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KEY for CATEGORIES:
A = Instruction / Pedagogy / Course Content B = Care of Students, Self, Colleagues C = Technology D = Student Resources E = Diversity, Equity, Inclusion, Accesibility		Email suggestions/comments to Ellen Meader (ellenwat@umich.edu)
Updated: 10/27/22 (Created 4/24/20)
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ABCDEInstitution/Resource (embedded link)Topics
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ABCDEUniversity of Michigan (CRLT): Getting Started with Teaching Remotely in an Emergency1. Take care of yourself and remember this is temporary
2. Consider the circumstances for the emergency
3. Make sure you and your students have access to the technology you’ll need
4. Create a communication strategy for the class. Communicate consistently and often
5. Evaluate your overall teaching strategy for remote teaching
6. Consider what classroom attendance and participation can look like under emergency circumstances
7. Prepare to move what you can online (Lecture, Discussion, Assignments.)
8. Academic Innovation Resources: Adjusting your study habits during COVID
9. IT Accessibility Resources: Access to Emergency Remote Instruction for Students and Faculty with Disabilities
10. U-M School/College Guidance for Teaching Remotely in an Emergency
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ACEUniversity of Michigan (CRLT): Teaching with Technology1. Getting Started (see link in next entry-cell F5)
2. U-M Faculty Examples
3. Choosing Your Technology		4. Flipping Your Class
5. U-M IT Support
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ACEUniversity of Michigan (CRLT): Teaching with Technology - Getting Started1. Course Content
2. The Instructor		3. The Students
4. Technology Tools
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ACEUniversity of Michigan Center for Academic Innovation: Online Teaching at MichiganUM Record Article: Center for Academic Innovation encourages sharing remote-teaching resourcesExcerpt from article: "The MOOC highlights resilient pedagogical approaches and brings participants together to reflect on their own practices and share examples of their own teaching experiences. Both “Resilient Teaching Through Times of Crisis and Change,” on the Coursera platform, and “Getting Started with Online Teaching,” on Canvas, will launch June 1. Information and registration links will be available through the Online Teaching website."
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ACDEUniversity of Michigan College of Literature, Science, and the Arts: Inclusive Teaching WebsiteThis website is a project of the Inclusive Pedagogies subcommittee of the LSA Undergraduate Education Climate Committee, and centralizes resources to support instructors in incorporating more inclusive teaching methods in their classrooms. It offers a robust database of instructional resources including definitions and elements of inclusive teaching, scripts and videotaped simulations of key activities, reflections and advice from journeyed faculty, and narratives from students about their experiences.
1. Why teach inclusively? Accompanying research on the impact of inclusive teaching
2. Cultivating inclusivity: Resources for cultivating inclusive classrooms
3. Sample activities: A sampling of activities for increasing the level of inclusion in the classroom
4. The Journey: Reflections from students & teachers about inclusive teaching experiences (videotapes)
5. Campus Resources: Director of UM's Initiative to foster an inclusive community
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CEEngaging Everyone: Accessibility & Inclusion in Virtual Meetings (outline with links to resources)Engaging Everyone: Accessibility & Inclusion in Virtual Meetings (PPT with links to resources)These links are to the (1) webinar outline and (2) PowerPoint that was presented at U-M on 5/21/20 with information about accessibility and inclusion in virtual meeting spaces. Best practices for deaf/hard of hearing accommodations and visual accommodations were primarily discussed. There are also a number of resources (links) that are included in the materials.
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BEChronicle of Higher Education - Coping with Coronavirus: How faculty can support students in traumatic times
NOTE: You may need to download the pdf to see the entire document.
