Issue link: http://ncumarketing.uberflip.com/i/1361239
development process. Numerous respondents mentioned that the FTG is hard to locate. More specific feedback on the unhelpful aspects of the FTG had to do with content and tone. For example, "boilerplate language," "impersonal," and "repetitive" were used to describe the FTG. Alongside these comments were ideas of what the FTG lacked. Those have been integrated into the next section. Improving the FTG Several respondents mentioned making the FTG easier to find. Respondents ideas for improving the FTG fell into two categories: more specific guidance and faculty contributions. Specific guidance The particular guidance respondents indicated would improve the FTG included the following: • Guidance on what I should be looking for/ what is expected in a student's assignment • Specific tips and resources for each assignment • Highlight key knowledge and skills that are relevant to the assignment • How to provide feedback that takes into account the entire course, prioritizing certain feedback points over others to best prepare students for later in the course • More grading rubrics • Key teaching tips for the course • Remedies for issues students might face • Answer keys in statistics and methods courses Faculty contributions Numerous suggestions placed value on the experience of other faculty teaching the course. To that end, several respondents pointed out that perhaps a FTG written prior to course launch could not comprehensively address best practice, but that such information could evolve as students cycled through the course. Respondents offer numerous interesting ideas and alternatives. " Instead of a pre-build FTG, it might be helpful to have a page where those teaching the course put in specific resources (such as links, examples, even videos) that anyone teaching the course could access and use." " Update [the FTG] occasionally so faculty who teach the course can put what they have found helpful. The program lead could do this." " Replace with some type of collaborative form that allows faculty to submit questions and recommended changes/corrections to the faculty lead or other responsible person." " With the new program leads, it may be more beneficial for the ideas behind courses to be something discussed rather than wasting time writing a document but used." " Maybe a Zoom meeting when someone starts teaching a course. Maybe a video walking through the assignments. Or both."