Intro
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Introduction

The purpose of this standard is to encourage you to reflect on how you introduce yourself and welcome students into your course. Like your f2f students, your online, hybrid, and hy-flex students will have many questions about classroom norms, course expectations, required materials, and how to contact their instructor. Because they cannot always get immediate answers to these questions, you will need to provide clear, concise, and consistent directions in order for your students to get off to a successful start. It is also important for your students to feel like they are part of a community so they can learn together and engage with one another and with you. Be sure to consider how you are inviting students into the learning process and how you are inviting them to co-create the learning space with you.

As you build your welcome materials, consider how you can incorporate the following equity-minded practices from USC’s Center for Urban Education into your design:

Demystify content and processes by using clear, plain language with limited to no academic jargon. Provide the information students need to succeed and explain the why, how, and value of course practices and processes.
Welcome students by communicating care, support, respect, and inclusion in your tone. Use a tone that is friendly, warm, and approachable.
Validate student belonging by communicating a belief that they have the ability to succeed. Let students know you have high expectations for them and believe that they will be successful.
Create a partnership by communicating your commitment to working with students to ensure their success. Invite students to participate and co-create in collaboration with you and with each other.
Represent diversity of perspective by communicating the value of students’ racial backgrounds and lived experiences as sources of learning and knowledge. Explain how you have included space in your course for students to explore these connections and invite them to give feedback.
Deconstruct systems and processes by promoting awareness and critical examination of social inequalities, privilege, and dominant racialized norms. Share your values and how you are working toward creating an inclusive learning space and invite students to participate and give feedback.

Why it Matters to Students ...

XX is a first-generation college student and has never taken an online class. Having logged in and landed on the course home page, XX is having a hard time understanding what to do next and what’s expected in the course. (5.1 c) XX clicks around a little bit but is tentative about messing things up. After several hours of trying to figure it out, XX decides to try and message the teacher but not knowing anything about the teacher, XX feels uncomfortable and embarrassed asking a question. (5.1.b) The next day, the teacher directs XX to read the syllabus but XX has already tried to do so and didn’t understand a lot of it. (5.1.a) XX thinks about asking someone in the class for help but doesn’t know any of their classmates. (5.1.d) XX feels discouraged, doesn’t know what to do, and starts thinking about maybe dropping the class.

Challenge Your Thinking ...

Before you embark on designing or redesigning your course, take some time to identify and reflect on your biases and any assumptions you may be making about students, their lives, how they learn, and how you teach. As you begin to identify what you’re bringing to the classroom, reflect on how your identities, biases, and assumptions may be affecting the students in your course.

How do your identities, biases, and assumptions impact how you welcome and orient students to your course?
- List the assumptions you are making about what students should know, be able to do, or be able to figure out to successfully get started in your course.
- List the assumptions you are making about how students understand the academic jargon typically included in a syllabus.
- List the assumptions you are making about the unwritten rules for getting started in your course.
- List the assumptions you are making about what students expect from you and how you think they’d like to be welcomed.
Reflect on your lists and answer the following:
- Who is your syllabus currently designed to serve - your institution, your department, you, your students?
- What might need to change in the design of your course welcome and orientation materials to create a more welcoming and equitable experience for students from different backgrounds?
- How are you taking responsibility within your syllabus for the success of students of color, first generation students, LGBTQ+, students who are experiencing financial instability; students who are experiencing food or housing insecurity, students whose native language is not English, and students who may have limited access to computers or internet service?

Indicators Explained

The Indicators for Standard 5.1 are organized by Essential, Best Practice, and Exemplary. Click the menu bars below to expand and read about the Indicators in each section.

Essentials

Meeting all Essential Indicators demonstrates that your course design includes the basic foundational elements that must be present for students to succeed in an online course.

5.1.a - Course includes a welcoming and clearly stated syllabus that is easy to locate, view, and download.

