Fac-Staff-Resources

Online Pre-Term Checklist

A guide to starting the semester for all online Jefferson faculty

Before classes start:

The instructor has been certified by eLearning to teach in a fully-online delivery mode, either by successful completion of the Blackboard Proficiency Exam or exemption based on pre-2012 online teaching at Jefferson Community and Technical College.

  • All information listed on the Online Master Syllabus Template is included in the course syllabus.
  • All syllabus information is updated. This includes dates, textbook/materials info, and contact information.
  • Learning outcomes are included on the syllabus and means of assessment have been determined. Note: This is absolutely mandatory for all online courses!
  • The syllabus is loaded into the course in a conspicuous location.
  • The course entry point has been chosen and set.
    • (The course entry point is the page students see when they click into the course; this can be customized by the instructor.)
  • The course has been browsed from a student’s perspective using a test student account, and any links to publisher content or products (MyLabs, etc.) have been tested.
  • The class is not made available to students, nor have they been given any assignments until the class start date.
  • A plan to use an assignment to determine no-shows is in place.
    • Note: To determine no-shows, faculty can use an assignment, survey, or any other type of student engagement. A grade does not have to be tied to this activity, but a clear deadline must be attached so students know they must complete it within a set timeframe to avoid being labeled a no-show.
  • Student engagement is clearly established in the course plan. Instructor-student and student-content engagement is required.
    • Student-student engagement is highly recommended as a best practice.

Day 1 of class

  • The class has been made available to students in Blackboard.
    • Note: Students cannot access the class until this is done. Please do not neglect to do this; it causes panic.
  • Students are clearly directed in how to proceed with the course.
  • An assignment is available to students to determine no-shows, a deadline for that assignment is clearly listed, and students have clear instructions on how to proceed with this assignment.

Week 1 and beyond

  • Students have been contacted individually or en masse at least once during the first week, and again during the second week, following drop/add.
  • Students are receiving responses from the instructor within the timeframe established in the course syllabus.
  • (Ongoing) Efforts are underway to reach out to students who are performing poorly in the course.
    • Note: Faculty play a crucial role in our efforts to improve persistence and retention. Please make this a priority!