1. ASU Women and Gender Studies
SCHOOL OF SOCIAL TRANSFORMATION

2. WST ENROLLMENTS We offer both in person and online courses
In person major, minor, certificate; online we have minor and certificate and are working on different online major options
Online courses broken up into two different sln’s
ICOURSE= students who are in person who can also take online courses
ASUONLINE= students seeking completely online degrees (limited to specific majors, classes through asuonline
Icourse typically run via blackboard; asuonline offered in Learning Studio
We offer combined sections of asuonline and icourse where both sections are offered in the same shell

3. ENROLLMENTS, cont.
We currently serve about 2,000- 3,000 students per semester
Most of these numbers are from survey courses but overwhelmingly online courses
Course enrollments for online classes are typically anywhere from students each (we offer about online classes each semester)
Most popular online classes: Women Gender and Society: Sex & the City: Gender, Drugs and Alcohol; Women and Sexuality; Desperate Housewives; Gender, Race and Class; History of Feminist Thought; Sex, Violence and the Media

4. Women and Gender Studies Survey Courses
COURSE REDESIGN
Women and Gender Studies Survey Courses

5. WST 100 and WST 300
Large introductory course traditionally serving up to students a year in 18 sections
With redesign able to serve same student population in just 7 sections a year (freed faculty to teach other courses)
Also did 6 sections of 400 (2400 students with 3 faculty)
Students meet one day in class and one day online
Use of same classroom where 200 enroll on Tuesday and 200 on Thursday with opposite days of online assignments that compliment in class lectures
Tuesday section has weekly online deadline of Thursday/ Thursday section has Sunday deadline

6. Beginning Redesign Creating one common syllabus for the course
Came up with weekly themes that would be covered in all sections
Agreed to use same online site, content, reading, grading scale, rubric and deadlines
Allowed lectures to remain individual/specialized
1 hour 15 minute weekly lectures combined with weekly online activities

7. Creating the Shell
Create one shell that can be imported across all sections
Start by creating a folder for each week of the semester (this way folders can be turned off and on without effecting entire site)
Have easily recognizable weekly units
These weekly units should match the units on syllabus
We created a total of 12 weekly units and folders- one online assignment each week
Week one- no online assignments (students still dropping and adding)
No weekly units during midterm and final exams-these exams are given in class
Total of 15 weeks (12 weeks of assignments, 2 weeks of exams and one week of introduction- no online assignment just walking students through site- do this the second week as well)- easy to transfer to full online or summer courses

8. Weekly Units What is Sex? What is Gender
Scripts of Masculinity and Femininity
Theories of Socialization and Gender Inequality
Multiple Identities and Social Location
Gender, Representations and Culture
Women and the Body
Women and Sexuality
Violence Against Women
The Politics of Reproduction
Women and Work
Feminisms: Past and Present
Feminist Theory

9. Content on BB Site
Each weekly unit contains activities surrounding the weekly theme
Incorporated various video clips (YouTube clips need to constantly be checked-links often expire)
Created podcasts that faculty did in studios
Add any powerpoints/lectures from class (if you have to detailed or to many won’t come to class)
One graded assignment per week- 10 points each
Create direct links to the submission of the assignments

10. Discussion Boards, Quizzes & Response Papers
ONLINE ACTIVITIES
Discussion Boards, Quizzes & Response Papers

11. Discussion Boards
Students participate in 5 discussion boards throughout the semester (initially 4, 4 and 4)
Best place to address sensitive/controversial issues
Given a series of questions to answer
Given a word limit: each post words
Required to respond to at least one other student- this guarantees them reading other posts and doing enough work for the week
Broken down into groups of 40 (each class had 5 discussion board groups)

12. Quizzes Participated in 4 self graded quizzes
10 questions- 1 point each (initially did 5 questions and was harder for students to get passing grades- were worth 2 points each)
15 minute timed quiz- college recommends 1 minute per questions (other issues to consider- especially in large sections)
Able to assess student comprehension
Open in one window/ can only take once
Can use Respondus Lockdown in blackboard (which prevents them from opening anything else while taking the quiz)
Can also create test bank to prevent students from getting the same exact quiz
Self graded- students are given correct answers at end of quiz
Quizzes focused mainly on the readings (Peach book and Ms magazine)
Also on any online activities- podcasts, video clips, etc.
Used quiz questions on midterm and final exams

