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Faculty Self-Assessment: Preparing for Online Teaching


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Instructions
This self-assessment for online teaching will allow you to evaluate and reflect upon your competencies in key areas of online teaching and provide a baseline of your pedagogical, technical, and administrative skills. As part of your results, you will receive additional guidance/resources for each competency to better prepare you for the online teaching environment.

  • There are 25 questions distributed in three categories within the assessment.

  • All three categories must be completed in full.

  • For each question, please select the response that best represents you.

  • Once you submit all of your answers, you will be taken to a report of your results for the self-assessment that contains a numerical score and additional feedback.

  • A copy of the report will be sent to your Blue Ridge CTC email address that you provide when you begin.
  • It should take approximately 10-12 minutes to complete the self assessment.

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As part of your results to the self-assessment, you will receive additional guidance/resources for each competency to better prepare you for online teaching.

Please enter your name and Blue Ridge CTC e-mail address before proceeding to the self-assessment. This information is used to send you the results of the self-assessment, as you will be unable to come back to the site for your results after you’ve closed your browser window.

Please note that the data contained in this self-assessment may be used as part of research at the college to improve teaching and learning. Your contact information and any other identifying data will not be disclosed to any external party as a part of the research. Please email elearn@blueridgectc.edu if you have specific questions about how your information may be used.
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I consent to participating in research at the college to improve teaching and learning:

   
   
   

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Category 1: Technical Skills (9 questions)

(Question 1 out of 9): Computer basics

1.   I can complete basic computer operations including creating and editing documents, managing files and folders, and working with multiple windows.




   

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Category 1: Technical Skills (9 questions)

(Question 2 out of 9): Log into LMS

2.   I can log into Blackboard and access its resources and my course site(s).




   

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Category 1: Technical Skills (9 questions)

(Question 3 out of 9): Course navigation

3.   I can navigate my Blackboard course site to locate course items such as the syllabus, learning materials, gradebook, and other features.




   

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Category 1: Technical Skills (9 questions)

(Question 4 out of 9): Basic troubleshooting

4.   I can assist students with basic troubleshooting for common technical issues.




   

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Category 1: Technical Skills (9 questions)

(Question 5 out of 9): Gradebook setup

5.   I can set up the class gradebook to match the grading plan in my syllabus and manage student grades in Blackboard such as using points/percentages and calculating final grades.




   

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Category 1: Technical Skills (9 questions)

(Question 6 out of 9): Communication tools

6.   I can actively participate in my course using Blackboard communication tools such as discussion forums, grading feedback features, and announcements.




   

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Category 1: Technical Skills (9 questions)

(Question 7 out of 9): Create assignments

7.   I can create and manage Blackboard course assignments.




   

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Category 1: Technical Skills (9 questions)

(Question 8 out of 9): Leave feedback

8.   I am able to grade items and leave feedback within Blackboard.




   

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Category 1: Technical Skills (9 questions)

(Question 9 out of 9): Findability

9.   I can create and manage a course structure to facilitate navigation and findability in my Blackboard site.




   

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Category 2: Course Management (7 questions)

(Question 1 out of 7): Teaching with an LMS

1.   I can master the teaching and learning environment of my course including its course structure, materials, and tools.




   

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Category 2: Course Management (7 questions)

(Question 2 out of 7): Getting started

2.   I can provide clear instructions on how to navigate the online course and where to get started.




   

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Category 2: Course Management (7 questions)

(Question 3 out of 7): Setting expectations

3.   I can provide clear instructions on how to participate in course activities (e.g., quality of work, frequency of interaction, etc.).




   

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Category 2: Course Management (7 questions)

(Question 4 out of 7): Syllabus

4.   I can provide a comprehensive syllabus that adheres to the college's syllabus template.




   

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Category 2: Course Management (7 questions)

(Question 5 out of 7): Communication plan

5.   I can communicate to students when and how they will receive feedback on assignments and replies to their inquiries.




   

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Category 2: Course Management (7 questions)

(Question 6 out of 7): Prompt communication

6.   I can respond to student inquiries within one business day to guide students towards a positive learning outcome.




   

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Category 2: Course Management (7 questions)

(Question 7 out of 7): Plagiarism prevention

7.   I can follow best practices for mitigating cheating and plagiariam in an online course.




   

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Category 3: Teaching and Learning (9 questions)

(Question 1 out of 9): Teaching online

1.   I can attend to the unique challenges of distance learning where interactions are primarily asynchronous in nature.




   

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Category 3: Teaching and Learning (9 questions)

(Question 2 out of 9): Online presence

2.   I can establish my presence in the course on a regular basis via course announcements, assignments, emails, online office hours, and various other methods.




   

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Category 3: Teaching and Learning (9 questions)

(Question 3 out of 9): Building community

3.   I can build community and promote a sense of belonging in my course by creating opportunities for students to get to know one another and to collaborate.




   

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Category 3: Teaching and Learning (9 questions)

(Question 4 out of 9): Civility

4.   I can create a learning environment where students build trust and feel comfortable participating and interacting with peers in the online course.




   

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Category 3: Teaching and Learning (9 questions)

(Question 5 out of 9): Critical discourse

5.   I can guide student learning and engage students in ways that develop a complete and critical understanding of the course topics.




   

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Category 3: Teaching and Learning (9 questions)

(Question 6 out of 9): Critical thinking

6.   I can include course activities that target higher-order thinking (e.g., applying, analyzing, creating) that deepen student learning of the course topics.




   

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Category 3: Teaching and Learning (9 questions)

(Question 7 out of 9): Critical feedback

7.   I can provide detailed and timely feedback to help students understand their strengths and weaknesses and their progress towards achieving course objectives.




   

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Category 3: Teaching and Learning (9 questions)

(Question 8 out of 9): Engagement

8.   I can employ strategies that engage and motivate my students to learn the course content.




   

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Category 3: Teaching and Learning (9 questions)

(Question 9 out of 9): Relevance

9.   I can help students to see where their learning applies to activities or work outside of class.




   
Congratulations!
You have completed the self-assessment! Please click the Finish button to see your results and get an email with your individualized report.