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Orientation experiences support students' transition to the first year of college, which is essential for student success.1 This support is particularly important for those students from historically marginalized populations.

hould be holistic

course design features and

nearly a third of American college courses are now taught online.

anguage instructors need to be convinced that online education presents a responsible learning environment for students,

lexibility. S

When designing your course, ask yourself: What do I want students to get out of the class? Are videos essential or even helpful to the learning objectives of your course? Can I do it some other way?

Online distance learning is impersonal and has the potential to violate personal privacy. Even a matter as seemingly straightforward as turning on web cameras can raise difficult questions: Are cameras needed to humanize the lesson? Do they force an uninvited intimacy, revealing the realities of students’ and faculty members’ living situations?

We’ve been hearing that a lot. Increasingly, teachers in our audience are reporting that a handful of their students—shy kids, hyperactive kids, highly creative kids—are suddenly doing better with remote learning than they were doing in the physical classroom. “It’s been awesome to see some of my kids finally find their niche in education,” said Holli Ross, a first-year high school teacher in northern California, echoing the sentiments of dozens of teachers we’ve heard from. That’s not to say it’s the norm. Many students are struggling to adapt to remote learning: Digital access and connectivity remain a pervasive equity issue; stay-at-home orders have magnified existing problems in familial dynamics; and, universally, teachers and students grapple with how to replicate the engagement and discourse from an in-person classroom.