Gonzaga University Virtual Campus Ignatian Pedagogical Approach Design Portfolio (IPA) Updated: October 15, 2014

Size: px
Start display at page:

Download "Gonzaga University Virtual Campus Ignatian Pedagogical Approach Design Portfolio (IPA) Updated: October 15, 2014"

Transcription

1 Gonzaga University Virtual Campus Ignatian Pedagogical Approach Design Portfolio (IPA) Updated: October 15, 2014 Course Title: Course Number: Faculty Name: Course Date: Course Type course description here.

2

3 Gonzaga University Course Design, Development and Delivery Process 2 SECTION 1: COURSE DESIGN, DEVELOPMENT & DELIVERY PROCESS The following is a recommended course design and development process that describes the process that Virtual Campus will undertake to assure high quality course design and development. 1. Departmental/School/University Approval (External Process) Course design or re design approval should be secured prior to starting the design and development process with Virtual Campus. 2. Design Consultation Course instructor or faculty designer and any desired stakeholders meet with VC Instructional Designer(s) to collaboratively plan the course and discuss pedagogical approaches to maximize effectiveness of the instruction. Create Course Design and Production Schedule Virtual campus will be planning for a threesemester design, development, and delivery process for each course. For example, a course to be delivered (taught) in the Fall of 2015 will begin the design process in the Spring of 2015, be produced during the Summer of 2015 and thus be ready for delivery in the Fall semester. This process may vary under special circumstances, but the desired time frame allows for thorough design and enhanced ability to create media rich, interactive experiences for students. Outcomes: Outline of Course Goals and alignment to departmental outcomes, Learner Analysis, tentative design and production schedule (SharePoint). 3. Content Mapping Working collaboratively with VC instructional designers, course instructors will map out their course content by establishing learning objectives, specifying methods of assessment for each objective and aligning course content to guide students in the process of meeting the specified learning objectives. 3a. Specify Instructional Objectives Instructional objectives are statements that describe what the course designer intends for students to achieve as a result of the instruction. 3b. Course Plan Identify an overarching assessment strategy to determine that you have met your course goals. For each student learning outcome identified specify the assessment that will be used to measure student success in reaching the learning objective. 3c. Course Content Mapping Knowledge, Skills, and Dispositions What will students experience and do ( and/or ) as a result of the instruction. 1 outcome per objective/node For each assessment (and outcome) specify the content that provides students with the necessary experience to develop the Knowledge, Skills, or Dispositions needed for a demonstration of mastery in the assessment. Create draft

4 Gonzaga University Course Design, Development and Delivery Process 3 Course Syllabus and Schedule. Attach citations, URLs, and other materials to be gathered, copyright permission check. 4. Create Course Content Work with design and production team to plan for the production of any course media and content that is not currently available. Verify copyright permission. Describe the assessment tools/method to be used and attach rubrics. 4a. Create Instruments In the instructional design process it is important to both know what you are trying to accomplish through your instruction (course goals and objectives) and how you will assess that students have met your learning outcomes. Creating the assessments first helps focus the content and makes the teaching and learning more efficient. Outcomes: instruments and associated rubrics 4b. Compile Course Content A good portion of the course content should already be gathered at this point based on the research done in the Course Mapping process, from prior teaching experiences, and background content knowledge. At this stage, content (readings, links, and existing media) will be formally gathered and uploaded to Sharepoint for inclusion in the course. Additionally, any new media production necessary should begin in consultation with course developers from Virtual Campus. Outcomes: Course content uploaded to SharePoint, handoff to Course Production and Delivery. 4c. Design Assignments Flowing from your assessments and course content, specific assignments can now be created which should be thought of as process documents to lead students through the content to prepare them for assessments and meeting course outcomes. Outcomes: Final course syllabus and node descriptions for Blackboard shell, handoff to Course Delivery. 4d. Plan & Implement Interactive Elements In conjunction with course content and assignments there should be planned interactivity between students and course content, the instructor and students, and the students as a group. These interactive elements can include content presentations, social media interactions, video or audio conferences, face to face meet ups, as well as asynchronous discussion boards. Faculty course designers and the Virtual Campus course designer will create design specifications and content for any new media productions. 5. Development Consultation Following the compilation of course content, planning interactive elements, and initial planning of new course media, a course production consultation will occur with members of both Design and Development to begin the course media development process and finalize a course production schedule. Outcomes: Media Production plans.

5 Gonzaga University Course Design, Development and Delivery Process 4 6. Media Production Production process and planning for each piece of media and will be determined during the Development Consultation. At this stage, the faculty member will work closely with their Producer to create the desired media. Outcomes: New course media. 7. Blackboard Implementation As assignment information, content and media are received by the Blackboard specialists they will be added to the course shell under the supervision of the faculty member and course designer. Outcome: Completed course. 8. Approximately 2 4 weeks before the course launch date Virtual Campus will test the course navigation and instructional elements to verify their functionality prior to the start of the class. 9. Departmental Sign off (External Process) Completed courses will be reviewed by the instructor, department and Dean no more than two weeks prior to initial implementation. 10. Course feedback and revision Student evaluations and instructor feedback will be gathered at the conclusion of each course and, in consultation with design faculty, revisions will be made as needed.

6 Gonzaga University Course Design, Development and Delivery Process 5 Section 2: Context Overview: In the Ignatian approach to learning context means more than the circumstances of the learning or the demonstration of knowledge, it incorporates a deep understanding of who your students are and the motivations behind their educational undertakings. Much of this context relies on the students themselves to provide and that goal will be accomplished through the sharing of experiences and reflections built into all Gonzaga courses. Beyond that internal context, an informal learner analysis will provide enough guidance to create a course that meets learner needs and expectations and begins to uncover your understanding of their contexts. It is important to remember that course design is an iterative process and you should be prepared to revise the content after you have initially taught the class and gained additional insights into your learners characteristics. To begin please briefly describe your learners in terms of these characteristics: Entry Behaviors Prior Knowledge of the Topic Area Attitude & Expectations about Content & Delivery System Academic Motivation Education and Ability Levels Learning Preference What will students do with this content after graduation?

