RSI & Meaningful Faculty Presence
Interaction is not the same as interactivity. This topic helps you tell the difference between course content and real instructor presence — and place yours where students actually need it.
Understand it
Regular and Substantive Interaction (RSI) is not the same as having interactive content in a course. A strong course may contain videos, quizzes, discussion boards, and automated feedback — and still need intentional instructor interaction.
Look for interaction that is:
- Instructor initiated — you don't wait only for students to ask for help.
- Academic in purpose — it helps students understand, practice, progress, or engage with course learning.
- Regular — planned and predictable, not accidental.
- Meaningful — your action actually contributes to the learning experience.
Live learning experience
By the end, you'll be able to distinguish substantive instructor interaction from static content, identify where your presence is needed in a real module, and design at least one instructor-initiated interaction.
Compare two short versions of the same learning experience — one content-rich but instructor-light, one with intentional instructor framing, check-ins, and feedback. Notice where the instructor actually mattered.
Unpack what made the difference: instructor initiation, academic purpose, planned timing, and meaningful contribution. Static pages, auto-graded quizzes, and due-date reminders don't automatically count.
Work in one real course module or week. Complete the Faculty Presence Planner and draft or build at least one usable interaction — a framing message, a check-in, a feedback plan, a misconception intervention.
State the change you're making, the student need it addresses, and when it will happen.
Evidence of professional learning: any one of a completed Faculty Presence Plan, a drafted or revised course element, or a follow-up implementation reflection.
Flexible pathway
About 75–90 minutes total, on your own schedule — same outcome as the live session.
Review two brief versions of the same learning experience — one content-rich but instructor-light, one intentionally instructor-present. Note where the instructor affected the experience and which interaction was instructor-initiated.
Use the Faculty Presence Planner with one real course segment. Create or revise one usable course element — an academic check-in, a framing message, a feedback plan, a facilitated discussion plan.
Choose one: a 20-minute virtual debrief, a drop-in Build Lab, paired peer review, a department conversation, or a written implementation reflection.
Toolbox
No session needed — work through this in about ten minutes.
See it
Content or activity alone (not automatically RSI):
- a recorded lecture posted once
- an auto-graded quiz
- a static due-date announcement
- a discussion the instructor never joins
Meaningful faculty presence:
- framing a difficult concept before students hit it
- an instructor-initiated academic check-in
- substantive feedback on student work or misconceptions
- facilitating and synthesizing a discussion
Try it
Open one module, week, lesson, lab, or clinical sequence. Ask:
- What are students learning here?
- Where are you visible as the instructor?
- Which interaction is initiated by you?
- How does it advance student learning?
- When should students expect it?
- How will you know it happened?
Use it
Choose one change to build now:
- add instructor framing
- schedule an academic check-in
- plan substantive feedback
- anticipate and address a misconception
- plan targeted academic outreach
Quick reminder: interaction is not the same as interactivity. Technology can support learning, but meaningful faculty presence comes from intentional teaching actions — not from the tool itself.
Faculty Presence Planner
Use this with one real module, instructional week, lesson, lab, clinical sequence, studio activity, or field experience. Nothing here is saved or submitted — write directly in the boxes and print or screenshot your plan when you're done.
Gray areas worth discussing
Context matters — the same tool can support meaningful interaction or very little, depending on how it's used. For any interaction, ask:
- Who initiates it?
- What is its academic purpose?
- Does it meaningfully contribute to student learning or progress?
- Is it part of a planned, predictable course pattern?
- What evidence would show it occurred?
"Email me if you need help" is a good example of the gray zone: being available matters, but relying only on students to initiate contact isn't the same as planned instructor-initiated interaction.