Students grow from the feedback they receive. American College of Education values the feedback our faculty provide to our students. Feedback is provided in two ways. First, quantitative feedback is provided to students by using rubrics. Second, qualitative feedback should be offered through providing personalized feedback (delivered in written, audio, or video format) to address the strengths and weaknesses of the content in the assignment (not just APA or writing comments). This feedback should be constructive and able to be implemented in future assignments.
To accomplish this, ACE faculty members are expected to use ACE rubrics to provide quantitative feedback.
Additionally, ACE faculty members are expected to provide personalized feedback to students to address both strengths and weaknesses.
Feedback should be applicable, relevant, formative, and able to be implemented in future assignments.
Delivery Pillar 3: Feedback is Providedin a Timely Manner
ACE’s courses are delivered in an accelerated manner; meaning students have assignments and discussions due each week. Additionally, many assignments build upon one another within ACE courses. Thus, we want to ensure students have time to read, interpret, and incorporate feedback provided by ACE faculty members before submitting their next assignment or discussion.
To accomplish this, ACE faculty members are expected to offer feedback (grades on rubrics and formative feedback)within 96 hours of the due date.
Delivery Pillar 4: Respond to Student Questions Within 24 Hours
As stated above, ACE’s courses are accelerated in nature; thus, questions for students must be answeredin a timely manner so students have the direction needed to proceed in their studies. Where students can contact ACE faculty members in other formats, it is strongly preferred for communication between ACE students and faculty members to occur via the Canvas messaging system.
To accomplish this, ACE faculty members are expected to respond to student inquiries within 24 hours.
Delivery Pillar 5: Engage in Scholarly Discussions with Students
American College of Education uses discussion boards to add a social and interactive component to the course. In these discussion boards, students are invited to share their opinions, thoughts, and answers with their classmates. Additionally, studentsare expected to respond to their peers and extend the conversation. To make these discussion boards as meaningful as possible, the ACE faculty member’s ongoing presence in the discussion board is critical. ACE faculty members are asked to engage in discussion boards to promote in-depth thinking, challenge different perspectives, monitor students’ conversations for appropriate professionalism and understanding of course content, and extend the conversation.
To accomplish this, ACE faculty members are expected to contribute 3-5 meaningful comments, responses, or questions to each discussion board.
Additionally, ACE faculty members are expected to participate the first time before Thursday each week and post on multiple days.
Delivery Pillar 6: Fingerprint the Course for Personalization
American College of Education’s courses are developed and designed by faculty authors and ACE’s curriculum production services team. As a result, course content is preloaded and will be available in courses when faculty obtain access. The College intentionally designs curriculum this way to ensure consistency and fidelity in sections and terms. It is important to note the one differentiator in these courses is the ACE faculty member. The ACE faculty member was selected to teach this course based on their qualifications in the content area of the course. Thus, the course faculty member should personalize each course through “finger-printing” the course. Finger-printing activities enhance the course and extend the curriculum. Popular finger-printing activities include: adding additional published resources, holding synchronous meetings, creating presentations or screencasts, sharing or creating a podcast, using social media, and using collaboration tools to create collaborative opportunities.
To accomplish this, ACE faculty members are expected to add at least two unique course elements to each course.
Delivery Pillar 7: Clear Expectations
American College of Education is committed to uncomplicating the process of education. To do this, we ensure transparency in our communications with students. Because of this, ACE faculty members are expected to post announcements on a weekly basis. These announcements should clarify any expectations they have and provide guidance to students on requirements for the upcoming week.
To accomplish this, ACE faculty members are expected to post expectations as an announcement before the course starts and post announcements at least weekly throughout the course.
