Standard 1: Course Overview and Introduction

Brief Description

Students have access to a course overview, foundational course information, and requirements they need to know about the course as they get started.

What helps students get started when they begin a new online course?

A module that helps orient students to the course.

• Orientation, Get Started, Start Here, etc.

A Course Overview, Intro Video, or Course Tour

• Builds student sense of instructor presence while helping them get acquainted with the course.
• Items to include in your overview are the structure of the course (where students can find items they will use regularly and how they will work through the course), tools used (any special technology or software they will use), objectives and expectations for students.
  • Sample Course Intro Videos

Clear and Informative Syllabi

• Resources:
  • Schreyer Institute on Teaching Syllabus Resources
  • Weblearning Syllabus Resources
  • Smeal College of Business Syllabus and Schedule Resources
  • Faculty senate syllabus requirements

A Syllabus Quiz

• Create a low stakes 5-10 question quiz with key elements of the syllabus for example instructor office hours, instructor contact information, due dates for high stakes assignments or exam dates, academic integrity

Syllabus Information Presented Multiple Ways

• Graphic syllabus / accessible version
• A Syllabus Module that includes smaller pieces of the syllabus rather than one long document. From a student perspective, it may be easier to find information when students have a question about something course related.
• A syllabus overview in the syllabus tab that links to the full syllabus.
  • Sample Canvas styled syllabus tab

Clear Communication Expectations

• Include specific communication expectations for students.
• Provide an online etiquette (netiquette) guide (Standard 1.3 Communication expectations; Standard 1.4 Course and Institutional Policies).
  • Sample Netiquette Page

Stated course, college, and institutional policies and resources, including:

• Required course prerequisites
• Academic Integrity (Standard 1.4 Course and Institutional Policies)
  • Sample Academic Integrity Page
• Grade breakdown and grading scale
• Late submissions
• Exam Policies
• Technology and course support
• Student wellness (Standard 1.4 Course and Institutional Policies)
  • Counseling and Psychological services
  • Student Wellness
    • Sample Student Wellness Page
• Accessibility and disability accommodation information
• Diversity, Equity, and Inclusion (Standard 1.4 Course and Institutional Policies)
  • Sample Diversity and Inclusion Page
• Reporting educational equity concerns

Consider dividing the syllabus into two parts:

• Part 1: Course and instructor/instructional team details, expectations, and policies
• Part 2: College and University policies
  • Sample Syllabus, Part 2 (Residential courses)
  • Sample Syllabus, Part 2 (Online courses)

A list of minimum technology requirements

• Include technology requirements in the syllabus and/or course orientation. This should include items such as World Campus Technical Requirements, as well as any required course software, apps, or online resources and how to access them and obtain technical support when needed.

Instructor and Peer Introductions

• Provide a “meet your instructor” bio and/or video.
• Include a student introduction discussion forum or activity.
  • An anonymous “who’s in class” student survey can help provide insights to student needs and identities and function as a mode of introduction while also helping foster inclusive teaching practices.

 

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This resource was created by Penn Ralston-Berg, Amy Kuntz, Donna Bayer, Danielle Harris, Brett Bixler, and Renee Ford. For more information about our quality standards, see Penn State Quality Assurance e-Learning Design Standards.

Page Contact: Penny Ralston-Berg