How can I leverage effective assessment practices to help students connect deeply with the learning?
Additional Ask CATE Questions
As you begin to offer resources in your course, be sure to take advantage of the Ally tool in Canvas to assist with making the material accessible for all students. With a few clicks, the Ally tool creates an array of formats that support individual learner needs.
Check accessibility before uploading. Use accessibility tools in word processing and slide presentation platforms to create accessible resources at the source.
Delete all old files that will not be used.
Use the Ally Course Accessibility Report to determine the easiest items to remediate. Start with the easy items.
Please reach out to the CATE team to get started or address any snags to improve accessibility in your courses.
Even in the recent past, the first point of contact with most students was when they showed up on campus to the physical classroom. The current true point of first contact with students new to you is digital, even if you teach in-person courses.
Whether it is your UT faculty profile or your Canvas course home page, faculty need to be strategically aware and proactive to design for engagement in digital spaces before students access information. Capturing your intentional instructional coaching as course specific elements in your syllabus or your Canvas course helps prepare students to successfully and actively engage in your course. In a recent journal article, Tualaulelei, et al. mapped pedagogical touchpoints against dimensions of online student engagement (Redmond et al., 2018) and found implications for practice that include “purposeful design not just for cognitive and [behavioural] engagement, but also for social, collaborative and emotional engagement” (p. 200). The CATE Summer Design Series aims to support these pedagogical touchpoints.
The concept of “ungrading” has garnered attention recently in higher education discussions as an inclusive teaching approach. Another way to explain “ungrading” is a collaborative effort to engage students in metacognitive assessment of growth. A recent Faculty Focus article gives a practical overview and case study with specific application approaches.
If you are interested in more inclusive student assessment approaches, please make an appointment for design ideas.