Your syllabus is often a student’s first impression of you and of your course. It also sets the tone for your course and is typically the first step in welcoming students and opening a dialogue about your approach to teaching. Your syllabus should be a guide to success that students can use to navigate the course and begin building connections and partnerships with you. Be sure to explain what the syllabus is, why it is important, and how it can help students be successful in your course. Also consider leaving certain sections of your syllabus blank for the co-creation of community guidelines, late work policies, or learning pacts. For ease of use, your syllabus should be prominently displayed in your course, referenced in the starting instructions you provide, formatted following best practices for accessible content creation, and available for students to view, download, and print throughout the quarter.

The rules and guidelines you establish, or co-create with students, and the language you use to communicate them can greatly impact student perceptions, so be sure to read through your syllabus from a student’s perspective and ask yourself how students will feel about the class culture, asking for help, and your values after reading the syllabus and how that perception might differ for students from different backgrounds such as first generation students; students identifying as Black/African American, Latinx, or LGBTQ; students who are experiencing financial instability; students who are experiencing food or housing insecurity; students whose native language is not English; and students who may have limited access to computers or internet service. As an example, read the Office Hours statements below. Instructor A’s tone is unwelcoming, one-sided, and rigid, while Instructor B’s tone is welcoming, invitational, and collaborative. If you were a student, which instructor would you feel more comfortable approaching and asking for support?

*Unwelcoming vs. Welcoming Language*
Instructor A	Instructor B
Office Hours It is your responsibility to contact me if you are struggling in the course and need help. My Office Hours are: M & W from 10:00 AM to Noon University Hall, RM. 313	Office Hours I look forward to connecting with you and invite you to drop by my office or schedule an appointment with me during office hours. This time is dedicated to your success, so please bring your questions and visit me anytime between 10:00 AM and Noon on Monday or Wednesday. If this time doesn’t fit your busy schedule, please contact me so we can work together to find an alternate time to meet. My office is located in University Hall, Room 313. You can use our campus map to find me or ask me for directions after class.

5.1.b - Course includes a welcoming and personalized introduction by the instructor.

Taking the time to get to know your students and letting them get to know you is an important first step in building the relational trust necessary to form a strong and healthy learning community. Being vulnerable enough to share your story, your struggles, your successes, and your values can help students connect with you as a person. You might choose to share your introductory information in your syllabus, on your course landing page, as a link to an external website or profile, and/or by adding a “Meet the Instructor” type page to your “Start” module. To introduce yourself, consider including your gender pronouns, your cultural identity, your race or ethnicity, a brief bio, something fun or personal about yourself, your contact information, your industry credentials, your teaching experience, your teaching philosophy, a video or audio recording of yourself, and/or pictures of yourself, your family, or your pets. A written introduction is great, but taking the extra time to add a short video introducing yourself and welcoming students to the class can make a big impact and help students make a more personal connection to you. In addition to your personalized introduction to the class, also be sure to participate in any introductory activities you might invite students to complete.

Instructor Presence Tip: Be present and share your enthusiasm and stories.

5.1.c - Course includes easy-to-find and clearly stated instructions describing how to get started.

Like walking into your classroom on the first day of the quarter, your course landing page (or home page) influences the impression students have about you and your course the first time they log in. Your home page should welcome students and invite them to begin exploring the course and asking questions. A home page also typically contains brief directions for what students should do first, which may include anything from clicking a start button linked to a “Start” or “Week Zero” module, directing students to read the syllabus, and/or asking them to watch an orientation video.

5.1.d - Course includes a clear explanation describing course organization and how to navigate the course. .

Each term your students have to find their way around multiple courses that may be organized very differently. Beginning the term with a clear explanation of the learning management system (LMS) tools you plan to use and where to find them can help students get off on the right foot. A short course tour or orientation video is an easy way to help busy students learn their way around your online classroom. Information about how to navigate a course is also frequently located in the syllabus or “Start” module. Keeping your course organization simple and consistent will help students find things quicker but will also help you explain how to navigate the course more easily.

