Accountability
Document work of faculty and students
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| Recommendation | Available Resources | Needed Resources | Considerations for Hybrid Courses |
|---|---|---|---|
| Explicitly address work of remote and online teaching in tenure, promotion, and annual merit processes at the unit level - i.e. develop modified plans for regular teaching evaluation processes, such as peer observation, instructor’s self-reflection, student voices. These will document the increased work and innovative efforts. | Consult the Â鶹Ãâ·Ñ°æÏÂÔØBoulder-led Teaching Quality Framework initiative. See forthcoming College of Arts and Sciences document on teaching quality. | Provide a guide to where and how to report these activities in FRPA. | Seek to have consistent "contact" hours whether online, in person or hybrid. |
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Support continuous improvement
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| Recommendations | Available Resources | Needed Resources | Considerations for Hybrid Courses |
|---|---|---|---|
| Include an informal student feedback survey toward the end of the course for suggestions or recommendations that can be incorporated as you design the course for the following term. | Canvas surveys (can be anonymous) Also could use Google Apps for Education Suite. Google Forms and Google Docs could be helpful. | Ìý | Ìý |
| Incorporate frequent (e.g. weekly) student reflections into courses to incorporate any changes within the current term. | Canvas surveys (can be anonymous) Also could use Google Apps for Education Suite. Google Forms and Google Docs could be helpful. | Ìý | Ìý |
| Provide guidance to students on best practices for learning online and remotely. | Campus guides on remote learning for students from the Academic Advising Center, Disability Services and ASSETT Disability Services guide to Accommodations for Remote Learning. | Ìý | Ìý |
| Engage in professional development opportunities to develop your capacity and confidence to teach remotely. | Ìý | Ìý | Ìý |
| Pay careful attention to ensure you accommodate students with disabilities. | Ìý | Ìý | Ìý |
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Maintain academic integrity and learning goals
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| Recommendations | Available Resources | Needed Resources | Considerations for Hybrid Courses |
|---|---|---|---|
| Include course learning outcomes and academic policies in the course syllabus. | Ìý | Ìý | Ìý |
| Have students acknowledge the honor code at the start of each assessment. | Ìý | Ìý | Ìý |
| Redesign assessments that meet learning goals while maintaining academic integrity (provide opportunities for open book, research-based exams). | Use Canvas quiz settings (e.g. question randomization, question pools) | The University should fund graders and funds to support these graders to assist faculty in assessments. The University should provide guidelines on redesigning assessments. | Ìý |
| Use available academic honesty tools. | Tools include Proctorio (for remote proctoring) and TurnItIn (for plagiarism detection) | Ìý | Ìý |
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Hold students and faculty accountable
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| Recommendations | Available Resources | Needed Resources | Considerations for Hybrid Courses |
|---|---|---|---|
| Ensure accessibility of instructional materials. | SensusAccess (accessible PDFs). Auto-captions in Zoom or Kaltura. Disability Services and Digital Accessibility Office staff. | Funding and staff to support accessibility remediation. | Ìý |
| Clearly define course attendance and participation policies (consider counting participation as substantial fraction of credit). | Ìý | Ìý | Ìý |
| Departments to communicate the essential minimum requirements for remote teaching, developing processes to both support and expect faculty to achieve them. | Ìý | Ìý | Ìý |
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