7 Gonzaga University Course Design, Development and Delivery Process 6 SECTION 3: WRITING INSTRUCTIONAL OBJECTIVES For Gonzaga University Virtual Campus courses each learning outcome (the outcome associated with each instructional objective) will become the basis for a stand alone content packet or node that can be revised, replaced, or used in different courses once it is created. This will allow VC courses and your program to be flexible and will allow us to custom design learning experiences for different audiences. Types of Instructional Objectives Instructional Objectives can be classified into one of three categories: 1. Knowledge/Informational/Understanding At the most basic level, students must gain an understanding of foundational information that will inform their ability to develop a knowledge of the more advanced concepts and procedures they will need in order to become experts in the field. 2. Skills/Procedures/Tools Learning how to do things is a significant portion of a higher education that will give students concrete, applicable skills that they can use in their careers. These can be step by step instructions for completing a process or a more stand alone skill or tool that can be used.

8 Gonzaga University Course Design, Development and Delivery Process 7 3. Dispositions/Expertise/Strategic The end goal of an education is to start students on a path that will have them thinking like experts in their field. In a practical way this means knowing how, when and why to apply a particular skill set, leverage existing knowledge, or create a solution to a problem. Identifying Learning Outcomes and Levels To begin the process of writing instructional objectives you must first identify the learning outcomes that you expect students to demonstrate after the instruction. List the program level knowledge, skills and dispositions (K/S/D) that an individual will be expected to gain by completing this course and the outcome area that it addresses (Leadership Theory, Creativity, etc.). Program Level Outcomes (K/S/D) Outcome Area After listing the most important program level outcomes for learners to master as a result of the class, list all of the course outcomes (program level and course level) and explain what the difference is between basic understanding (L1), intermediate proficiency (L2), and expert level demonstration (L3) of the knowledge, skill or disposition. These levels will be important for creating grading rubrics during the development of assessment instruments. Please add additional rows as needed. For example: Target Knowledge, Skills & Dispositions (Outcomes) 1. Students will develop an understanding of the historical background and social context of the subject being studied. Standard L1. Students can repeat the basic dates and events. L2. Students demonstrate an understanding of the significance of the events being examined. L3.Students are able to synthesize new knowledge based on the information learned. Please add all of the applicable learning outcomes for the course in the table below. Table 1: Learning Outcomes & Levels Target Knowledge, Skills & Dispositions (Outcomes) Standard 1. L1. L2.

9 Gonzaga University Course Design, Development and Delivery Process 8 L3. 2. L1. L2. L3. 3. L1. L2. L3. 4. L1. L2. L3. 5. L1. L2. L3. 6. L1. L2. L3. 7. L1. L2. L3. 8. L1. L2. L3. 9. L1. L2. L L1. L2. L3. Writing Instructional Objectives in the Ignatian Pedagogical Model (ERAA) For each of the learning outcomes above specify the (E) that students will have in the course that leads them to the key understanding; specify how they will Reflect (R) on the ; describe the (A) they will be expected to undertake as a result of the (R) and the way in which their progress will be Assessed (A) to demonstrate that the E, R and A have produced the desired learning result. There may be multiple experiences (for example, readings, viewing videos, watching lecture casts, etc.), reflective activities (discussion posts, journals, etc.), or actions (writing assignments, service projects, etc.) associated with each outcome. Answer the following questions for each of the instructional objectives outlined above:

10 Gonzaga University Course Design, Development and Delivery Process 9 1. What experience(s) will students encounter (reading a text, viewing a video, listening to a podcast, taking notes in a lecture, participating in an activity, etc.) that will help them develop a basic understanding of the core concept of? 2. Reflect How will students reflect on the experience in order to build a deeper understanding of the topic? 3. What will students do to demonstrate their understanding of the topic? 4. How will you, the faculty member, assess the students learning of the topic? Table 2: Instructional Objectives Ignatian Model 1. Target K/S/D (Outcome)

11 Gonzaga University Course Design, Development and Delivery Process Section 4: Course Content Planning A rough outline of the course content was created in Table 2: Instructional Objectives Ignatian Model, where the learning outcomes, sub outcomes, s, s, s, and s were outlined. The next stage of the instructional design process is to sequence the instruction in a way that leads students logically through the acquisition of the targeted knowledge, skills and dispositions identified earlier. There are numerous ways of sequencing instruction depending on the type of content, learner preferences, etc. The first step is to look at all of the target outcomes as a whole, consider the course assessment plan (final exam, project, portfolio, etc.), and ask if there is already an existing logical structure for the course. For example, if all or some of the course is teaching a linear process, then the steps become a logical way of organizing the content and modules for the course. If the topics have a fixed chronology, or build upon each prior piece of knowledge in some way, then the sequencing becomes very straightforward. Briefly describe the way in which you would like to sequence the course materials.

12 Gonzaga University Course Design, Development and Delivery Process 11 Virtual Campus is committed to supporting its clients in the creation of adaptable, modular curricula that allow for easy future updating as well as customizability for students. For this reason it is recommended that each planned content package / node for a course address as few learning objectives as possible. A course designed under this system may contain any number of modules comprised of nodes arranged into whatever modular structure fits the needs of the course. Please use Table 3 below to plan your course structure, specifying 1 objective/outcome/assessment per node whenever possible. Module Content Plan For each learning outcome described in Table 2: Instructional Objectives Ignatian Model, describe the module and content nodes that will be required within the module: student experience (readings, videos, ppt, etc.), reflection, action (assignments), and assessment and indicate if the source for the experience (video production, PowerPoint, Web URL, print resource, interactive media element, etc.) is new or existing media. Please use these forms to provide as much detail as possible to guide the creation of the course materials and the Blackboard course site. Table 3: Module Content Plan Module 1 Outline Name of Module & Duration of Module Content Node 1 Instructional

