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The following is a list of all the educators receiving the #iteachmsu Educator Award this year. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards". To see the story contributed with each recognition, click the college to see the expanded college list. 
Broad College of Business

Cadaelia Turnage
Wyatt Schrock

 
College of Agriculture and Natural Resources

Kelly Millenbah
Kellie Walters
Alyssa Harben
Patrick McDavid
Seth Hunt
Kaleb Ortner
Adam Constine
Kambriana Gates

 
College of Arts & Letters 

Marcos Serafim
Michael McCune
Alex Nichols
Walt Peebles
Jacquelynn Sullivan
Kate Sonka
Paula Winke
Lorelei Blackburn
Bruno Ford
Justin Wigard
Kaylin Smith
Adam Gacs
Amelia Stieren
Maria Buttiler
Tamoha Siddiqui
Catherine Barland
Sarah Brundrett
Katie Rottman
Caitlin Cornell
Claire Wilcher
Kate Fedewa
Mike Ristich
Madeline Shellgren
Kenlea Pebbles
Pia Banzhaf
Leonie Hintze

 
College of Communication Arts & Sciences 

Samantha Shebib

 
College of Education  

Alexandra Lee
Lori Bruner
Eliana Castro
Marilyn Amey
Courtney Kosloski
Mallory Weiner
Austin Wellette-Hunsucker
Taren Going
Juan Mascorro-Guerrero
Terry Edwards
Olivia Furman
Kristi Lowrie
Sheila Orr
Teacher Education Undergraduate Staff
Dr. Amey’s HALE Graduate Students

 
College of Engineering  

Puneet Kumar

 
College of Music 

Colton Wasitler

 
College of Natural Science 

Qianjie Wang
Aaron Wasserman
Stephen Thomas
Teena Gerhardt
John Keven
Brean Prefontaine

 
College of Nursing 

Rebecca Boni
Betty Buck
Patrick Crane
Izabella de Barbaro
Pallav Deka
Jessica Ery
Joanne Golbert
Stephanie Gray
Andy Greger
Jackie  Iseler
Emily McIntire
Kyle Miller
Francisika Nekaien
Kathleen Poindexter: 
Amy Pollock
Lorraine Robbins
Carol Vermeesch
Anne Thomas (Passed in July)

 
College of Social Science  

Amanda Kreuze
Ida Djenontin
Rajiv Paudel
Aaron Luedtke
Steve Anderson
Kesicia Dickinson
Natasha Fowler
Megan Mikhail
Nafiseh Haghtalab

