Regular and Substantive Interaction

Providing the opportunity for substantive interactions with the student on a predictable and regular basis commensurate with the length of time and the amount of content in the course or competency.

1. Initial: Policies and procedures make clear how often and when the instructor will interact with students. Course materials (e.g. syllabi and introductory statements) make clear to students theopportunities for interaction. Interaction expectations are clearly communicated to thestudents (e.g. in the syllabus), including response times, and explicit participation guidance (e.g.office hours, discussion boards).
2. Emerging: Instructor periodically engages with students throughout the term per the institution’s policies regarding frequency of postings, feedback, providing information pertaining to course content/competencies, and learning outcomes. Interaction expectations are communicated to the students in multiple ways encouraging students to participate in the opportunities for substantive engagement (e.g. office hours, discussion boards).
3. Developed: Instructor consistently engages students throughout the term. Interactions are predictable and occur in accordance with the length and course content.
4. Highly Developed: Instructor frequently engages students throughout the term. Instructor engagement with students yields equitable student outcomes. Interactions are predictable and occur in accordance with the length and course content.

Monitoring the student’s academic engagement and success and ensuring that an instructor is responsible for promptly and proactively engaging in substantiveinteraction with the student when needed on the basis of such monitoring, or upon request by the student.

1. Initial: There is minimal interaction(frequency of postings, feedback, instruction) throughout the term in the course section, or with individual students based on monitoring student engagement and success. Policies and/or procedures create expectations for monitoring student academic engagement and success.
2. Emerging: Instructor periodically engage with students throughout the term to provide formative feedback and information based on monitoring student engagement and success. Mechanisms ensure that the policies and procedures pertaining to monitoring student academic engagement and success are followed.
3. Developed: Instructor consistently engageswith students throughout the termto provide formative feedback andinformation based on monitoringstudent engagement and success. Instructor communicates andresponds in a timely and promptmanner per institution’s policies.
4. Highly Developed: Instructor frequently engages withstudents throughout the term toprovide formative feedback and information based on monitoringstudent engagement and success. Instructor promptly and proactively responds to students in response to observed concerns or at the request of students, to provide necessary support.

Direct Instruction is Synchronous instruction, specifically instructional activities that involve direct engagement by the instructor with students. Asynchronous instruction is under criteria C.

Providing direct instruction via synchronous methods: evidence of class meetings (Zoom, Recording, announcements with basic information about time, date, topic, link, etc.). 

1. Initial: Synchronous engagement providing lectures or presentations that cover course content.
2. Emerging: Synchronous engagement providing lectures or presentations to cover course content. Synchronous facilitation of class discussions, encouraging student participation.
3. Developed: Synchronously incorporates multiple teaching methodologies to facilitate effective direct instruction, such as flipped classrooms, critical thinking, and dialogue on the learning outcomes and competencies.
4. Highly Developed: Synchronously utilize various media and technologies to facilitate learning and competencies, effective teaching methodologies, and incorporates culturally competent strategies that yield equitable student outcomes.

Assessing or providing feedback on student work involves the instructor actively evaluating student submissions and offering individualized, constructive guidance to help students develop a deeper understanding and engagement with course content.

Feedback on coursework can be given to individual students. Minimal non-automated feedback on assignments.

1. Initial: Provides grades with minimal non-automated feedback on some assignments.
2. Emerging: Periodically provides meaningful comments on some coursework and assignments.
3. Developed: Consistently provides meaningful comments on most coursework and assignments, including constructive feedback and improvements needed to increase content mastery.
4. Highly Developed: Frequently provides prompt,personalized, and detailed feedback on student coursework and assignments, such as written comments, detailed rubrics, audio or video notes, and examples for improvement.

Providing information or responding to questions about course content or competencies involves the instructor addressing student inquiries and clarifying key concepts to enhance comprehension and facilitate ongoing academic engagement.

Provides instructional content or interactive lesson created or mediated by the instructor. Responds to questions pertaining to the course content.

1. Initial: Provides instructional content, such as video, audio, or recorded presentations or interactive lessons visibly created or mediated by the instructor. Responds to questions pertaining to the course content.
2. Emerging: Periodically provides substantive information pertaining to the course content. Periodically encourages participation and questions and responds in a timely manner. Provides reminder announcements regarding course content and learning outcomes.
3. Developed: Consistently provides substantive information from various sourcesor mediums to engage students with course content. Frequently encourages participation and questions and responds in a timely manner.
4. Highly Developed: Frequently provides substantiveinformation, and announcementsbeyond reminders that discussprevious topics, trends inassignments, or that highlights keyconcepts. Frequently encouragesparticipation and questions andresponds in a timely manne withdetailed information and ideas. 

Facilitating a group discussion regarding course content or competencies involves the instructor actively guiding student interactions, prompting critical thinking, and ensuring meaningful dialogue to deepen understanding and engagement.

Facilitating a group discussion - providing prompts, questions, or topics to engage students.

1. Initial: Provides prompts, questions or topics to engage students.
2. Emerging: Periodically provides prompts and occasional comments or guidance to students in discussions to ensure focus is on course content and discussion is productive.
3. Developed: Consistently provides comments or guidance in discussions to enhance course content/competency mastery.
4. Highly Developed: Frequently provides comments orguidance in discussions, such as topose questions, propose alternativeviewpoints, connect ideas, and encourage students, in order toenhance course content/competency mastery.