Qualitative and then quantitative analysis of student review comments assessing peer review instructions found that students needed even more direction and structure than initially given. Specifically, shorter feedback statements—a twenty-one-to forty-word range—can be useful if they provide both evaluative and suggestive comments to guide revision.

In this article, we share strategies and data from a study constructed in a faculty learning community using course analytics to design, deliver, and track instructor-student communication—in the form of “nudges”—to improve student success. Although we do not feel comfortable making generalized conclusions from such a small sample, we think our data suggests that many students positively benefited from grade-based nudging. We also think it was extremely important that our nudging interventions focused on all students within the class, not only those who were not doing well. However, we acknowledge that the majority of the instructors said this type of work takes time.

Online writing courses have developed in importance to meet student learning and institutional expectations; over time, a controversy about training online instructors and building sustainable programs has emerged. This article relates training demands within the University of Arizona’s Writing Program and development of an online professional & technical writing certificate. The article proposes training instructors with master courses and building a sustained program through a participatory design to create a professional and integrated environment.