I know I mentioned this before, but I think collecting some of the suggested evidence is more challenging in a graduate-level, online, asynchronous course. While I am able to document interactions via Blackboard and demonstrate student learning through their comments and presentations, consistency in format and process is imperative in an online course, which makes major modifications to delivery difficult mid-semester. This is particularly true of a course tied to the process set forth in a syllabus provided at the beginning of a semester that stands as a contract between you and the students and generally is not modified. While I would have no problem collecting some of the suggested evidence, such as journaling my daily interactions with students, collecting pretest and posttest data, actively modifying content or process in the moment based on student engagement, in a face-to-face course where I saw my students each day, it becomes infinitely more challenging to make an assignment fit a process and procedure that was established several months ago and has, for all intents and purposes, been working really well.

That said, while I do believe I will have less evidence than my peers in face-to-face classrooms with daily contact, I am able to collect evidence to document student learning and my ability to participate in the learning process. Due to the course being taught online, several of my modules demonstrate my participation in the learning process. I am also able to use course announcements and emails to document my interaction with students, whether answering questions or asking students to reframe how they are considering some of the content. To demonstrate students’ learning process, I asked them to complete a Pre-Survey to assess their prior knowledge moving into the unit. While the course does not rely on testing in any way, I will be able to compare these responses to the information contained in their final presentation. Their final presentation will be the majority of the evidence that allows me to assess their mastery of the content. Finally, although these do not occur in this module, students complete a final presentation which includes a reflection of their learning in the course and mid-semester and end-of-course evaluations. The data collected in all of these reflections informs the changes I make to the course each semester.