RSI Toolkit | Regular and Substantive Interaction

Implement Regular and Substantive Interaction (RSI) in your online engineering courses to enhance student mentorship and meet federal distance education requirements.

Overview

In online and hybrid education, the “Human Element” is what transforms a collection of digital files into a high-impact learning experience. At Texas A&M, we prioritize Regular and Substantive Interaction (RSI) not just to meet federal compliance, but to ensure our Engineering students receive the mentorship and expert faculty presence they expect from a world-class institution.

What is RSI?

Recent updates to the U.S. Department of Education’s Title 34 regulations strictly distinguish “Distance Education” from “Correspondence Education” based on RSI. To be considered Distance Education under current government regulations, a course must demonstrate interaction that is:

1. Instructor-Initiated & Proactive: The instructor starts the communication and proactively reaches out based on monitoring student progress.
2. Regular & Predictable: Interactions are scheduled and consistent, commensurate with the length of the course.
3. Substantive: Focused on the course subject matter, academic engagement, and learning growth.

View full text description of the RSI Flowchart

Flowchart Description: RSI DifferenceThe flowchart begins with a central question: “Is there Regular and Substantive Interaction (RSI)?” It splits into two possible paths:

Path 1: YES (Instructor-Led, Predictable, Academic)

• Classification: Distance Education
• Key Indicators: Direct Instruction (Instructor-Led Lectures), Substantive Feedback (Individualized & Content-Focused), and Facilitated Discussion (Instructor Moderation).
• Outcome: Meets Federal & Accreditation Standards.
• Result: Higher Engagement & Mentorship.

Path 2: NO (Student-Initiated, Irregular, Reactive)

• Classification: Correspondence Course
• Key Indicators: Self-Paced Modules (Student-Led Study), Auto-Graded Assessments (Automated Responses), and Interaction “Upon Request” (Administrative-Focused).
• Outcome: Does Not Meet Distance Education Definition.
• Result: Limited Faculty Presence.

The “Substantive” Pillars

To meet TAMU and federal standards, your course should include at least two of the following activities:

• Direct Instruction: Synchronous or asynchronous lectures and content delivery.
• Assessing/Providing Feedback: Delivering individualized, academic feedback in Canvas SpeedGrader (opens in a new window).
• Responding to Questions: Actively engaging in content-related discussions or Q&A.
• Facilitating Discussion: Moderating and guiding student-to-student interactions.

Strategies for the Online Classroom

Bridging the gap between faculty and students doesn’t require more hours—it requires more intentionality. High faculty presence directly correlates with increased student engagement.

1. Be Predictable (The “Monday Morning” Rule)

Establish a rhythm. Use Canvas Announcements or a brief “Week Ahead” video every Monday to orient students. This fulfills the “Regular” and “Instructor-Initiated” requirements immediately.

2. Humanize Your Feedback

Instead of just a numeric grade, provide specific academic guidance. Pro-Tip: Short video or audio feedback clips (1–2 minutes) recorded in Panopto often have a much higher “presence” value for the student. Take advantage of the Panopto training resources and documentation on the eSAIL website to streamline this process.

3. Active Discussion Moderation

Don’t just “set it and forget it.” Participate by highlighting a “Post of the Week” or summarizing collective findings in a mid-week wrap-up.

4. Monitor Academic Engagement (New Federal Focus)

The updated federal guidelines explicitly require monitoring a student’s academic engagement and proactively intervening when needed. Use Canvas analytics to identify students who are falling behind or missing interactions, and initiate outreach rather than waiting for them to request help. Ensure all digital materials shared during these interventions are thoroughly reviewed through tools like Blackboard Ally and YuJa Panorama.

Faculty Resource: Syllabus Language

You can copy, paste, and edit the following snippet into your syllabus to ensure your communication plan meets institutional standards and projects a strong faculty presence.

Compliance & TAMU Rules

The Texas A&M University Faculty Senate (opens in a new window) and the Office of Faculty Excellence (opens in a new window) emphasize maintaining academic rigor in online sections.

• Syllabus Requirements: Per TAMU Student Rule 10 (opens in a new window), your syllabus must clearly state your feedback and communication plan.
• Audit Trail: Canvas logs protect the department during accreditation reviews by documenting instructor presence.

RSI Checklist for Faculty

• Do I initiate contact with my students at least once a week?
• Is my feedback focused on course content and improvement?
• Have I communicated how students can reach me?
• Are my interactions scheduled and predictable?
• Do I actively monitor student engagement and proactively reach out to those who need support?

Need Help Implementing RSI?

The eSAIL team is here to help you integrate these strategies or record “Instructor Presence” videos in our studio. Contact an Instructional Designer to collaborate with our team—including Randy McDonald, Christine Roach, and Lydia Harrison.