The two most important things to keep in mind when organizing your course are the consistency of the organization and your ability to clearly explain that organization to your students. Be sure to provide a clear explanation of how each unit of the course is organized, as well as an explanation of the overall course structure. Your explanation could be a written narrative or a video located in your syllabus or “Start” module and might include information such as which day of the week is considered to be the first day of the week, whether each week follows the same pattern of activities, assessments, and due dates, what impact a holiday might have on this organization, and whether there are midterm and final exams, final projects, or presentations. Your explanation should generally describe the types of activities and assignments that are planned and how content supporting those activities and assignments is organized and scheduled throughout the term.

5.1.e - Course includes a general schedule illustrating the typical weekly flow of the course.

Students appreciate having access to a general schedule of activities and due dates for the course. This information is most beneficial to your students when you share it at the beginning of the term, for example in your syllabus, “Start” module, or even as a link available in your course navigation menu. Some effective formats for illustrating the schedule or weekly flow of your course include tables, charts, or lists, any of which may include direct links to related course activities. Having this big picture overview of course requirements can help busy students plan ahead and better manage their time. Consistency in the flow of your course can also help students manage their time. For example, having graded work due on a consistent day each week - Assignments on Monday, Discussions on Wednesday, and Quizzes on Friday so students know what to expect. Be sure to announce any last minute or upcoming changes made to the course schedule or due dates as they occur.

5.1.f - Course includes an opportunity for students to introduce themselves.

Beginning of the term introductions help students begin building positive relationships with you and with their classmates and offers you insight into who is taking your course and what they might value. Inviting students to introduce themselves in a meaningful way that honors their diverse backgrounds and individuality can help them feel seen and valued in your classroom. When students discover they have something in common with a classmate it can serve to increase their sense of belonging and validate their membership in the learning community. As you design the introductory activity for your course, keep in mind that sharing personal information and posting images of oneself should always be optional, so consider offering students a choice in what they share and how they share it. For example, by offering several introductory prompts and a choice of format for responding. Also remember that trust must be earned and built, so be sure to consider how your introductory activity might impact historically underrepresented students who may feel “unsafe” sharing about themselves so early in the course.

Introductory ice breakers come in a variety of forms and don't have to be complicated, but they should be interesting and move beyond just the sharing of students’ names and program of study. Many ice breakers that work online can be adapted to f2f classrooms and vice versa. If your course meets asynchronously online, you might use a discussion board to facilitate introductions. This probably sounds boring, but you can get quite creative with your prompt, the format, and even the technology you use to help keep the interactions fresh, exciting, and relevant to students - you might even leave parts of the activity completely open and let students choose their own method of introducing themselves. Using a discussion format has the added benefit of offering students a low-stakes way to practice posting to a discussion and possibly also some practice uploading images or videos. If your class meets f2f or synchronously online, you might choose a small group activity for introductions instead.

Your introductory activity might also contain an element of fun, like stating two truths and one lie about yourself that others can guess about or sharing a photo of a favorite trip or somewhere you’d like to travel, but do give thoughtful consideration to how you can help students relate what they will learn in your course to their prior knowledge, experience, and life beyond the classroom. Consider theming your introductory activity to align with your course topics. For example, if you're teaching a hospitality management course, you could ask students to share a story about their best or worst dining experience or hotel stay and invite them to connect that experience to a course outcome or what they hope to learn in the course. You can further expand the question by inviting students to share about how the outcome they chose connects to their experience and interests and how they might customize it to keep moving forward in their personal or career goals.

Being the first to post your introduction or share your verbal introduction with the class helps students get to know you, models one way students can choose to complete the activity, and helps alleviate student anxiety about going first. Ice breakers are especially important at the beginning of the term, but can also be useful at the beginning of each class session or when introducing group work. Non-content related check-ins are also a great way to begin any synchronous learning time. Simply taking the time to ask students how they are and what's going on in their lives communicates care.

5.1.g - Course includes an opportunity for students to ask questions about and check their understanding of course start and orientation information.

As with any course content, it is important to provide formative practice opportunities for students to check their understanding, ask follow-up questions, and engage in conversation about how to get started and be successful in your course. The syllabus and course start information are no exception. You can keep it as basic as a quiz or get creative and send your students on a syllabus scavenger hunt activity. However you choose to do it, having students check their understanding of course start information not only helps them by reinforcing concepts they need to be successful in your course but it also benefits you by identifying areas where students may benefit from further clarification. Inviting students to ask questions after checking their understanding encourages exploration and curiosity and the types of questions students ask can help you determine how students are interpreting the course start information and what revisions might be useful for the current, or future classes.

