Online Course Proposal Formfiles.udc.edu/docs/senate/other/Hybrid Course Proposal... · 2018. 6. 19. · e 1 Hybrid/Blended Course Proposal Form Approved by the University of the

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Hybrid/Blended Course Proposal Form Approved by the University of the District of Columbia Academic Senate April 26, 2011

Definition of a Hybrid/Blended Course: A course that combines online and face-to-face (F2F) instruction

utilizing a course management system. Hybrid/blended courses may include between 20-79% of

the seat time online rather than in the traditional classroom.

The purpose of this form is to guide the approval and development of Hybrid/blended/blended courses at the University of the District of Columbia (UDC). This form should be used when proposing to shift a traditional course (one that is currently taught in the classroom) to the Hybrid/blended format. Note all Hybrid/blended courses offered by the University of the District of Columbia must use Blackboard Course Management System as the online component platform for content delivery and all courses will be assessed by a peer-review committee. It should also be used to guide the development of new Hybrid/blended courses, which will also be guided by policies and procedures adopted by the Faculty Senate.

Faculty proposing to develop a wholly new course for UDC, please follow the guidelines set forth by the Academic Senate and also use the Quality Matters Rubric (QMR) as a guide, see appendix B.

Faculty proposing to designate a Hybrid/blended course (one which uses both the traditional classroom for face-to-face class meetings in addition to online components) please use this Hybrid/blended Course Proposal Form. Faculty proposing a fully online course should use the Online Course Proposal Form. Note: the QMR is the appropriate guide for the development of computer mediated modules in the Hybrid/blended or online course.

Please complete this form as thoroughly as possible and submit to your chair to begin the approval process. Appendix A lays out a detailed table of steps and procedures to begin the process of proposing and developing a Hybrid/blended course. Appendix B and C provide guidelines and an assessment rubric for developing a Hybrid/blended course.

Note: The assessment rubric and checklist will be used during the peer review stage as a metric to assess the proposed Hybrid/blended course.

Prior to proposing or developing a hybrid/blended courses, all faculty are required to complete a course in online course development or submit evidence of having completed such course to their Chair with a copy of certification submitted to the Center for Academic Technology (CAT) for record keeping. It is the expectation that the Center for Academic Technology will support and implement a 30+ hour professional certification program open to all faculty or instructors external to UDC wishing to develop the skills and abilities to develop and teach in the online environment.

Once you have completed this proposal form as well as Form 2 and attached relevant documents submit electronically to your Chair for approval and comment, your chair will forward to the Dean for review and comment. Your Dean will submit the forms and documents to the Assistant Dean, Center for Academic Technology who will review collaboratively with members from the Committee for Online Learning (C4OL). Certified C4OL members will assess the course using the QM rubric and return feedback to the Assistant Dean in the Center for Academic Technology who in turn will communicate directly with the faculty proposing the course and copy the chair and dean. A feedback rubric will be returned to the faculty identifying any areas that need addressing.

The department chair is responsible to communicate with CAT whether or not a hybrid/blended course proposal has been approved and to ensure online and hybrid/blended courses are properly advertised, and are denoted with the appropriate section numbers prior to the registration process. At any time, you are

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welcome to seek guidance and assistance from the Center for Academic Technology in preparing your form and assessing available recourses to deliver your course.

Faculty Information

Name: __________________________________________________________ Title: ___________________________________________________________ College: _________________________________________________________ Department or Program: ___________________________________________ Email: ___________________________________________________________ Official Course Title:______________________________________________________ Department, Course, and Section Numbers: (_____) (______) (_____) (should be 60-66) Department Course Section

Justification for Developing this Course in the Hybrid/blended format In order to build a Hybrid/blended capacity of courses and diversity of offerings, please provide descriptive metrics to guide planning and resource allocation. 1. Please provide examples of how the proposed course meets one or more of the following selection criteria. If available, provide supporting data. (a) high enrollment potential (b) strong demand from students for Hybrid/blended course (c) strong or emerging market demand (d) course required for certain degrees or certificates (e) course is part of a degree or certificate program entirely Hybrid/blended (f) course is part of a College initiative or grant project (g) provides students with an alternative (h) other ________________________________________________________ 2. What student audience do you anticipate will enroll in this course? What are the perceived benefits for students taking this Hybrid/blended course rather than traditional face-to-face course?