 
James Madison College  

Sharlissa Moore
Galia Benítez

 
Lyman Briggs College  

Greg Lusk
Samantha Cass

 
Other Educator Units 
 
The Writing Center
Grace Pregent
Colton Wasitler
 
Center for Language teaching Advancement (CeLTA)
Elizabeth Ablan
 
Center for Statistical Training and Consulting (CSTAT)
Andrew Dennhardt
 
Bailey Scholars Program
Lorelei Blackburn
 
Technology at MSU - Client Services
Andrew Dennhardt, Aaron Algrim, Michael Sweet, Amin Elrashid, Ronald Southwick, Donald Morgan, Thong Hoang, Ronald Pranica, Dale Wegienka, John Hulbert, Linda Barrows, Kirk Bartling, Cindy Taphouse, Jeremy Jestila, Susan Dunn, Stephan Andre, Darius Bradley, Paul Phipps, Paul Sweitzer, Robin Ellsworth, Leo Sell, Sharron Wells, Angela Knauf, Cynthia Wallace, Joseph Murray, Mark Szymczak, Hao Quoc Lu, Dean Olson III, Blake House, Jeffrey Herrmann, William Balluff, Steven Jowett, Otty Turrentine, Jillene Pohl, Adell Flourry Jr., Victor Doe, Morene Dickman, Linda Beck, Wilson Ndovie, Stephen Asman, Shirl Rowley, Kimberly Davis, Laura Stevens, Terry Gillespie Jr., Lauri Stephens, Michael Walters, Stefan Ozminski, James Willson, Brandt Detmers, Timothy Skutt, Christopher Doerr, Robert Sisson II, Jonathan Schulz, Daniel Layne, Angela Kimmel, Charles Spagnuolo Jr, Chase Guzinski, Dustin Bacon, Renata Thompson, Angela Clum, Navidad Cassaday, Kathleen McGlynn, Melanie Phillips, Daniel Wyrembelski, Justin Baker, Aaron Richmond, Theodore Manko, Michael Snyder, Joseph Fromm, Chad Randall, Casey Jo Brassington, Elizabeth Hood, Bradley Williams, Scott Foreman, Jennifer Phillips, Michael Reed, Sean Will, Gordon Kiewiet, Erica Nedziwe, Jeniffer Robinson, Jeremy Gentges, Mark Seyka, Alexander Goff, Christopher Jones, Tonya Govereh, Kelly Wilcox, Michael Warner, Sean Collins, Matthew Evans, Brian Fraley, Erik Williams, John Sfreddo, Jacqueline Wilson, George Harris, Gabriel Cantu, Suporn Teng, Jane Carl, Sue Clark, Whitney Patterson, Paul Short, Thomas Marra, John Scott, David Sheppard, Karen Bailey, Jordan Stine, Gregory Forman, Ethan Begalka, Mohamed Abou Elseoud, Gregory Koerner, Chad Corkwell, Heather Atkinson, Alison Virag-McCann, Ronald Njau, Vinessa Webster, Kathryn Harger, Foster Whipple, Ryan Laorr, Claire Cowan, Bailee Droste, Jake Crandell, Madeline Smith, Benjamen Nienhouse, Lindsay Knuth, Anne Phillips, Joshua Hakes, John Nguyen-Tran, Amy Bransch, Allen Scheck, Mallory Crowner, Kyle Banks, Carlie Richardson, Dominic Colosimo, Jinny Bernotas, Hanna Foreman, Jeffrey Cunningham, Makenzie McDowell, Nicholas Hartman, Gregory Battley, Haley Rathkamp, Elsa Gallegos, Ryan Freemire, Tyler Michael, Rachel Macauley, Denzel Smith, Danie Gorentz, Jami Baker, Justin Walser, Jacob Tenney, Anslee Norris, Ryan Roberts, Wyatt Oistad, Anthony Rogers, Aaron Mundale, Eric Zhang, Jacob Garner, Daimon Emerick, Nickolas Battley, Jaison Balluff, Rachel Rumsey, Stephen Elmer, Kevin Holtz, Thomas Ruffley, David Littleton, Ian Walker, Robert McDonnell, Christopher Sibley, Elijah Corbin, Craig Smith, Madalyn Allen, David Palme, Joshua May, John Goodwin, Andrew Stine, Daniel Grusczynski, Brandon Mcsawby, Jared Utsunomiya, Devin Wilcox, John Senger, Sandros Rivera-Letcher, Brian Mitchell, Andrew Barnikow, Terrance Singleton, Clabe Hunt, Alaina Scheidel, Jacob Kingsley, Trent Keyton, Allem Mekonen, Eun Kyo Chung, Mary Catherine Canavan, Jolene Alto, Jillian Davis, Gabrielle-louise White Italia, Hillary Hemry, Dante Delorenzo, Randy Carnahan, Zoran Tomic-Bobas, Perry Truscon, Margaret Northcutt, Adithya Rao, Caitlin Parton, Lauren Gudritz, Tyler Coleman, Jeremy Balluff, Tyreece Banks, Sue Hurd, Dylan Mccarroll, Noah Luikart, Seth Swartout, Rostyslav Chen, Mary Magnotta, Jessica Knott, Devyn Boettcher, Dylan Hawthorne, Jonathan Miller, William Park, Braeden Berg, Derek Hamp, Joseph Roy, Quinn Sheppard, Alanna Bortle, Isaiah Orsborn, Brant Salinaz & Tabitha Hudson
 
The Graduate School
Melissa McDaniels
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll be directed to a form where you can enter the name, netID, and a short story of the educator you'd like to recognize.

