B. Effective Teaching

All instructors are expected to teach in an effective manner by giving clear explanation of course material, providing clear directions for assignments, and providing effective feedback to help students improve and progress in their understanding of the subject matter. Rubrics are encouraged.

Furthermore, instructors are expected to use materials and methodologies that bring freshness and variety to the classroom and/or library services in order to stimulate and enhance student learning.

Some expectations vary depending on delivery format; however, the following are expected of all instructors:

1. Basic expectations for effective teaching include:
   1. Grading and returning on-time assignments in a timely manner, giving high quality, complete, and clear feedback. In fifteen week courses, the goal is to return assignments in 1-2 weeks. In all courses, feedback needs to be returned promptly enough for students to learn and demonstrate improvement in subsequent and related assignments.
   2. When classes are meeting, respond to student inquiries received during the work week, including e-mail, within 24 hours. If a longer response time is occasionally necessary, such as due to travel or sickness, the instructor should make students aware of this.
   3. Ensuring that course content and work load reflect the course level and number of credit hours awarded, regardless of the delivery model. Following the Carnegie definition of a credit hour, the weekly work load should be as follows:
      1. 15-week courses should require at least two hours of study or work for each credit hour.
      2. 8-week courses should require at least four hours of study or work for each credit hour.
   4. Using a syllabus that conforms to the university’s template.
2. Additional expectations for instructors of ground and hybrid courses:
   1. Meet with the class for the scheduled time, minimizing late starts, early dismissals, and cancelled classes.
   2. Courses should be web-enhanced using LMS. All instructors are expected to use LMS to post syllabi and record grades, and instructors are also encouraged to use LMS for course communication and collecting assignments from students.
3. Additional expectations for instructors of online and hybrid courses:
   1. Require students to participate in online course materials through the Learning Management System (LMS) on a weekly basis, such as discussion posts, quizzes, uploads, or other collaborative assignments.
   2. Provide clear expectations in the syllabi to students regarding participation and attendance in the course.
   3. Enter course attendance into the employee portal by the Sunday after each course week. 
   4.  Provide personalized responses to student work, including discussions, every week.
   5. Online instructors are required to use LMS for all course functions, including communicating with the class, and collecting and responding to student work.
4.  

   Online Teaching Standards
   Category 1 -- Faculty Expectations and Learner Support
   A. Course specific resources	Missing	Present	Comments
   Instructor able to upload, and/edit activities and resources, set due dates,  and grade in LMS
   Current Syllabus that follows guidelines in the Faculty Handbook
   Current contact information for the instructor
   Current related course material; libguide, publisher site, etc.
   Rubrics and/or example papers
   Resources are defined as “required” or “optional”
   Category 2 -- Online Organization and Design
   A. Course navigability and organization	Missing	Present	Comments
   Clear instructions given for each task or assignment
   Course outline or clearly visible due dates
   Organization and sequencing of the course content is logical and clear
   Links to outside content are functional
   Design keeps course pages to a comfortable length for all browsers and mobile devices
   Weekly expectations are clearly displayed
   B. Consistency in course	Missing	Present	Comments
   Layout and navigability is functional and consistent
   Written material is concise and free of errors
   C. Aesthetics and Accessibility	Missing	Present	Comments
   Typeface and contrast readable, passes LMS accessibility check
   Universal accessibility for any non-text objects (alternative text)
   Images are optimized (reduced) for quick page-load and display
   Linked media files are in universal format, i.e. mp3, m4v
   Media files are accessible with closed captions or readable text attachment
   Category 3 -- Instructional Design and Delivery
   A. Promotes interaction and communication	Missing	Present	Comments
   Introductory exercise and/or ice-breaker
   Instructor models interaction and displays presence in course
   Instructor responds to student input with respect
   Netiquette enforced
   Weekly student participation is encouraged and tracked
   Includes a variety of activities to enhance student learning (see suggestions below)*
   Includes multi-media elements (see examples below)**
   B. Adherance to Institutional Learning Goals	Missing	Present	Comments
   Follows guidelines in Faculty Handbook for Epic Goals and Outcomes
   Category 4 -- Assessment and Evaluation of Student Learning
   A. Multiple types of assessment activities, aligned with learning objectives	Missing	Present	Comments
   Coursework and assessment follows Faculty Handbook guidelines
   Discussions, written assignments, quizzes occur at regular intervals
   Detailed instructions and tips for completing assignments
   All coursework turned in through the appropriate LMS activities
   B. Regular feedback	Missing	Present	Comments
   Rich and rapid feedback from assignments and self-grading quizzes
   Frequent and substantial instructor feedback in discussions
   Tips for completing assignments
   Category 5 -- Faculty Use of Student Feedback
   A. Student Monitoring	Missing	Present	Comments
   Institutional course evaluation surveys reviewed and considered for updates
   Student input encouraged
   Instructor uses SOS system for concerns about students
   Students who have difficulty using LMS directed back to LMS Orientation or encouraged to contact technical help at helpdesk@RochesterU.edu
   *Suggested Activities to Enhance Student Learning
   Video clips, interviews, etc.
   Infographic, video, audio, PPT assignments
   Matching, word puzzles, trivia games
   Annotated bibliography
   Research activities
   Discussions that center on questions without a single correct answer
   Compare and contrast exercises, debates
   Case studies
   Collaborative exercises (Google doc), group activities
   **Examples of Multimedia Elements
   Tutorials with screen-captures and/or voice-over
   Graphics, diverse images
   Video or audio clips
   PowerPoint presentations
   Links to educational sites, Ted talks, MSNBC, Library of Congress, Kahn Academy, etc.
   Personal video or audio lecture recordings, etc.