5.1.h - Course includes an invitation for students to connect 1:1 with the instructor.

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Next Steps

Applying all Essential Indicators for this Standard combined with one or more of the following Next Steps Indicators demonstrates that your course design includes the basic foundational elements necessary for students to succeed in an online course plus additional elements that are intentionally designed to increase student success in your online course.

5.1.i - Course materials include a pre-course email with a brief welcome video from the instructor.

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5.1.j - Course includes a “Start Here” module.

A “Start” module helps students get comfortable with and begin exploring your course, begin making connections with you and with classmates, find and review the syllabus, and ensure they have purchased the correct books and supplies and are ready to begin using required course technologies. Start modules frequently begin with content welcoming students to class, explaining how to get started, and providing directions for the first week. Additional content commonly found in start modules include orientation videos explaining how to navigate the course, a “Get to know your Instructor” page or video welcome, information about required course technologies, information about finding technical help, a “Technology” or “Readiness for Online Learning” quiz or resources, a “Syllabus” or “Orientation” quiz or activity, and an “Introduce Yourself” discussion or other introductory type activity. A “Start” module is extremely helpful for online students, but can also be useful for web-enhanced, hybrid, and hy-flex courses as a way to share and organize start of term resources with students. Start modules are often labeled as “Module 0” because students can refer to it a few days before the course opens or even up to a week before class begins if your college practices Week 0.

5.1.k - Course includes an orientation video that welcomes students to the course and clearly describes course organization and navigation.

As an instructor, part of your role is to establish a welcoming and nurturing learning space. While some students flourish in an atmosphere of independence, many find it difficult to learn and stay motivated if they feel isolated. One way to help get students off to a positive start, especially in a fully online course, is to welcome them to your classroom with an orientation video. An orientation video should include any important information students might need to be successful in your course and is also an opportunity for them to begin establishing a connection with you as a person. Whether your course is fully online, blended, hy-flex, or web-enhanced, providing a video tour of your course site will help orient students more quickly so they can focus on learning rather than on finding their way around. In your video, show your enthusiasm as you tour students through their online classroom explaining the course structure and organization as you go. In some cases, you might decide to combine your welcome information with the course orientation and/or include short videos from previous students sharing helpful tips for success.

If you’re a little shy about recording, no worries, your video doesn’t have to be perfect. It’s more important to start making connections and your students won't mind seeing you be human, so if your pets or kids decide to “help” a little, or you don’t get the technology quite right - that’s ok. Just seeing you briefly and hearing your voice lets them know there is a person behind the computer, so be sure to include your face somewhere in the video, either using a picture or by recording yourself speaking before you start screen sharing. Lightly scripting your video will help you stay on task and doing a few short practice recordings will help you get comfortable and improve the overall quality of your recording.

Course Orientation Tour Video

Want to make sure your students can easily find their way around your course? Try recording a short course tour or orientation video demonstrating how to navigate the online classroom. Be sure to include information about where to ask questions, where to find the course content and course schedule, how to turn in an assignment, and anything else you feel will help your students find their way around. You might even consider going above and beyond by discussing the difference between how to navigate the course from a desktop or laptop computer vs. a mobile device.

Canvas Tools

These Canvas tools can help you apply this standard and make your work easier:

Syllabus: Use the Syllabus page to prominently display your syllabus and make it easy for students to find. The built in styling tools can help you style your syllabus for accessibility.
Home: Use the Home page options to welcome students and direct them to important getting started information for your course.
Modules: Use a Module to bundle important information that will help students get off to a successful start in your course.
Quizzes: Use a Quiz to check your students' understanding of important course start information.
Discussions: Use a Discussion to break the ice and start building community in your course.

Examples of Standard 5.1

Want to see how other instructors have applied this Standard in their course? Check out these examples!

Example 1

Watch the video below for an example of how to begin fostering community in your online classroom.