13 Gonzaga University Course Design, Development and Delivery Process 12 Content Node 2 Instructional Content Node 3 Instructional Content Node 4 Instructional Content Node 5 Instructional Name of Module & Duration of Module Content Node 1 Instructional Content Node 2 Instructional Content Node 3 Instructional Module 2 Outline

14 Gonzaga University Course Design, Development and Delivery Process 13 Content Node 4 Instructional Content Node 5 Instructional Name of Module & Duration of Module Content Node 1 Instructional Content Node 2 Instructional Content Node 3 Instructional Module 3 Outline

15 Gonzaga University Course Design, Development and Delivery Process 14 Content Node 4 Instructional Content Node 5 Instructional Name of Module & Duration of Module Content Node 1 Instructional Content Node 2 Instructional Content Node 3 Instructional Content Node 4 Instructional Module 4 Outline

16 Gonzaga University Course Design, Development and Delivery Process 15 Content Node 5 Instructional Name of Module & Duration of Module Content Node 1 Instructional Content Node 2 Instructional Content Node 3 Instructional Content Node 4 Instructional Module 5 Outline

17 Gonzaga University Course Design, Development and Delivery Process 16 Content Node 5 Instructional Name of Module & Duration of Module Content Node 1 Instructional Content Node 2 Instructional Content Node 3 Instructional Content Node 4 Instructional Module 6 Outline

18 Gonzaga University Course Design, Development and Delivery Process 17 Content Node 5 Instructional Name of Module & Duration of Module Content Node 1 Instructional Content Node 2 Instructional Content Node 3 Instructional Content Node 4 Instructional Module 7 Outline

19 Gonzaga University Course Design, Development and Delivery Process 18 Content Node 5 Instructional Name of Module & Duration of Module Content Node 1 Instructional Content Node 2 Instructional Content Node 3 Instructional Content Node 4 Instructional Module 8 Outline

20 Gonzaga University Course Design, Development and Delivery Process 19 Content Node 5 Instructional SECTION 5: COURSE DEVELOPMENT As a result of this portfolio your course has been planned and a course structure has been created which specifies all of the elements needed for the Virtual Campus idd team to begin creating media to support your students learning and form the structure for course delivery. We will now collaboratively design, develop, test and implement each of the elements specified in this course design plan. The areas that still need to be completed are: Generate Course Syllabus & Schedule Using the information from Table 3: Module Content Plan create a course syllabus that guides students through the modules and outlines the resources needed to complete the course, the syllabus should follow the format approved by your department and should include all language and disclaimers required by the university. Using the information from Table 3: Module Content Plan create a course schedule to accompany the course syllabus. Your course schedule does not need to adhere to a weekly model, but can be self paced, modular on a fixed schedule, or based on a week by week plan. Submit the final syllabus and schedule on SharePoint. Compile and Create Course Content A good portion of the course content should already be gathered at this point based on the research done in the module content planning process and from prior teaching experiences. At

21 Gonzaga University Course Design, Development and Delivery Process 20 this stage, content (readings, links, and existing media) will be formally gathered and prepared for inclusion in the course. Additionally, any new media production necessary should begin in consultation with course digital content producers from Virtual Campus. Outcomes: Course content for Blackboard inclusion uploaded to Sharepoint. Content Creation Work with design and production team to plan for the production of any course media and content that is not currently available. Verify copyright permission. Describe or create the assignments and associated assessment tools/method to be used and attach rubrics. Attach citations, URLs, and other materials to be gathered, copyright permission check. Plan & Implement Interactive Elements In conjunction with course content and assignments there should be planned interactivity between the instructor and students and the students as a group. These interactive elements can include content presentations, social media interactions, video or audio conferences, face to face meet ups, as well as asynchronous discussion boards. Section 6: Student Services Support Blackboard Evaluation Center Checkpoints Blackboard s Student Success Center feature allows course instructors and Virtual Campus Student Services staff to monitor students progress in your courses so that intervention can occur if students are not participating at the level necessary to be successful. There are four different participation checkpoints that will be implemented as part of Virtual Campus designed courses that you, as the instructor will help to specify. Please keep in mind that the checkpoints specified below are general references and may be altered based on course design and structure. In addition to our planed checkpoints, instructors have the ability to access the Retention Center and Evaluation tools on their own to perform additional checks on student participation and progress. Training on the use of these features is available through the Virtual Campus office. Blackboard Retention information Blackboard automatically tracks how often your students log in to the system and the activities that they participate in while there. This includes their posting in discussion forums for the course. As a general rule there should be a task for the student to do within the first two weeks of the course beginning. If, for some reason your course will have limited Blackboard interaction during the first two weeks or at some point during the semester please indicate that time period below so that we can adjust the checkpoint schedule accordingly. Please specify if

22 Gonzaga University Course Design, Development and Delivery Process 21 this limitation refers to general participation in the site, discussion forum participation, or both. Note that federal financial aid for students is tied to course participation and adequate interactions should be designed into the course to meet these requirements. Checkpoints: Course Participation & Discussion Forum Engagement A goal of the Student Success Center is to increase student engagement and retention throughout courses and programs. In Virtual Campus efforts to help grow the retention and success of students, there will be 4 checkpoints along the way. These checkpoints will be initiated by the Virtual Campus staff in form of an . If all of your students are doing well and no assistance is needed to help them get engaged then you do not have to reply. If students are not responding, falling behind in the course and have not made arrangements with you then you can simply send the names of the students back to the Virtual Campus staff for them to reach out too. Checkpoints 1 & 2 During the first weeks of class it is pivotal for students to participate in their course per financial aid regulations. Checkpoint one will be the first day of class in which the Virtual Campus Enrollment Specialist will send out an with dates of when non participating students

