|
The Faculty Center for Teaching and Learning has developed Course Development Guidelines and a peer review process to provide faculty with recommendations on what a high quality course looks like and constructive feedback on the design and instruction of their online course.
Your survey responses will be strictly confidential and data from this research will be reported only in the aggregate. Your information will be coded and will remain confidential. If you have questions at any time about the survey or the procedures, you may contact FCTL staff via phone or email.
Please be sure to enter a numeric score for each element in the rubric. Most importantly, please provide feedback in the designated areas, as this is the most valuable information fellow faculty can receive at the conclusion of the peer-review process.
Thank you very much for your time and support. Please start with the survey now by clicking on the Continue button below.
|
| |
|
|
|
|
|
|
Section I: Course Overview and Introduction For the purpose of these guidelines and rubric the course overview and introduction refers to the information and resources provided to students about the course, what will be required of students to successfully complete the course, and what they can expect of you the instructor. Most of the criteria found in this section is equally applicable for online, blended, and the traditional classroom. |
| |
|
|
Component Course Introduction (Welcome and/or Getting Started)
Criteria Provide a clear starting point for the course and establish student and instructor expectations for the course.
|
|
|
|
|
Component Course and University policies are clearly stated and available to students
Criteria Course and University policies are clearly stated and available to students.
|
|
|
|
|