Course Preparation
Faculty should prepare course materials that explain learning outcomes, weekly expectations, major assignments, attendance standards, grading practices, and ways students can ask for help.
Clear preparation is especially important at a community college where students may be new to college expectations, returning after time away, studying in English as an additional language, or balancing school with employment and family responsibilities.
- Publish a syllabus before or during the first class meeting.
- Explain how students should communicate with the instructor.
- Identify required materials, technology, and due dates early.
- Connect course expectations with program or transfer goals.
Accessible Materials
Course documents, presentations, videos, forms, and digital materials should be usable by students with different access needs. Faculty should use readable formatting, descriptive links, captions or transcripts when available, and clear file names.
Feedback and Assessment
Students benefit from timely feedback that explains what was successful, what should improve, and how to take the next step. Assessment should connect to course outcomes and give students enough information to adjust before final grades are determined.
Early Academic Support
Faculty should contact students early when attendance, assignment completion, participation, or quiz performance suggests the student may need help. Early outreach can be paired with tutoring, advising, writing support, library help, or student services referral.
Classroom Communication
Consistent communication reduces confusion. Faculty should repeat critical deadlines in class and online, document schedule changes, and avoid relying only on informal reminders that students may miss.
Working With Advising
Advising helps students understand program requirements and course sequence, while faculty help students understand course expectations and subject readiness. Clear referral between the two helps students receive consistent guidance.
Continuous Improvement
Faculty may review student completion patterns, assignment outcomes, student questions, and course feedback to improve future instruction. Small changes in directions, examples, or support timing can make a course easier to navigate without lowering standards.
Instructional Planning Checklist
Faculty can use this checklist before the term and again after the first two weeks of class.
| Area | Faculty Action | Student Benefit |
|---|---|---|
| Syllabus | Clarify outcomes, grading, attendance, materials, and help options | Students know what is expected before problems arise |
| Accessibility | Use readable files, descriptive links, and accessible media practices | Students can access course information more consistently |
| Feedback | Return meaningful feedback early enough for students to adjust | Students understand how to improve performance |
| Referral | Connect students to tutoring, advising, library, or student services | Students receive support from the right office |
| Review | Use course evidence to improve instructions and assignments | Future students receive clearer learning experiences |