Stephen Thomas
Title: Drawing to Teach: Visualizing our Curriculum for Reflection and CommunityLocation: Room 2130College courses and programs of study are comprised of a complex arrangement of structures and processes that can make them difficult to conceptualize or communicate to others. When describing a course to others, we often fall back on simplistic narratives of the topic without referencing the pedagogy, assessment, learning environment, resources, student engagement, or a myriad of other impactful features. In this presentation we will look at what it might mean to use visual tools and formats to more formatively represent our curriculum to allow reflection on your teaching, receive feedback from colleagues, and foster community around our teaching efforts.
Dr. Stephen Thomas is the Assistant Dean for STEM Education Teaching and Learning, the Associate Director for the Center for Integrative Studies in General Science at and the Digital Curriculum Coordinator for the College of Natural Science at MSU.  For his bachelor’s degree from Denison University, Stephen majored in Biology and minored in Art.  This interest in the science/art intersection continued into graduate school as he freelanced as a biological illustrator while earning his masters and Ph.D. at the University of Massachusetts at Amherst in Organismal and Evolutionary Biology and Entomology.   Since coming to MSU, Stephen’s focus has shifted from virulence of fungal pathogens of Lymantria dispar to visual communication of science in formal and informal settings and the use of technology in teaching.    Stephen has worked on projects such as the use of comics to reduce subject anxiety in non-major science courses, the development of a Massive Open Online Course (MOOC) to teach general science, and augmented reality and kiosk games to engage visitors in science museums.  In more recent projects, Stephen has worked on curriculum for Drawing to Learn Biology where students explore science practices of observation and visual model-based reasoning through nature journaling.  In his professional development work, Stephen collaborates with Dr. Julie Libarkin on building communities of practice in STEM teaching, STEM education research, and interdisciplinary experiences in art, science, and culture. You can learn more about this work at the STEMed@State website. 

MSU does not currently have a university-wide policy on cameras/videos (e.g. web cameras) for online learning. Much like attendance/participation policies, camera/video policy statements will be determined by individual instructors, departments, and programs. Instructors are responsible for communicating the individual course policy to students.
The following resource is provided to assist you in developing coherent policies on camera use in your course. Please adjust the guidance to fit your particular course context, but remember you must make allowances for certain circumstances that might be tied to connectivity issues or environmental circumstances. It is key that your desire for video-on participation be built on a foundation of inclusion and accessibility, pedagogy and design.   The information below is shared as key considerations for developing your course policy.  If you have specific questions about writing your course policy, please reach out to the Center for Teaching and Learning Innovation (CTLI).  
Benefits and Challenges of Webcams 
The use of webcams in live online meetings can add to the educational experience in many ways. Some of these include: 

Students working in groups 
Showing physical evidence or materials 
Proof of attendance 
Classes that focus on communication skills, performance, or physical movement 

Students may wish to keep their webcams off because: 

Their internet speed cannot support the use of streaming video. Bandwidth problems are real for many students regardless of their location 
They may have privacy concerns (e.g. roommates, children, or other family members in the background) 
Students may wish to keep their webcams off because leaving them on may reveal their exact geographical location or other unique identifying information to the rest of the class 
They may have a visually busy environment or otherwise distracting background that could detract from others’ ability to attend to class content 
They may have personal or environmental concerns that make sharing their likeness or their personal spaces problematic. Not all computers can replace backgrounds with virtual backdrops that would alleviate these concerns 
They may have a disability where the video feed will decrease their success in the course 
Students may not have a webcam on their computer. This item has not been a component of the university required laptop/desktop description. 

