The author has researched and developed a collection of practices that constitute excellence in college teaching. These elements represent the broad range of effective actions teachers take, and requisite conditions that teachers establish, to facilitate learning.
This paper discusses how active engagement is defined and determined, barriers that impact adult learners attempting to actively engage in learning, and various strategies to actively engage adult learners that directly align to the characteristics of the adult learning process, in a blended courses.
This article describes how Universal Design for Learning can be used as a framework for inclusive instructional design online.
This article outlines how Research on Student Evaluation of Teaching (SET) indicates that course design is at least as important as teachers’ performance for student-rated perceived quality and student engagement.
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