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Center for Excellence in Teaching and Learning

Elliott Hall, Room 200A
275 Varner Drive
Rochester, Michigan 48309-4485
(location map)
(248) 370-2751
cetl@oakland.edu

Center for Excellence in Teaching and Learning

Elliott Hall, Room 200A
275 Varner Drive
Rochester, Michigan 48309-4485
(location map)
(248) 370-2751
cetl@oakland.edu

abstract design of red, blue, and black triangles

Toward Post-COVID Teaching

Oakland University will be offering more face-to-face classes than last year, increasing services and campus events. The COVID-19 Campus Information webpage provides the most up-to-date information related to OU’s policies and approaches. For questions related to course format, contact your department chair, program director, or dean. 

“Toward Post-COVID Teaching” describes a flexible, inclusive mindset to teaching, acknowledging that while we welcome improving pandemic conditions, the pandemic will have lingering negative impacts on learning. We recommend considering in planning for teaching:

  • Confirm an understanding of the course format as listed in the online registration system. In SAIL (course registration system and information portal), view how your courses are listed and confirm with your department chair what this course format means. Make sure this course format is listed and explained in the syllabus as well to clearly communicate expectations and support.
  • Consider how to use technology available in the classroom. Classroom Support has a list of programs available in all general purpose classrooms. Consider which programs will be helpful for you and students in learning together, plus creating asynchronous resources or online attendance options.
  • Be prepared for an online teaching plan should face-to-face courses have to be remote for a short or long period of time. e-Learning and Instructional Support (e-LIS) offer many learning opportunities that not only prepare faculty for uncertainty, but also ways to use Moodle to support learning in any course format. Highlights include their Self-paced Online Teaching Workshop, Faculty Guide to Online Teaching, and One-on-One Appointments with instructional designers, but many other workshops and resources are offered on e-LIS’ website.
  • Provide as much flexibility as possible. Even while pandemic conditions are improving, many students continue to experience pandemic-related challenges related to physical and mental health, and these challenges can increase at any point. Whenever possible, allow students multiple options on how to engage with the course and meet learning outcomes, a principle that is a major tenet of universal design for learning and inclusive practices. 
  • Whenever possible, record your sessions and post them on Moodle for students who are unable to attend class, or provide asynchronous alternatives that meet that session’s learning objectives (e.g. instructional video, activity). (Many general purpose classrooms are now equipped with advanced technology to enable lecture capture.) Posting the recordings and additional learning materials has the added benefit of providing an excellent resource for students preparing for in class and final exams.

OU Teaching Community on eSpace

This eSpace is an easy place to share teaching ideas and pose questions to faculty across campus. While CETL and e-LIS will curate resources from faculty, this is a faculty-led space for faculty. Enroll in the Teaching Community eSpace.

Key Resources from e-LIS

Supporting Students in Challenging Times

  • OU Student Resources for Online Learning. Offers students a help library to prepare for learning online, main guiding documents such as the Student Guide to Online Learning, a sample online course, and more.
  • OU Resource for Student Immediate Needs. Made with the Dean of Students office, this brief list explains resources and services available for students material and mental health needs. Share with students directly and include in your syllabus and on Moodle.
  • Trauma-Informed Pedagogy acknowledges how traumatic experiences interrupt learning and supports students through these struggles. While faculty cannot be mental health experts, we can create supportive environments that reduce barriers to learning.
  • Ask Students Early On.  While addressing the beginning of the semester, these two similar tips and resources can be used throughout the semester to check in with students.

Teaching Tips

Browse these and more on CETL's Teaching Tips blog.

Other Online and COVID-Relevant Teaching Resources

HyFlex

HyFlex is a course design that provides uniform flexibility by allowing students to choose at any point whether they participate in a course on-campus or synchronously online. Some models also include asynchronous options, such as watching a recording or doing an alternative activity.