Definition of Regular and Interactive

Definition Regular Interaction has been defined by Title IV and Title 5 as....

Providing the opportunity for substantive interactions with the student on a predictable and regular basis commensurate with the length of time and the amount of content in the course.
Monitoring the student’s academic engagement and success and ensuring that an instructor is responsible for promptly and proactively engaging in substantive interaction with the student when needed on the basis of such monitoring, or upon request by the student.

This module will not only provide the "why" this work is important, but also share some ideas of what this could look like in an online class.

ACCJC Rubric on Regular and Interactive

But before we explore how instructors can share class policies and ways to engage with students, let's review the ACCJC rubric on how the accreditation team will be assessing for "predictable and regular" interaction and "proactively monitoring" student success.

Predictable and Regular

ACCJC Rubric on Predictable and Regular Interaction
Initial	Emerging	Developed	Highlight Developed
Policies and procedures make clear how often and when the instructor will interact with students. Course materials (e.g. syllabi and introductory statements) make clear to students the opportunities for interaction. Interaction expectations are clearly communicated to the students (e.g. in the syllabus), including response times, and explicit participation guidance (e.g. office hours, discussion boards).	Instructor engages with students throughout the term per the institution’s policies regarding frequency of postings, feedback, providing information pertaining to course content/competencies, and learning outcomes. Interaction expectations are communicated to the students in multiple ways encouraging students to participate in the opportunities for substantive engagement (e.g. office hours, discussion boards).	Instructor frequently engages students throughout the term (beyond the expectations of the institutional policies). Interactions are predictable and occur in accordance with the length and course content.	Instructor engagement with students yields equitable student outcomes. Interactions are predictable and occur in accordance with the length and course content

Proactively Monitor

ACCJC Rubric on Proactively Monitor
Initial	Emerging	Developed	Highly Developed
There is minimal interaction (frequency of postings, feedback, instruction) throughout the term in the course section, or with individual students based on monitoring student engagement and success. Policies and/or procedures create expectations for monitoring student academic engagement and success.	Instructor occasionally engages with students throughout the term to provide formative feedback and information based on monitoring student engagement and success. Mechanisms ensure that the policies and procedures pertaining to monitoring student academic engagement and success are followed.	Instructor frequently engages with students throughout the term to provide formative feedback and information based on monitoring student engagement and success. Instructor communicates and responds in a timely and prompt manner per institution’s policies.	Instructor frequently engages with students throughout the term to provide formative feedback and information based on monitoring student engagement and success. Instructor promptly and proactively responds to students in response to observed concerns or at the request of students, to provide necessary support.

When thinking about your own class and teaching practices, where does your class fall on these rubrics? Let's celebrate the awesome connections and interactions you are having with your students. 🥳 Are there opportunities to be more aligned with a different column on the rubric? Are there ways to go beyond the rubric??? Like, an extraordinary and super awesome category?