1. Shock, Fear, and Fatalism: As coronavirus prompts colleges to close, students grapple with uncertainty
2. 10 Tips to Support Students in a Stressful Shift to Online Learning: Because professors play a key role in students’ retention, staying connected is crucial
3. Let’s Add Compassion to Our Online Curriculum: Karen J. Head explains why it’s essential now to emphasize human interactions in teaching
4. How to Help a Student in a Mental-Health Crisis: Faculty members aren’t counselors, but can still guide a struggling student, says David Gooblar
5. How to Make Your Online Pivot Less Brutal: Kevin Gannon offers tips on navigating the strange new normal
6. Linking Course Content to the World Around Us: Small changes in teaching can help students make connections, says James M. Lang
7. Resources: The Chronicle’s Teaching newsletter discusses how to help students keep learning through a disruption
8: Learning From Crisis: Read how colleges that have been through shootings, opioid deaths, and other crises have handled sensitive student concerns
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BEBerklee: Our Commitment to Inclusion during the Coronavirus (COVID-19)
1. Educate yourself about the history of discrimination towards Asian communities as it relates to disease
2. Refrain from making broad generalizations and assumptions.
3. Staying up-to-date with new information and maintaining perspective.
4. Practice community care and empathy.
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ABCDEUniversity of Iowa Office of Teaching, Learning, and Technology: Keep Teaching at Iowa
1. Technology Solutions
a. Communicate with students
b. Publish an Unpublished ICON course
c. Post your syllabus online
d. Share Readings and documents with students
e. Facilitate class discussions
f. Facilitate group projects
g. Record lectures
h. Hold live classes online
i. Hold office hours remotely
j. Collect student submissions and evaluate student learning
k. Provide students with grades and feedback
2. Communicating with and Supporting Students
a. What do I tell my students?
b. How do I contact my students?
c. What happens if any of my students fall completely out of contact?
d. What should I do if small proportions of my students are temporarily unable to participate?
e. How can I support students with disabilities?
f. What other resources are available to students?
3. Delivering the Course
a. What does it mean to deliver a course online?
b. What do I need to tell my TAs?
c. How do I hold synchronous courses online?
d. How can I replicate the whiteboard or chalkboard online?
e. What if my course is centered around a specific software/campus resource?
f. What if my course content is centered around large or campus-based materials?
g. How do I find disciplinary librarians who might help me?
h. How do I record and post my lectures?
i. How can I assess students' learning in an online course?
j. How do I create, deliver, and assess quizzes and exams from a distance?
k. How can instructors or TAs grade online?
l. How do I hold office hours online?
m. How do I add someone else as an instructor to my ICON site if it becomes necessary?
4. Facilitating Activities and Assignments
a. How do I hold asynchronous discussions online?
b. I use Top Hat, clickers, in my class - will that approach still work?
c. What if I frequently do in-class peer reviews?
d. What about joint student projects?
e. What if my students are supposed to be giving group or individual presentations?
f. What if my students are involved with performance-based assignments, such as in dance or music?
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ABCDEGeorgia State University Center for Excellence in Teaching and Learning: Keep Teaching1. Work your plan
2. Stay connected with students
3. Keep content and activities going
4. Plan the Final Assessment Strategy
5. Teach online
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ABCEColumbia Center for Teaching and Learning: Inclusive Teaching and Learning Online
1. Establish and support a class climate that fosters belonging for all students
2. Set up explicit student expectations
3. Select course content that recognizes diversity and acknowledges barriers to inclusion
4. Design all course elements for accessibility
5. Reflect on one's belief about teaching (online) to maximize self-awareness and commitment to inclusion
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ABCEColby College: Remote Teaching and Learning 1. Communicate, plan, adapt, communicate
2. Setting up a central virtual meeting point
3. Creating media recordings of lectures or lessons
4. Using web video conferencing for class meetings
5. Delivering course content
6. Communicating with students		7. Fostering student engagement and interaction
8. Assessing student learning
9. Creating remote laboratory experiences
10. Supporting learning in language courses
11. Providing academic accommodations to remote learners with disabilities
12. Additional resources for teaching remotely
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ABCEArizona State University: Fostering an Inclusive Environment when Developing Online Courses1. Know your student audience