Experience Teaching With Hybrid/blended Format 1. Please describe your qualifications to teach this course in a Hybrid/blended format. Be sure to address: (a) why you want to develop and teach a Hybrid/blended course; (b) your past experience with distance or Hybrid/blended education, if any;

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(c) your current use of technology in your current courses and level of competencies with technology.

Preliminary Course Design Plans: 1. Please provide a course overview and introduction. This must include a description of the course as it appears in the UDC Course Catalog. You should also attach a current copy of your course syllabus. 2. Please list your learning objectives for the course. Make sure the learning objectives align to the official course description found in the UDC course catalog and that they are measureable. You may find that using Bloom’s Taxonomy is a helpful guide. 3. Please provide a description of how learning outcomes (both formative and summative) will be assessed. Also, please specify how you will document the effectiveness of the tools, applications, and modules constructed or selected to build knowledge. 4. How will you verify the authenticity of student work and exams? Meaning, how will you either proctor or verify that the students submitting work and taking exams is the same student registered in the course. 5. Please identify the instructional resources, tools, and materials that will be use to facilitate learning in the course. Indicate your level of competency or need for training. Use the table below.

Technology Tools I plan to use this tool (yes/no/not sure)

I am competent with this tool

I will seek training on this tool

Blackboard 9.1

SoftChalk 6

Podcasting

Wimba

Course Cartridges

Synchronous chats

Video

Respondus Lockdown

Safe Assign

Acxiom

Echo 360 lecture capture

Ebrary resources

Other Special equipment of software

6. Please indicate whether a textbook has been selected for this course. If so, provide the textbook name, publisher, and ISBN. Is this available as an e-book? If so, will you use the e-book version? Please provide the link to the e-book.

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7. Describe (briefly) how you will facilitate student discussions, interaction, and collaboration in the online environment and the face to face (f2f) environment. 8. Describe some of the activities students will be engaged in during the course and indicate how the environments are mutually dependent. 9. Please describe the number of class meetings (contact hours) that will take place online. Please be very specific. 10. List any training beyond the applications above that you will need to effectively teach this Hybrid/blended course.

Submission Deadlines for Faculty Proposing Hybrid/blended Courses

Summer or Fall Courses Please submit all documents to your Chair such that they reach

the Center for Academic Technology and may be assessed on or

before the Second Friday in January

Spring Courses Please submit all documents to your Chair such that they reach

the Center for Academic Technology and may be assessed on or

before the First Tuesday After Labor Day

Preliminary review and support to develop Hybrid/blended course 1. Chair’s Feedback and Support of proposal: Please indicate your feedback and approval for this proposal, and provide comments about the instructor and/or the need for the course, if needed. 2. Dean’s Feedback and Support of proposal: Please indicate your approval or disapproval for this proposal, and provide comments about the need for the course. Then send Form electronically to Suzan Harkness ([email protected]), assistant dean Center for Academic Technology for committee review and signature. 3. Graduate Dean’s feedback (if appropriate) for graduate level Hybrid/blended courses. Please indicate your approval or disapproval for this proposal, and provide comments about the need for the

mailto:[email protected]

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course. Then send Form electronically to Suzan Harkness ([email protected]), assistant dean Center for Academic Technology for committee review and signature. Signatures

Initiated by: ____________________________________________Date__________________

Department Chair: _______________________________________Date__________________

Please forward all documents to your Dean on or before the third Friday in January or on the first Tuesday

following Labor Day.

Academic Dean: _________________________________________Date__________________

Please forward all documents to CAT on or before the fourth Friday in January or on the second Tuesday following

Labor Day.

Graduate Dean: _________________________________________Date__________________

Please forward all documents to CAT on or before the last Friday in January or first Friday in February or on the

third Tuesday following Labor Day.

Assistant Dean, CAT: ______________________________________Date__________________

Appendix A

Hybrid/blended Course Proposal Process

Procedure Responsible party

Phase I: Pre-Development and Approval Stage

1. Subject matter expert (SME)/course

developer completes Hybrid/blended or online

course development training course and

receives certification. Please allow 8 -weeks to

complete the online certification course. If you

have had online course training, please submit

a copies of your certifications to this proposal

SME Faculty in coordination with CAT and C4OL-

the training will take place in an online format

with periodic face-to-face interaction as

necessary. The UDC online certification course in

an 8-week course that runs at least two times

per academic year.

