Personal Approach to Online Teaching
What motivated you to join this book club?
How has your own journey with online teaching evolved over time?
What do you hope to gain or reflect on through this reading?
Defining Quality in Online Instruction
How do you currently define “effective” online teaching?
What qualities or outcomes distinguish a good online course from a great one?
Equity and Inclusion
What does “equity” in online learning mean to you?
Have you made intentional changes to your digital courses to increase access or inclusion?
Biggest Online Teaching Challenges
What is the most frustrating or challenging aspect of teaching online for you right now?
How do you address student motivation, connection, or engagement in digital formats?
1.1 Equity, Connections, and Inclusion
How are equity and connection intertwined in your course design?
What practices have you tried (or want to try) to foster belonging online?
1.2 Writing or Rewriting Learning Outcomes
How do you currently approach writing outcomes for online courses?
Did this section challenge your assumptions or give you new tools?
1.3 Course Structure
How do you currently structure your online course (week-by-week, module-based, etc.)?
Have students given feedback that led you to make structural changes?
1.4 Finding & Sharing Course Content
Where do you source content for your online classes?
How do you balance original materials, open educational resources, and publisher content?
1.5 Aligning Activities and Assessments
What strategies do you use to ensure alignment between outcomes and activities?
Have you experimented with authentic assessment or student-generated content?
1.6 Accessibility
What tools or strategies do you use to ensure your course is accessible to all students?
Are there areas you feel confident in, and areas you still have questions about?
The Columbia Center for Teaching and Learning outlines 5 principles for inclusive teaching. This list has been adapted for those for creating an inclusive Book Club experience.
1. Foster belonging by having introductions, chosen name/pronouns, and avatars during the first meeting.
2. Set expectations by outlining Book Club including frequency, type of work, and examples.
3. Recognize diversity and acknowledge barriers to inclusion by choosing a variety of authors and providing the content.
4. Design for accessibility by providing the most flexible mode of instruction.
5. Reflect on your own beliefs by asking students for suggestions and implementing them for the next semester.
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