Equitable Ice Breaker Activity with Google Maps

Example 2

Watch the video below to for an example of how to begin fostering community in your online classroom.

The Anatomy of Learning: Cultivating Care from the Very First Click

Review the slides to learn nore about creating a Liquid Syllabus

Humanizing Pre-Course Contact with a Liquid Syllabus

Example 3

Watch the video belwo for a personal introduction to participants from facilitator Camille Pomeroy.

Introduction for Bio for Webinar Series

Example 4

Watch the video below for a course orientation tour with instructor Dr. Florence Martin.

Sample Online Course Orientation

Example 5

Ways to Apply Standard 5.1

Need some ideas for how to apply this standard to your course? Try one of these!

5.1.a - Including a welcoming syllabus

(5.1.a) Redesign your syllabus for equity using CUE's Online Syllabus Review Toole to explore how your syllabus may or may not be promoting racial equity for your students. Be sure to include welcoming language that demystifies expectations, policies, and processes in your course; validates that students belong, builds a partnership with your students, and represents diverse perspectives.
(5.1.a) Annotate your syllabus indicating who each section serves - your institution, your department, you, or your students. Rewrite sections as needed to better serve or bring value to your students.
(5.1.a) Check your syllabus for academic jargon. Add or revise language that is overly complex or unclear.
(5.1.a) Check your syllabus for unwelcoming language and tone. Add or revise language to communicate care, support, respect, and inclusion in a tone that is friendly, warm, and approachable.
5.1.a) Check your syllabus for validation of student belonging. Add or revise language to let students know that they belong, that you have high expectations for them, and believe that they will be successful.
(5.1.a) Check your syllabus for language that creates partnership. Add or revise language to invite students to participate and co-create in collaboration with you.
(5.1.a) Check your syllabus for representation of diverse perspectives. Add or revise language to communicate the value of students’ racial backgrounds and lived experiences as sources of learning and knowledge and an explanation of how you have included space in your course for students to explore these connections.
(5.1.a) Check your syllabus for language that deconstructs systems and processes. Add or revise language to promote awareness and critical examination of social inequalities, privilege, and dominant racialized norms by sharing your values and how you are working toward creating an inclusive learning space and invite students to give feedback.
(5.1.a) Invite students to co-create parts of the syllabus, perhaps by engaging them in drafting shared community guidelines or participation expectations, late work policies, or their expectations of you as their instructor. Be sure to revisit this information later in the course as a reminder of what students agreed is important for community interactions.
(5.1.a) Invite students to brainstorm a list of questions they'd like answered about the syllabus or to annotate the syllabus with their questions and comments.
(5.1.a) Add a Liquid Syllabus to your course.
(5.1.a) Exchange syllabi with a colleague and read through them from a student’s perspective to identify what might be missing, how students might feel after they read it, and what might be unclear.
(5.1.a) Build your syllabus into the Syllabus page or upload your syllabus document to the Syllabus page and set it to auto-inline preview.
(5.1.a) Add styled headers to your Syllabus page or Syllabus doc to help organize the content and make it easier to read.

5.1.b - Personalized introduction by the instructor

(5.1.b) Add a “Meet Your Instructor” page to your course.
(5.1.b) Add a “Meet Your Instructor” video to your course by writing a natural sounding script that tells your story. Record a screencast of yourself read-speaking the script as you navigate through your course. When you’re finished, your script can be uploaded as the captions for your video!
(5.1.b) Share a story about yourself or your family in your introduction.

5.1.c - Including clear getting started instructions

(5.1.c) Set your course Home page to Modules or create a custom home page of your own to welcome students and direct them to important getting started information like links to various places in the course, a welcome note from you, possibly an orientation video, and directions for how to get started.