13. Response Papers
Students are required to write 3 experiential papers- requiring them to learn by doing (used to be 4 – paper on feminism did not go so well!!- changed to discussion boards so other students could critique responses)
They are word papers and are given specific questions for analysis
For example during Week 1 students are introduced to sex & gender
Watch Barbie/GI Joe commercial and a podcast on cultural comparisons of gender
Assignment is to visit a toy store (online or in person) and consider what toys teaches children about prescribed gender roles)

14. In Class Exams Two in class exams Non-cumulative
100 points each/ 50 questions (2 points each)
Scantron Exams
Over 90% of questions are directly from lecture
Guarantees student attendance
Use exact questions from quizzes- selected randomly

15. Using TA’s and ULA’s in the classroom
HYBRIDS
Using TA’s and ULA’s in the classroom

16. TA’s in the Hybrid Serve multiple roles in the hybrids
Most importantly TA’s served as central person for online site
Handled all problems with broken links, content, quizzes locking, etc.
Graded the 3 writing assignments for the semester
Handled all s regarding site
Held office hours and had students come in for reopened quizzes
Guest lecture so they could eventually run own online sections

17. ULA’s in the Redesign
Facilitated, monitored and graded discussion boards
Given the opportunity to be paid or to take for course credit
Opportunity for peer mentoring
Assign students to grade alphabetically across both sections so they have different deadlines
Created an undergraduate pedagogy course- where they would simultaneously enroll for credit
Given opportunity to create exercises/materials for class
Evaluate online site/help create unique activities and generate new ideas for hybrid site

18. Women and Gender Studies Survey Courses
OUTCOMES
Women and Gender Studies Survey Courses

19. Impact on Student Learning
Improved Learning
Increased active Student Learning
Students in redesign performed better on midterm/final (we believe partly due the quizzes and held more accountable to keep up with weekly readings, etc. due to weekly assignments)- average midterm grade was higher in redesign compared to traditional (9.92%; 3%; %)
Final exam grades were also higher (6.13%; 7.83%; 7.49%)
Improved Retention
Easy to track who was passing the class earlier on in the semester for early warning reports
Increased student engagement- more likely to interact online

20. Impact on Course Savings
Course now delivered more efficiently and consistently
Class size fromm to 400 students- reduced sections from 9 to 4
Course savings- in terms of faculty time; not $$$$
Allowed us to accommodate student growth during a time of retrenchment in new hiring and also meet the demands of having a new graduate program
Instructional mix changed to include fewer regular faculty- 3
Use more TA’s and ULA’s
Cost per student reduced from $78 dollars to $57

21. Student Feedback/Evaluations
Enjoyed the flexibility
Had increased opportunity for peer interaction
Liked the weekly (open) deadlines- were able to complete assignments at different times of the day
Benefitted from a design that played to different learning styles
Liked that class lectures was supplemented by a variety of online exercises/both visual and experiential
Liked that discussion boards allowed them to contribute while still allowing anonymity

22. LESSONS LEARNED Pedagogical Improvement Techniques:
Peer Mentoring: Use of ULA’s and TA’s to help faciliatte small online discussions
Discussion Boards- large classes often hard to have discussions/Boards allowed a sense of anonymity/Allows them to compose their thoughts about controversial issues before responding
Quizzes- effective way to assess student comprehension
Short Papers- experential- required them to learn by doing

23. LESSONS LEARNED, cont. Cost Reduction Techniques Implementation Issues
Fewer Staff Required
ULA’s- if program does not generate revenue can give students course credit
Training graduate students to teach future sections
Implementation Issues
Technology- use of media; etc.enhances the blackboard
Students are able to access site 24 hours a day/ can work at their own pace/helps if they are working full time, etc.
Quizzes- helpful- self graded- didn’t require a grader and tested on content from upcoming exams

24. Sustainability Easily sustainable Easy to replicate
A lot of activities that were already done in class were easily transferrable to online
Able to standardize our surveys
Able to use format for online courses (both 5 & 7.5 weeks)
Great experience for TA’s to then teach own sections online

25. SETTING UP YOUR ONLINE CLASS
Do’s and Don’ts

26. What does an excellent online instructor look like. http://cgi
Graham et al. note the following seven lessons for online instruction: Instructors should provide clear guidelines for interaction with students; provide well-designed discussion assignments to promote cooperation among students; encourage students to present course projects to one another; provide prompt feedback of two types–information and acknowledgement; provide assignment deadlines; provide challenging tasks, sample cases, and praise for high- quality work to reinforce high expectations; and allow students to choose project topics.

