New Faculty Observation Guide

Course and modules are set up correctly with clear due dates; modules are available and visible for students. Navigation is intuitive and content is logically sequenced within the LMS.

Syllabus is updated and accessible to students, and office hours are clearly established and communicated on their Faculty Information Page and other required platforms.

Add resources to the course beyond the curriculum-provided materials. Tell students what to expect for the module: concepts, activities, assignments, and assessments. Make connections to course SLOs. Plan the delivery of a variety of activities to maximize learning time and engage students.

Plan how to check for understanding throughout the course. Plan how to assess and share progress with students. This includes formative checks, progress updates, and communicating expectations for how students will demonstrate mastery.

Communicate and connect course content to real-world applications. Share professional examples and experiences with students. Provide opportunities for students to relate their life/professional experiences to the course content. Include existing and original content to support and enhance the curriculum (e.g., written lessons, linked or self-created videos, digital resources, discussion prompts and instructor responses, engagement activities).

Utilize the course grading tools (inline grading features, rubrics, comments) to guide evaluation and individualized feedback that focuses on assignment criteria, student progress, areas of strength, and ways for students to improve. Follow and model APA guidelines where appropriate. Communicate with students frequently and professionally. Use content-area language in engagement and feedback with students.

Be present in the class/course by engaging with students and the class as a whole. Engagement includes but is not limited to: availability to students (email, meetings), regular use of announcements, engaging with students in discussions, and monitoring engagement activities. Be present for all scheduled class meetings per delivery method requirements. Communicate with students frequently and professionally. Create a positive and supportive learning environment. Plan and implement effective student-student engagement activities and opportunities for collaboration.

Consider various learners' needs and adapt instruction as needed. Be aware of accessibility expectations and use flexibility where appropriate. Ensure the course is organized and accessible to all students, including those using assistive technologies.

Implement what is planned for delivering a variety of activities to maximize learning time and engage students. For synchronous courses, this includes real-time facilitation, questioning techniques, and in-class activities. For asynchronous courses, this includes module design, discussion facilitation, multimedia integration, and structured learning pathways. Strategies should align to course SLOs, adjust based on student performance and feedback, promote critical thinking, and integrate instructional technology purposefully.

Provide timely and meaningful communication with students regarding their progress. Use grading tools to deliver individualized feedback on assignments that addresses criteria, strengths, and areas for improvement. Provide feedback on engagement activities (e.g., discussions, group work, participation) to guide student growth. For asynchronous courses, this is a primary observable indicator — look for evidence in discussion responses, assignment comments, announcement patterns, and grading timeliness.