5.1.d - Including an explanation of course navigation

(5.1.d) Add clearly written directions to your course for how students should navigate the course site and where or how they can find things.
(5.1.d) Add a page to your “Start” module with screenshots and text explaining how to navigate the course.
(5.1.d) Add Canvas Student Guides links to the Syllabus, Start module, Week Zero module, or elsewhere in your course explaining how to navigate in Canvas.
(5.1.d) Add Canvas Mobile Guides links to your Syllabus, Start module, Week Zero module, or elsewhere in your course explaining how to navigate in Canvas.
(5.1.d) Add links Canvas Video Guides links to your Syllabus, Start module, Week Zero module, or elsewhere in your course explaining how to navigate in Canvas.
(5.1.d) Make a quick video showing students how to navigate the course where or how they can find things.

5.1.e - Including a general schedule

(5.1.e) Add a table, chart, or list to your Syllabus or a page in your “Start” module that illustrates the general or typical weekly flow of the course.
(5.1.e) Add due dates to your Assignments, Quizzes, and Discussions then quickly reorganize them as needed using the drag & drop feature on the Calendar. If you add due dates in Canvas and eliminate the use of dates within the body of the assignment directions, you can rely on Canvas to help keep the dates consistent and you won't have to edit them each quarter.
(5.1.e) Survey your students to see how the proposed schedule fits their needs. Revise the schedule as needed to reflect the needs of your students.

5.1.f - Inviting students to introduce themselves

(5.1.f) Create an “Introduce yourself” discussion or other introductory activity to break the ice and start building community in your course. Invite students to share their preferred names, personal pronouns, why they are taking the course, what they hope to learn, and/or to participate in a community building ice breaker activity. Remember that sharing of personal information should always be optional.
(5.1.f) Use a discussion or other ed tech tool to share a meaningful story about yourself as your introduction and invite students to do the same.
(5.1.f) Use a discussion or other ed tech tool to invite students to introduce themselves however they would like. For example, by telling a story, singing a song, sharing photos, reading a poem, or through physical movement like dancing.
(1.5.f) Add a fun and low stakes icebreaker activity to your course to help students get to know one another.

5.1.g - Asking questions about and checking understanding of course start info

(5.1.g) Add a low-stakes Syllabus Quiz, Orientation Quiz, Technology Quiz, and/or Syllabus Scavenger Hunt activity to your "Start" module so students can check their understanding of important course start information. No time to write your own? Do a quick search in Canvas Commons and see if there is one you can import and adopt!
(5.1.g) Add a Discussion to your course where students can ask and answer questions about getting started in the course.
(5.1.g) Invite students to attend a synchronous meeting time where they can meet you and ask questions.
(5.1.g Add an Orientation video to your course with embedded questions as a way for students to review important orientation and getting started topics.

5.1.i - Including an invitation to connect 1:1

(5.1.i) Invite students to complete an “About Me" quiz or assignment activity to share their learning needs with you then meet individually to discuss and get to know one another.
(5.1.i) Invite students to privately message you or individually attend a short meet and greet to share their learning needs and get to know you.

5.1.j - Including a "Start Here" module.

(5.1.j) Add a "Start Here" module on your Modules page to help students get off to a successful start in your course.
(5.1.j) Add an Orientation video to your course using a natural sounding script that briefly explains how to get started in the course. Record a screencast of yourself read-speaking the script as you navigate through your course. When you’re finished, your script can be uploaded as the captions for your video!

5.1.k - Welcoming orientation video

(5.1.k) Add an Orientation video to your course using a natural sounding script that briefly explains how to get started in the course. Record a screencast of yourself read-speaking the script as you navigate through your course. When you’re finished, your script can be uploaded as the captions for your video!
(5.1.k) Add a series of short videos covering important getting started topics that students can watch and reference at a later date.
(5.1.k) Add a short video to your Home page or “Start” module showing how to navigate the course from a computer.
(5.1.k) Add a short video to your Home page or “Start” module showing how to navigate the course using the the Canvas Student app on a mobile phone or tablet.

