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To enhance student learning and reduce your workload, go beyond minimal Blackboard use (syllabus and grades) and provide 91��Ƶ with access to important handouts, assignment guidelines, websites, and learning resources. Collect assignments on Blackboard, provide grading feedback, administer tests and quizzes, provide a course calendar, use the attendance and announcements features as well as discussion boards and other tools to promote ongoing and effective course communication and organization. Blackboard provides reports and other tools to improve teaching effectiveness and promote student learning.

Not familiar with all of Blackboard features?  View Blackboard tutorials or contact Instructional Technology Services or the Center for Teaching & Learning Design.

Make sure course materials provided to 91��Ƶ are accessible.  The Ally tool in Blackboard will identify the accessibility of materials posted and provide guidance to improve accessibility.   All 91��Ƶ, not only those with disabilities, benefit from accessible course materials. Accessibility is not optional, it is a legal responsibility to provide accessible course materials.

To use streaming video links provided by the library, watch this 4 minute .  Once you copy the permalink for 91��Ƶ to view the video, .

You may use your Stockton issued Google Workspace accounts (Google Drive & YouTube) as an alternative solution for hosting multimedia files. ITS provides instructions on how to use Google Workspace with Blackboard to host video files.  

If you use copyrighted films in your course, you may need to request that the library or your program purchase a streaming license or you may require 91��Ƶ to subscribe to video services like Netflix, Hulu, or Amazon Prime to view assigned films. Work with your to determine how to meet the video needs of your course.

When creating or showing previously recorded video, remember to consider copyright restrictions, HIPAA regulations and FERPA protections. Specifically, a Zoom recording or recording made by 91��Ƶ or containing student images, voices or names may not be used outside of the class section in which the student was enrolled without written consent of the student(s).

Students in a 4 credit course should anticipate spending 12 hours a week engaged in coursework. Students may expect to have direct instruction (class) for 4 hours a week and complete 8 hours of work outside of the course meeting time (reading, studying, homework, assignment completion, etc.).

Consider student workload expecations in your course by using a .

In , student learning outcomes are used to consider what content and assignments are used to achieve student learning outcomes.

Readings, resources, activities and assignments are selected based on alignment with the student learning outcomes.

Provide clear that are measurable and aligned with the University's Essential Learning Outcomes (ELOs). 

In short statements indicate what student skills, knowledge, or behaviors 91��Ƶ will master as a result of taking your course.  Make these statements explicit and state them clearly in the course syllabus. 

Consider the most appropriate IDEA for your course.

Use resources on the CTLD website to design your course by mapping out content to be covered and aligning activities and assignments to meet the student learning outcomes. 

Develop an easy-to-use assessment plan to measure student progress in meeting the student learning outcomes for the course.

Provide a course calendar and information in the syllabus that guides 91��Ƶ for the entire course.  Organize course resources for student use on Blackboard.  Use folders and navigation links aligned with class sessions and the syllabus to help 91��Ƶ easily find course materials.

For each class/module, provide 91��Ƶ with a clear overview of activities and learning expected for the class/week/module.  If appropriate, provide 91��Ƶ with a clear and succinct “to-do” list outlining instructional activities for the week.

If teaching hybrid or online, consider writing a weekly narrative overview of what you plan to do in Blackboard - a succinct synopsis paragraph of what will be covered, what to expect, what content to focus on, pertinent information 91��Ƶ need to know, etc. Think of this narrative as an introductory overview you give in the first few minutes in a face-to-face course.

Incorporate and assignments that keep 91��Ƶ motivated and engaged in the learning process.  When possible, provide alternate assignments that allow 91��Ƶ to select the best method to demonstrate learning.

Plan how and when you will give formative and summative feedback and include that information on the syllabus, Blackboard, and remind 91��Ƶ as needed.  Ideally, responses to email are within 24-48 hours and feedback on assignments within a week.  If there will be more delay, let 91��Ƶ know when to expect feedback. 

