Centenary College. Guidelines for Alternative Instructional Equivalencies

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1 Centenary College Guidelines for Alternative Instructional Equivalencies Credit Hour Definitions The federal government defines a credit hour as the amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally-established equivalency that reasonably approximates not less than: (1) one hour of classroom or direct faculty and a minimum of two hours of out-of-class student work each week for approximately fifteen weeks for one semester or trimester hour of credit, or ten to twelve weeks for one quarter hour of credit, or the equivalent amount of work over a different amount of time; or (2) at least an equivalent amount of work as required in paragraph (1) of this definition for other activities as established by an institution, including laboratory work, internships, practica, studio work, and other academic work leading toward to the award of credit hours. Centenary College defines its credit hour in accordance with the New Jersey Administrative Code Title 9A and applicable regulations and as such assures compliance in all modes including accelerated onground, accelerated online and accelerated blended courses. Course developers are to ensure that the quantity of student learning required per credit is the equivalent of between 42 ( for a three credit course) and 56 ( for a four credit course)hours of coursework for the semester through activities that demonstrate student competency in the defined learning outcomes. Semester Formats Centenary College operates on a 15 week semester basis, whereas The School of Professional Studies operates on trimesters offering 6 accelerated terms consisting of 8 week classes. The quantity and quality of student course work in the accelerated, non-traditional, online, on-ground and blended formats must be equivalent to those in a traditional 15 week semester. Program and course outcomes in the non-traditional,

2 accelerated programs will align with the program and course outcomes in the traditional programs while at the same time will allow for the unique nature of the adult, online and blended learning environment. Instructional Equivalencies Guidelines NOTE: When any of the al activities below are completed during class, the time cannot be counted twice. Assigned reading is considered homework and is not counted in the al equivalencies. Instructional Activity Description Rate of Equivalency: Article reviews and reflection Assigned material (text, journal articles, audio, video, etc.) Case studies and problemsolving scenarios Conference calls (group)/synchronous discussions Conference calls (individual) Cultural or artistic events and field trips Students apply learned concepts and relate practices to personal experiences or apply higher order analytic skills in assessing scholarly articles or professional journals Instructor-mediated to expand upon and clarify course concepts and objectives; opportunity for students to develop questions, comments, or observations to be shared with classmates and the instructor through discussion board postings or participation in chat rooms In-depth analysis requiring utilization of higher-order analytical skills that relate to course objectives; shared with the instructor and/or classmates for feedback and assessment. Under instructor s guidance, students participate in collaborative, synchronous learning with specific expectations for participation and feedback (including exam reviews). When possible, calls or online meetings are recorded for review. Instructor engages students in collaborative, on-to-one synchronous learning experience. When possible, calls or online meetings are recorded for review. Learners attend and review cultural or artistic events (such as a play, musical performance, exhibition of visual art, lecture, etc.). Reviews will be produced, assessed, and graded according to course Individual Assignment 1 article review = 1 hour of Reviews and posts response to 1 unit = 1 hour of 1 case study analysis and posting = 1-3 hours of 1-hour web- or teleconference = 1 hour of 30 minute conference = ½ hour Time of attendance at event = time of Three-page review essay = 1 hour of