Resources

Recommended Reading

Reading: Syllabus Review Guide by Maxine Roberts
Review Tool: Online Syllabus Review Tool by the Center for Urban Education provides a framework for examining your syllabus content through a race-conscious lens
Website: Diversity Toolkit: A Guide to Discussing Identity, Power and Privilege by Suzanne Dworak-Peck
Website: Inclusive Teaching Practices Tool Kit by the Association of College and University Educators in collaboration with Dr. Marlo Goldstein Hode features multiple videos of faculty sharing about the importance of using inclusive teaching practices
Worksheet: Inclusion By Design: Survey Your Syllabus and Course Design by Ed Brantmeier, Andreas Broscheid, and Carl S. Moore provides a framework for assessing inclusion in your course design and teaching practices.
Blog Post: I See You by Michelle Pacansky-Brock describes the power of feeling seen.

References

5.1.a - Including a welcoming syllabus

Bensimon, E. M. (n.d.). Online Syllabus Review Tool. Center for Urban Education. Retrieved August 2, 2021, from http://cue-equitytools.usc.edu/signup
Blonder, Benjamin, Bowles, Timothy, De Master, Kathryn, Fanshel, Rosalie Zdzienicka, Girotto, Manuela, Kahn, Alexandra, Keenan, Trevor, Mascarenhas, Michael, Mgbara, Whitney, Pickett, Sarah, Potts, Matthew, & Rodriguez, Marisella. (2022). Advancing Inclusion and Anti-Racism in the College Classroom: A rubric and resource guide for instructors (1.0.0). Zenodo. https://doi.org/10.5281/zenodo.5874656
Fetzner, M. (2013). What do unsuccessful online students want us to know? Journal of Asynchronous Learning Networks, 17(1).
Gannon, K. (n.d.). How to Create a Syllabus. The Chronicle of Higher Education. Retrieved April 12, 2022, from https://www.chronicle.com/article/how-to-create-a-syllabus/?cid=gen_sign_in
Harnish, R. J., & Bridges, K. R. (2011). Effect of syllabus tone: Students’ perceptions of instructor and course. Social Psychology of Education, 14(3), 319-330.
Jaggars, S.S. & Xu, D. (2013) Predicting Online Outcomes from a Measure of Course Quality. Retrieved September, 20, 2022, from https://ccrc.tc.columbia.edu/media/k2/attachments/predicting-online-student-outcomes.pdf
Jaggars, S. S. & Xu, D. (2016). How do online course design features influence student performance? Computers & Education, 95, April 2016, 270-284. Retrieved September, 20, 2022, from http://manuscript.elsevier.com/S0360131516300203/pdf/S0360131516300203.pdf
Mobus, F. (2020, October 30). The Irony of Inclusion and Accessibility Statements. Inside Higher Ed. Retrieved August 9, 2021, from https://www.insidehighered.com/views/2020/10/30/how-inclusive-and-accessible-your-statement-inclusion-and-accessibility
Pacansky, M. (n.d.). How and why to humanize your online course. Online Network of Educators. Retrieved June 28, 2022, from https://onlinenetworkofeducators.org/how-and-why-to-humanize-your-online-course/
Pacansky, M. (2019, October 21). I See You. Retrieved April 15, 2022, from https://brocansky.com/2019/10/i-see-you.html
Pacansky-Brock, M., Smedshammer, M., & Vincent-Layton, K. (2020). Humanizing Online Teaching to Equitize Higher Education. Current Issues in Education, 21(2). https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1905
Rendon Linares, L. I., & Munoz, S. (2011, Summer). Revisiting Validation Theory: Theoretical Foundations, Applications, and Extensions. Enrollment Management Journal, 5(2), 12-33. https://www.laurarendon.net/validation-theory/
Roberts, M. T. (n.d.). Syllabus Review Guide [Guide]. Center for Urban Education. Retrieved August 2, 2021, from http://cue-equitytools.usc.edu/
Sadat Ahadi, H., & Guerrero, L. A. (2020, November). Decolonizing Your Syllabus, an Anti-Racist Guide for Your College. ASCCC. Retrieved May 27, 2022, from https://www.asccc.org/content/decolonizing-your-syllabus-anti-racist-guide-your-college
Slattery, J. M., & Carlson, J. F. (2005). Preparing an effective syllabus: Current best practices. College Teaching, 53 (4), 159-164.

