My liquid syllabus is a great way for me to connect with students before they enroll in my class. Unlike Canvas, where students have to wait to view the course until after they enroll, my liquid syllabus allows me to give students a preview of our course before enrolling. I humanize myself in this syllabus through the use of videos, pictures, and warm welcoming language.

The image that I chose for the course card is one that I felt would be welcoming for the students when they first log into Canvas. It is colorful and it has a depiction of students of different ethnicities and a mind map with many statistical images. The image is approachable and doesn't contain a lot of equations or graphs that might intimidate students who already have math anxiety.

There are four sections on my homepage: a welcome banner and useful buttons, a welcome video, how to contact me, and upcoming due dates. My homepage has three buttons, one of which is a "Get Started Here" button that leads to another page in Canvas with an instructional video on how to navigate the course. The "Meet with Mrs. P" button takes my students to a place where they can schedule a zoom meeting with me. And the last button links to my liquid syllabus.

This homepage serves as a kindness cue of social inclusion for students. There are colorful banners, pictures, and a welcome video. In the welcome video, I provide students with a glimpse into my personal life by providing three things about me, which helps to humanize myself to the students.

This Getting to Know You survey is used in the orientation module of my course. Students will complete it during their first week of class. The questions on this survey help me to learn more about their at-home learning environment and identify resources that students might need that I can connect them with at the college. For example, in question 1, I ask students for their preferred name. Some students go by different names than the one provided in Canvas and I want to honor their preference. When students share a name different from what is in Canvas, I provide them the form to change their name on Canvas within the college so that the other students in the class will use their preferred name too in discussion boards and assignments. Another question I ask students is about their preferred form of feedback - written or video. If a student has a preference for one or the other, I make note of it using the notes section in the Canvas gradebook. Then, while grading, I can leave assignment feedback in a way that the student can access easily based on their preference.

In this assignment, students share advice to future students using Flip. Students will talk about how they were feeling at the start of the course and what they know now that they wish they had known then.

This assignment fosters metacognition because it allows students the opportunity to reflect on their learning, not just on the course material, but also as online students. They've come a long way by the end of the course and they undoubtedly have some things to share with others. It also communicates to future students that their ability to succeed in this course is an evolution - not a fixed characteristic determined by how they are feeling on day one.

This bumper video is to help guide students in embedding images into assignments on Canvas. Throughout the course, students are expected to embed graphs and images. Since my students often struggle with technology, this video provides a resource to help them when they are stuck. It is something I can link and reference throughout the course anytime students are asked to embed a picture.

For my microlecture, I created a video to help students analyze statistical research questions. This helps students to achieve the learning objective of recognizing when to conduct a hypothesis test or confidence interval for a population mean. The page in my Canvas course that I am adding this video to is currently very text heavy and I believe this video will break up the amount of text on the page and provide students another way to take in the content.