Instructors thoughtfully create engaging course design experiences that are of high quality, but do we take the time to assess the rigor we are placing on students? Do we have the right balance of instruction time guided by a facilitator and individual student preparation time as outlined in PSU Senate Policy 42-23 which indicates the amount of work required for a student to gain academic credit?
This session will first focus on the benefits of and strategies for reviewing the time spent on instructional activities. Participants will use various tools and resources to review the instructional activity / student rigor each week of a course with the intent of answering the question of is there too much or not enough? These answers will spur discussion around strategies to avoid homework overload.
The session will conclude with an explanation of the benefits and ways to engage in dialogue with students around the academic rigor of a course including suggested talking points throughout the semester.
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