Walden’s inclusive teaching and learning model is put into action to help our students achieve quality learning outcomes that will prepare them for lifelong learning, achieving success, and making inspiring contributions to our global society. To achieve that purpose, Walden University commits to the following effective practices in designing and delivering educational programs and experiences.
Classroom Management and Communication
- Enters course prior to day one.
- Updates the Instructor’s Corner with biography (FIT Link), contact information, photograph, and office hours.
- Logs into course and interacts with students at least four days per week
- Posts a welcome message/introduction in Class Café.
- Posts Welcome Announcement and Course Introduction
- Posts Weekly Content Introductions and Reminders for all weeks/modules in Announcements
- Responds to student questions within 48 hours
Faculty Examples
“When my students enter their competency, they are welcomed with a personal video from me. This video sets the tone and creates a caring environment by being personable with my students. I share about myself, my family, my hobbies, and my career. I then invite them to do the same in the SME/student forum.”
Jamil Norman, BS Nursing
“I post a thoughtful announcement to introduce myself, express my excitement for the start of the new term and meeting the students, provide them with helpful resources through Walden, and ask them to introduce themselves as well.”
Krista King, MS Social Work
“I try to be in the classroom each day and be positive in my engagement approach.”
Yvonne Doll, Doctor of Business Administration (DBA)
“When students contact me - if they apologize for bugging me, I make very clear that talking with students is what I love most about my work. Helping is why I do what I do.”
Annie Morgan, MS Mental Health Counseling
“I am in the classroom every day of the term and make my presence known by posting announcements, resources, and additional guidance on discussions and assignments.”
Richard Jimenez, PhD Public Health
“I send each student a personalized note after Week 3 to give them an idea of where they stand, what they are doing well, and where they might improve.”
David Morton, MS Business Administration
“At the end of the course, I send a personalized email to each of my students with their grade, what they did well in the course, and if applicable, recommendations for Walden services for improvement areas. I've gotten great feedback from students about how much they appreciate this additional touchpoint.”
Tracy Marsh, PhD Clinical Psychology
“I make sure that I respond to each student weekly. This way, the students know and understand that I did read their work and I try to engage with them more.”
Holly Rick, PhD Management
Discussion Facilitation
- Provides timely responses to discussion posts
- Engages with students in the Discussion at least four days per week
- Provides substantive responses to student Discussion posts
- Promotes interaction with and among students
Faculty Examples
“In the course discussions, I demonstrate politeness and respectfulness. I respond to every student and I offer praise.”
Livia Gilstrap, PhD Psychology
“In the discussion boards I help students make connections to other students, resources, and research.”
Katye Miller, BS Health Studies
“I challenge students to think critically by posing questions and making encouraging comments regarding their posts.”
Richard Jimenez, PhD Public Health
“I am actively engaged in the discussions and I try to engage with students every day if possible. I always thank students for their responses in course discussions.”
Phyllis Morgan, MS Nursing NP
Quality Feedback
- Grades student assignments and discussions in a timely manner
- Provides quality qualitative feedback on assignment content that is positive and encouraging in tone, student and assignment specific, and coaches/teaches them how to improve
- Feedback supports students in the development of their writing and communication skills
Faculty Examples
“I encourage students to view feedback as a roadmap for getting to the completion of the journey they are on.”
Felicia Blacher-Wilson, PhD Education
“I take special care in learning each person's tendencies and styles as I grade early work. I also take care to point out in detail where they could improve so their performance in the class and the rest of the program will be easier and more relevant for them.”
David Morton, MS Business Administration
“All grading is personalized and I keep track of the feedback each week and point out what I noticed improvements on from week-to-week.”
Katye Miller, BS Health Studies
“I have tried the video feedback option that Canvas offers and I like that. It's more personal and caring.”
Melanie Wilhelm, MS Nursing (NP)
“I provide substantive feedback and I include resource links and templates as appropriate. If they are missing something, I give them opportunity to submit the missing portion.”
Michelle McCraney, Doctor of Education (EdD)
Outreach and Support
- Reaches out to students who do not participate or stop participating
- Reaches out to students who have a late assignment or poor performance on assessment of any type
Faculty Examples
“If a student has not logged into the course by day 2 or 3, they receive an email asking if everything is okay along with guidance on support services and how to access the course.”
Katye Miller, BS Health Studies
“I personally call all of my students within the first few weeks just to say hello and welcome them to the course. I ask how things are going and if they have any concerns. If they don't answer, I leave a welcoming voicemail and let them know that they are free to call me back.”
Melanie Wilhelm, MS Nursing (NP)