27. Stanford site, cont.
Based on Weimer's (2002) work on learner-focused teaching, in order to achieve all of this, we note that several things need to happen: The balance of power needs to change - The instructor online acts as a learning facilitator, allowing students to take charge of their own learning process. The function of content needs to change - As noted by Carr-Chellman and Duchastel (2001), good online course design makes learning resources and instructional activities available to students rather than providing instruction in the form of a lecture or other means. The role of the instructor needs to change - By establishing active and strong online presence, a topic we will return to in more depth, the instructor demonstrates his or her expertise and guides the students in their learning process. The responsibility for learning needs to change - With the instructor acting as guide, resource, and facilitator, students need to take more responsibility for their own learning process. The purpose and process of assessment and evaluation need to change - Traditional means of assessment and evaluation need to change - traditional means of assessment, such as tests and quizzes, do not always meet the mark when it comes to this form of learning. Consequently, other forms of assessment, such as self-assessment and application activities, should be incorporated to assess student learning and evaluate areas for potential course improvement (Palloff & Pratt, 2003).

28. A Few Things You Need To Know
Teaching online is very different from the traditional classroom setting
Students require more time
Expect more s, more meetings in your “virtual” office, more grade and exam questions, etc.
Students expect immediate responses- usually within 24 hours
Can also be evaluated more harshly
You need to make your personality come alive online- it is possible and students do respond more positively
Make your online presence known

29. Making you personality come alive online
Be enthusiastic, energetic, positive
Introduce yourself on first day- send an , do a video announcement, etc to tell a little about yourself, what to expect in the class, etc.
Ways they can communicate with you, ways you are happy to help them
Be careful the words you choose- particularly with grading- always start positive with positive comment –moving into critique
Make announcements often
Send reminders on days assigments are due- the entire class and post an announcement

30. GOING LIVE WITH YOUR ONLINE CLASS
Do’s and Don’ts

31. Limit Initial Information Available to Students on site on first Day
Create Syllabus Folder/ Section- open immediately
Create Weekly Units Folder/Section- open a week at a time- at least one week in advance- don’t recommend opening full class from beginning
We found the less buttons on the tool bar the easier the students navigated the site and LESS technical questions and confusion
Don’t have assignments due immediately- once you have self- closing deadlines and students still adding- lots of ed papers and other missed deadlines- hard to track and record
Nicely remind students or instruct them on how to communicate via /hallway conversations/discussion boards/etc.

32. How to Email Your Professor
I've read enough s to know that many college students could benefit from some guidelines for writing an to a professor. Here they are: Write from your college or university account. That immediately lets your professor see that your is legitimate and not spam. The cryptic or cutesy or salacious personal address that might be okay when you send an to a friend is not appropriate when you're writing to a professor. Include the course number in your subject line. "Question about 3009 assignment" is clear and sounds genuine, while "a question" looks like spam. "Question about English assignment" or "question about assignment," without identifying the class you're in, may leave your professor with the chore of figuring that out. For someone teaching large lecture classes, that might mean reading through hundreds of names on rosters. But even for a professor with smaller classes, it's a drag to get an that merely says "I'm in your English class and need the assignment." All your English professor's classes are English classes; she or he still needs to know which one is yours. Think about what you're saying. Most students are not accustomed to writing to their professors. Here are some ways to do it well:
Choose an appropriate greeting. "Hi/Hello Instructor / Professor [Blank]" is always appropriate. Substitute "Dear" and you've ended up writing a letter; leave out "Hi" and your tone is too brusque. Avoid rote apologies for missing class. Most professors are tired of hearing those standard apologies and acts of contrition. If you missed class because of some especially serious or sad circumstances, it might