If you’d like to discuss ideas for streamlining feedback (audio/video feedback, rubrics, Turnitin, etc) and assignment grading, contact the Center for Teaching & Learning Design.

Ensure that course materials are accessible. The Ally tool in Blackboard will identify the accessibility of materials posted and provide guidance to improve accessibility. Be sure to track any accommodation letters received from 91��Ƶ based on meeting with the Learning Access Program.

The course syllabus should be a complete and organized outline of the entire semester. Student learning outcomes are used to organize course content and activities.  To estimate the amount of time 91��Ƶ will need to meet the course expectations,  use a .

The first day of class creates a first impression.  Prepare to teach during the initial class session as opposed to spending the first class reviewing the syllabus. Provide 91��Ƶ with a clear and explicit idea of course expectations. If you have not been to the classroom or used Blackboard, be sure to get to the classroom in advance to review features available or practice using Blackboard. 

Plan every class session. Plan each session to have a clear beginning, middle, and end. Outline the plan at the start of the class session. Avoid trying to cover too much material in a single class period.  Students benefit from repetition and a chance to apply important information and connect learning to previous class sessions.

Prepare each course session.  Consider creating an outline of how you intend to use the class session.  Plan additional activities if you have more time during the class session.  Make adjustments if a timed activity takes longer than expected.  Make sure the important student learning desired for each class is achieved.

Complete the roster verification process as requested early in the semester.  Consider ways to take in the first 2 weeks of class to allow student attendance to be verified.

Use Blackboard to organize course materials and make materials available to 91��Ƶ in a convenient manner that is available at any time. Utilize a student-centered approach to organization of course materials.  The Ally tool in Blackboard will identify the accessibility of materials posted and provide guidance to improve accessibility. Need help designing an organized course on Blackboard? Contact the Center for Teaching & Learning Design.

Before and during the semester, consider appropriate methods to manage potentially disruptive classroom behavior. as well as academic freedom and .

Designing and Delivering PowerPoint Presentations:  Avoid common presentation mistakes that decrease student learning.  Employ best practices when using PowerPoint or other presentation software.  

• use a simple design template
• maintain appropriate color contrast between the background and text
• use sans serif fonts at 32 point font
• use high quality images without cluttering the slide. To select images, use sites like or  to obtain free images and avoid violating image use copyright laws
• avoid too many animated effects that tend to detract from the information and may reduce the professional impact
• limit the number of slides; no more than one slide per minute
• keep the presentation organized

Do not read from the slides!  Avoid facing the PowerPoint slide instead of making eye contact with the 91��Ƶ.  Information on the slides should supplement or emphasize the information being presented.  If 91��Ƶ just need to read content on a slide, there is no reason for a presentation.

Lectures: Consider that the person who is talking about the learning content is learning the most during a class session.  Lectures that are passive (faculty doing most of the talking) do not increase student learning.  Use lecture to actively promote learning and limit lecture to less than half of total class time.  Use active learning, discussion, and activities that promote 91��Ƶ talking about,  working with, and applying learning concepts. Use a variety of teaching methods and consider inclusive teaching practices such as those described in .

Incorporating active learning strategies transforms classrooms into dynamic learning environments, nurturing well-rounded, skilled, and motivated 91��Ƶ. The shift from a passive, teacher-centered approach to a more interactive, student-centered model, leads to better educational outcomes and student  success.

Consider service learning and community engagement activities or global experiences.

Incorporate appropriate active learning activities:

Group discussions and debates: Divide 91��Ƶ into small groups and assign discussion/debate on specific topics or questions related to the course material. 

Problem-solving exercises: Present real-world or challenging problems that require 91��Ƶ to apply course knowledge to find solutions.

Case studies and simulations: Present complex scenarios that 91��Ƶ must analyze to bridge the gap between theory and practice and enhance decision-making abilities.

Peer teaching and presentations: Assign 91��Ƶ to teach a topic to their peers. This reinforces content knowledge and promotes communication and presentation skills among 91��Ƶ.