3 Debates Discussion boards Group chats and discussions Guest lectures In-class, presentations, quizzes, and tests Instructional CDs, podcasts, PowerPoints, videos, etc. Interactive tutorials and simulations Internships Lecture activity - written, video, or audio rubrics and aligned with learning outcomes. Verbal arguments on a controversial issue conducted within a set framework, including constructive speeches, crossexamination, posed questions, and rebuttal. Instructor-guided threaded discussion that relates directly to course objectives. Postings have specified timeframes, expectations for participation (quantity and volume), and thoughtful analysis Instructor led opportunities for collaborative, synchronous learning with specific expectations for participation and feedback. When possible, chats are posted for review. Guest lecturers present on specialized topics relevant to course description, learning goals, and outcomes. Instruction, presentations, and tests provided in person in live classroom setting. Instructor-mediated content is made available in an alternative delivery format for students to view/interact with in order to expand upon and clarify course concepts and objectives Tutorials with multiple media that allows the student to interact with the content that they are learning. Interactive tutorial components can include activities such as podcasts, learning games, quizzes, audio, and video. Work-related learning experience in which students receive hands-on work experience. The student consults with his/her faculty advisor, develops learning objectives, and completes an academic paper or project for a grade. Students view, listen, and respond to streaming lectures in online format and 5-minute debate (research and preparation of content and argument) = 1 hour of Initial post min. 250 words with supporting reference(s) = 1 hour of One secondary post/replies (requires reading all posts and responding to a minimum of 2 per forum) = ½ hour of per forum 1 hour chat = 1 hour of 1 hour lecture = 1 hour of 1 hour = 1 hour of (Note: Do not count as additional time) Length of material = time of Three-page review essay = 1 hour of and should be determined based on depending on the length of the tutorial and average time to complete required activities Length of material = time of

4 Library research Peer review/assessment Presentations - individual Presentations - group Projects - individual Projects - group Quizzes and tests (online) then answer questions designed and assessed according to course rubrics and aligned with learning outcomes. Learner answers will be shared with instructor and peers in order to generate further discussion of salient topics. In-depth instructor or facilitator led opportunity for students to research scholarly articles or professional journals that relate to course objectives; to be shared with class in a designated manner Employing instructor-designed criteria, students evaluate each other s work Students research, compile, and produce presentations prepared according to course/program rubrics and aligned with specific learning outcomes Students collaborate to research, compile, and produce presentations prepared according to course/program rubrics and aligned with specific learning outcomes Instructor mediated activity with specific learning objectives; student researches, analyzes, synthesizes, and prepares project with instructor receiving periodic updates and providing guidance and feedback. Instructor mediated activity with specific learning objectives; students collaborate via , chat rooms, discussion boards, and/or face-to-face contact to research, analyze, synthesize, and prepare project with instructor receiving periodic updates and providing guidance to the group. Opportunity for instructor to assess students knowledge and provide feedback on students progress One reflection posting = ½ hour of One-page reflection = 1 hour of Student review of peer work and follow-up response post/ to student/teacher = ½ hour of Equivalency for preparation will vary depending the assignment plus Assigned length of presentation = time of Equivalency for preparation will vary depending the size of assignment and should be determined based on individual contribution to the group presentation plus Assigned length of presentation per student = time of depending on the size of assignment depending on the size of assignment and should be determined based on individual contribution to the group project 1 hour quiz/test = 1 hour of

5 Virtual labs and lab reports Virtual tours Web-conferencing Web-quests Wikis, blogs, journals, portfolios Instructor provides students with computer-simulation or online laboratories in blended lab-based courses or in order to replace missed laboratories. Instructors require students to submit, share, or post lab reports produces and assess work according to course rubric. Learners take virtual field trips or tours and report in to instructor and/or peers. Instructor engages students in desktopto-desktop or classroom video streaming for collaborative, synchronous learning with specific expectations for participation and feedback (e.g., Skype, GoToMeeting) Instructor guided opportunity for students to research information on the Internet that enhances student learning and addresses specific course outcomes; findings shared with the instructor and classmates Students opportunity to apply learned concepts or for reflection on learning experiences; to be shared with the instructor and/or classmates for thoughtful analysis, feedback, and assessment 1 hour of virtual laboratory = 1 hour of 1 lab report post and review and respond to classmates posts = 1 hour of 1 hour tour = 1 hour of Three-page reflection paper = 1 hour of 1 hour webinar = 1 hour of depending on the assignment ; consider 1 hour of research = 1 hour of One-page reflection = 1 hour of 1 posting = ½ hour of

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