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Quality Learning & Teaching – QLT (37
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- QLT Section1 (14)
- Course Overview and Introduction
- QLT Section2 (4)
- Assessment of Student Learning
- QLT Section3 (3)
- Instructional Materials and Resources
- QLT Section4 (1)
- Student Interaction and Community
- QLT Section5 (1)
- Facilitation and Instruction
- QLT Section7 (11)
- Learner Support and Resources
- QLT Section8 (8)
- Accessibility and Universal Design
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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.
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.
Academic Integrity Statement from Syllabus
Academic Integrity Statement from Syllabus
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.