2. Identify need/ or course Dean, Chair, Faculty SME

3. Identify Faculty – content expert Dean, Chair, Self-identify (faculty)

4. Prepare “Hybrid/blended Course Proposal Faculty SME

mailto:[email protected]

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Documents and submit to your Chair to initiate

the approval process. Please keep in mind that

all proposals require time to process and

assess. The QM peer assessment of a

developed course may take up to 4-weeks for a

comprehensive assessment. Therefore, If the

intention is to propose a summer or fall

course, please submit all documents including

access to your fully developed course to CAT

before the second Friday in January. If the

intention is to teach a spring course, submit

your complete documents and access to your

fully developed course to CAT on or before the

first Tuesday following Labor Day.

5. Chair provides approval and/or feedback

and submits Forms to Dean for approval to

proceed. <3-days to one week>

Departmental Chair

6. Dean reviews proposal and provides

feedback on “Forms” then forwards Forms to

the Assistant Dean, CAT. <3 Days to one

week>

Dean

7. CAT will review proposal and assess the

proposal and technological needs associated

and sign and or return Forms to Chair. One

complete copy of the proposal will remain on

file with CAT. <3 Days to one week>

CAT will contact the Chair, Dean and faculty

(SME) and forward the QM Instructor SME

worksheet (Form 2) to be completed as the

course is built or redesigned.

CAT

8. Chair communicates to faculty whether or

not they have authority to begin

Hybrid/blended course development.

Chair

Phase II: Course Development

1. Faculty make request to Bb office to create

course shell in Blackboard

Faculty SME, CAT-Bb office

2, Chair designates course in SIS+ as an online

course for registration purposes with a section

number 60-66.

Department Chair

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3. Build Hybrid/blended content, objects,

widgets & modules

Faculty SME

3a. CAT will provide technical assistance and

instructional design support as requested.

CAT staff

3b. C4OL members will provide mentoring &

feedback using QM Online Rubric for Online

Courses Assessment & Development as

requested.

C4OL and department C4OL liaison

Phase III: Peer Review And Assessment – Note: May take up to 4-weeks to complete

1. Submit “QM Instructor SME Worksheet” -

Form 2 to CAT to initiate a three-member QM

certified peer review

Faculty SME, Chair, Dean, C4OL, QM internal

review team.

2. QM certified team reviews course QM certified internal review team or QM

external review team

3. Review Team submits written assessment to

CAT which are forwarded to faculty

QM certified internal review team or QM

external review team

4. Faculty makes revisions to Hybrid/blended

course as needed to meet all essential

elements.

Faculty SME

5. Course is reviewed again by QM certified

internal review team chair and CAT alongside

original assessment report. If all essential

elements are addressed and met, the course

will be approved.

Certified QM reviewers, departmental C4OL

liaison, Chair, college dean and or graduate

dean.

Phase IV: Teach Course

1. Teach course Faculty SME

2. Assess course outcomes, both the learning

outcomes and effectiveness, pre, midterm, and

post. Assess student experience.

Faculty SME/Department/CAT

3. Share outcome statistics Faculty SME/Department/CAT

4. Make course unavailable in Bb and Archive. Faculty SME and CAT

Phase V: Post Course Reflection

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1. Complete Self Reflection Survey (Obtain

survey instrument from CAT)

Faculty SME/CAT

2. Departmental review & reflection of

Hybrid/blended course. Deposit completed

instrument with CAT.

Ad hoc department committee (department

C4OL liaison, faculty, chair) will conference to

reflect upon lessons learned and assessment

feedback.

Appendix B: QM Assessment Rubric and Developmental Guidelines

Quality Matters Rubric Standards 2008-2010 edition with Assigned Point Values Points

Course Overview and Introduction

1.1 Instructions make clear how to get started and where to find various course components. 1.2 A statement introduces the student to the purpose of the course and to its components; in the case of a Hybrid/blended course, the statement clarifies the relationship between the face-to-face and online components. 1.3 Etiquette expectations (sometimes called “netiquette” for online discussions, email, and other forms of communication are stated clearly. 1.4 The self-introduction by the instructor is appropriate and available online 1.5 Students are asked to introduce themselves to the class. 1.6 Minimum student preparation, and, if applicable, prerequisite knowledge in the discipline are clearly stated. 1.7 Minimum technical skills expected of the student are clearly stated.