23 Gonzaga University Course Design, Development and Delivery Process 22 should be reported. These dates allow the Student Service Coordinators time to reach out to them and lend a helping hand and or see if they might be having any technical difficulties. Checkpoint two will be one week into courses when the Enrollment Specialist will to see if there are any additional students not participating. The reported students will then be placed on a communication plan in efforts to get them engaged in the class. All students that do not participate within the first two weeks of class will be dropped from the course so that financial aid does not get applied to their accounts before disbursement of funds. Checkpoint 3 &4: During weeks four and six of the semester Virtual Campus Enrollment Specialist will be running a report from the Retention center to see if any students have stopped participating, missed any deadlines or dropped below the default grade rule set up in each course. This report of students will then be sent to the faculty member to see if they would like Virtual Campus Student Services Coordinators to get in contact with the student to check in and see how things are going. Student Services Coordinators will not automatically be reaching out to students in case they have made other arrangements with the faculty member. In addition to tracking student participation in the course site and discussion forums, Blackboard s Retention Center tools also track and report students grades in the course. Virtual Campus student services staff can monitor this information as an additional means of assessing and intervening if students are at risk of failing the course. In order to facilitate this process we request that each course is designed to have at least one assignment turned in and graded prior to week four of the course. If there will not be grades available by the end of the fourth week of the course please indicate below when the earliest grades will be available for student services to run a report. At Risk Student Follow Up Procedures If students in your courses are considered to be at risk during any Retention Center checkpoints initial contact will be made with the students via a form sent to their Gonzaga University address. If a second checkpoint indicates that a student is still at risk you, as the instructor have the option of having a member of the student services staff contact the student on your behalf or contact you so that you may follow up with the student personally.

24 Gonzaga University Course Design, Development and Delivery Process 23 Student Service Coordinators Support: The Virtual Campus would also like you to be aware of the fact that in addition to helping students with regular student issues and retention, the Student Services Coordinators are also here to assist students with blackboard and technical issues 7 days a week. Student Services Coordinators help students to navigate and trouble shoot most problems with Blackboard. If a Coordinator is unable to assist the student, they will connect the student to the IT department if the problem occurs during normal business hours. If the problem occurs outside of normal business hours the Coordinator will connect the student with Enrollment Specialist, Lindsay Bailey, who can assist the student with issues including enrollment management, activating or disabling users, navigation guidance and troubleshooting, etc. The Coordinators will stay in communication with the student until there is a resolution. Section 7: Course Development Sign-off Checklist Course Development Milestones During course planning, design, and production it is critical that all stakeholders in the process be kept up to date on the progress of the course development. In particular, Virtual Campus wants to make sure that the School Dean, Department Chair, and Program Director (if applicable) sign off on the status of the course during particular development milestones. Milestone 1: Course Development Approval by the School Dean Faculty course developers are required to work with their Department Chair and Dean to obtain the required documentation to begin development of a new course or begin a major course redesign through Virtual Campus. The School Dean s office has further information available. Developers will need to have documentation in hand or have acknowledgement of design clearance e mailed to Virtual Campus Dean Michael Carey prior to beginning the course design process. Approval received by on. Virtual Campus Representative Date Milestone 2: Course Design Portfolio Completion The course design portfolio, when completed by the faculty member, will contain a comprehensive plan for the design of the course and development of media to support

25 Gonzaga University Course Design, Development and Delivery Process 24 instruction. This plan will include the course goals and objectives, an outline of the course content, the assessment plan for the course, and the media production requirements to support the course. The Department Chair and/or Program Director acknowledge that the course design has been completed to their satisfaction and meets the desired goals of their program. Department Chair/ Program Director:. Signature Date Milestone 3: Departmental Approval of Completed Course Upon completion of all course content and media production, the idd staff will populate the Blackboard course and test all media and functionality. At this point, the Instructor and Department Chair will review the course and grant final approval. This process should be completed no later than two (2) weeks prior to the launch of the course. Instructor Approval:. Signature Date Chair Approval:. Signature Date

Online Class* Development Guidelines Middlesex Community College March 11, 2015

Online Class* Development Guidelines Middlesex Community College March 11, 2015 Online Class* Development Guidelines Middlesex Community College March 11, 2015 I. Online Class Proposal: Submission and Review** The proposal to develop a new online course should start six months before

More information

Delivered in an Online Format. Revised November 1, 2014. I. Perspectives

Delivered in an Online Format. Revised November 1, 2014. I. Perspectives 1 Prospectus of the Ed.D. in Curriculum and Instruction Delivered in an Online Format Revised November 1, 2014 I. Perspectives The online Doctor of Education (Ed.D.) in Curriculum is a graduate degree

More information

Blended Course Evaluation Standards

Blended Course Evaluation Standards Introduction: Blended learning is defined as to combine Face-to-Face instruction with computer-mediated instruction Graham 2006. Mixing technology and content does not necessarily yield effective learning.

More information

MRKG 1301 Customer Relationship Management COURSE SYLLABUS

MRKG 1301 Customer Relationship Management COURSE SYLLABUS MRKG 1301 Customer Relationship Management COURSE SYLLABUS COURSE NUMBER AND TITLE: MRKG 1301 Customer Relationship Management (Online Lecture Class) COURSE (CATALOG) DESCRIPTION: Study of general principles

More information

Southwest Texas Junior College Distance Education Policy

Southwest Texas Junior College Distance Education Policy Southwest Texas Junior College Distance Education Policy I. Institutional Policies A. Mission To provide quality education to students who prefer or require an alternative classroom setting. To accomplish

More information

Teaching Online at UD Best Practices Guide

Teaching Online at UD Best Practices Guide Teaching Online at UD Best Practices Guide Version 1.0 April 14, 2009, Updated January 26, 2015 Ryan C. Harris Learning Teaching Center UDit Curriculum Innovation and E Learning Delivering Quality Online

More information

Online Course Proposal Form Form 1

Online Course Proposal Form Form 1 If using Firefox, you must download the form. Click the download icon in the top right corner (looks like a down arrow on a sheet of paper). You will then be asked in the pop window if you want to open

More information

ESCC Guidelines for Credit Distance Learning Offerings

ESCC Guidelines for Credit Distance Learning Offerings ESCC Guidelines for Credit Distance Learning Offerings Philosophy/Mission Statement Eastern Shore Community College seeks to provide distance learning opportunities for its students who are unable, for

