As a higher education professional, I’ve had the special privilege of wearing multiple hats. I am currently an Instructional Designer, an Instructor, and an online graduate student. In previous roles, I’ve also been an Academic Advisor and a Counselor. In part due to the many roles I’ve had, I’ve worked significantly with online students and the faculty who create online learning. No matter if I’m working with students or with faculty, peer-to-peer interaction continues to be a concern among all in the online learning sphere. That is to say that when faculty translate their course from immersion (in person) to online, they ask, “How can I ensure the same peer-to-peer learning experiences I’d find in an in-person course?”  In the same way, I’ve had students beg and plead with me as an advisor to encourage professors to create peer interaction in their online courses. I even had a student report a complaint against a professor who wouldn’t use Slack in their course. This example, ho...

Why are some courses a dynamic, meaningful, and lasting experience, while others inspire lukewarm engagement and results despite the instructor’s best efforts? In his excellent new book, Super Courses: The Future of Teaching and Learning , higher-education and pedagogy expert, Ken Bain, goes beyond typical course checklists and explores how teachers foster a natural critical learning environment, where activities and collaborations are designed around questions and challenges that students are intrinsically curious about and find deep and emotional value in solving. The book is filled with stories and syllabi of real-life examples of these super courses and begins with a concise analysis of 18 characteristics that were consistently observed in Bain’s research. Here are the 18 characteristics, paraphrased for brevity, and supplemented with examples that could be used in face-to-face, hybrid, or fully online courses: Core course design and policy: The course is centered around big, inte...