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You are scheduled to begin facilitating a new online class and know that soon students will begin to show up. How do you prepare for the start of your new class? Do you have a checklist of assigned duties or a plan for your facilitation responsibilities? Online classes often follow an accelerated schedule, which means that the instructor and students have little time to adapt once the class has begun. Many adjunct instructors find that it is necessary to review their required expectations prior to the class starting, so that they can be organized and they can also help their students be ready to begin the class. This article will provide a checklist of important considerations that will assist an adjunct instructor with getting ready for the start of a new class in an effective and efficient manner.

Facilitation Checklist Time Management: Facilitating an online class requires an investment of time on the part of an adjunct, in order to meet all of the required duties and expectations. The first consideration for an adjunct is developing a time management plan and one of the most effective means of preparing for the class is to create a weekly schedule so that all duties are met. It is helpful to provide a course calendar, which is a tool that the instructor and students can follow throughout the course.

Stress Management: Are you aware of any potential to experience stress as you facilitate this class? Are you able to recognize any signs of stress? Finally, do you have a plan for dealing with any potential stress? By asking these questions an adjunct can monitor his or her progress in class and also be prepared to help students when they experience stress. Course Materials: Have you had an opportunity to review the assigned readings? Many adjuncts find it helpful to review the required materials and highlight key points that they want to emphasize throughout the course. In addition, it would be beneficial to find supplemental resources that would complement the assigned textbook and materials. This could include additional books, articles, or websites. Technology: Have you reviewed the online classroom platform and its features? It is helpful to understand how your students will experience the classroom and any potential navigational issues or challenges they may experience along the way. Learning Objectives: As you consider the required learning objectives have you thought about how students will demonstrate that they have met these expectations through their performance in the class? Assignments: Are you familiar with the classroom assignments and the range of potential responses that students may submit? If these assignments are new it may be beneficial to work through them so that you may better understand the requirements and range of possible responses.

Discussions: Once a class week begins an instructor is expected to participate and make significant contributions to the class discussions. Some adjuncts have met this challenge by developing a bank of possible comments ahead of time that can be incorporated into their responses. This may consist of their experiences, the course materials, or supplemental resources. Grading Forms: Have you considered how you will evaluate students' performance? Some adjuncts develop grading forms or rubrics as a means of creating a method for providing meaningful and uniform feedback. In addition, some adjuncts will share these grading forms with the students prior to the assignment due date so that they can further emphasize the required expectations.

Ground Rules: Do you have a plan in place for establishing ground rules and expectations? Adjuncts will often establish expectations about online communication and plagiarism at the start of the class, which reinforces school policies. Announcements: Are there overviews that you would like to create and share with the class to help them prepare? Is there any important information or updates that need to be shared with the class? Resources: Do you have a list of resources available that can help your students meet their developmental needs and challenges? Virtual Presence: Have you considered how you will be responsive to your students and maintain an active presence in the class? Mindset: Finally, how do you feel at the beginning of your class? Are you excited about making a difference in the lives of your students? Are you ready to help bring the course materials and concepts to life? Start with a great attitude and watch that mindset have a positive influence on your students' performance and the overall classroom environment. Being prepared means taking control of your time and your surroundings so that you can meet and exceed your facilitation requirements.

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