Educators should be aware of the privacy, hardware, software, disability, and equity concerns and only require the use of webcams or video feeds when the educational value of requiring video supersedes those concerns. In such instances, there may still be students whose specific disabilities preclude the use of webcams. The Resource Center for Persons with Disabilities will work to assist students who have gone through the proper accommodation request process and for whom the use of webcams is not possible. Instructors should also keep in mind that the accommodations process can be a time consuming and expensive one; and not all students may be able to engage in it. In addition, disabilities, temporary or otherwise, can manifest at any time. These factors should be considered when you determining the policy for your course.
Best Practices for Developing Video Conference Policies 
In general, online learners experience “Zoom fatigue” and extra cognitive loads when it comes to learning (McCabe, et al., 2023 & Fauville, et al, 2021) For reasons of equity and respect for privacy, students generally should not be required to turn on their webcams for the full duration of all online class sessions. The literature around camera-on requirements promoting learning is scarce. Waluyo and Wangdi (2023) found that classroom dynamics, classroom exhaustion and participation, physical appearance and background, unrelated physical activity, distracting behaviors, and technical issues all played a role in student-camera behavior. It is also important to note that there are many ways to - through pedagogical design - effectively build a sense of belonging and classroom engagement. If you’re interested in more on classroom engagement strategies, you can schedule a consultation with a member of the CTLI team or check out CTLI’s upcoming events! 
Faculty might have pedagogical reasons to ask students to turn on cameras when teaching online, but educators should consider whether asking students to turn on their webcam is necessary to accomplish a learning objective and should explain to students the educational reason for their request, allowing the student to make their own, informed decision to do so based on their circumstances and without incurring penalties of any kind. 
In short, the default recommended practice would be to allow students to keep their webcams off, with certain learning goals and instructional practices making it justifiable for the educator to ask students to turn on their webcams if they are willing and able, after receiving an explanation for the request. The only exception to this choice would be during assessment activities that require* the use of a webcam.  
*Any webcam mandates need to be clearly communicated in advance of the first-expected use to allow students adequate time to plan and prepare their environment. 
Relevant MSU Documents and Policies 
Restrictions on instructors requiring students to turn on their webcams is supported by MSU’s Student Rights and Responsibilities, Article 2.II.B 8 (The student has a right to protection against improper disclosure of his/her education records and personal information such as values, beliefs, organizational affiliations, and health) and Article 2.III.B 10 (The student and the faculty share the responsibility for maintaining professional relationships based on mutual trust and civility). 
In light of the Family Educational Records Protections Act (FERPA), MSU’s Office of General Council recently put together this guide addressing how to properly deal with files of recorded synchronous sessions containing video feed.  References & Further Readings 
McCabe, J. A., Banasik, C. S., Jackson, M. G., Postlethwait, E. M., Steitz, A., & Wenzel, A. R. (2023). Exploring perceptions of cognitive load and mental fatigue in pandemic-era zoom classes. Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000347  
Fauville, Geraldine and Luo, Mufan and Queiroz, Anna C. M. and Bailenson, Jeremy N. and Hancock, Jeff, Nonverbal Mechanisms Predict Zoom Fatigue and Explain Why Women Experience Higher Levels than Men (April 5, 2021). Available at SSRN: https://ssrn.com/abstract=3820035  or http://dx.doi.org/10.2139/ssrn.3820035   
Waluyo, Budi & Wangdi, Thinley. (2023). Reasons and Impacts of Camera On and Off during Synchronous Online English Teaching and Learning: Insights from Thai EFL Context. CALL-EJ. 24. 179-198.  Available at: https://www.researchgate.net/publication/367384842_Reasons_and_Impacts_of_Camera_On_and_Off_during_Synchronous_Online_English_Teaching_and_Learning_Insights_from_Thai_EFL_Context  
https://courses.cs.washington.edu/courses/cse481p/23sp/readings/W6S2/four-causes-zoom-fatigue-solutions-VigneshRamachandran.pdf   
Photo by Chris Montgomery on Unsplash 
 

Spartan Ally: What will it do and what won't it do?
With the recent launch of Spartan Ally in D2L, you might be more tuned in to the accessibility of your course. Spartan Ally is a wonderful resource to support faculty and staff in the creation of accessible content. Ally's built-in scanner can provide you with a snapshot of accessibility issues thorughout your course, however Spartan Ally does not have the capability to scan for all accessibility issues.
Since technologies supporting accessibility are relatively new, they often are a tool that can be used to support a process, but can't be the entire process on its own. As of now, manual checking content and other systems is the most reliable and effective way to ensure that your content is fully accessible. With that being said, the following checklists (see tables below) have been created in order to best support faculty when using Spartan Ally. These checklists will allow you to understand what Ally will scan for you and what you will still have to manually check for yourself.
Word
Checklist for Word Files



Accessibility Element


What will Spartan Ally scan?


What will Spartan Ally not scan?






Headings



Use of headings*
Appropriate heading structure*

*if a document contains a minimum of 12 paragraphs



Use of headings*
Appropriate heading structure *

*if a document does not contain a minimum of 12 paragraphs




Tables



Header row marked in the table properties
Use of merged and/or split cells




Caption or alternative text





Images



Use of alternative text




Accuracy of alternative text





Color and Contrast



Adequate color and contrast



None




Text Styles


None



Use of two text features when emphasizing text





Links


None



Descriptive link text





Lists


None



Use of built-in bullet and numbering list structures





PowerPoint
Checklist for PowerPoint Files



Accessibility Element


What will Spartan Ally scan?


What will Spartan Ally not scan?






