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Preparing to Teach a Fully Online Class Recently my department decided to offer our undergraduate Research Methods in Psychology course in a fully online format, and I am slotted to teach the first section in fall 2016. I have nev- er taught an online class before and have mixed feelings about it. The ostensible (and laudable) goal of offering this class fully online is to serve students who require it to complete their degrees but cannot attend classes in person because they have since started full time jobs or relocated, and so on. As such, this class will be fully online (i.e., no formal in-class meetings) and asynchronous (i.e., no formal real-time interactions be- tween teacher and students). I have received fantastic support from my college to develop the class. I was awarded a year- long teaching fellowship by Baruch’s Center for Teaching and Learning to attend their series of workshops designed to sup- port faculty in developing their hybrid/online classes. Loren Naidoo Baruch College and The Graduate Center, CUNY Although I’m excited to learn different skills and try something new, I am concerned about the potential for the fully online class format to undermine the quality of students’ education. University administrators often like online classes because they are economical: class sizes can be large and physical space is unnecessary. I also worry that a purely online education will degrade students’ social experience, undermining more distal and nuanced outcomes like student professionalism and social networks. At a more granular level, is an online format suitable for research methods, which we teach as a hands-on class in which students (often for the first time) develop and conduct their own psychological research? Will it work if students are unable to interact with each other in real time? Finally, I love the interpersonal aspects of teaching, the relationships one forms with students, and the immediacy of the feedback on students’ engagement in class. I wonder how much I will enjoy teaching students whom I may never meet in person! As a result of these concerns I’m very motivated to figure out how to do the best job I can. As any good I-O psychologist would, I started by looking at what the research literature 34 April 2016, Volume 53, Number 4