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How to Create a Basic Online Lesson By Dana Shreaves, Instructional Designer When on-campus class sessions cannot be held as scheduled, online lessons provide an alternative method for teaching. Online lessons created in Sakai can provide faculty and students with access to all the major components of a course, including instructional content,… March 6, 2020

Teaching and Course FeedbackThe Office of the Provost is responsible for conducting course evaluations using the “Teaching and Course Feedback” form each Summer, Fall, J-Term, and Spring. Since Fall of 2016, we have used a product from a company called Watermark to collect mid-semester and end-of semester feedback from our students (Watermark bought EvaluationKit, the company with whom we originally contracted). We are currently transitioning from Watermark to Qualtrics Course Feedback Survey

the course. A student who misses clinical experiences due to unforeseen circumstances may not be able to meet the course objectives and may not pass the clinical. Under some circumstances, students may be required to complete makeup assignments to fulfill course objectives at the discretion of the clinical faculty and course lead. Unforeseen/unavoidable absences as a result of illness or medical/family emergencies will occasionally occur, and these circumstances will be evaluated on an individual

Clinical Supervision Clinical Hours Policy Clinical Evaluations Conducting Clinical Experiences Independent of an Established Healthcare Agency Student Clinical Practice, Policies & Expectations Incident Reports Automated Drug Distribution Devices Policy

All students will receive feedback (written and oral; formative and summative) from faculty regarding their performance during the clinical rotation (Clinical Evaluation Tool and Criteria for Satisfactory Performance) found in your Learning Management System. The length of a clinical rotation will dictate the frequency of formal evaluation sessions. In all clinicals, students are evaluated at least twice – at the middle and end of the course. Students should be aware that evaluation of clinical

learning and impact. We fully acknowledge that all instructors, regardless of their discipline, already incorporate elements of “information literacy” into their teaching, albeit in different ways and using different terminology. Our goal, then, is to provide some additional guidance that can help students bridge the gap between what they know and what they need to know for your course or program.Research StrategiesInformation NeedsLearning from SourcesActivity Ideas What We Have Learned about PLU