Title



Use of title*

*minimum one title for every seven slides
 



Use of title on every slide





Reading Order


None



Accurate reading order of slide content





Tables



Header row marked in the table properties
Use of merged and/or split cells




Caption or alternative text





Images



Use of alternative text




Accuracy of alternative text





Color and Contrast



Adequate color and contrast



None




Text Styles


None



Use of two text features when emphasizing text





Links


None



Descriptive link text





Lists


None



Use of built-in bullet and numbering list structures





HTML Pages
Checklist for HTML Pages within D2L



Accessibility Element


What will Spartan Ally scan?


What will Spartan Ally not scan?






Headings



Use of headings
Appropriate heading structure



None




Tables



Header row marked in the table properties
Use of merged and/or split cells
Caption or alternative text



None




Images



Use of alternative text




Accuracy of alternative text





Color and Contrast



Adequate color and contrast



None




Text Styles


None



Use of two text features when emphasizing text





Links



Links are distinguished from surrounding text
Broken links




Descriptive link text





Lists



Use of built-in bullet and numbering list structures



None




Videos



Embedded YouTube videos for captions




Videos hosted on platforms other than YouTube for captions





PDF
Checklist for PDF Files



Accessibility Element


What will Spartan Ally scan?


What will Spartan Ally not scan?






PDF type



PDF is malformed
PDF is encrypted
PDF is scanned



None




Reading Order



Tags used throughout the document



None




Headings



Use of headings*
Appropriate heading structure*

*if a document is minimum three pages



Use of headings*
Appropriate heading structure*

*if a document is not minimum three pages




Tables



Header row marked in the table properties




Use of merged and/or split cells
Caption or alternative text





Images



Use of alternative text




Accuracy of alternative text





Color and Contrast



Adequate color and contrast



None




Text Styles


None



Use of two text features when emphasizing text





Links


None



Descriptive link text





Lists


None



Use of built-in bullet and numbering list structures





Properties



Title set in document properties
Language set in document properties



None




Images (JPG, JPEG, GIF, PNG, BPM, and Tiff files)
Checklist for Image Files



Accessibility Element


What will Spartan Ally scan?


What will Spartan Ally not scan?




Images



Use of alternative text
Adequate color and contrast within images




Accuracy of alternative text

Check out the April training courses available at no cost to all MSU students, faculty, and staff. Visit SpartansLearn for more information and to register.Microsoft Forms – Creating Forms and SurveysApril 23, 1:30 p.m.Instructor – Michael JulianForms can help survey classmates, students, coworkers, or any group where feedback is needed. Learn how to create forms and surveys, format, branch, collect data, and share with others.What participants are saying...
“Michael was very upbeat and engaging! For an IT presentation that is very difficult to accomplish! FUN and LEARNING.”
To register for the following virtual instructor-led training courses go to SpartansLearn.
Zoom – Getting StartedApril 5, 1:30 p.m. A great tool for scheduling and hosting virtual meetings, learn how to access Zoom at MSU and explore its settings.
OneDrive – Getting StartedApril 9, 10:00 a.m. OneDrive is a great place to store files in the cloud, share documents, and ensure document security. Learn about the basics in this entry level course.
Microsoft Teams – Getting StartedApril 17, 10:00 a.m.Teams is one of the best tools at MSU for effective communication and collaboration. Join us as we dive into the basics and share how to chat and host meetings with individuals, groups, and entire teams.
Microsoft Teams – MeetingsApril 18, 1:30 p.m.Specific to collaborating with others, this course will help you understand Team properties, Private Channels, and options for members, owners, and guests. Learn how to change status messages, participate in another Teams tenant, review saved messages, and set notifications.Outlook – Calendar BasicsApril 29, 9:30 a.m.Explore how to set up, work, and view your Outlook calendar. Learn how to set email for “Out of Office” and allow others to view your calendar. Learners will also discover how to use the Scheduling Assistant and Scheduling Poll tools.
Can’t attend a live course? Each is available on-demand to watch anytime at SpartansLearn.
Weekly office hours are available for those with questions about content shared in the courses. Find the schedule at SpartansLearn.
For any other questions about technology training, please contact train@msu.edu. 

What is TurnItIn? 
TurnItIn is a service that allows universities to uphold academic integrity by giving instructors the opportunity to offer feedback on student assignments and detect possible issues of plagiarism. 
 
