Pedagogical Best Practices

Designing learning experiences that support diverse learners requires intentional, equity-minded approaches grounded in research and best practices. The pedagogical best practices below align with Quality Matters (QM) a nationally recognized, faculty-centered framework for designing and evaluating high-quality online and hybrid courses.

Why Align with QM Standards?

The QM Higher Education Rubric is based on research and best practices and includes eight General Standards that focus on alignment among learning objectives, assessments, instructional materials, activities, and accessibility.

It is essential to align with QM to help ensure courses are clear, consistent, and student-centered which are key factors for supporting diverse learners, including first-generation, multilingual, and historically underserved students.

How does QM alignment support students?

QM alignment:

Promotes transparency and clarity, reducing confusion about expectations
Strengthens alignment between objectives, activities, and assessments
Enhances accessibility and usability for all students
Supports equity-minded teaching by removing structural barriers
Provides a shared language and standard for course quality across programs and institutions

Pedagogical Approaches

Universal Design for Learning (UDL)

Universal Design for Learning (UDL) proactively designs courses to reduce barriers by offering multiple ways for students to access content, stay engaged, and demonstrate learning. Rather than changing course content due to an accommodation request, following the UDL Guidelines builds accessibility, inclusivity, and flexibility into the course from the start.

Guidelines (UDL)

Provide content in multiple formats (e.g., video with captions, readings, visuals)
Offer flexible assessment options (e.g., paper, presentation, multimedia)
Use clear, consistent module structures and navigation
Incorporate low-stakes practice opportunities with feedback

Case Study (UDL)

An online biology course provides lectures as videos with captions, transcripts, and interactive diagrams. Students choose between a written paper, video explanation, or visual project.

Accessibility and flexibility increase success rates for multilingual and first-generation students because they might need more time to complete course work and they might have little university preparation.

QM Alignment (UDL)

General Standard 3: Assessment & Measurement: Assessments are aligned with objectives and measure learning effectively

General Standard 4: Instructional Materials: Materials support learning objectives and are appropriately selected

General Standard 5: Learning Activities & Interaction: Activities promote active learning and engagement

General Standard 6: Technology should support objectives and engagement.

General Standard 8: Accessibility & Usability: Course design ensures ease of use and equitable access for all learners

Culturally Responsive Teaching (CRT)

Culturally Responsive Teaching (CRT) intentionally integrates students’ cultural identities, experiences, and community knowledge into course design and instruction, making learning more relevant and accepting.

Guidelines (CRT)

Include diverse scholars, perspectives, and examples in course materials
Design assignments that connect course concepts to students’ communities
Invite student voice through discussion, reflection, or choice
Establish inclusive norms that validate different lived experiences

Case Study (CRT)

In a sociology course, students examine how cultural values, migration histories, and community networks shape social institutions such as education, family, or work. Students choose topics that connect to their own or neighboring communities and apply sociological theories to analyze them.

By engaging multiple perspectives and lived experiences, students produce more nuanced analyses and demonstrate stronger participation and critical thinking.

QM Alignment (CRT)

General Standard 1: Course Overview & Introduction: Establishes an inclusive climate and clear expectations from the start

General Standard 4: Instructional Materials: Materials reflect diverse perspectives and support learning

General Standard 5: Learning Activities & Interaction: Activities foster meaningful interaction and engagement

Transparency in Teaching and Learning (TILT)

Transparency in Teaching and Learning (TILT) reduces ambiguity by clearly explaining the purpose of assignments, what students need to do, and how their work will be evaluated.

Guidelines (TILT)

Structure assignments using Purpose, Task, and Criteria
Share grading rubrics and annotated examples of strong work
Explicitly state how assignments connect to learning outcomes and skills
Break complex assignments into smaller milestones

Case Study (TILT)

A writing course redesigns assignments using a transparent template and provides sample papers. Students report greater clarity, and ease of understanding of expectations.

QM Alignment (TILT)

General Standard 2: Learning Objectives: Objectives are clear, measurable, and aligned

General Standard 3: Assessment & Measurement: Assessments directly measure stated learning objectives

General Standard 8: Accessibility & Usability: Supports diverse learners through inclusive design practices

Active Learning

Active learning engages students in applying concepts through discussion, collaboration, and problem-solving, promoting deeper understanding and retention.

Guidelines (Active Learning)

Replace portions of lecture with think–pair–share, case studies, or problem-based activities
Use structured group work with clear roles and expectations
Incorporate real-world or community-based problems
Align activities directly with learning objectives and assessments

Case Study (Active Learning)

An engineering course integrates weekly team-based design challenges tied to course outcomes. Students collaborate on real-world problems, leading to improved retention and stronger performance.

QM Alignment (Active Learning)

General Standard 2: Learning Objectives: Activities align with clearly stated learning goals

General Standard 3: Assessment & Measurement: Student work demonstrates achievement of objectives

General Standard 5: Learning Activities & Interaction: Regular, meaningful interaction supports learning

General Standard 6: Technology should support objectives and engagement

Asset-Based & Inclusive Pedagogy

Asset-Based & Inclusive Pedagogy centers students’ strengths, cultural assets, and linguistic diversity, fostering belonging and recognizing students as contributors to knowledge, not just recipients.

Guidelines (Asset-Based Teaching)

Learn about students through surveys or early-term activities
Encourage multiple ways of expressing knowledge (including multilingual approaches where appropriate)
Use inclusive language and examples
Provide supportive, growth-oriented feedback that builds on strengths

Case Study (Asset-Based Teaching)

In a public health course, students complete a “community knowledge project” where they draw on cultural practices, family knowledge, or community-based experiences related to health and wellness (e.g., nutrition traditions, mutual aid networks, or local health initiatives). Students connect these insights to course concepts and research.

By positioning students as knowledge holders, participation increases and final projects demonstrate deeper application of theory to real-world contexts.

QM Alignment (Asset-Based Teaching)

General Standard 1: Course Overview & Introduction: Establishes an inclusive climate and clear expectations from the start

General Standard 5: Learning Activities & Interaction: Encourages student participation and peer learning

General Standard 8: Accessibility & Usability: Supports diverse learners through inclusive design practices

For Support:

CFETI Instructional Designers are here to assist you with implementing any of the above best practices!

Email us at cfeti@sjsu.edu to scheule a consultation or attend one of our CFETI workshops!