Think-pair-share: Ask 91��Ƶ to think about a question or problem individually, then pair up with a classmate to discuss their thoughts before sharing their ideas with the whole class. 

Role-playing and experiential learning: Incorporate role-playing activities or experiential learning exercises where 91��Ƶ can immerse themselves in a specific situation to gain a deeper understanding of concepts and theories.

In-class quizzes and polls: Use quizzes/polling during lectures to gauge 91��Ƶ' understanding in real-time. 

Flipped classroom approach: Assign pre-recorded lectures or reading materials for 91��Ƶ to review before class. Then, use class time for discussions, problem-solving, and clarifying doubts, allowing for more interactive engagement.

Project-based learning: Have 91��Ƶ work on semester-long projects or research assignments that require them to explore a topic in-depth and apply their knowledge to real-world scenarios.

Collaborative technology: Utilize online collaboration tools, discussion forums, and interactive learning platforms to facilitate communication and engagement outside the physical classroom.

Field trips and guest speakers: Organize field trips to relevant locations or invite guest speakers from industry or academia to share their expertise and provide practical insights.

Reflection and metacognition: Encourage 91��Ƶ to reflect on their learning process and metacognitively analyze their own understanding, strengths, and areas for improvement.

It's essential to adapt active learning strategies to suit the subject matter, class size, and the specific needs of the 91��Ƶ. 

To promote critical thinking, create a conducive learning environment that encourages and requires 91��Ƶ to think critically. Review active learning approaches described in previous section.  Additional effective approaches to consider:

Ask open-ended questions: Instead of straightforward factual questions, pose open-ended questions that require 91��Ƶ to analyze, evaluate, and synthesize information to arrive at well-reasoned answers.

Encourage class discussions: Foster a classroom atmosphere where 91��Ƶ feel comfortable sharing their opinions and ideas. Engage in Socratic questioning to challenge assumptions and encourage deeper exploration of concepts.

Model critical thinking: Demonstrate critical thinking yourself during lectures or discussions. Share your reasoning processes describing how you evaluate evidence, identify assumptions, and draw conclusions.

Assign problem-solving tasks: Integrate real world scenerios, problem-solving exercises, and case studies.

Encourage diverse perspectives: Emphasize the importance of considering diverse viewpoints and encourage respectful debate and discussions.

Incorporate metacognition: Teach 91��Ƶ about metacognition—the awareness and understanding of one's thinking processes. Encourage them to reflect on their thinking and problem-solving approaches.

Provide opportunities for self-directed learning: Allow 91��Ƶ to pursue their inquiries and interests within the course framework. This autonomy fosters critical thinking as they take ownership of their learning.

Cultivating critical thinking is an ongoing process that requires consistent encouragement and support from educators.  Review available

Classroom discussion promotes student engagement, critical thinking, and learning. Best practices to facilitate effective classroom discussions include:

Creating a supportive environment: Create a safe space where 91��Ƶ feel comfortable expressing opinions and ideas without fear of judgment. Encourage an inclusive atmosphere that values diverse perspectives.

Establishing clear expectations: Communicate the ground rules for participation. Encourage active listening, constructive feedback, and thoughtful responses.

Preparing thought-provoking questions: Develop open-ended questions that require higher-order thinking that challenge 91��Ƶ to analyze, evaluate, and apply knowledge.

Using a variety of discussion formats: Incorporate different discussion formats, such as small group discussions, whole-class debates, fishbowl discussions, or think-pair-share activities. This variety keeps discussions fresh and engaging.

Assigning pre-discussion readings or materials: Provide 91��Ƶ with relevant readings or multimedia resources before the discussion to ensure they come prepared and ready to engage in informed conversations.

Facilitating rather than dominating: As faculty, your role is to facilitate the discussion, not dominate it. Intervene only when needed to keep the discussion on track or ask guiding questions.

