Course Design Assistance
The firm, Academic Partnerships (AP) helps universities expand their influence through the online delivery of instruction and programs. BGSU and AP entered into a partnership to offer online MBA. In this partnership, AP is responsible for marketing, recruiting, retention, and student progression. AP uses omni-channel marketing techniques to recruit and select students based on our selection criteria. AP also provides instructional development services to faculty. Using research-based best practices for online education, their team assists faculty and university instructional design teams with program planning, course design, development and review.
Sample Online Courses/Templates
If BGSU faculty are looking for sample online courses, AP has sample online course in their faculty ecommons site. For the CoB, AP has assisted Connie Disbro, MBA Coordinator for the Online and Full-Time MBA Programs, Graduate and Executive Programs in Business.
AP’s information is password protected since they partner with BGSU, so it is not available to the public. The username and password to access their course templates through Faculty E-Commons can be found on the CoB's R: drive. [R:\CBA\College\Academic Partnership].
Education Advisory Board (EAB) is a best practices firm which helps schools by providing data driven analytic tools for Enrollment Success, Student Success, and Institutional Success. At present, they have served more than 1,500 institutions and 3.7 million students with their Student Success Management System. BGSU is one of their partner institutions and use their suite of tools in all three areas mentioned above. EAB also has a library of over 7,500 peer-tested best practices.
Here is a link to their resources: (also provided below is relevant information from this link)
General Guidance for all Remote Instruction
No matter what kind of course you’re teaching, you will likely be navigating unfamiliar software, supporting students with little to no experience in a remote learning environment, and managing students’ (and your own) wellbeing during this unprecedented crisis. Below are considerations to develop minimum viable quality remote courses, regardless of course type or discipline.
Orientation and Logistics
Supporting Students without Sufficient Tech and Internet Access
Support Student Learning
Managing Online Discussion
Instructor-Student Engagement and Feedback
Considerations for lecture and seminar courses
The majority of your institution’s courses likely use a lecture or seminar format, which means many faculty members will be working to ensure that they can still teach classes of varying sizes effectively while maintaining student-to-student and student-to-faculty engagement. The latter will be particularly challenging for large lecture courses, so we have provided additional guidance for those course types in each of the following sections. The first consideration every faculty member must make is whether to attempt to deliver the course synchronously or asynchronously. It will be tempting to try to replicate every aspect of an in-person class for a remote environment, but that is rarely the right answer. Faculty should be encouraged to simplify their syllabi and course requirements to focus on core concepts.
Asynchronous Remote Courses
Asynchronous course delivery is the quickest and easiest way to migrate a lecture or seminar course online and mitigates many of the access issues students without strong internet connections or WiFi-enabled devices at home encounter. This is also a lower tech option for faculty members unfamiliar with videoconferencing software and other tools of synchronous remote instruction and may be the only available option for students sharing a space with others or responsible for unplanned childcare, eldercare, or other commitments. Of course, asynchronous delivery can be augmented by synchronous office hours, study sessions, or discussion groups.
If you choose to structure your lecture or seminar course for asynchronous delivery, use the following diagnostic checklist to ensure that instructors and students are ready to succeed:
Additional Considerations for Large Lecture Courses:
Synchronous Remote Courses
Synchronous remote courses allow you to more closely replicate the in-person experience of lecture and seminar courses with real-time discussion. It also provides much-needed contact and community during this stressful time, as students can see and hear one another and engage in a shared pursuit. However, it is also a more high tech and internet-reliant option that requires greater technical proficiency on the part of the instructor, and is less accessible to students with limited or no internet connectivity in their homes or communities.
If you choose to structure your lecture or seminar course for synchronous delivery, take the following steps into consideration:
Additional Considerations for Large Lecture Courses:
Additional Resources for Remote Lecture and Seminar Courses
Instructors, staff, and students across higher education have come together like never before to crowdsource remote instruction strategies and solutions and help ensure that everyone is able to maintain academic continuity in this time of crisis. The robust online resource hubs and discussion communities below can help you migrate your lecture and seminar courses (and beyond) to remote instruction, and to connect with others in this trying time.
Remember to publish your changes.