Now that we have covered the process of course review and considerations for feedback, you can use the following template in your units, tailoring it for your unique needs. LTI is available to support you in preparing for course review through consultations and...
In preparing for course review, consider how you will choose to focus your feedback. The focus of feedback may depend on disciplinary context, the reviewer’s past experiences and expertise, and/or the design of the course under review, etc. The following section...
Course review focuses on the evaluation of course materials and creates an opportunity to support faculty members through peer commentary on the courses. This section outlines elements to consider when planning for course review. Planning considerations Course review...
Browse examples by UDL principle Please note that some examples shown below showcase more than one UDL principle.The Why of Learning Allows students to demonstrate and connect with their learning in different ways. It can involve offering choices, incorporating...
Review the three principles of Universal Design for Learning (UDL) that can be used in your course design
Learn practical strategies and tools to ensure your course materials and instructional methods are designed in an inclusive and accessible manner
Learn ways to assess the impact of including accessible and inclusive principles in your teaching
Learn the difference between formative and summative feedback, principles and considerations for peer review
Learn the four steps of peer review: pre-observation, observation, post-observation and reflective summary
Use our peer review template in your department and explore additional opportunites for learning and training
Access your LTSI Faculty Support Team & supports in four ways:
We acknowledge and respect the lək̓ʷəŋən peoples on whose traditional territory the University of Victoria stands, and the Songhees, Esquimalt and W̱SÁNEĆ peoples whose historical relationships with the land continue to this day.