Designing and Documenting for Student Success

Designing and Documenting for Student Success

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Student success and the effectiveness of teachers have been the center of most education forums today. The best teaching strategies are those that empower students to become active learners, while providing a guideline for teachers to enhance faculty development. Additionally, there is a need for assessing teaching in terms of technical, practical, institutional and interpersonal strategies. This article is a newsletter for The New England Faculty Development Consortium with reference to designing and documenting for student success.

Key Words: Designing Pedagogy, Documenting, Student Success, Faculty Development and Effectiveness


In the present-day setting, increasing student diversity and accountability for learning outcomes poses a formidable challenge to the learning process. Current innovations in learning institutions indicate the application of effective approaches to encourage student commitment and accomplishment. The demand for an increase in providing learning opportunities for students has challenged educators to develop instructional delivery options that foster instructional integrity and student success.

This paper examines the concept of designing and documenting for student success. The paper explains how instructors and educators can effectively and efficiently design for successful learning outcomes and teaching effectiveness. Additionally, instructors need to understand that education approaches do not necessarily affect the content of the curriculum but rather the design that the instructor intends to use during the course of study.

Designing Pedagogy and Documenting Approaches to Successful Learning Outcomes

The first step towards student success in the learning process centers on designing and documenting paramount approaches towards teaching and successful learning outcomes. Designing and documenting pedagogy centers on developing curriculums with the goal of ensuring student success. Designing, such a curriculum, provides opportunities for instructors to leverage the strength of their educational documents with the efficacy of the instructional goals for student success. The concept of designing and documenting for successful learning integrates the teaching curriculum with apposite instructional strategies to improve the learning process for students. Equally, instructors can opt for collaborative or adaptive approaches in the design and documentation of education in institutions. Collaborative designs facilitate the transfer of learning for students, hence educational success, and achievement. Adaptive designs, on the other hand, promote increased interaction by students, hence, access to dynamic educational materials and content.

Enhancing Faculty Development and Teaching Effectiveness

Effectiveness in teaching is, routinely, evaluated through supervision, where supervisors, peers, and student assess the effectiveness and efficiency of teachers in the classroom. Enhancing faculty development with the aim of improving teaching effectiveness is, expansively, perceived to be the vital ingredient for efforts in the amendment of the educational milieu. Analyses of the outcomes of efforts to improve curriculums identify the accessibility and effectiveness of faculty development as a predictor of the educators’ success or failure. Despite procedural precincts, faculty development promotes the achievement of instructional goals and objectives. Enhanced faculty development increases understanding of educational doctrines, as well as, develops teaching effectiveness. Some of the features of enhanced faculty development contributing to teaching effectiveness include provision of well-designed intercessions concerning instructive principles and the use of diverse educational approaches.


Successful learning outcomes and teaching effectiveness can only be realized through accurate design and documentation of edification approaches in institutions. Subsequently, for a student to succeed in his or her learning process, instructors need to implement extensive curriculums that are diverse and dynamic. Conclusively, boosting faculty development will, essentially, improve teaching effectiveness for educators and instructors.