More information

Online Course Development Guide

Online Course Development Guide Online Development Guide Table of Contents Introduction Page Introduction to Online Development, Quality Matters Standards, and the Development Proposal submission process Development Process Overview

More information

Best Practices in Online Course Design

Best Practices in Online Course Design Best Practices in Online Course Design For the Instructor Mark Timbrook Minot State University, Office of Instructional Technology 4/24/2014 Best Practices in Online Course Design Best Practices in Online

More information

How to Succeed in the M.A. Program in Sociology

How to Succeed in the M.A. Program in Sociology This document describes basic procedures and norms for progressing through the M.A. program in Sociology at the University of New Orleans. Read this carefully, and if you have any questions, raise them

More information

Main Author: Contributing Authors:

Main Author: Contributing Authors: Main Author: Amy Roche, Instructional Designer Contributing Authors: Tricia Clark, Instructional Technologist Mary Ann Mengel, Multimedia Specialist John Shank, Director for the Center for Learning & Teaching

More information

Best Practices for Online Courses. 100 Quality Indicators for Online Course Design

Best Practices for Online Courses. 100 Quality Indicators for Online Course Design Best Practices for Online Courses 100 Quality Indicators for Online Course Design The following criteria are meant to act as guidelines for the course development process. Some of these guidelines would

More information

A Guide to Curriculum Development: Purposes, Practices, Procedures

A Guide to Curriculum Development: Purposes, Practices, Procedures A Guide to Curriculum Development: Purposes, Practices, Procedures The purpose of this guide is to provide some general instructions to school districts as staff begin to develop or revise their curriculum

More information

DEPARTMENT OF EDUCATIONAL LEADERSHIP CREDENTIAL/ MASTERS PROGRAM HANDBOOK

DEPARTMENT OF EDUCATIONAL LEADERSHIP CREDENTIAL/ MASTERS PROGRAM HANDBOOK DEPARTMENT OF EDUCATIONAL LEADERSHIP CREDENTIAL/ MASTERS PROGRAM HANDBOOK September 2012 Educational Leadership College of Education San Diego State University 5500 Campanile Drive San Diego, CA 92182-1190

More information

Effective Practices for Fully Online and Blended Courses

Effective Practices for Fully Online and Blended Courses Effective Practices for Fully Online and Blended Courses Initial Course Development Below are some tips and strategies for initial development and conceptualization of your course: Blueprint your course.

More information

PROGRAM DESIGN. Our design process, philosophy and values.

PROGRAM DESIGN. Our design process, philosophy and values. PROGRAM Our design process, philosophy and values. Program Design and Development is one of our core services in which we work with faculty to design and develop courses that are part of a new or redesigned

More information

TVCC Distance Learning Faculty Handbook. Distance Learning. Faculty Handbook. 1 P age

TVCC Distance Learning Faculty Handbook. Distance Learning. Faculty Handbook. 1 P age Distance Learning Faculty Handbook 1 P age Contents Distance Learning at Trinity Valley Community College... 3 Mission Statement... 3 Definition (EBB Legal 19 TAC 4.103(9))-... 3 TVCC Distance Learning

More information

CED 117 Interpersonal Skills in Human Relationships (3 Sem Hours) Department of Education and Clinical Studies Fall, 2015 Online Education

CED 117 Interpersonal Skills in Human Relationships (3 Sem Hours) Department of Education and Clinical Studies Fall, 2015 Online Education College of Education Preparing Professionals for Changing Educational Contexts CED 117 Interpersonal Skills in Human Relationships (3 Sem Hours) Department of Education and Clinical Studies Fall, 2015

More information

THE REFLECTIVE STUDENT LEARNING PORTFOLIO. Department of Administration, Rehabilitation & Postsecondary Education. A Requirement for the:

THE REFLECTIVE STUDENT LEARNING PORTFOLIO. Department of Administration, Rehabilitation & Postsecondary Education. A Requirement for the: THE REFLECTIVE STUDENT LEARNING PORTFOLIO Department of Administration, Rehabilitation & Postsecondary Education A Requirement for the: Master of Arts Education with a Concentration in Educational Leadership

More information

Categories Criteria 3 2 1 0 Instructional and Audience Analysis. Prerequisites are clearly listed within the syllabus.

Categories Criteria 3 2 1 0 Instructional and Audience Analysis. Prerequisites are clearly listed within the syllabus. 1.0 Instructional Design Exemplary Acceptable Needs Revision N/A Categories Criteria 3 2 1 0 Instructional and Audience Analysis 1. Prerequisites are described. Prerequisites are clearly listed in multiple

More information

Texas Wesleyan University Policy Title: Distance Education Policy

Texas Wesleyan University Policy Title: Distance Education Policy Texas Wesleyan University Policy Title: Distance Education Policy Policy Statement Texas Wesleyan University recognizes the goal of distance education is to increase accessibility to learning by providing

More information

All students are admitted during the summer and begin their coursework in the fall. Students must commit to completing these courses in sequence.

All students are admitted during the summer and begin their coursework in the fall. Students must commit to completing these courses in sequence. Department of Special Education Initial Licensure and Added Endorsement the Special Education Generalist Overview and Assessment Plan Purpose for Program Change In the Fall of 2013 the Department of Special

More information

Features of the Online Course. Table of Contents. Course Interface: Overview... 2. Syllabus... 3. Navigating through the Course Content...

Features of the Online Course. Table of Contents. Course Interface: Overview... 2. Syllabus... 3. Navigating through the Course Content... Features of the Online Course Table of Contents Course Interface: Overview... 2 Syllabus... 3 Navigating through the Course Content... 4 Learning Modules... 5 Communicating... 5 Assessments... 6 Assignments...

More information

MASTER OF EDUCATION IN INSTRUCTIONAL TECHNOLOGY Student Handbook

MASTER OF EDUCATION IN INSTRUCTIONAL TECHNOLOGY Student Handbook MASTER OF EDUCATION IN INSTRUCTIONAL TECHNOLOGY Student Handbook Overview The Graduate School Department of Education Online Student Handbook is intended to serve as a general guide for current and prospective

More information

Traditional courses are taught primarily face to face.