5.1.b - Personalized teacher introduction

Pollard, H., Minor, M., & Swanson, A. (2014). Instructor social presence within the community of inquiry framework and its impact on classroom community and the learning environment. Online Journal of Distance Learning Administration, 17(2).
Dennen, V. P., Darabi, A. A., & Smith, L. J. (2007). Instructor-Learner Interaction in Online Courses: The relative perceived importance of particular instructor actions on performance and satisfaction. Distance Education, 28(1), 65-79.
Jaggars, S.S. & Xu, D. (2013) Predicting Online Outcomes from a Measure of Course Quality. Retrieved September, 20, 2022, from https://ccrc.tc.columbia.edu/media/k2/attachments/predicting-online-student-outcomes.pdf

5.1.c - Including clear getting started directions

Simunich, B., Robins, D. B., & Kelly, V. (2012, October). The impact of findability on student motivations, self-efficacy, and perceptions of online course quality. [2012 QM Research Grant]. Presentation at the 4th Annual Quality Matters Conference, Tucson, AZ.
Sheridan, K., & Kelly, M.A. (2010). The indicators of instructor presence that are important to students in online courses. MERLOT Journal of Online Learning and Teaching, 6(4). Available at http://jolt.merlot.org/vol6no4/sheridan_1210.htm

5.1.d - Including an explanation of course navigation

Fetzner, M. (2013). What do unsuccessful online students want us to know? Journal of Asynchronous Learning Networks, 17(1).
Simunich, B., Robins, D. B., & Kelly, V. (2012, October). The impact of findability on student motivations, self-efficacy, and perceptions of online course quality. [2012 QM Research Grant]. Presentation at the 4th Annual Quality Matters Conference, Tucson, AZ.

5.1.e - Including a general schedule

Simunich, B., Robins, D. B., & Kelly, V. (2012, October). The impact of findability on student motivations, self-efficacy, and perceptions of online course quality. [2012 QM Research Grant]. Presentation at the 4th Annual Quality Matters Conference, Tucson, AZ.
Sheridan, K., & Kelly, M.A. (2010). The indicators of instructor presence that are important to students in online courses. MERLOT Journal of Online Learning and Teaching, 6 (4). Available at http://jolt.merlot.org/vol6no4/sheridan_1210.htm

5.1.f - Inviting students to introduce themselves

Association of College and University Educators (ACUE). (2020). Planning Guide. Planning Guide. Retrieved April 19, 2022, from https://acue.org/wp-content/uploads/2020/06/1_Guide-to-Sample-Syllabus-Activities.pdf
Fetzner, M. (2013). What do unsuccessful online students want us to know? Journal of Asynchronous Learning Networks, 17(1).
Martin, F., & Bolliger, D. U. (2018). Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. Online Learning, 22(1), 205-222. http://dx.doi.org/10.24059/olj.v22i5.1092
Pacansky, M. (2019, October 21). I See You. Retrieved April 15, 2022, from https://brocansky.com/2019/10/i-see-you.html

5.1.g - Asking questions about and checking understanding of course start info

XXX

5.1.h - Including a "Start Here" module

Insert

5.1.i - Pre-course email

X

5.1.j - Connecting 1:1

Jaggars, S.S. & Xu, D. (2013) Predicting Online Outcomes from a Measure of Course Quality. Retrieved September, 20, 2022, from https://ccrc.tc.columbia.edu/media/k2/attachments/predicting-online-student-outcomes.pdf

5.1.k - Including a welcome and orientation video

Backs, A. (2017). Promoting Online Learner Self-Efficacy through Instructional Strategies and Course Supports (Doctoral dissertation, Capella University). Retrieved April 2, 2021, from https://www.researchgate.net/profile/Annette_Backs/publication/330090892_PROMOTING_ONLINE_LEARNER_SELF-EFFICACY_THROUGH_INSTRUCTIONAL_STRATEGIES_AND_COURSE_SUPPORTS/links/5c2ceb6a92851c22a3554f5d/PROMOTING-ONLINE-LEARNER-SELF-EFFICACY-THROUGH-INSTRUCTIONAL-STRATEGIES-AND-COURSE-SUPPORTS.pdf

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