Abstract
According to survey data collected by Educause, the nonprofit whose aim is to improve higher education through IT, students in the fall of 2020 reported meaningful experiences across all learning environments — online, hybrid, and face to face. [...]faculty members will still need institutional support to engage students in virtual classrooms. Faculty members keep their learning goals in mind while adapting course materials along the way to meet the needs of the particular group of students in that semester’s class. Or is it well-intentioned but not directly related to our overall purpose here?” Asking such questions — instead of fixating on whether some element of a course should be done synchronously or asynchronously — will help faculty members more precisely identify and tell you the kinds of support they need for online and hybrid teaching in the months and years ahead. A clear vocabulary will help faculty members start to articulate what they are trying to achieve in an online or hybrid course (for example, how does the faculty member want students to collaborate with one another or engage with the professor online?). Rather than burn out trying to ready a textbook’s worth of content for multiple formats, faculty members need support to help them develop a handful of highly engaged activities that work across learning environments.