33. How To , cont.
be better to mention that in person than in an Ask politely. "Could you me the page numbers for the next reading? Thanks!" is a lot better than "I need the assignment." Proofread what you've written. You want your to show you in the best possible light. Sign with your full name, course number, and meeting time.         Maggie Simpson         English 3703, MWF 10:00 Signing is an obvious courtesy, and it eliminates the need for stilted self-identification ("I am a student in your such-and-such class").
One don't, and one last do: Don't send unexpected attachments. It's especially bad form to send an that says "I won't be in class today," with a paper or some other coursework attached. Think about it: Your professor is supposed to print out your essay because you're not coming to class? When you get a reply, say thanks. Just hit Reply and say "Thanks," or a little bit more if that's appropriate. The old subject line (which will now have a "Re:" in front) will make the context clear. I don't think that you need to include a greeting with a short reply, at least not if you refer to your professor in your reply. And you don't need to identify yourself by course number and meeting time again. Many messages end up never reaching their intended recipients, for reasons of human and technological error, so it's always appropriate to acknowledge that someone's message got through. It's also plain courtesy to say thanks.

34. Emailing, cont. So what would a good e-mail to a professor look like?
Hi Professor Leddy, I'm working on my essay on William Carlos Williams and I'm not sure what to make of the last stanza of "Spring and All." I'm stuck trying to figure out what "It" is. Do you have a suggestion? Thanks! Maggie Simpson Eng 3703, MWF 10:00
And a subsequent note of thanks:
> "It" is most likely spring, or life itself. But have you > looked up "quicken"? That'll probably make > "It" much clearer. It sure did. Thanks for your help, Professor. Maggie Simpson

35. Set Up Ground Rules
Tell students how to communicate with you- grade questions, technical questions, etc.
Rules for grade questions- within a week of the grade being posted
How quickly you will post grades
How long they should wait for response to s
If they experience technical difficulties- contact help desk (not you) and get help ticket
Be on steady internet connection while taking exams/quizzes- van only take once
Remind them to include class info they are in when ing

36. Other Information On Site and Syllabus
Computer Requirements- web browsers-firefox, adobe flash, microphone, etc.
Technical Support- who to contact and how (school should have a standard blurb to attach)
Student Success- to be successful you must:
check s often; read announcements
complete assignments; communicate with instructor, etc..

37. SYLLABUS
Make syllabus as detailed as possible in terms of due dates/deadlines- keep specific assignments, etc. on site-moving from semester to semester less places to update detail- less mistakes- and if you change deadlines only one place to change due dates
Give same weekly deadlines-also us AZ- for example Thursday 11:55 pm AZ time use :55 instead of :00 (students often think they have another full day)
Can include grading rubrics but also make sure posted to site
Have strict policy on late assignments- we have self closing deadlines that we will not reopen, do not me assignments, policies for safeassign, turnitin- do not reopen assignments for students to view until after graded or they can still submit assignments
Can do a readiness quiz where students can not move forward with any materials until they pass the syllabus quiz

38. WEEKLY UNITS FOLDERS
Suggest having a folder/ section for each week of the semester with title to match syllabus whether unit 1 or other title- if you have one main folder can turn off all weekly units instead of individually (blackboard only)
Keep themes broad/vague (especially of first time teaching) that way you can add or subtract content as you go
Can open one week at a time (recommended) or all at once
Week 1: Good Girl’s Don’t: Female Sexuality in the 1950’s
Can use “units” instead of “weeks” for easy transition to summer or semesters with more/less weeks- can combine without changing tabs- started this when I did transition to Learning Studio

39. MATERIALS WITHIN WEEKLY UNITS
Have separate easily identifiable folders/tabs/sections or in Learning Studio all weekly material on one main page
Lecture
Videos
Readings
Discussion Board
Paper Assignment

40. LECTURES Lectures can be delivered in many formats Written text
Powerpoints
Powerpoint with voiceovers
Prezi’s
Podcasts
Keep them in small – if you have large lectures break them up into small sections – 10 minutes
On my sites I have variety- some weeks podcasts, other weeks written lecture or powerpoints, etc..

