Faculty Preparation Checklist
There are a number of steps that faculty can take to prepare themselves and their students for remote teaching and learning. In addition to sharing the Student Checklist for Remote Learning with your students, you might want to consider reviewing some of the following:
- Do you have the hardware and technology infrastructure that you need?
- Do you have access to a computer (or mobile phone)?
- Do you have a stable internet connection? If you run into problems, see this UIS page on internet connectivity issues.
- Do you have access to a webcam (built-in or external)?
- Do you have access to earbuds or headphones?
- Have you downloaded the Zoom app?
- Have you familiarized yourself with Georgetown’s core tools for remote learning, and do you know which ones you’ll be using?
- Are you familiar with Zoom, which you can use for live class interactions and office hours?
- Have you let students know what technology they’ll need to be using? Here are some sample instructions for students who will be using Zoom that you are welcome to adapt for your context. And remind them that they can contact email@example.com for help with hardware access or other technical infrastructure issues.
- Have you asked students what accommodations they’ll need from you to ensure they have full access to the new, remote version of the course? If you receive accommodation requests, reach out to the Academic Resource Center at firstname.lastname@example.org or (202) 687-8354 with any questions you have. Also see our Accessibility in Virtual Learning Environments page. If you have any students doing their remote learning from other countries, check out our tipsheet on Best Practices for Teaching and Learning Internationally has ideas to help both students and teachers.
- Have you told students how class sessions will be operating?
- Have you shared a Plan A (e.g., meeting via Zoom videoconferencing)?
- Have you shared a Plan B (e.g., students can call in, via phone, to the Zoom session)?
- Do you have a place to set up for class sessions that is distraction-free, quiet, and available to you for the whole class session?
- Have you updated your syllabus to reflect any changes that students need to know? You might consider:
- Adding information about the tools you will be using to conduct class
- Including alternate ways of contacting you
- Adding any new policies your have created to give students access and flexibility
- Do you have a plan for assessing how your classes are going? At the end of a class session you can use one of the following tools (either through a Zoom poll, a Google form, or even email):
- Start-stop-continue: Ask students to tell you what class practices you should start doing, which ones you should stop doing, and which ones, already in place, you should continue.
- One-minute paper: Ask students to spend the last minute of class writing on one focused question: What was clearest/least clear in class today, or what’s working about the remote set-up and what isn’t, etc.
- Two Questions: “When did you feel most engaged with class today?” and “When did you feel most disconnected from what was happening in class today?”
- Global “How’s it going?” question (e.g., on a 1-3 scale) with an open-ended space after in which students can elaborate.
- Have you familiarized yourself with the ways that you can get help and support? Check out the online training and office hours we offer.
For support with tools and tips for teaching online, CNDLS provides virtual office hours, Monday-Friday. Click here to enter virtual office hours. Hours of operation: Monday – Thursday, 10 am – 4 pm and Friday between 10 am and 12 pm. After hours, you can reach us at email@example.com.