This is an important observation. Instructors must stay neutral in their teaching and let the students make the best choice for themselves. On a personal note, I would not want my child's instructor teaching his/her views of politics, religion, ethics, etc. Real life examples of both sides of the coin need to be taught, not one side or the other.

The fact that this report refutes the media narrative of youth civic complacency is not surprising. The media has become so politicized that it doesn't report the news unbiased anymore...it has become more of an opinion piece. I'm not surprised at all that the media would report complacency instead of digging in, doing the investigative work and reporting facts only without slanting the information one way or the other. This reminds me of the term 'silent majority'. Just because someone seems complacent or not civically active doesn't mean they are not concerned, have ideas, or engage civically out of the spotlight. The method chosen to produce civic action could be done by voting (as evidenced in the presidential election) or on a small local scale, etc. Youth can use their voice in many different ways.

This is a great example of how informal learning can be connected to formal learning. Today's students have a tremendous amount of resources at their disposal to research and explore their political or civic interests. I remember, as a middle school child, I only heard the opinions of my immediate family and occasionally a friends' family. The opinions were usually all about the same growing up in a small community so I didn't hear much from those who may have had differing opinions. This where the internet (and participation in affinity groups?) can provide access for a more rounded understanding of political/civic issues.

It is important to incorporate forms of youth activism related to civic or political issues into the curriculum, but it is also very important that the instructor stays neutral and teaches all sides. Youth are impressionable and instructors should not be pushing an agenda or specific beliefs...students need the opportunity to learn from multiple perspectives and formulate their own opinions (which will likely change many times before adulthood). This will teach them to think for themselves and not jump on the latest bandwagon that comes along.

Testing out the note feature...

Again, this is an online class....maybe a separate syllabus is needed for online classes and one for on campus classes? I do know the writing center has online assistance, so that info should be included if not doing 2 syllabi.

What kind of software is needed? What if students live hours away from campus, like Grand Junction, or out of state?

Will there be any online synchronous sessions?

Need to learn more about how to do this.

Took my first online delivered class in 1996.

Is an LMS an example of this?

Application!

More new terms to learn...we do this naturally, such as... one has to learn ABC's before learning to spell.

Does this approach work across with subject...

Behavioral objectives is a term I need to adopt...might help our instructors to think of them in this way...they are also provided copies of Bloom's taxonomy tip sheets...some still struggle to write measurable objectives.

This makes a lot of sense...more self check types of activities are needed, particularly in online classes where the instructor can't see the body language and other cues of the students to check for understanding.

training films still used today...e.g. film shown for jury duty instructions...

Important historical info...

Remember...these 2 practices are the core of the field.

this is like ADDIE with the addition of Management

Data, data, data! Measurable outcomes are essential for this.