41. PODCASTS Faculty wrote and delivered their own scripts
Studio- recorded, edited and enhanced visual productions
Bought copyright to pictures added to podcasts
Helped to give a global element to course
During the week on the body, Georganne narrates on proliferation of eating disorders and beauty pageants in Argentina
Sex trade, violence against women; women’s sexuality and representations of women of color in the pop culture
Used podcasts to promote other faculty/courses within the program

43. SLIDESIX from freetech4techers.com
Slide Six is a slide show hosting service that offers you the ability to add your voice narrations without having to create, upload, and sync a separate audio file. Slide Six does this by allowing you to record your narration directly through the Slide Six site. To use the feature just upload your slide show and then record your voice as you go through your slide deck. Slide Six also allows you to upload attachments to complement your presentations. YouTube and Vimeo videos are supported within Slide Six. Slide Six supports all Power Point formats, Open Office, PDF, and MOV presentations. You can try Slide Six without creating an account through the trial uploader.

44. Zentation
Zentation combines video and slides to create online presentations that best simulate the live experience. Easily create high-end webinars, webcasts, elearning, training and virtual events Easy Steps 1. Upload video 2. Upload PowerPoint 3. Sync them

45. PREZI

46. READINGS If at all possible try and put all readings online
At ASU we can link to the readings available at library
Use an online etext- we currently use Pearson’s Reading Women’s Lives
Use Ms in the Classroom
Often give students for popular literature papers, etc. the guidelines for choosing a book- and they pick their own
Keep in mind many students are out of state and may have trouble getting books through bookstore quickly especially in short classes- 7.5 week, summer, etc.

47. Discussion Boards, Papers, Quizzes & Exams
ONLINE ASSIGNMENTS
Discussion Boards, Papers, Quizzes & Exams

48. Discussion Boards Best place to address sensitive/controversial issues
Given a series of questions to answer
Given a word limit: each post words
Required to respond to at least one other student- this guarantees them reading other posts and doing enough work for the week
Broken down into groups of 40
Because boards are graded according to detailed rubric, based on including content from course materails and response to other students – students are able to engage in serious manner
Students seem to have more confidence to express themselves online rather in large face to face classrooms- a sense of remaining anonymous
These criteria establish safe & engaging environment for sensitive issues

49. Discussion Boards, cont.
Give update on what you were looking for in your posts- make an announcement/ -add to next weeks lecture- maybe highlight oustanding student posts
Remind students posts ARE NOT texts
Special Note: Your classmates will have many different opinions, some of which you may disagree with. Do be polite in your disagreement! Try to understand why they feel that way, rather than attacking their point of view. Use evidence or counter-evidence to make your point.

50. What are good questions?
Creating engaging questions
Create controversy
Avoid to much research- leave for papers/presentations
Make them think
Avoid questions that are strictly personal
Ask students to challenge the material
Avoid complex questions- focus on single topics
Use a lot of questions where I ask students to give a current example within the popular culture different from their classmates

51. Examples of Questions
How is the white wedding constructed in American Culture? What does it mean? How does the construction of the wedding differ for men and women? For same sex couples?
Review your Week One post on feminism.  Think carefully about all you have learned thus far. Has this caused you to re- evaluate your position? Why/Why not? Which feminist we have discussed appeals to you the most?
Read the McIntosh article. For this first discussion board please find and discuss an example of white male privilege as seen in the media (whether a film, tv show, music video, magazine, etc.).

52. Discussion Questions, cont.
How does the media portray the poor? The wealthy? The middle class? Your job this week is to discuss how a current tv show or film perpetuates classism. Please try and use examples different from those who have posted before you.
Some us might take the idea of "family" for granted and assume that it is fixed or does not change over time. All the articles you read challenge this idea. Explain how the family is a social institution and subject to historical, social and/or cultural contexts. Draw on a minimum of two articles from the text to support your answer. Don't forget to respond to at least one other student.
After reading the various articles on Desperate Housewives and after watching an episode please discuss the following:Discuss Desperate Housewives as a feminist text. Is it? Why or why not? Please discuss gender, race and class as well as incorporate the readings and an episode into your response.

