Maximize opportunities for engagement
| Recommendations | Available Resources | Needed Resources | Considerations for Hybrid Courses |
|---|---|---|---|
| Hold office hours on different days and varied times. |
Canvas Tools: Zoom (including breakout rooms). |
Ìý | Use in-person meetings to emphasize engagement, community building, and sense-making vs. content delivery. |
| Provide discussion forums to establish asynchronous communication options. |
Canvas tools: Canvas extensions like Perusall. Virtual clickers/ polls iClicker Reef and others (OIT). |
Ìý | Use in-person meetings to emphasize engagement, community building, and sense-making vs. content delivery. |
| Consider adding "coffee talk" Zoom sessions, or online discussions for informal opportunities to connect with instructor and peers. |
Canvas tools: |
Ìý | Use in-person meetings to emphasize engagement, community building, and sense-making vs. content delivery. |
| Use Groups feature in Canvas to facilitate collaborative assignments and manageable discussion forums. |
Canvas tools: |
Ìý | Use in-person meetings to emphasize engagement, community building, and sense-making vs. content delivery. |
| Use breakout rooms in Zoom to facilitate small-group discussion. |
Zoom (including breakout rooms). |
Ìý | Use in-person meetings to emphasize engagement, community building, and sense-making vs. content delivery. |
| Establish "community norms" (e.g., etiquette) for course communication. | Setup class contract with students. | Ìý | Use in-person meetings to emphasize engagement, community building, and sense-making vs. content delivery. |
| Share your course communication plan with students (e.g., when will course announcements be made and how?), with contingencies for a rapid shift to remote delivery. | Ìý | Ìý | Use in-person meetings to emphasize engagement, community building, and sense-making vs. content delivery. |
| Create semester long student working and study groups and encourage them to meet in-person (if campus policies allow it) and switch to online if necessary. |
Zoom (including breakout rooms) Microsoft Teams |
Ìý |
Consider organizing in-person attendance and participation around semester-long working groups. Use in-person meetings to emphasize engagement, community building, and sense-making vs. content delivery. |
| Provide regular opportunities for engagement among students and between students and faculty (beyond posting written materials). |
Take advantage of the Google Suite for collaborative document, speadsheet, and presentation authoring. Use NameCoach (Canvas integration) to help students and instructors learn how to pronounce everyone's name. |
Ìý | Use in-person meetings to emphasize engagement, community building, and sense-making vs. content delivery. |
Provide timely and regular feedback
| Recommendations | Available Resources | Needed Resources | Considerations for Hybrid Courses |
|---|---|---|---|
| Grade assignments within a short and specified timeframe that students can anticipate. Feedback can be provided in rubrics, writing, annotation, or voice recording. |
Canvas tools: (Canvas integration) allows faculty and students to comment on rich media assignments. |
Grader or Learning Assistant support may be needed in some classes | Remote office hours could be used to provide timely and regular feedback to students. |
|
Feedback should also include comments on netiquette and overall structure and format. |
Canvas tools: (Canvas integration) allows faculty and students to comment on rich media assignments. |
Ìý | Ìý |
| Solicit feedback from students to improve course delivery. |
Canvas tools: Qualtrics (for collecting feedback) Zoom polls (for collecting feedback and formative assessment) (Canvas integration) allows faculty and students to comment on rich media assignments. |
Ìý | Ìý |
| Use self- and peer-assessment to supplement instructor feedback. | (Canvas integration) allows faculty and students to comment on rich media assignments. | Ìý | Ìý |
| Emphasize formative feedback and mastery-based assignments. | (Canvas integration) allows faculty and students to comment on rich media assignments. | Ìý | Ìý |
Establish consistency
| Recommendations | Available Resources | Needed Resources | Considerations for Hybrid Courses |
|---|---|---|---|
| Require students to submit all assignments via Canvas for consistency when transitioning modalities (as well as consistency across classes). | Ìý | Campus or departments could provide a common Canvas template and encourage all courses to adopt this template.* | Ìý |
| Use Canvas for students to access materials, assignments, grades, and feedback. Any other sites used should have a link to them from within Canvas |
Canvas tools |
Campus or departments could provide a common Canvas template and encourage all courses to adopt this template.* | Ìý |
| Provide practice opportunities for any new technology introduced. For example, hold a practice quiz when first using test proctoring software. | Ìý | Ìý | Ìý |
| Provide course navigation videos and documents, accessibility information, netiquette, and Zoom information, etc. | Ìý | Ìý | Ìý |
| Use formatting consistently in Canvas to improve accessibility and ease of navigation. |
Canvas tools |
Campus or departments could provide a common Canvas template and encourage all courses to adopt this template.* | Ìý |
|
Provide students with a guide to how class will function (as part of your syllabus), as well as links to tutorials for things like uploading assignments. |
Ìý | Ìý |
Establish a consistent schedule for alternating between in-person and remote meetings or asynchronous classes. Clarify your expectations for student attendance in each forum (attending to the potential individual needs to go all-remote). Ìý Apply Step 6 of ASSETT’sÌýPreparing for RemoteÌýInstruction in Eight Simple Steps guide. |
| Simplify the number of platforms and tools you use, and stick with a consistent set of tools, rotation of tools, and a schedule for them. | Ìý | Ìý |
Establish a consistent schedule for alternating between in-person and remote meetings or asynchronous classes. Clarify your expectations for student attendance in each forum (attending to the potential individual needs to go all-remote). Ìý Apply Step 6 of ASSETT’sÌýPreparing for RemoteÌýInstruction in Eight Simple Steps guide. |
| Have each instructor provide a short welcome video for each course that introduces the course topic and structure. Launch this on August 1st so all students know what their courses will look like during the fall semester. | Ìý | Ìý | Ìý |
In addition to saving some time and effort, this will also ensure that any late-breaking information and changes in response to COVID-19 are included and communicated accurately.
Utilize evidence-based practices
| Recommendations | Available Resources | Needed Resources | Considerations for Hybrid Courses |
|---|---|---|---|
| Employ discipline-specific practices to foster student learning and engagement, and consider how to adapt for remote and online modalities |
Supplement discipline-specific approaches with adhering to guidelines, such as the rubric and Universal Design for Learning (UDL). Many professional societies have been developing guides for remote teaching during COVID – for example, the American Historical Association has developed a whole resource area meant to support instruction in our field. See American Association of Colleges and Universities’ . |
The University should create a guide or short video on evidenced-based practices for faculty. The University should create a guide or short video on principles and best practices of UDL. |
Consider what practices to prioritize in-person vs. which will be better suited to remote or online platforms. |
| Identify and use unique capabilities of relevant technologies and the remote and online modalities to improve and enhance learning. |
Supplement discipline-specific approaches with adhering to guidelines, such as the rubric Many professional societies have been developing guides for remote teaching during COVID See American Association of Colleges and Universities’ . |
The University should create a guide or short video on evidenced-based practices for faculty. The University should create a guide or short video on principles and best practices of UDL. |
Consider what practices to prioritize in-person vs. which will be better suited to remote or online platforms. |