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Yamini Bellare, Assistant Professor from California State University Stanislaus, created To Do Lists for each Module in the course. Each To Do List included direct links to the assignments to be submitted and their due dates. This page serves as a Welcome and Orientation page to each Module.

Julie Kaley, Instructor from CSU Stanislaus created a video lecture as a follow-up to students reading a chapter in text. The video highlights a current event article in Forbes and she encourages students to make connections about the current evironment Post-COVID. The video is created using "Panopto" an accessible campus adopted technology which provides captions and ease of use for the learner. The video is an easy example to promote student engagement in asynchronious online courses.

Aprile Stacey, Instructor from CSU Stanislaus, starts each class session (module) with sharing about relevant/current world events related to the topics they are learning about in class. She also invites students to orally share or post in the "Course Questions Forum" if they have something to share.

Glenn Pillsbury, an Instructional Designer at CSU Stanislaus, provided this resource as an example of an alternate description of a complex infographic. The infographic describes the interconnected pathways that comprise the health care system in the United States. A simple alt text description would be insufficient and so a more detailed long description was created.

Kanwaljit Dulai, an Instructor from CSU Stanislaus, creates a home page with accessible button icons as evidenced by the green Ally gauge. The first five buttons link to important course pages with resources commonly visited by students. The last five buttons are proprietary to this course and link through to the five unit modules.

Instructor Grace Paradis from CSU Stanislaus, uses GoReact to help students learn about a topic that is not covered in depth during class. To strengthen the awareness of the topic, students are asked to further the GoReact discussion by asking critical thinking questions of their peers.

Monica Flores, an Instructor from CSU Stanislaus, describes an activity using a social media tool, Pinterest. Students are prompted to create a Pinterest account and than choose 2 "terms" from a list about Latinx Lit and Cultural Studies. Students are creating two encyclopedia (Pinterest) entries and than commenting on at least 3 of their classmates Pinterest pins.

Instructor Russell Ewick from CSU Stanislaus, provides a visually appealing homepage using Bitmojis to take the user to the Start Here, Syllabus, Student Services, and Modules 1-7. The course homepage also includes an instructor welcome video, instructor contact information, and instructions on how to start the course.

Instructor Andrea Duroy, an Instructor at CSU Stanislaus, created a lesson in TEDEd designed to be an interactive learning tool for students in an asynchronous course. After students watch the video, they are presented with open ended questions, links to learn more about the topic, and a guided discussion question.

Heather Jarrell, an Instructor at CSU Stanislaus, designed a peer-to-peer engagement and active learning activity for use during a synchronous session. Working in groups, students identify distinguishing characteristics of periods of globalization throughout history. Students are placed in Breakout Rooms in Zoom, with each group completing one of five Jamboard pages containing sticky notes labeled “Fact” that they fill in with pertinent features of their globalization period, after which the entire class is quizzed on each globalization period using Zoom Polls based on the facts submitted by each group.

Wura Jacobs, an Instructor from CSU Stanislaus, provides a visually interesting front page design that uses five header icons for easy access to course pages/content.

Stacey Aprile, an Instructor at CSU Stanislaus, developed an activity where students read about learning styles, take a self-assessment, and apply their learning to their future classroom. This activity provides students with the opportunity to connect with like-communication style peers for possible extension activities in the course.

Erin Hughes, an Instructor from CSU Stanislaus, provides a rubric to grade written essays and set clear grading standards/expectations for students. The point values can easily be added based on each writing assignment. The use of this rubric streamlines the grading process and allows for more comprehensive feedback on specific points addressed in the rubric.

Betsy Eudey, an Instructor at CSU Stanislaus, developed a rubric for a project which includes a reflection and students have options for producing their assignment (written document, video presentation, creative work).

Glen Pillsbury, an Instructional Designer from CSU Stanislaus, developed an Online Readiness Self-Assessment. The assessment is a popular tool for giving students insight into what skills, technology, and mindset an online student must have to be successful.