53. PAPER/DISCUSSION BOARD LINKS
Make links to paper and discussion board along with your weekly material- keep it clean and simple so students aren’t submitting to wrong links

54. Setting Up Threads/Groups
If you have large online classes suggest using groups
Keep groups rather large (40)- students do more reading of other posts and have to come up with new unique response
Organize by last name (A-M) (N-Z); etc. When they add class after deadline easier to find and place in group
Can make students stay within same groups when responding – less confusion for them
Kept in same groups for duration of class

55. Grading Rubric for Boards
15/14 - Did an outstanding post, answered all questions posed; said something innovative and insightful, took a clear stand and made a case for why you took that stand; clearly responded to at least one other post and elaborated on that students posts. Well written and grammatically sound. The difference between a 14 and 15 is in how the post is written- grammar/content/etc.
13/12- Did a good post.  Met the minimum word requirement, made an argument and provided some support; may have forgotten to include one or more questions asked or the reaction/ or didn’t elaborate enough on your post (or) to another students post.
12/11-Did a good post but maybe didn’t make a strong enough argument. Either didn’t answer all questions; may have a lot of grammatical errors or very repetitive of other posts.
10 and below - Posted, did not meet minimum word requirement, didn’t answer all questions posed, etc.
0 - Did not post  at all…

56. Quizzes
Timed quizzes- college recommends 1 minute per questions (other issues to consider- especially in large sections)
Able to assess student comprehension
Open in one window/ can only take once
Can use Respondus Lockdown in blackboard or ExamGuard in Pearson (which prevents them from opening anything else while taking the quiz)
Self graded- students are given correct answers at end of quiz- immediate feedback to assess comprehension
Quizzes can focus mainly on the readings (if you want to ensure they are doing it)
Use quiz questions on midterm and final exams if applicable
Be careful with fill in the blank- it is very sensitive any extra things will be marked wrong (periods, etc.) Must be exactly the way you typed it so be very explicit with your directions.
For example: Women got the right to vote in what year (please use this format 19..)

57. EXAMS
Timed- can use respondus lockdown or other feature to prevent students from having other browsers open
Suggest creating a large test bank- that way students will not be opening same exam
Can have all questions appear at once or one at a time
Can just have grades appear and not full exam- students won’t copy for others
Can set gradebook review to open after exam closes

58. Response Papers
In a lot of our upper division online courses we still require response papers (3-4 pages); even in large classes
Able to easily see if students are making connections- also meeting work required for upper division courses
Often given a variety of options- incorporating pop culture and use of internet- blogs, music videos, youtube videos, current tv episodes, etc.
Please remember class size- timely to grade

59. Response Paper Topics
Find out all you can online about the male birth control pill (for example there is an article from How Stuff Works on the male pill- health/contraception/male-bc-pill.htm- ). Considering all you have learned last week about the female pill, discuss your findings on the male pill. Consider questions such as: Are attitudes towards the male pill the same as the female? Does responsibility fall more on one person? On one sex? Do articles suggest one partner may be more trustworthy? What about side effects? Concerns?
Drawing on Rabinovitz's article on Single Moms and Sitcoms, pick a modern sitcom starring a single mom. Discuss what if anything has changed? Are single mom’s still represented in the same way? Be specific in your analysis and draw comparisons from the article and/or earlier sitcoms.

60. Topics, cont.
Take a trip to a local toy store (or visit one on-line). What messages are inherent in boys and girls toys? What do they teach about masculinity and femininity? Look at marketing, color schemes, types of toys promoted to boys and girls for your analysis.
Pick any edition of Ms. Magazine  (spring, summer, fall,etc.) and compare that to a popular women's magazine often seen on stands (Cosmo, Vogue, etc.). Please tell me what edition of Ms. magazine you are using and what popular women's magazine you are comparing it to and write a word report. In your report you should consider questions such as:  What messages are inherent in these magazines? Are they the same, different? What are the conveying to women today? When writing this analysis consider everything from content and articles to even the ads.

