing Announcement

Closing Announcement
California State University, Northridge
Hillary Kaplowitz, Instructional Designer and Instructor from CSU Northridge, sends students an end of semester announcement, summarizing how far they have come and what they have learned.

Structured Group Discussions Providing Roleplaying & Choice

Structured Group Discussions Providing Roleplaying & Choice
California State University, Fresno
Ryan Ditchfield, an Instructor at Fresno State, creatively organizes group discussions providing students an opportunity to self-assign themselves to a group discussion topic that interest them in his "Eyewitness Identification-FTB 159T" class. In the group discussions they have the choice to pick a role - Researcher, Eyewitness, Defense Attorney, Police Officer, Suspect, and Timekeeper and throughout the semester the students will also be changing to a different group and also change their role. This example represents student choice and group roles in discussions.

Infographic of Communication Policy

Infographic of Communication Policy
California State University, Fullerton
Greg Childers, an Associate Professor of Physics at CSU Fullerton, describes in his syllabus his communication policy. He breaks down his communication policy for his office hours, telephone calls and emails. He also shares his policy using an infographic.

HSU Template - Online Technical Skills & Requirements

HSU Template - Online Technical Skills & Requirements
California State Polytechnic University, Humboldt
Kim Vincent-Layton, an Instructional Designer at Cal Poly Humboldt, created a basic template for all online courses. The template provides 6 tips for success as an online learner, attitude and technical skills required, and minimum hardware and software requirements. This can be modified to fit any class.

Required Textbook Information

Required Textbook Information
California State University, Northridge
Nanci Carr, an Instructor at CSU Northridge, includes this language in the syllabus stating that a specific edition of the textbook is required. This language lets the students know that if this edition is not used the assignments in the course will not align. The price of the textbook along with the formats available is also included.

Instructor Learner Profile

Instructor Learner Profile
California State University, Northridge
Instructor Carmen Saunders-Russell, from CSU Northridge, uses Canva to creatively share her instructor profile. It includes preferred pronouns, words that describe her as a learner, what motivates her to learn, her learning goals for the course, her experience about adult learning theories, and a fun fact about her that you won't find on her resume. Providing a detailed profile humanizes the instructor and creates a sense of belonging in the course.

Video Walkthrough of a Course Activity

Video Walkthrough of a Course Activity
California State University, Northridge
Nanci Carr, an Instructor at CSU Northridge, used Camtasia to create a video showing students the steps to view a video of an article posted on Canvas. The video shows students how to download content in different formats so that it is more accessible and provides options for accessing lesson content.

Annotated Bibliography Research Assignment

Annotated Bibliography Research Assignment
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.

Clear Organized HomePage

Clear Organized HomePage
California State Polytechnic University, Pomona
Iman Hemmatian, an Instructor from Cal Poly Pomona, shares a homepage that is organized clearly with a college banner, instructor welcome video & transcript, instructions to begin the course including the syllabus, start here, and buttons to access all modules from the course home page.

Prompt and Rubric Reflective Writing Assignment

Prompt and Rubric Reflective Writing Assignment
California State University, Fullerton
Krista Henderson, an Instructor from CSU Fullerton, shares a detailed writing assignment where students describe the scope of their previous sexual education and describe what the "ideal" sex ed program is. The instructor provides 6 question prompts and a detailed rubric which provides 5 criteria for evaluating the essay.