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Learning Objectives

2.1 The course learning objectives describe outcomes that are measurable. 2.2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives. 2.3 All learning objectives are stated clearly and written from the students’ perspective. 2.4 Instructions to students on how to meet the learning objectives are adequate and stated clearly. 2.5 The learning objectives are appropriately designed for the level of the course.

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Assessment and Measurement

3.1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources. 3.2 The course grading policy is stated clearly. 3.3 Specific and descriptive criteria are provided for the evaluation of students’ work and participation. 3.4 The assessment instruments selected are sequenced, varied, and appropriate to the content being assessed. 3.5 “Self-check” or practice assignments are provided, with timely feedback to students.

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Resources and Materials

4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives. 4.2 The relationship between the instructional materials and the learning activities is clearly explained to the student. 4.3 The instructional materials have sufficient breadth, depth, and currency for the student to learn the subject. 4.4. All resources and materials used in the course are appropriately cited.

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Learner Engagement

5.1 The learning activities promote the achievement of the stated learning objectives. 5.2 Learning activities foster instructor-student, content-student, and if appropriate to the course, student-student interaction. 5.3 Clear standards are set for instructor responsiveness and availability (turn-around time for email, grade posting, etc.) 5.4 The requirements for student interaction are clearly articulated.

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Course Technology

6.1 The tools and media support the learning objectives, and are appropriately chosen to deliver the content of the course. 6.2 The tools and media support student engagement and guide the student to become an active learner. 6.3 Navigation throughout the online components of the course is logical, consistent, and efficient. 6.4 Students have ready access to the technologies required in the course. 6.5 The course components are compatible with current standards for delivery modes. 6.6 Instructions on how to access resources at a distance are sufficient and easy to understand. 6.7 The course design takes full advantage of available tools and media.

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Learner Support

7.1 The course instructions articulate or link to clear description of the technical support offered. 7.2 Course instructions articulate or link to an explanation of how the institution’s academic support system can assist the student in effectively using the resources provided. 7.3 Course instructions articulate or link to an explanation of how the institution’s student support services can help students reach their educational goals. 7.4 Course instructions answer basic questions related to research, writing, technology, etc., or link to tutorials or other resources that provide the information.

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Accessibility

8.1 The course incorporates ADA standards and reflect conformance with institutional policy regarding accessibility in online and Hybrid/blended courses. 8.2 Course pages and course materials provide equivalent alternatives to auditory and visual content. 8.3 Course pages have links that are self-describing and meaningful. 8.4 The course ensures screen readability.

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To meet Quality Matters review expectations, a course must: Answer “Yes” to all 3-point Essential Standards AND earn 72 or

more points. (Source: Maryland Online , Inc. ©2009.

Appendix C: Blackboard Rubric Checklist

Area / Tool / Feature Description

Announcements The page where Brief messages should be posted, such as a message welcoming students to the class and messages conveying pertinent information about course assignments, updates, reminders, and exams.

Identifying Information Does the Announcements Page display the course title, course number, section numbers, start date, and a brief description of the course?

Welcome Message Have you included a welcome message that greets students, invites them to explore the course site, and directs them to specific information within the site? Have you made the announcement a permanent announcement, so it will be available throughout the semester?

Start Here / Navigation Cues

Have you included a permanent button and folder containing folders of information, a table, or list defining what each of the main areas of the site contain (types of information, types of tools, etc.)? It is essential that you provide a road map for the student to navigate the course site, how to obtain assistance, technical support, contact you, get help with accessibility issues, and find institutional resources.

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Updates Have you instructed students to check announcements regularly? Are you using announcements to keep students informed and updated on important developments as the course progresses?

Course Information Used to display general information about the course. Typically, this area will consist of two folders, one containing a course syllabus and the other containing a course schedule or a matrix of due dates.

Syllabus

Course Title Is the course title the same as the title listed in the Directory of Classes?

