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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.
 
 
 
Course Number & Name
   
 
 
Semester to be taught:
   
 
 
Faculty Developer Name:
   
 
 
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.
Exemplary Acceptable Needs Attention Not Evident
* A course introduction or Getting Started module provides course welcome. Student and instructor expectations are clearly stated including benefits of an online format. Provides instructions on how to get started and an overview of the course structure. Minimum technical skills are clearly stated including information on where to find technical help.
* Welcome from the instructor provides instructions on how to get started including an overview of the course structure. Basic technical information is provided including where to go for technical help.
* Welcome from the instructor provides overview of the course structure and how to get started.
* Does not explain how to use the course or what will be expected of students.
 
 
Component
Course and University policies are clearly stated and available to students

Criteria
Course and University policies are clearly stated and available to students.
Exemplary Acceptable Needs Attention Not Evident
* Course policies and grading policies are included in the syllabus information and are clearly written and identified or indexed making it easy for students to find. Course policies include student success expectations regarding participation, decorum, and netiquette. Links are included to current university academic policies (i.e., Academic Integrity & Change of Schedule policy) and services such as the library or other academic centers.
* Course policies and grading polices are included but are not clearly identified and may require searching. Student expectations are included but may be lacking. University academic policies are referenced but may require searching to find most current policies.
* Course policies are included but require searching a lengthy syllabus document to find. Student success expectations are not clearly defined and important university policies such as Academic Integrity and Change of Schedule are not included.
* Course policies do not include student success expectations or links to University policies.