Using shared documents in small group activities

Using practical apps like Hypothesis (to promote collaboration) and Gradescope (to standardize grading)

Using Canvas as a tool for posting course materials, receiving/assessing assignments, and keeping track of grades

Using pre-recorded lectures content/media viewing

Recording lecture material and sharing slides, recordings, and tablet drawings for students to review

Giving students surveys to assess where they are with their learning (mid-quarter feedback questionnaire, etc.)

Teaching with tablets - connect classroom computer to Zoom

Using Canvas to create a welcoming landing page and build a class culture; include easy-to-find instructor/TA bios, contact information, and office hours signups

Be explicit about intentionally setting guidelines for engagement/interaction; include students in collaborative discussion on guidelines where appropriate

Welcome videos on platforms such as Flipgrid

Incorporating written discussion forums and discussion apps (Slack, Discord) that promote community building and collaboration

Crafting small-group activities designed to promote true engagement -- whether they’re happening in a traditional classroom or on Zoom

Rewriting syllabi and assignment prompts in a more welcoming and inclusive tone

Using pedagogical techniques such as backward design to ensure that assignments are aligned with learning objectives

Employing flipped-classroom approaches to spend more classroom time on active learning activities

Continuing to move toward formative assessments and away from traditional high-stakes exams

Exploring innovative, evidence-based teaching practices such as memory retrieval, interleaving, etc. as a replacement for or adjunct to traditional lectures

Encouraging students to reflect on their own learning and study habits to foster self-efficacy

Collaborating/sharing ideas with colleagues about changes that have worked for us in learning communities and other informal networks

Reaching out regularly to the support teams at Online Education (OE) and the Center for Innovations in Teaching and Learning (CITL) for help with technology, course delivery, assessment structure, and other elements of course design

Taking advantage of resources such as the Accessibility Corps for assistance with caption review, course readiness checks, and/or accessible PDFs

Attending workshops and events sponsored by CITL and OE

Participating in self-directed study or discussion groups on teaching and learning (both general and discipline-specific)

Continuing to use thoughtfully organized Canvas courses -- especially Modules -- for organization that enhances students’ ability to easily access and navigate through course materials

Keeping the syllabus on Canvas -- either in its original format or chunked out in Modules

Holding group office hours/homework club/study sessions on Zoom

Maintaining increased flexibility with deadlines

Promoting online collaboration between students

Using remote labs as supplemental resource/asynchronous option

Continuing to provide asynchronous participation backup options -- e.g., posted lecture recordings and/or slides -- for sick students, strikes, or just to review course material

Using Canvas to host shared portfolios in arts and performance classes

Keeping our focus on equity and universal design

Giving pre-recorded instruction options for digital production/computer lab work

Using captioned, pre-recorded lectures and content/media viewing

Keeping accessibility of course material and lectures at the fore when planning our classes

Continuing to engage in trauma-informed teaching, with the recognition that many students are living through trauma outside of a pandemic

Giving a pre-course survey to better understand students’ access to technology, commitments outside of school, and their questions and concerns at the start of the quarter

Class sessions determined solely by the availability of physical classrooms

Most high-stakes assessments

Very long lectures with no student interaction

The peaks and valleys of the traditional midterm/final exam format

Either/or thinking about courses as fully asynchronous or fully synchronous -- instead, consider hybrid model