Traditional courses are taught primarily face to face. REACH Distance Learning Program Center Handbook Introduction Distance learning is an educational delivery method where students work on their own and communicate with faculty and other students through

More information

SVCC Exemplary Online Course Checklist

SVCC Exemplary Online Course Checklist SVCC Exemplary Online Course Checklist Purpose of the SVCC Exemplary Course Checklist The SVCC Exemplary Course Checklist has been created to: guide faculty as they prepare a course for online instruction

More information

General Procedures for Developing an Online Course

General Procedures for Developing an Online Course General Procedures for Developing an Online Course General Procedures for Developing an Online Course Questions to Ask before you Begin Analysis 1. What is your learner audience? Is the course for beginners

More information

Creating Online Courses A Collaborative Design Process that Works

Creating Online Courses A Collaborative Design Process that Works Creating Online Courses A Collaborative Design Process that Works Online Courses Don t Simply Happen In recent years, the phrase online learning has taken a prominent seat whenever education reform is

More information

ACADEMIC CONTINUATION PLAN

ACADEMIC CONTINUATION PLAN ACADEMIC CONTINUATION PLAN Updated 10/02/2015 Table of Contents Introduction... 2 Elements of the Plan... 2 Instruction... 3 Table 1: Possible Alternative Methods for Course Delivery (Internet Available)...

More information

ED 653 Instructional Design

ED 653 Instructional Design ED 653 Instructional Design 3 Credits Carol Gering, Instructor (csgering@alaska.edu) Fall 2011 Phone: 907-479-4757 Office hours by appointment: 2175 University Ave. S., Suite 200 Course Description Instructional

More information

Distance Education Learning Resources Unit Document Title: Online Course Review Checklist Last Updated: July 17, 2013 by the DE Office Draft Final

Distance Education Learning Resources Unit Document Title: Online Course Review Checklist Last Updated: July 17, 2013 by the DE Office Draft Final Distance Education Learning Resources Unit Document Title: Online Course Review Checklist Last Updated: July 17, 2013 by the DE Office Draft Final Section 1: Course Overview and Introduction Addresses

More information

Western Michigan University E-Learning Standards

Western Michigan University E-Learning Standards Page 1 of 8 Western Michigan University E-Learning Standards Approved 10/25/2010 by the Western Michigan University Faculty Senate Committee on Extended University Programs Reviewed and Supported by the

More information

ED 653 Instructional Design

ED 653 Instructional Design ED 653 Instructional Design 3 Credits Carol Gering, Instructor (csgering@alaska.edu) Fall 2011 Phone: 907-479-4757 Office hours by appointment: 2175 University Ave. S., Suite 200 Catalog Description Instructional

More information

Application for Support to Create an Online Program at NIU

Application for Support to Create an Online Program at NIU i Application for Support to Create an Online Program at NIU Departments interested in developing an online program (e.g. a major, a baccalaureate completion program, a certificate and/or a graduate degree

More information

Approval Process for New PST Course

Approval Process for New PST Course Routing Slip Keep attached to front of proposal Complete your section Sign and date Send to next step Approval Process for New PST Course Name of Department/Faculty Initiating: Name of Course: Step 1 Proposal

More information

Memorandum of Understanding For Development of Regent s Online Degree Courses East Tennessee State University

Memorandum of Understanding For Development of Regent s Online Degree Courses East Tennessee State University Memorandum of Understanding For Development of Regent s Online Degree Courses East Tennessee State University Department: RODP Internet-Based :Course Name and Number: Faculty Member: I. This memorandum

More information

HOSTOS ONLINE COURSE DEVELOPMENT GUIDELINES

HOSTOS ONLINE COURSE DEVELOPMENT GUIDELINES HOSTOS ONLINE COURSE DEVELOPMENT GUIDELINES Last Revised: 03-18-2015 THE ONLINE DESIGNATION For a course to be considered online, more than 80% of the instruction has to occur online. The instructor can

More information

Suggest the following information be placed on bottom of Policy page, space permitting, or on last page of

Suggest the following information be placed on bottom of Policy page, space permitting, or on last page of Effective Date: Definition Authority Scope The purpose of this document is to ensure the consistent academic quality and accessibility of all online/ hybrid courses and programs offered through Humboldt

More information

Penn State Online Faculty Competencies for Online Teaching

Penn State Online Faculty Competencies for Online Teaching Teaching in an online environment can be considerably different in nature than teaching face-to-face. The competencies listed in this document are intended to provide faculty and administrators with a

More information

IMPLEMENTATION GUIDE for MEDICAL TERMINOLOGY ONLINE for MASTERING HEALTHCARE TERMINOLOGY, Third Edition Module 7: Male Reproductive System

IMPLEMENTATION GUIDE for MEDICAL TERMINOLOGY ONLINE for MASTERING HEALTHCARE TERMINOLOGY, Third Edition Module 7: Male Reproductive System IMPLEMENTATION GUIDE for MEDICAL TERMINOLOGY ONLINE for MASTERING HEALTHCARE TERMINOLOGY, Third Edition Module 7: Male Reproductive System OVERVIEW Module 7 in Medical Terminology Online accompanies Chapter

More information

Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook

Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised

More information

THE CHECK. academic. A Guide to Online Course Design. What aspects of course design does The Check address? How can The Check be used?

THE CHECK. academic. A Guide to Online Course Design. What aspects of course design does The Check address? How can The Check be used? THE CHECK A Guide to Online Course Design The Check is a guide to help CEHD instructors create instructionally effective and user-friendly online learning environments for students (online courses, hybrid

More information

Teaching large lecture classes online: Reflections on engaging 200 students on Blackboard and Facebook

Teaching large lecture classes online: Reflections on engaging 200 students on Blackboard and Facebook Teaching large lecture classes online: Reflections on engaging 200 students on Blackboard and Facebook By Marcus Messner, Ph.D. Assistant Professor, VCU School of Mass Communications VCU Online Learning

More information

Support and Process for Developing Online and Blended Courses

Support and Process for Developing Online and Blended Courses CONTINUING AND DISTANCE STUDIES FACULTY OF ARTS AND SCIENCE www.queensu.ca/artsci_online Support and Process for Developing Online and Blended Courses A. Introduction to Continuing and Distance Studies......