Course Numbers Is the course number the same as the course number listed in the Directory of Classes? Have you included the course registration number (for example: 10471) the subject and course number (for example: POLI 1169-206), and the relevant section number (for example: Section 02)?

Credit Hours Are credit hours listed?

Course Start Date and End Date, as well as all dates for class sessions that meet online.

Are dates listed for the start, end, and online meetings of the course? This information is particularly important for Hybrid/blended courses.

Course Description Does the course description contain, at a minimum, the official course description found in the UDC Catalog?

Prerequisites Defined by Catalog

Are all prerequisites listed as they appear in the UDC Catalog?

Prerequisites Defined by Instructor

Are all instructor-defined prerequisites listed, such as level of computer experience or access to particular software?

Textbook Information (Bibliographic and Purchasing)

Does the syllabus list the title, author, publisher, date of publication, and ISBN? Are links to electronic bookstores provided, along with instructions for purchasing the textbook or e-book?

Other Materials Information

Does the syllabus list all other required or recommended materials? Are links to online book outlets provided, along with instructions for purchasing materials? Have you ensured that the links to e-books are accurate and available to students?

System Requirements Does the syllabus list the minimum system requirements for participation in the course, including all necessary hardware and software (see the CAT web resources for this information)? Are links provided for any required helper applications or plug-ins, such as PowerPoint Viewer or Adobe Acrobat Reader? Have you noted any special hardware or software required for course work (for instance, modeling or graphing software)?

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On-Campus Sessions Does the syllabus list the dates and times of any on-campus sessions (for instance, labs or proctored exams)? Does the syllabus identify these sessions as either required or optional? Are the locations of these on-campus meetings specified?

Grading Criteria Does the syllabus list grading criteria, including any specific criteria for individual assignments? Group assignments? Weighting, discussion board grading, online participation and attendence?

Participation Criteria Does the syllabus define expectations about participation in the class, including the frequency, timing, and quality of participation? If participation is graded, are grading criteria included?

Schedule or Matrix Does the schedule contain due dates of all assignments, activities, and tests? Does it list class meetings and topics of discussion, where appropriate? Does it list all on-campus activities, such as labs or proctored exams? Does it note that the instructor reserves the right to make changes to the schedule and that changes will be announced on the Announcements page? Do you provide an easy to follow matrix of all items due, when, how, and where?

Policies Statements Do you post a notice regarding academic integrity, dishonesty, plagiarism, copyright protection, citation style format for written works, student verification and authenticity for works submitted, accessibility policies, etc…

Staff Information Contact information and biographical information about faculty and staff involved with the course.

Biographical Information Does “Faculty Information” include the names and titles of faculty and staff (program or departmental contact)? Does it contain brief biographies of faculty? Does it include photos of faculty (optional)?

Office Hours Are virtual office hours listed, along with an explanation of how virtual office hours are conducted (through instant messaging, Voice-over-IP technology, Wimba, Blackboard chat room, etc.)? Are any on-campus office hours listed? Are both types of office hours convenient for students with varied schedules?

Phone Number Are phone numbers listed for faculty and department or program office?

E-Mail Addresses Are e-mail addresses listed for faculty? Is a policy on response time provided (for example, “I try to respond to all e-mail within 24 hours”)?

Course Documents Content-specific area containing the majority of content information delivered online, such as lecture materials, handouts, presentations, and related readings.

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Organization Have you placed content in folders within the Course Documents area? Does each folder have a unique, informative name? Have you organized the folders in a logical, intuitive structure? For example, you might create folders organized chronologically (Week 01, Week 02, etc.); by module (Module 01, Module 02, etc.), by author (Updike, Bellow, Smiley, etc.), or by type of material (Handouts, Presentations, Lecture Notes, etc.).

Assignments Course assignments, tests, quizzes, and surveys.

Organization Have you placed assignments in individual folders within the Assignments Area? Does each folder have a unique, informative name? Have you organized the folders in a logical, intuitive structure? For example, you might create folders organized chronologically (Week 01, Week 02, etc.); by module (Module 01, Module 02, etc.), or by author (Updike, Bellow, Smiley, etc.).

Submission Requirements Does each assignment specify the manner in which students are to submit their work, including file names and file format? Do you include a message about non-compatible characters in file names or extensions?