2. Review course activities for cultural awareness and sensitivity
3. Tap into your student's backgrounds, cultures, and experiences
4. Incoporate tools to help bridge the cultural and socioeconomic gap
5. Strive to create a safe, trustworthy, and positive rapport
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ABCERice University: Inclusion, Equity, and Access While Teaching Remotely1. Address unequal access to technology, hardware, and software
2. Provide a balance between asynchronous and synchronous tools and course materials
3. Create an environment that includes and values all students
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ABCEUniversity of Washington: Teaching remotely1. Get started
a. Start simple
b. Put learning first, technologies second
c. Explain if this is new to you
d. Be clear from the start
e. Expect students to stay informed
f. Encourage students to use the technology
g. Understand that not all students will have access to the same technology or internet connection
h. Ask students to create a dedicated space where they live for participating in online classes
i. Learn how to improve connectivity and about reseources
j. Anticipate varied accessibility
k. Establish equitable norms and practices
l. Understand the UW's intellectual property and copyright policies
2. Put classroom activities online
a. Choose the right technology
b. Post materials
c. Announcments and other communications
d. Lectures and discussions: recorded and in real time
e. Small group work
f. Quizzes, exams, and alternatives
g. Student work submissions
h. Office hours
i. Grading
j. Evidence-based teaching
3. Technology how-to guides
a. Canvas - Learning management
b. Zoom - Video conferencing
c. Panopto - Lecture capture
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ABCEHarvard University: Tearch Remotely - Best Practices: Online Pedagogy1. Some general advice
a. Platforms and norms
b. Accessibility
2. Course Types
a. Lecture-oriented courses
b. Case-based courses
c. Small group discussions
d. Hands-on courses		3. Additional Tips on Engaging Students
a. During class
b. Outside class
c. Additional resources
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ABCEStanford University: Teach Anywhere Best Practices1. Communicate with students
a. Communicate early and often
b. Set expectations
c. Manage your communications load
2. Distribute course materials and readings
a. Make sure students know when new material is posted
b. Keep things accessible and mobile friendly
3. Deliver lectures
4. Run lab activities
a. Take part in lab online
b. Investigate virtual labs
c. Provide raw data for analysis
d. Increase integration in other ways		5. Foster communication and collaboration among students
a. Use asynchronous tools when possible
b. Link to clear goals and outcomes
c. Build in simple accountability
d. Balance newness and need
6. Collect assignments
a. Avoid email for assignment collection
b. State expectations, but be ready to allow extensions
c. Require specific filenames
7. Assess student learning
a. Distribute exam pdf electronically and ask students to scan with their phones
b. Use canvas to offer exam online
8. Shared guidance from other Standford units
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ABCVanderbilt University Center for Teaching: Blended and Online Learning 1. Research about blended and online learning
2. Elements that make blended and online learning successful
a. Learner-centered education
b. Collaborative and interactive learning
c. Metacognitive awareness
d. Increased flexibility
e. Immediate feedback
f. Multimodal content 		3. Good practices to use
a. Designing your online course
b. Organizing course content
c. Facilitating online learning
4. Resources
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ABCJohn Hopkins University: How to adapt courses for online learning1. Set realistic expectations
2. Communicate regularly with students during the transition
3. When in doubt, remember the learning objectives
4. Test your content and technology early
5. Consider how the transition opens up new opportunities
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AEUniversity of Denver Office of Teaching and Learning: Inclusive Teaching in Online Courses1. Welcome students
2. Strive for inclusive course content
3. Foster an inclusive online learning environment
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ACAssociation of College and University Educators: Online Teaching Toolkit1. Welcome students
a. Create a welcome video
b. Create Q&A and social forums
c. Create an online orientation video
2. Manage your online presence
a. Establish clear expectations for your teaching presence
3. Organize your course
a. Organize your course content from a student's point of view
b. Provide a module roadmap
c. Create a predictable rhythm 		4. Plan and facilitate effective discussions
a. Provide a rubric
b. Assign a reflection activity
c. Provide strategic feedback
5. Record effective microlectures
a. Create a microlecture video
6. Engage students in readings and microlectures
a. Create engaging assignments with accountability
b. Provide skeletal outlines
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