Section 1: Course Overview and Introduction

Welcome messages or materials introducing course structure/components are included, with first communication about the LMS and course access occurring prior to the class start date (e.g., one week prior and repeated 23 days prior).

• Is there a welcome letter distributed via email prior the LMS publish date?
• Is there a “start here” or “welcome” link?
• Is there a course tour or overview?
• Are there clear statements for students about how to begin coursework?

The instructor introduces themself to the class and provides more than one way to be contacted such as email, phone, and/or office hours (in-person and/or online). The preferred communication format is clearly specified.

• Are there working links to the instructor’s email, scheduling, calendaring apps, social media, and/or other communication platforms?

The instructor introduces the purpose of the course, the course format (online/blended), and any prerequisite knowledge required. If there are no prerequisites, indicate “None.”

• Is there a description that expands on the campus catalog description?
• Is the course format explicitly spelled out?
• Is the course’s relevance to their degree progress and potential career goals discussed?

Rules of conduct may include use of the language and formatting. For blended or flipped courses, face-to-face etiquette and participation expectations (e.g., pair work, group work, discussions) are presented and clear to the student in the syllabus. Rules of conduct include expectations regarding listening, respecting others’ opinions, and contributing to pair and group work. Samples - Create Expectations for an Inclusive Learning Environment This link will take you to an external website in a new tab.; Online Etiquette Rules This link will take you to an external website in a new tab..

• Is there guidance for conduct in the event of disagreements or differences in perspectives?
• Do you encourage your students to inform you when they feel a microaggression went undetected or was ignored?

Policies typically include cheating, plagiarism, copyright, and course grievance procedures. The instructor may also provide sample work that demonstrates plagiarism. It is important to include any links to campus policies.

• Are working links to applicable campus policies readily located?
• Are students expected/required to submit an affirmation of compliance (e.g., an honor code) with assignments, papers, and/or exams? Or is affirmation only implicit?
• Are course and campus policies, procedures, and possible consequences clearly identified?

Technical competencies may include the use of the LMS, downloading and uploading files, communication tools, collaboration tools, discipline-specific software or hardware. Frequency of access to the internet and device(s) needed to succeed in the course are clearly stated. In addition, instructors may want to point students to the CSU Stanislaus Online Readiness Self-Assessment This link will take you to an external website in a new tab..

• Are the attributes/skills needed for successful online/blended learning (e.g., self-discipline and motivation, time management, initiative, and perseverance) noted?

Samples of student work should include those that are satisfactory as well as those that are unsatisfactory.

• Do (key) assignment instructions include FAQs or open-forum Q&A opportunities?
• Are there reminders throughout the course to provide opportunities for students to ask questions (e.g., via email, messaging threads, forums)?

The instructor encourages students to share or reflect why they take the course and asks about the relevancy of the course to their academic degree, daily life, and potential career goals.

• Is there a Learner Profile Survey or other opportunities to promote metacognition?
• Does the instructor ask students to share biographical information, goals, and personal details as they pertain to success in the course (e.g., name, pronouns, major, why taking the course, concerns re: disability, technology access, extenuating circumstances such as caretaking responsibilities, potential career goals, any questions)?

The instructor includes a diversity statement and encourages students to report violations to them and the appropriate university office.

• Is there a diversity statement (personal, department, college, or university) provided in the syllabus?
• Are students encouraged to report violations to the instructor?
• Does the instructor provide a link to report violations to the appropriate university office (e.g., Office of Equity, Diversity, and Inclusion)? Sample Diversity statements:
• Access CSU Stanislaus This link will take you to an external website in a new tab. College of Education’s Diversity Statement.
• Access Chico State’s This link will take you to an external website in a new tab. commitment to equity, diversity, and inclusion.
• Access Cal Poly’s This link will take you to an external website in a new tab. statement on diversity.
• Access CSU QLT course syllabi This link will take you to an external website in a new tab. diversity statement.