Plug-Ins and Additional Software

If the assignment requires plug-ins or additional software (such as RealAudio, Java, or RealVideo), have you included links to sites where the plug-ins or software can be downloaded?

Books or Video An area for posting reading lists and items relating to literature associated with the course.

Reading or Viewing Content

Have you included reading lists or other material related to literature used in the course? Have you included full bibliographic information and purchasing information as appropriate? Don’t forget to include the ISBN for books or links to purchase or download e-books.

Communication Holds all of the communication tools. Links to the discussion board, e-mail student and group pages, Wimba, Pronto, etc.

Send E-Mail Have you considered creating groups of students to make sending e-mail more efficient? When sending e-mail, do send a copy to yourself so you maintain an archive of e-mail you’ve sent.

Discussion Board The Communication Area contains a link to the Discussion Board, which is also linked from a button on the main page. See “Discussion Board,” below.

Virtual Classroom The Communication Area contains a link to the Virtual Classroom, which is also linked from a button on the main page. See “Virtual Classroom,” below.

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Roster Is the student roster complete and accurate? If not, contact the Blackboard Help Desk at 274-5665. You are also able to enroll students or delete students who have dropped the course.

Group Pages If you have formed collaborative groups of students, have you enabled the collaboration and communication tools for each group (e-mail, virtual classroom, discussion board, and file exchange)? Have you provided an accurate, informative description for each group? See the CAT web resources for a tip sheet on how to enter a chat session.

Wimba Will you be using Wimba in your class? Have you enabled the Wimba classroom and provided instructions to the students on how to run the desktop wizard? Wimba will enable you to communicate in both a synchronous and asynchronous manner, post podcasts, share documents, or hold chat sessions.

Discussion Board A web-based, asynchronous communication tool that permits users to carry on a conversation without having to be available at the same time. Conversations consist of messages posted by the instructor and students and are grouped into forums containing threads and all related replies or responses.

Forums Have you created forums with unique, informative titles and useful, informative descriptions? Have you organized the forums in some logical, intuitive structure? Have you provided a forum for off-topic posts that may still be of interest to members of the class? Do you provide a place for students to virtually congregate, such as a “Cyber Café”? Do you provide a policy for when posts must be submitted and replied to for each forum?

Content Have you posted thought-provoking questions or assertions that will generate discussion and critical thinking? Where appropriate, have you steered the discussion by posing additional questions or assertions? Have you provided students with guidelines for participating on the Discussion Board? Have you provided students with examples of appropriate and inappropriate posts? Have you disclosed the grading schema for discussion posts?

Security Have you carefully weighed the advantages and disadvantages of allowing anonymous posts? Have you considered any potential problems, such as viruses, that might be caused by allowing files to be attached to posts?

Setup Have you carefully considered whether students should be able to start new threads? Edit or remove their posts? Upload file attachments? Post anonymously? NOTE: Anonymous posts cannot be graded.

Virtual Classroom Synchronous tool consisting of a chat room, a whiteboard, and a question-and-answer area. If you won’t be using the Virtual Classroom, you should disable it in Course Settings.

Applications; Wimba, Echo 360, Acxiom, Respondus, SmartThinking, Mobile learning, Wikis, Blogs, portfolios, journals

Have you considered using the Bb Virtual Classroom or Wimba classroom to hold "live" classroom discussions, tutoring sessions, or virtual office hours? Have you considered using the Bb Virtual Classroom or Wimba Pronto to enable guest speakers and subject matter experts to communicate with members of the class? Have you considered Bb’s web 2.0 tools and applications available inside the CMS to foster collaboration and reflection?

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Logistics Have you informed students that they must have a Java-enabled browser to use the Virtual Classroom? Have you provided instructions for enabling Java? See the Bb tip sheet how to join a chat session. Have you notified students of the start times and dates of any Virtual Classroom activities? Are the activities scheduled to accommodate working students (for example, with alternative or multiple times and dates outside of work hours)? Have you considered creating small groups when using the Virtual Classroom, to keep the conversation manageable and reduce confusion?

Groups Pages that allow groups of students to use collaborative tools (e-mail, virtual classroom, discussion board, and file exchange).

Collaboration Tools If you have formed collaborative groups of students, have you enabled the appropriate collaboration and communication tools for each group (e-mail, virtual classroom, discussion board, and file exchange)?