Using wait time: Give 91��Ƶ a chance to process a discussion question and formulate their responses. Avoid rushing to fill the silence, as it may stifle thoughtful contributions.

Encouraging active participation: Encourage quieter 91��Ƶ to participate with techniques like random calling or voluntary sign-ups.

Acknowledging and validating contributions: Value and acknowledge each student's input to validate and reinforce the importance of participation even if answers differ from your expectations.

Summarizing and synthesizing: Periodically summarize key points made during the discussion to reinforce important concepts and connections. Synthesize various contributions to show the relevance and depth of the discussion.

Reflecting on the discussion: After discussion, provide opportunities for 91��Ƶ to reflect on what they've learned, what insights they gained, and how the discussion relates to course objectives. Share success stories related to current or previous discussions.

Using technology and multimedia for engagement: Consider using online discussion forums or interactive platforms to extend discussions beyond the classroom and encourage continuous engagement. As appropriate, incorporate multimedia resources.

Effectively grading assignments requires a fair, consistent, and constructive approach that provides valuable feedback to 91��Ƶ in a manner thay supports student learning and growth.

Faculty are required to provide mid-semester progress feedback related to student performance.  Instructions are provided via email.

Students should receive regular and ongoing feedback throughout the course and not be limited to final grades. Best practices to consider for grading include:

Clear grading criteria: Establish clear and transparent grading criteria that is communicated to 91��Ƶ at the beginning of the course. Students must understand assignment expectations and how work will be evaluated.

Rubrics: Use rubrics to outline specific criteria and performance levels for each assignment. Rubrics help maintain consistency in grading and provide clear feedback to 91��Ƶ on strengths and areas for improvement. 

Timely feedback: Aim to provide timely feedback on assignments, preferably within a reasonable timeframe (one week for a typical assignment or if assignment requires additional time for feedback let 91��Ƶ know). 

Focus on learning objectives: Align the grading process with the course's student learning outcomes. Ensure that the assignments assess 91��Ƶ' understanding of key concepts and their ability to apply what they have learned.

Anonymous grading (when possible): If applicable and practical, consider conducting blind or to minimize bias and ensure objectivity in the evaluation process.

Constructive & personalized feedback: Offer constructive feedback by pointing out specific strengths and weaknesses in the work. Provide personalized guidance on how 91��Ƶ can enhance their performance.

Quality over quantity: Focus on the quality of student work rather than the quantity of assignments. Fewer, more substantial assignments can provide deeper learning experiences and reduce the grading burden.

Self-assessment and peer review: Encourage self-assessment and peer review processes for certain assignments. This helps 91��Ƶ develop critical evaluation skills and takes some grading responsibilities off the instructor.

Maintain records: Keep detailed records of graded assignments, feedback provided, and any communication with 91��Ƶ regarding their grades. This documentation can be valuable in case of grade disputes.  Grading assignments in Blackboard allows easier recordkeeping.

Allow for reassessment (if appropriate): Consider allowing 91��Ƶ to revise and resubmit certain assignments to encourage continuous learning and improvement.

Reflect on your grading practices: Regularly reflect on your grading practices to identify areas for improvement. Seek student feedback on the grading process to gain insights and make necessary adjustments.

Be flexible when emergencies, illness, hardships, trauma, and anxiety contribute to conditions that require a willingness to adapt to changing needs and circumstances.  Being flexible or adaptable does not require lowering expectations or academic rigor, rather it requires faculty to be responsive to circumstances. 

Class participation, attendance, and assignment deadline mandates may need to have leniency as circumstances warrant. Rely on University information and the Stockton CARES program to provide guidance in meeting student needs.  

Request student feedback throughout the semester.  Use student feedback to improve course design and teaching issues.

Obtain student feedback using simple methods such as , polling, index cards, or surveys to encourage 91��Ƶ to share feedback on their experience in your course.  At a minimum, conduct and analyze results from a midterm feedback survey.  Be sure to review and reflect on student feedback and make necessary adaptations.

Contact the CTLD for additional assistance or information.