Versions Compared

Key

  • This line was added.
  • This line was removed.
  • Formatting was changed.

...

name

Standards:
Self-Assessment Checklist

AAU Online Teaching Standards

:
- Checklist

Online Teaching Standards

AAU OnlineTeachingStandards FA2019.pdfOnline Teaching Standards (PDF)


The Academy of Art University has established these standards for online instructors to ensure that our students have the best possible educational experience.

  • You can download the attached rubric to use in assessing your own teaching practice vis-à-vis AAU standards.   
  • Teaching coaches will use a version of this rubric in supporting new instructors.
     

NOTE: The various tasks required to teach online are paid at different rates. Please review the FAQ and tutorial to learn more about how to report your work hours.


Specialized Teaching

  • Standards for Online Workshops
    The Academy’s online workshops are an extension of our online education program. The workshops provide students additional help to ensure that they master fundamental skills, offer tutoring and guidance on course assignments and projects, and provide clarification of concepts and techniques. As with all our online offerings, the success of these workshops depends on the instructors’ regular presence and timely feedback. The standards for workshop instructors conform to the general Online Teaching Standards, described below. In particular, Standard III: Presence in the Online Classroom (see below) is most relevant to workshops. Please review these criteria to make sure you understand our expectations. Talk with your director, if you have questions.
View file



AAU


Online Teaching

Standards—Self Assessment FA2019.pdf
height250

Online Teaching Standards

...

Meets Requirements

  • Critiques the work of every student in each module.
  • Posts critiques and grades for assignments to the LMS within 5 3 business days of submission (3 2 business days in the Summer semester). 
  • Critiques address all of the following:
    • what was done correctly
    • areas for improvement
    • why the improvements are needed
    • how to make improvements
  • Uses language that is clear, objective, and professional. Avoids slang.
  • Critiques in accordance with the expectations laid out in the module, the assignment instructions, and/or the rubric.
  • Posts critiques in public areas within the online class, to ensure that all students can see one another’s feedback.
  • General class critiques (optional feedback offered to the class as a group) highlight common successes and weaknesses — and are paired with specific comments to each student.
  • Requires that student work be submitted to the Class Discussion in the LMS. Provides feedback only through the LMS.
  • When providing instruction or doing critiques via Adobe Connect (or similar), records the session and posts the recording in the class for everyone to see. Students who cannot attend a live session receive their critiques either during the live session or through the LMS. In case of technical difficulties with the recording, posts a summary of each student’s critique.

Does Not Meet Requirements

  • Does not review the work of every student.
  • Falls behind in critiquing and grading — i.e., does not post feedback within the required timeframe.
  • Critiques are minimal, vague and/or generic feedback (e.g., “Nice job — Keep going!”).
  • Critiques fail to address all the following:
    • what was done correctly
    • areas for improvement
    • why the improvements are needed
    • how to make improvements
  • Comments are subjective (e.g., “I love this!”) rather than objective (i.e., based on observation of specific elements related to assessment criteria).
  • Makes identical comments to multiple students (copy/paste), demonstrating a lack of individual attention.
  • Critiques have a condescending or unprofessional tone (e.g., uses slang).
  • Feedback contradicts the expectations laid out in the module, the assignment instructions, and/or the rubric.
  • Posts critiques through private channels (e.g., grade comments, Mailbox, etc.), so students cannot see one another’s feedback.
  • Posts feedback outside the online class Discussion.
  • When doing critiques via Adobe Connect (or similar), does not record the session and/or fails to posts a record of the session (i.e., the video recording or a written summary of each student’s critique) in the class.

Exceeds Requirements

Meets requirements + Provides highly-detailed individual feedback.


Expand
titleSee resources that support this standard...


...