External Links Links to web sites and other Hybrid/blended/online resources that contain content relevant to the course.

Course Content Links Have you provided links to websites, newsgroups, mailing lists, or other online/Hybrid/blended resources relevant to the course content?

Technical-Support Services

Have you provided links to information provided by campus technical-support services? Suggested links: OIT Help Desk (202-274-5941/ http://[email protected]); and UDC Blackboard Help desk (202-274-5665/ [email protected]) chat help: http://help.perceptis.com/udc_chat_user_info.php.

Other UDC Resources Have you provided links to other Hybrid/blended resources provided by UDC? Suggested links include Learning Resources (http://www.lrdudc.wrlc.org/index.html) the Academic Calendar (http://udc.blackboard.com/webapps/portal/frameset.jsp), UDC Bookstore: (http://udc.blackboard.com/webapps/portal/frameset.jsp?tab_id=_109_1), Course Catalog: (http://www.udc.edu/docs/udc_catalog_08_11_sm.pdf), Library: (http://udc.blackboard.com/webapps/portal/frameset.jsp?tab_id=_109_1), Ask a Librarian: (http://www.lrdudc.wrlc.org/lrdask.html), Disability Resource Center: (http://www.udc.edu/drc/), and The Student Handbook: (http://www.udc.edu/docs/handbook_complete.pdf).

Tools

Assignment Manager Have you shown students how to use the Assignment Manager to access and submit files, either by demonstrating the tool or by providing instructions for its use? Have you established a convention for naming files submitted by students?

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Edit Your Home Page Student home pages can help to build a sense of community and camaraderie. Have you encouraged students to create home pages containing information about themselves, their studies, and their other interests? Have you provided guidelines for appropriate content? Have you reviewed student home pages to ensure that no inappropriate content is present?

Personal Information Have you notified students that they can use this tool to change personal information, enable the email address, and restrict or limit the private information available to others?

Course Calendar Will you use the course calendar to organize deliverables and information to guide your students? Does the Course Calendar contain an entry for the due dates of all assignments, activities, and tests? Does it list class meetings and topics of discussion, where appropriate? Does it contain institutional term information, such as course start/end dates, add/drop dates, holidays, and withdrawal dates?

Grade Center Have you informed students that they can check their grades online? Have you assigned meaningful names to the entries in the grade center so students can easily identify a particular assignment?

Manual Have you notified students that an online Blackboard manual is available? Have you encouraged students to use it? To locate the manual, visit the CAT web resources page.

Tasks Have you encouraged students to use the Tasks feature to help them schedule their time?

Electronic Blackboard Have you notified students that they can use the Electronic Blackboard to take notes?

Address Book Have you encouraged students to use the address book as a way of efficiently keeping in touch with faculty and classmates?

Course Options (in Control Panel)

Course Properties Have you provided the course title, course number, section numbers, and a brief description of the course? Does the title match the title found in the Course Catalog? Does the course description contain, at a minimum, the official course description found in the Course Catalog? Have you assigned the course to a subject area and discipline?

Course Images Have you selected the UDC color scheme for navigation buttons? Have you added the UDC logo banner to the title page of the course? You may request a course banner by contacting Professor Harkness @ [email protected]

Course Resources Have you considered using the customizable, discipline-specific resources available from Blackboard.com or from your textbook provider?

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User Management (in Control Panel)

Enroll/Remove Users Have you searched the online database of users to ensure that the person you wish to enroll has a Blackboard account? Do you use the “Remove User” feature to delete users from the course who have dropped or withdrawn?

List/Modify Users As necessary, are you using the List/Modify Users feature to list students enrolled in your class to view student information, including passwords and e-mail addresses to ensure accuracy?

Assessment (in Control Panel)

Pool Manager Have you considered creating pools of questions that can be used to create quizzes and surveys consisting of randomly generated questions?

Hybrid/blended Grade Center

Have you informed students that they can check their grades online? Are you posting grades as soon as possible? Have you created unique, informative titles for each grade center entry, so students can easily find a particular assignment? Are you regularly backing up your grade book by exporting it as a comma-separated value file (.CSV) or saving the spreadsheet view as an HTML file?

