Dr. Caran Howard and Dr. Gayle Rhineberger reframe online teaching around student needs rather than content delivery. For example, Dr. Rhineberger's students, many of whom work full-time in criminal justice, can't attend synchronous sessions, so she's built a course structure around flexibility, personal connection, and transparency that respects their constraints.

Faculty teaching asynchronous courses will find immediately usable ideas here: structuring discussion boards around student-generated questions, offering flexible meeting times for working professionals, and sharing personality through low-stakes introductions. These aren't theoretical suggestions: they come from years of iterating with real online students.