91ÊÓƵ

. Based on the student learning outcomes, categorize your course content based on how essential it is to achieving learning objectives. This represents a strategic way to ensure student success and maintain course rigor in an accelerated course. Your student learning outcomes and course content will be communicated to 91ÊÓƵ with a well-developed syllabus.

Critical Content

• Consider the prerequisite knowledge 91ÊÓƵ need to be successful in the course.
• Address foundational concepts required to meet student learning outcomes.

Need to Know Content

• Consider learning that is less urgent now, but may be critical for subsequent learning needs.
• Identify content that will be addressed later in the course without harming student learning progress at the start of the course

Additional Content

• Consider eliminating content that adds depth or interest but is not essential to achieving student learning outcomes or provide the content in an optional resource section for 91ÊÓƵ with the time and interest to explore.

• Organize and combine course topics/learning activities in a manner where content is aligned to the course’s student learning outcomes. The CTLD course mapping tool may assist in this process.
• Compress content to the length of the semester without compromising clarity or rigor. Note: some courses are not suitable for an accelerated format.
• For unit topics and activities that are typically challenging for 91ÊÓƵ, reduce workload accordingly.
• When working around holidays and other aspects of a compressed term, consider offering asynchronous methods to teach and promote student collaboration and learning opportunities (a recorded Zoom lecture, using technologies to meet and discuss projects with other 91ÊÓƵ, flexible office hours, etc.).
• Clearly outline course topics and activities in the course syllabus.

• Be pragmatic and consider the kinds of activities and assessments that are practical and able to be completed during an accelerated course. Having multiple small assignments that provide consistent and regular feedback aides student learning. Having rubrics or other methods to quickly and easily provide feedback helps to make your workload more manageable too!
• A multi-component group project that works during a 15-week semester may not translate well in a compressed term. Demonstrate effective teaching by providing learning activities and assessments that require application and consideration of authentic real-world issues instead of memorization or knowledge recall.
• Provide clear, organized assignment/assessment guidelines and deadlines in the course syllabus and on Backboard. Consider flexible deadlines that permit you to more evenly distribute your grading workload.

Schedule an appointment with CTLD staff to discuss innovative activities and assessments for your accelerated course.

Provide 91ÊÓƵ with 24/7 access to the course syllabus, earned grades ( - Original | - Ultra), and course materials by designing an organized Blackboard course. Blackboard (Original | Ultra) is the learning management system supported by Stockton and offers 91ÊÓƵ an important central location to access important information about your course. Students with accessibility needs have a suite of tools available with Blackboard Ally that promote learning.  You can use Blackboard to email (Original | ) all of the 91ÊÓƵ in your course, make announcements (Original | ), submit assignments (Original | ), and much more.  Be sure to view the Blackboard tutorials and contact the CTLD for additional assistance or innovative ideas for setting up your Blackboard course.

• Utilize practices for effective teaching, active learning, high-impact practices, and more found here.
• Send your 91ÊÓƵ an e-mail just prior to the start of the semester that includes the course syllabus with explicit instructions on how and where your course will meet (in-person or online), along with textbook information. Stress the importance of having required textbooks, access to readings, logging into Blackboard, etc., to your 91ÊÓƵ to complete assignments due the first week of the course.
• Create tasks/assessments for 91ÊÓƵ that begin on day one of the course with assessments that are due during the first week.
• If teaching an online asynchronous course, require 91ÊÓƵ to log in to Blackboard every day to "check in". Make sure there are assignments/assessments that will require 91ÊÓƵ to log in to the course on a daily basis.
• Use consistent, synchronized days and times to send announcements, due dates, etc. Getting 91ÊÓƵ in-rhythm with course material and deadlines can help 91ÊÓƵ succeed.
• Utilize Blackboard's assignment tool for 91ÊÓƵ to easily submit assignments and the instructor to be able to review student writing and assign grades.
• Make sure to add the Grade Book in each of your Blackboard course sections; prompt grading of student work will keep it up-to-date and accurate. Let your 91ÊÓƵ know where and how to access it in your course.

• Blackboard and other methods may be employed to communicate regularly with 91ÊÓƵ.  In an accelerated course, frequent reminders of deadlines, required course activities, and expectations are critical to student success. Using Blackboard, you can automate many of these tasks.
• The can notify you about 91ÊÓƵ who are falling behind and permit intervention before it is too late. 
• Consider a weekly email outlining activities for the week.
• Provide office hours and other methods for 91ÊÓƵ to seek rapid clarification about course activities and assignments.
• Let 91ÊÓƵ know your preference for being contacted and how long it may take to receive a response.
• Provide a welcome/introduction video or message about you and the course. Be explicit in explaining to 91ÊÓƵ the heavy workload of an accelerated course and share the amount of time 91ÊÓƵ will need to devote to the course to be successful.
• Be sure to use available Stockton resources to support and assist 91ÊÓƵ with needs that may arise.