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One of the most impactful lessons I’ve taken from this course is that online teaching presence isn’t passive—it’s something we intentionally cultivate through structure, consistency, and tone. I plan to maintain teaching presence by posting weekly video announcements that walk students through the themes of the week while also highlighting key assignments and offering encouragement. I’ll use the WISE feedback model (Warm, Instructive, Specific, Encouraging) when responding to student work so that my presence is felt not only through course navigation but also through my voice and support.

To stay consistent, I’ll set aside blocks of time during the week to check messages, reply to posts, and provide targeted feedback. These routine check-ins will help me stay visible and responsive while also modeling the kind of engagement I want to see from students.

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Fostering connection in the online classroom is essential. I plan to create a sense of belonging by encouraging students to bring in their lived experiences, cultural perspectives, and personal interpretations of course materials. Early discussion forums will include introductions that prompt students to reflect on a creative work or personal experience, and I’ll be intentional in replying to each post with warmth and curiosity.

I also plan to create informal community spaces (like “Ask & Share” boards) where students can interact freely and support one another outside of graded assignments. When possible, I’ll use tools like Flip or Padlet (like right now!) to give students creative ways to engage with each other and build community in a more visual, interactive format.

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Helping students think critically and make meaningful connections is a key goal in any online course. I’ll design prompts and assignments that invite analysis, reflection, and application. For example, I’ll use open-ended prompts that ask students to interpret a theme, compare cultural perspectives, or reflect on how course concepts apply to real life.

I also plan to include short, low-stakes reflection check-ins that prompt students to pause and consider their learning journey. Questions like “What challenged you this week?” or “What’s one idea that stuck with you?” help students develop metacognitive awareness and stay engaged with the material.

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To assess whether my presence strategies are working, I’ll use a mix of informal and formal feedback. I’ll track:

Student responses to mid-course surveys

Canvas analytics for engagement with announcements and activities

The depth and quality of discussion responses

My own reflections on what’s generating energy and where students seem disengaged

Ultimately, I’ll know my strategies are working if students feel supported, engaged, and confident in their learning. This course reminded me that presence isn’t a one-time act—it’s something we build and maintain intentionally, every step of the way.