How can TurnItIn be used for instruction? 
Despite its reputation as a deterrent to plagiarism, TurnItIn can also help instructors in assisting students in their understanding of proper citations and the correct formatting for their writing. Instructors have the ability to control various aspects of TurnItIn and how it is used for evaluating student assignments.  
 
How do I access TurnItIn? 
Instructors can access TurnItIn via D2L when creating assignments. Under the “Evaluation and Feedback” tab, choose “TurnItIn Integration”. From there, instructors can choose how they want to evaluate student assignments.  

 
Where can I find more information about TurnItIn? 
D2L’s help site has a page featuring how to get started with TurnItIn.   
 

Check out February’s courses available at no cost to all students, faculty, and staff. Visit SpartansLearn for more information and to register.

Zoom – Meetings
February 8, 9:30 a.m. 
Instructor Lindsey Howe
Unlock the full potential of Zoom and revolutionize your virtual meetings! Dive into the heart of collaboration as you learn to effortlessly orchestrate breakout rooms, harness the power of seamless recording and reporting, spice up engagement with advanced polls and quizzes, and discover the art of content sharing.
 
What participants are saying...
“The activities were very different than any other classes – Lindsey was very creative!”

To register for the following virtual instructor-led training courses go to SpartansLearn.
 
Microsoft Teams – Getting Started
February 6, 10:00 a.m.
Teams is one of the best tools at MSU for effective communication and collaboration. Join us as we dive into the basics and share how to chat and host meetings with individuals, groups, and entire teams.
 
Outlook – Calendar Basics
February 16, 1:30 p.m. 
Explore how to set up, work, and view your Outlook calendar. Learn how to set email for “Out of Office” and allow others to view your calendar. Learners will also discover how to use the Scheduling Assistant and Find Time tools. 
 
Microsoft Forms – Creating Forms and Surveys
February 19, 10:00 a.m. 
Forms can help survey classmates, students, coworkers, or any group where feedback is needed. Learn how to create forms and surveys, format, branch, collect data, and share with others.
 
Microsoft Teams – Meetings
February 23, 1:30 p.m. 
Explore the settings, tools, and interactive options within a Teams video call meeting. Learn how to schedule and join a meeting, use backgrounds, utilize breakout rooms, and record meetings.
 
Spartan 365 – Overview
February 28, 1:30 p.m.
Have you ever wanted to work collaboratively in a document or simultaneously on any device? Spartan 365 makes this type of teamwork easy! Spartan 365 offers robust features and a secure environment. This course will give an overview of the main Microsoft 365 apps including Forms, OneDrive, OneNote, and Teams.
 
Can’t attend a live course? Each is available on-demand to watch anytime at SpartansLearn.
Weekly office hours are available for those with questions about content shared in the courses. Find the schedule at SpartansLearn. 
For any other questions about technology training, please contact train@msu.edu.

According to the article "Writing Measurable Outcomes for Students from SOIREE"
Learning outcomes help students (and us!) to know what students will be able to demonstrate in knowledge, skills, and values upon completing a module or course. Clear outcomes provide the foundation for evaluating the effectiveness of teaching and learning. 
There are three essential components of a measurable learning outcome:

Student learning behaviors (verb-based)
Assessment methods
Student performance criteria

To write your learning objectives consider:What will students know or be able to do at the end of the course – knowledge, skills, thoughts & ideas? (consider Bloom's Taxonomy)Also, keep active vs. passive learning and their retention rates in mind. While the Learning Pyramid's specific percentages have been debunked, the general gist remains:Based on the objectives you've outlined and the strategies for teaching you have decided to employ, you'll next want to consider how your outcomes will be measured/achieved. In the well-designed course, the learning objectives serve to guide and direct the other various course components. The selected assessments will measure the learning objectives. Learning activities will promote mastery of the objectives. All these things working together is COURSE ALIGNMENT!According to QualityMatters, "all critical course components: learning objectives, assessments, activities, instructional resources and materials, learner engagement and interaction, learner support and even course technologies - work together to ensure that students achieve the desired learning outcomes. Access these resources in greater detail, and more, from the University of Maryland School of Social work IDEA Knowledgebase!Also, check out this Course Alignment Worksheet from Johns Hopkins Bloomberg School of Public Health Teaching and Learning Center!Photo by Jonny Gios on Unsplash