More information

PROFESSIONAL COUNSELOR PORTFOLIO

PROFESSIONAL COUNSELOR PORTFOLIO I. Introduction PROFESSIONAL COUNSELOR PORTFOLIO A requirement for Counseling Program Master's Degree Students Counseling and Human Services Department A professional counselor portfolio is a collection

More information

!"#$%&'()$*)"#%+,'%-"."/,&*01%% (0-%-"/*."'*01%,0/*0"%*0#$'2)$*,0% ($%$3"%40*."'#*$5%,+%6"00"##""%7%80,9.*//"%

!#$%&'()$*)#%+,'%-./,&*01%% (0-%-/*.'*01%,0/*0%*0#$'2)$*,0% ($%$3%40*.'#*$5%,+%600##%7%80,9.*//% !"#$&'()$*)"#+,'-"."/,&*01 (0--"/*."'*01,0/*0"*0#$'2)$*,0 ($$3"40*."'#*$5,+6"00"##""780,9.*//" Welcome statement University teaching and learning is no longer confined to the physical classroom. Faculty

More information

Expectations for Classroom Setup and Online Teaching

Expectations for Classroom Setup and Online Teaching Expectations for Classroom Setup and Online Teaching UMUC is committed to providing the highest-quality online education to its students. UMUC-sponsored research and evaluation data, including the Institute

More information

Checklist of Competencies for Effective Online Teaching

Checklist of Competencies for Effective Online Teaching Checklist of Competencies for Effective Online Teaching 1. Instructional Principles Audience Analysis Who are your learners? What is their reason for taking your class? What is their preparation for success

More information

Application for Online Course Inclusion in the Pennsylvania Online Course Catalog

Application for Online Course Inclusion in the Pennsylvania Online Course Catalog Application for Online Course Inclusion in the Pennsylvania Online Course Catalog Applicant Information Applicant Name: Address: Telephone: Fax: Website: Primary Contact Name: Title/Role: Telephone: Fax:

More information

Course Development Resource Guide. Professional Development & Community Engagement Educational Technology Support

Course Development Resource Guide. Professional Development & Community Engagement Educational Technology Support Course Development Resource Guide Professional Development & Community Engagement Educational Technology Support Introduction The Course Development Resource Guide provides information to course writers

More information

Elementary and Secondary Teacher Leadership. Technology Applications in Education

Elementary and Secondary Teacher Leadership. Technology Applications in Education Elementary and Secondary Teacher Leadership Technology Applications in Education Master's in Curriculum & Instruction Information and Learning Technologies Program Advising Handbook Academic Advisor Jannette

More information

Elementary and Secondary Teacher Leadership. Technology Applications in Education

Elementary and Secondary Teacher Leadership. Technology Applications in Education Elementary and Secondary Teacher Leadership Technology Applications in Education Master's in Curriculum & Instruction Information and Learning Technologies Program Advising Handbook Academic Advisor Jannette

More information

ILT Advising Handbook

ILT Advising Handbook ILT Advising Handbook ILT Master's Program Instructional Design Track Faculty Advisor and Program Leader Brent G. Wilson 303-315-4963 fax 413-702-5903 Brent.Wilson@ucdenver.edu Academic Advisor Jannette

More information

LEARNING, DESIGN AND TECHNOLOGY CAPSTONE PROJECT GUIDELINES

LEARNING, DESIGN AND TECHNOLOGY CAPSTONE PROJECT GUIDELINES LEARNING, DESIGN AND TECHNOLOGY CAPSTONE PROJECT GUIDELINES For CUIN LDT Master s Students PURPOSE OF THE LDT CAPSTONE PROJECT As part of the program requirements for the Learning, Design & Technology

More information

The Communications Handbook

The Communications Handbook The Communications Handbook Table of Contents The Purpose of Communications in the College Curriculum... 3 Georgian College Communications Courses... 3 Essential Skills and Communications Courses... 4

More information

Guide to Graduate Degree Programs

Guide to Graduate Degree Programs Learning Design and Technology Guide to Graduate Degree Programs Educational Technology Department of Curriculum and Instruction Purdue University West Lafayette, IN 47907-2098 Phone: (765) 494-5669 Email:

More information

STEP ONE Work with instructor to develop/redesign course and fill out sections I VII. COURSE DEVELOPMENT or REVISION Course Information

STEP ONE Work with instructor to develop/redesign course and fill out sections I VII. COURSE DEVELOPMENT or REVISION Course Information CHECKLIST This checklist is a multipurpose document. First, for new development, use it as a reference when you begin the course design process; for revision, use the previously completed checklist as

More information

Rubric for Evaluating North Carolina s Speech- Language Pathologists

Rubric for Evaluating North Carolina s Speech- Language Pathologists Rubric for Evaluating North Carolina s Speech- Language Pathologists STANDARD 1: School speech-language pathologists demonstrate leadership, advocacy, collaboration, and ethical practices. School Speech-Language

More information

MOU for New Online Program Development: Master of Engineering in Industrial Engineering, Engineering Management Option

MOU for New Online Program Development: Master of Engineering in Industrial Engineering, Engineering Management Option Materials linked from the May 8, 2014 Curriculum Council agenda. MOU for New Online Program Development: Master of Engineering in Industrial Engineering, Engineering Management Option OSU Extended Campus

More information

HIT Practice Workflow & Information Management Redesign Presented by Ivy Tech Corporate College

HIT Practice Workflow & Information Management Redesign Presented by Ivy Tech Corporate College COURSE NUMBER: HLTHHIT2 87120: Fall 2014 CREDIT: Non-Credit CEUs: 0 PREREQUISITES: Individuals in this role will be licensed clinical or public health professionals; or in the case of public health, they