61. Grading Rubric For Papers
30/29 - This grade reflects the outstanding nature of the paper.  This paper exceeded the expectations for the assignment.  The observations were described clearly and accurately and were focused on the most important details.  The writer showed strong evidence of reflection about herself or himself and implications that the observations have for the way that gender is structured in society.  The difference between a 30 pt paper and a 29 pt paper is in the nuances discussed by the writer. 
28/27 - This paper is excellent.  The writer did a good job addressing the assignment questions in a clearly written and organized format.  The writer provided a good description of his or her observation and also discussed his or her own experiences.  The writer also discussed the implication that these finding have for understanding masculinity and femininity in society.
This paper is strong, but has one or two weak areas.  The description may not be fully discussed, the writer may not have fully described their own experiences, or the writer may not have fully discussed the implications for masculinity and femininity in society.  The paper writing style may also have sections which were not clearly written.
This paper is on the right track but has elements that are missing or unclear.  One or more of the elements may have been omitted from the paper.  The writing style may also not be sufficiently clear to understand the point the author seeks to make. 
20 and below - The paper had substantial pieces missing and/or major grammatical/syntax errors 
0 - The paper was not submitted or showed evidence of plagiarism.

62. Things to Remember Students aren’t always technically savvy
Less time the assignments are open the less you open yourself up to multiple days of tech issues/ avoid overlap
It’s a work in progress that is constantly changing- you class will evolve
Make sure site can easily be technically maintained/reproduced
Youtube videos expire OFTEN
Students would rather click on an item then browse through more than a few pages
Avoid underling; color changes- (ADA issue)
Don’t write “click here”- contextualize the link

63. Things To Remember, cont.
If you use some independent site to run your course- remember you will be your own tech support- students will have no one to call
Keep warnings in syllabus- this course contains sensitive materials/ or if you want to give students alternative assignments to issues traumatic to them
Tell students about online etiquette or as many refer “netiquette”
Post warnings next to discussion boards encouraging students to recognize other opinions/life experiences
On all assignments set rules for contesting grades- within one week of grade being posted, etc.

64. ONLINE ETIQUETTE Good Housekeeping- make announcements often
Make announcements permanent- looks like you are there a LOT
Keep open line of communication with students- whether , virtual office hours, hallway conversations (Pearson), etc.
Remember everything is out there: PERMANENTLY & in writing can easily be reproduced
Be thoughtful on how you write your comments
Exams- recommend just showing grade not full exam so students can’t copy

65. ACCESSIBILITY
Hybrid/online courses seem to be easily accessible for students with disabilities
Already established site allows a working relationship between student and DRC
Easy conversion of materials
Virtual classroom also helps with time constraints
Students can easily work at their own pace and timed assignments can easily be lengthened
For all students- site is available 24/7 – easy to accommodate the growing number of working students/students with families, etc.
Students can work without constraints of time and place

66. Ending the Semester
If there is a quick turnaround recommend self graded exams
Give students a week on each assignment to contest grades- otherwise you will get a lot of s at close of semester
Think about final assignments- I like to assign papers but does require a lot of grading in short amount of time
Great way to advertise upcoming classes in your program

67. ASU STUDENT RESOURCES
7 Tips for Success Online Following these tips will help you be successful in an online course.
Be self-disciplined & self-motivated
Be prepared to do more writing
Be prepared to read carefully
Devote more time to your online course
Have the necessary technology skills
Meet or beat the system requirements
Ask for help if you need it

68. Getting your online class set up
Creating A UNIT
Getting your online class set up

69. Keep your topic broad
For example, week one in Sex & the City : Good Girls Don’t- Female Sexuality in the 50’s
Intro: Scripts of Masculinity and Femininity
If it’s your first time you may want to add or subtract material- keep it broad that way students don’t know exactly what to expect

70. Choose easily accessible material
Online readings/etexts/ ms in the classroom/custom text
(be careful about printing problems with custom texts in accelerated classes- try and do online texts xanedu)
Students can choose their own books
Design lectures- remember students tune out after 10 minutes or so… Keep them in small sections unless written text
Find videos, clips, etc. to further compliment material

71. Learning Outcomes State course outcomes in syllabus
How will students demonstrate learning?
Radio James Objectives Builder
is-back/

72. Assignments Keep due dates on the same day each week at same time
Try and incorporate outside resources for students to locate when writing posts- example in pop culture, etc.
Often give a few different options for papers
Try and give variety of assignments each week

73. Use videos/media Youtube Ted Cartoon Clips
Full online videos (library)
PBS
NPR- interviews
ABC/NBC-full online recent episodes

74. GAMES Playspent- perfect for sections on class
Ayiti, Cost of Life  
ds-videogame 
-- my scoop it site which has lots of games