Course Overview and Introduction
NC Checklist for Course Sites – Resource Library
Learners are introduced to the purpose, structure and navigation of the course
| Criteria | Resources for Implementing |
|---|---|
| Will learners be sent an email and/or announcement to introduce them to the course and how to get started? | |
| Are instructions provided on how to navigate the course site and where materials can be located? | |
| Is a general course overview provided that explains the purpose and structure of the course? | |
| Is a schedule of activities provided that includes activities, assessments, and weekly course topics and materials? | |
| (Face to face or hybrid) Is which course activities are face to face and which are online clearly explained? | |
| Optional: Are learners guided through exploring and getting familiar with the course site? | N/A |
Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are clearly stated
| Criteria | Resources for Implementing |
|---|---|
| Are expectations for tone and civility when communicating with fellow learners and the instructor, either synchronously or asynchronously, explained? | |
| Are expectations for email content, including expected norms (e.g. listing course code in the subject line, writing conventions, etc.) communicated? | N/A |
| Are learners reminded that all course communications, including those with the instructor and/or classmates, are to be respectful and are guided by the principles of the Student Code of Conduct? |
Minimum technology requirements and skills are clearly stated and instructions for use provided
| Criteria | Resources for Implementing |
|---|---|
| Are learners provided with information, including (where possible) introductory guides or videos, for the technologies that they will employ throughout the course? | N/A |
| Are general as well as course-specific technical skills learners must have to succeed in the course specified? | N/A |
Instructor introduces themself and shares their availability
| Criteria | Resources for Implementing |
|---|---|
| Are the instructor’s name, pronouns, title, and field of expertise provided to students? | N/A |
| Are the instructor’s college email address and (where applicable) college phone number included in a place that is easy for students to find and revisit? | N/A |
| Are times when the instructor is typically available to consult with learners communicated? | N/A |
| Are details on how to communicate with the instructor available in a place that is easy for learners to find and revisit? | N/A |
| Is a schedule of office hours and details on how to access them provided, if applicable? | N/A |
| Are instructions for how to make an appointment with the instructor communicated? | N/A |
| Are expected instructor response times indicated? | N/A |
| (Online) Is a photograph, audio message, or video (including alternative formats to ensure accessibility) included to help personalize the introduction? | |
| Optional: Are professional details, such as teaching philosophy or online teaching experience, included? | N/A |
| Optional: Are personal details such as hobbies, family, travel experiences, pets, or favourite entertainment, etc., included? | N/A |
Learners are asked to introduce themselves to the class
| Criteria | Resources for Implementing |
|---|---|
| Are learners asked to introduce themselves and are they given guidance on where and how to do so? | |
| Optional: Are learners provided with questions, prompts, or a sample of what an introduction might look like or include? | N/A |