This course provided a comprehensive introduction to the foundations of online teaching, focusing on essential principles and practices for effective virtual instruction. Participants explored core pedagogical frameworks, including the Community of Inquiry and Universal Design for Learning, to understand how to create engaging and inclusive online learning environments. The course covered fundamental tools and technologies, emphasized the importance of building a supportive learning community, and offered practical strategies for designing and delivering high-quality online courses. Through collaborative activities and feedback sessions, participants developed the skills needed to create dynamic and effective online learning experiences.

This course explored Universal Design for Learning (UDL), an equity-oriented, research-based framework aimed at improving educational access and outcomes for all learners. Participants examined key themes in UDL and strategies for offering multiple means of engagement, representation, and action & expression. After delving into this foundational framework, participants identified a design project related to an upcoming course or teaching goal, using UDL principles to enhance accessibility, empower learners, and create meaningful learning experiences.

This course focused on the effective use of media in online and technology-enhanced courses. Participants explored strategies for creating impactful video lectures and online presentations, utilizing video and audio for just-in-time instruction and community building, and developing visual illustrations of concepts and processes. The course covered both pedagogical considerations and practical skills, including basic video editing and selecting appropriate tools for multimedia creation. Additionally, participants had access to resources such as studio space, captioning services, and digitization services to support their multimedia projects.

This course provided an opportunity to explore strategies for promoting inclusive learning environments. Focused on student-centered pedagogy, it aimed to build engaging and welcoming spaces for all students. Participants examined methods to foster student connection, develop equitable and transparent assessment strategies, and incorporate underrepresented and marginalized voices into course curricula. Each participant identified a design project for an upcoming course or teaching initiative, which they evaluated and revised through the lens of diversity, equity, and inclusion.

This course introduced the "flipped classroom" approach to course design, where significant content is delivered online and asynchronously, while traditional lecture time is used for engaging activities. Participants learned how shifting lecture content to homework allows in-person sessions to focus on applying concepts, collaborating on ideas, and practicing new skills, thereby enhancing student interaction and skill development.

This course focused on incorporating games and game elements into course design. Participants explored various topics, such as GBL versus Gamification, Types of GBL, Benefits of GBL, and tools and strategies to support instructional design. Additionally, they examined key educational concepts that support GBL, including Scaffolding, Self-Determination Theory, Distributed Content Delivery, Active Learning, and Task Engagement. By the end of the course, participants were equipped with resources and guidance to develop their own GBL or gamified designs, enhancing engagement and adding an element of fun to their courses.

This course focused on strategies for fostering engagement in online and technology-enhanced courses. Participants had the opportunity to reflect intentionally on their goals for community and connection within their courses. The session explored both pedagogical frameworks and practical considerations for creating an engaging and connected learning environment.

This was a two-phase course designed to pilot-test a newly adapted course quality rubric for online teaching. In Phase 1, faculty participated in an online learning cohort to explore course quality principles, engage in design projects, and collaborate with peers. In Phase 2, participants would apply the rubric in their courses and provide feedback through debrief sessions, with the goal of refining the rubric for self-assessment of online teaching.