SUNY Online Teaching Ambassador 2026: Hudson Valley – Nicole Arduini-Van Hoose

Nicole Arduini-Van Hoose, PhD is a Professor of Psychology at Hudson Valley Community College. She has been teaching psychology online since 2010, and was building LMS-enhanced courses even before that. 

“When our institution first began offering online classes, I was immediately enthusiastic. Online education made sense to me—it removes barriers. It opens doors for students whose lives are full of work, caregiving, distance, or other responsibilities. Accessibility isn’t an add-on to my teaching philosophy; it’s foundational to it.

My courses are known for their consistent, predictable structure. Each module is intentionally designed with a clear layout and rhythm so students can focus their cognitive energy on learning rather than navigation. Within that structure, however, the expectations are high. Students often describe my classes as challenging—but also transformative. At the same time, my courses are intentionally challenging. Students often tell me the class pushed them—but in a way that made them realize how much they were capable of learning.

Online discussion is one of the most powerful tools in my teaching. When students are given time to locate sources, synthesize research, and reflect before responding, the depth of analysis often surpasses that of spontaneous classroom conversation. My discussion boards are student-driven, but not unstructured. I provide a framework that helps them develop strong initial posts, and reply structures push them to extend one another’s thinking rather than simply agree.

Much of the course content comes from an open educational resource textbook that I’ve written or edited. I’ve embedded videos directly into the chapters so students can pause, replay, and connect concepts in multiple ways. I also use low-stakes quizzes as short learning lessons. Students read a section, watch a video, answer questions, and can retake quizzes to build mastery. The format mirrors what they’ll see on exams, so expectations are clear.

In an era where AI tools complicate academic integrity, I maintain high standards through proctored exams and structured written assignments that require annotated source submissions—encouraging students to “show their work” and engage authentically with research.

Online learning demands discipline and organization, skills many students are still developing. I intentionally build “safety rails” into my courses—clear pacing, scaffolding, and opportunities for recovery—while maintaining accountability and firm boundaries. My goal is to create an environment that is both rigorous and humane: structured enough to support growth, challenging enough to foster transformation.”