OSCQR Standards Related to Course Structure

Standard 1 reads: Course includes Welcome/Start Here content. 

A welcome message and the Start Here content serve to effectively set the tone for your class by sharing information about the course, course materials, and you as an instructor, as well as course navigation and tips for success that will help students start the class right. Think about the Welcome/Start Here content as what usually happens on the first day in a classroom. 

 

 

Practices 

1. Welcoming/Start Here: Make your Welcome/Start Here inviting and easy to navigate and explore. Add the following elements:

• A welcome video from the instructor. The video can be as short as 30 sec. Include in the video: your name, the big question in the course and why it is important, and how students will learn. Using video to connect with students strengthens their Sense of Belonging in the course and increases student retention. 
• Consider adding an inclusive statement. 
• Tips and strategies to be successful in your course. 

2. Welcome Letter: Send a welcome letter two weeks before the first day of class, including your greeting, a summary of the course, how to access it, and a way for students to reach you. Also outline the purchasing options for the textbooks. Be sure to list any on-campus requirements. 

3. Optional Welcome Session: Offer students a chance to join a live welcome session to meet you, peer students, and ask any questions they may have after reviewing the Welcome/Start Here. 

Examples 

Welcoming Language: Uses “I,” “we” and “us” as it may change the students’ perspective of the instructor and course. Examples of warm language might be:  

• Example 1: “We will be exploring the question of life in the solar system this semester. We will have many opportunities to share our perspectives and get to know one another. I am committed to helping everyone pass this course. Please utilize all the resources available in this course including, Office Hours, asking your fellow students, TutorMe and the Student Success Center. I am also available for private virtual, or in-person meetings and you can email me through Starfish as well. Let’s have a wonderful semester!” - CCRI Template 
• Example 2: “Your success in this class is important to me. If there are circumstances that may affect your performance in this class, please let me know as soon as possible so that we can work together to develop strategies for adapting assignments to meet both your needs and the requirements of the course.” - The Dietrich School of Writing, University of Pittsburgh. 

Inclusive Statements: Sense of Belonging is critical to increase retention and engagement in online courses. Students must feel that they belong in the class to engage neuro-processes in the brain. Examples of inclusive language might be: 

• Example 1: “Welcome to [course name]! I am glad we will be working together this semester. In this course, all learners are welcome regardless of race/ethnicity, gender identities, gender expressions, sexual orientation, socio-economic status, age, disabilities, religion, regional background, veteran status, citizenship status, nationality, and other diverse identities that we each bring to class. I am committed to the principle of inclusive learning. This means that our learning environment be as inclusive as possible. Active, thoughtful, and respectful participation in all aspects of the course will make our time together as productive and engaging as possible. If you have a documented disability and may need reasonable accommodations to support your success in this course, please come forward to talk to me about your needs privately.”  - CCRI Template 
• Example 2: “I am committed to the principle of universal learning. This means that our classroom, our virtual spaces, our practices, and our interactions be as inclusive as possible. Mutual respect, civility, and the ability to listen and observe others carefully are crucial to universal learning. Active, thoughtful, and respectful participation in all aspects of the course will make our time together as productive and engaging as possible. I will give you periodic feedback on your participation.” - Inclusive Teaching, Brown University, 2019 

Additional Resources 

Examples are available in the Community of Effective Practice Organization in Blackboard. Please contact OLT if you do not have access to this organization. 

• Design Inclusive Syllabi 
• OSCQR Standard 1 
• Inclusive Teaching: Strategies for Promoting Equity in the College Classroom 
• What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching
• Ten Online Course Structural Components to Support Learning 
• Building an Inclusive Syllabus, Stanford University  
• Creating Welcoming Environments: Inclusive Communication, Michigan State University  

This standard aligns with the federal guidelines for RSI: 

A welcoming and engaging course is a good step towards addressing the requirements for regular and substantive interaction (or RSI ) since it provides a clear structure on how to navigate the course and communicate with an instructor. It will also create a positive instructor presence thus allowing students to be more comfortable and open to interaction. Remember, that RSI is not represented by one single course design component. Multiple elements in your course design and facilitation work together to create sufficient RSI. 

 

 

Standard 3 reads: Course includes a course information area and syllabus that make course expectations clear and findable. 

This standard is realized in the course through clear information about the course, course topics, and expectations. At CCRI, each course must have syllabus documents posted in Blackboard. Your online course will have a course link guiding students to the area where you will post your syllabus document as well as course schedule and any additional information pertaining to the course and course expectations.  

Practices 

• Post course syllabus in the course Syllabus content area. The syllabus should be formatted as Word or PDF so that students can easily download and print. 
• The course syllabus and schedule documents should have accessibility scores of 100%. Blackboard Ally can help CCRI instructors make all course documents accessible.  
• It is effective to also create a separate printable course schedule document and post it in the Syllabus content area.  
• One important practice instructors may consider is a “deconstructed” syllabus. Deconstructed syllabus practice is about parsing out information in the syllabus and scaffolding the components of the syllabus and course expectations throughout the course. This practice is also about highlighting some valuable components of the syllabus, such as student support resources, as needed throughout the duration of the course and “just-in-time.” 

Example 

CCRI provides a course syllabus and course calendar template (see links in the Additional Resources below). Here are standard components that should be present in quality syllabus design: 

• Course Welcome 
• Course Descriptions and Outcomes 
• Instructor Contact Information and Office Hours 
• Instructor Expectations 
• Schedule and Due Dates 
• Required Texts and Associated Materials 
• Technical Requirements 
• Grading Policy 
• Graded Assignments Overview 
• Communication Guidelines (Netiquette, Contact Policy, Email and Feedback Turnaround)  
• Policies and Resources (Disability Services, Veteran Services, etc.) 

The syllabus is a course communication tool. This is the first document that your students will interact with in your course. It is important to provide an elevated level of clarity in the syllabus around the purpose of the course, course description, credit information, learning outcomes, learning activities, methods, and criteria for evaluation (course assignments), plans for regular and substantive interaction and any other requirements. Communication of support services, such as academic coaching, also takes place in the course syllabus. 

Additional Resources 

• Blackboard Ally 
• CCRI Syllabus and Course Schedule Templates   
• Building an Inclusive Syllabus (Stanford University) 
• Diversity, Equity, and Inclusion Resources for CCRI Faculty 

This standard aligns with the federal guidelines for RSI and Accessibility: 

This standard supports regular and substantive interactions or RSI by communicating expectations for the course in the syllabus. Information on how to connect with the instructors, for example, office hours, is also included in the syllabus and/or in the course. The instructor welcomes learners into the course through the welcome message and encourages them to connect with her by providing contact information in the course syllabus and in the course itself.  

Overall course expectations regarding instructor and learner roles, course communications, interaction, collaboration, assessments/ evaluation need to be explicit, clear, and easy to find. The course syllabus provides such information. Remember, that RSI is not represented by one single course design component. Multiple elements in your course design and facilitation work together to create sufficient RSI. 

Accordion Content 1

 

Accordion Content 1