Course Statistics Have you considered ways in which you can use the course statistics to determine how students are using the course web site? Have you considered using course statistics to identify areas of your course that need to be refined, revised, or further developed? Have you considered using the course statistics to drive a research study?

Assistance (in Control Panel)

Hybrid/blended Support Have you visited the Online Support pages at Blackboard.com to see what kind of technical support is available for instructors and students? Have you reviewed the other online resources available at Blackboard.com or the CAT web recourses?

Hybrid/blended Manual Have you reviewed the Hybrid/blended manual for instructors (as opposed to the manual for students)?

Form 2: Instructor (SME) Worksheet to Inform the Assessment Team © Quality Matters

This worksheet represents the self-reporting component of the peer course review process. It is designed for the

Course Faculty Developer to provide initial and supplemental information about the course that will assist the Peer

Course Review Team.

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1 Instructor’s Name:

2. Course Name & Number (e.g., Poli206-01):

3. Course Access URL:

4. Discipline Area(s):

5. Who is the creator of this course?

Faculty Member Commercial Content Provider

Instructional Design Team (list members and their roles):

Other:

6. Is the course stand-alone or part of a sequence?

Stand-alone sequence Part sequence

If stand-alone, does it have online or hybrid course prerequisites?

Online Hybrid

If part of a sequence, is it the first, second, third, or other course in the sequence?

First Second Third Other

If part of a sequence, do all courses in the sequence use the same format and technology?

Yes No

If no, please explain:

7. Face-to-face components if any: Fully Online Course:

Proctored Exam

Lab

Other:

Hybrid Course:

Approximate proportion of face-to-face time (e.g., 50%):

Face-to-Face Activities (Circle all that apply):

Lecture

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Discussion

Presentations

Exams

Other:

8. Attach or list below a list of the course-level objectives and the module objectives for one or more

course units.

What is the source(s) of the course objectives or expected outcomes?

Created by the instructor

Mandated by the institution

Other:

9. Is the syllabus the standard syllabus developed by institution? Yes No

If YES, is the instructor required to use it? Yes No

10. Does the course use a standard textbook? Yes No

If NO, please describe or explain:

11. List the major instructional materials required in the course (e.g., textbook, etc.):

Explain why the selected instructional materials in the course were chosen to achieve

the course objectives or outcomes and address the breadth, depth, and currency of

these materials in your response.

12. Does the course use audio/visual components?

Commercially produced components via CD-ROM or VHS?

Audio/visual learning objects or links to audio/visual components on the Internet?

College/instructor produced audio/visual components?

Publisher produced audio/visual components?

Other (please explain):

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If you selected any of the above audio/visual components, please describe how reviewers will be able to

gain access to the materials.

13. Are there any special computer skills or technologies required in order for the reviewers to access

the course?

Yes No

If YES, please describe or explain:

14. Does the course use support materials (other than audio/visual) provided by the textbook

publisher?

Yes No


15. Does the course use any synchronous instructor/student interaction?

Yes No


If YES, is the synchronous component optional or mandatory?

optional mandatory

16. Is any course content or instructor communication done by individual emails or by posting online?

Yes No


17. Are there any unresolved copyright issues apparent with regard to the materials used in this

course?

Yes No


18. Are any course materials or activities located outside the course website?

Yes No

If YES, please explain what they are and how to access them:

19. How often per week are students required to interact online with the instructor or other students?

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20. Is student-to-student interaction (e.g., on discussion boards and forums, or various forms of group

work) appropriate in this course?

Yes No

If NO, please explain:

21. Provide a copy of (or link to) any policies of your institution that set standards of accessibility that

either explicitly or implicitly apply to online instruction:

Explain briefly how you have implemented these policies in your online or hybrid course. If your institution has no

specific policies in this area, explain the accessibility principles you have implemented in your course.

22. Quality Matters encourages instructors and design teams to become familiar with the QM standards

prior to submitting a course for review. Did you have any prior exposure to the Quality Matters Rubric?

Yes No

If YES, explain whether you built the course based on QM standards, or modified the course to meet QM

standards.

23. Identify any particular areas and/or issues in this course that you want to ask for feedback from

the review team:

24. Please provide any other information you want to communicate to the Review Team about your

course.

25. Do you consent to have your course informally assessed by QM certified peer reviewers?

Yes No