More information

www.simplyapilgrim.com Program Design for the Internship- Based Family Ministry Program

www.simplyapilgrim.com Program Design for the Internship- Based Family Ministry Program Program Design for the Internship- Based Family Ministry Program Youth ministry is both an ancient and modern phenomenon, where strong Biblical patterns regularly collide with changing cultural and ministry

More information

M.S. in Education Assessment in the Major Report 2010. By Dr. Renee Chandler, Program Director Submitted: October 2011

M.S. in Education Assessment in the Major Report 2010. By Dr. Renee Chandler, Program Director Submitted: October 2011 M.S. in Education Assessment in the Major Report 2010 By Dr. Renee Chandler, Program Director Submitted: October 2011 Table of Contents 1. Outcomes of Previous Assessments... 2 2. Questions To Be Answered

More information

Online Learning at Duke: A Planning Guide

Online Learning at Duke: A Planning Guide Online Learning at Duke: A Planning Guide I. Planning an online program at Duke (for deans, chairs, program directors) II. Teaching an online class at Duke (Faculty, TAs, etc. level) III. Adding online

More information

CREATING A COURSE? Courses at SNHP

CREATING A COURSE? Courses at SNHP CREATING A COURSE? Courses at SNHP At The Lewis School, courses may meet on- campus, online only or hybrid combination of online and on- campus. Synchronous classes require students and instructors meet

More information

Fully Online Training Course: Introduction to Online Teaching and Learning

Fully Online Training Course: Introduction to Online Teaching and Learning Fully Online Training Course: Introduction to Online Teaching and Learning Instructor: Amanda Carey Online Learning Specialist & Online Instructor of Spanish, University College Senior Lecturer of Spanish,

More information

DISTANCE AND CORRESPONDENCE EDUCATION

DISTANCE AND CORRESPONDENCE EDUCATION DISTANCE AND CORRESPONDENCE EDUCATION Policy Title: Distance and Correspondence Education Policy Type: Administrative Policy Number: 34-01(2014) Approved: 01/12/2015 Responsible Office: Dean, School of

More information

Community College System of New Hampshire

Community College System of New Hampshire Community College System of New Hampshire What is edesign? edesign is a rubric that defines course quality design standards for 100% online courses offered by CCSNH. To supplement the rubric and support

More information

LOURDES UNIVERSITY Graduate School Master of Science in Nursing NUR 698 NURSING CAPSTONE

LOURDES UNIVERSITY Graduate School Master of Science in Nursing NUR 698 NURSING CAPSTONE LOURDES UNIVERSITY Graduate School Master of Science in Nursing NUR 698 NURSING CAPSTONE Credit Hours: 3 semester hours Prerequisites: All graduate nursing courses Capstone Advisors: PhD Prepared nursing

More information

Compliance Audit Report Texas A&M University--Kingsville Principal Certification Program

Compliance Audit Report Texas A&M University--Kingsville Principal Certification Program Compliance Audit Report Texas A&M University--Kingsville Principal Certification Program According to Texas Administrative Code (TAC) 228.10(c), An entity approved by the SBEC under this chapter shall

More information

Blackboard Development Checklist for Online Courses

Blackboard Development Checklist for Online Courses Blackboard Development Checklist for Online Courses Met Course Development Rubrics The following rubrics should be used as benchmarks to assist faculty with developing and maintaining their online courses.

More information

Quality Guidelines for Online Courses

Quality Guidelines for Online Courses Quality Guidelines for Online Courses The quality of an online course is determined by several factors, some of which can only be assessed while the course is in progress. These Quality Guidelines are

More information

Western Kentucky University. Special Education School of Teacher Education

Western Kentucky University. Special Education School of Teacher Education Western Kentucky University Special Education School of Teacher Education EXED 533 Seminar: Curriculum for Learning and Behavior Disorders Prerequisites: SPED 516 & SPED 531 Office: Gary Ransdell Hall

More information

Quality Matters Online Course Development and Guidelines

Quality Matters Online Course Development and Guidelines Quality Matters Online Course Development and Guidelines Instructor: First Semester Course will be offered: Course: Credit/Non- Credit: College/School/Department: Degree/Program/Certificate: Development

More information

Universal design for learning A lens for better learning and instruction in higher education

Universal design for learning A lens for better learning and instruction in higher education Universal design for learning A lens for better learning and instruction in higher education Dr. Frances (Fran) G. Smith, CVE is an adjunct professor with the Department of Special Education and Disability

More information

www.simplyapilgrim.com Program Design for the Internship- Based Urban Ministry Program

www.simplyapilgrim.com Program Design for the Internship- Based Urban Ministry Program Program Design for the Internship- Based Urban Ministry Program The 2009 US Census states there are almost 310 million people living in America today. Of them, 222 million (71.6%) live in an urban (population

More information

Public Health Leadership Certificate Program

Public Health Leadership Certificate Program Public Health Leadership Certificate Program Overview Who Should Apply Cost Program Requirements Trainings (required & electives) Course Descriptions Application Overview The Mid Atlantic Public Health

More information

8.38.1.2.4 Online Program. An academic program that contains only online courses.

8.38.1.2.4 Online Program. An academic program that contains only online courses. 8.38 ONLINE COURSE POLICIES [Administrative Updates 9/9/14] 8.38.1 Institutional Context 8.38.1.1 Introduction. Online courses and programming involving significant online delivery can be educationally

More information

UW-La Crosse Online Course Evaluation Guidelines

UW-La Crosse Online Course Evaluation Guidelines The UW-L Online Course Evaluation Guidelines are intended to help instructors create and teach well-designed online courses. The Guidelines outline specific features of online courses and recommend ways

More information

The Check: A Guide to Online Course Design

The Check: A Guide to Online Course Design The Check: A Guide to Online Course Design The Check was created by CEHD s Academic Technology Services Team: Treden Wagoner Sheila Hoover Thomas Nechodomu Constance Pepin Lyn DeLorme Melissa Falldin Last

More information

PRODUCTION STAGE PRE-LAUNCH STAGE LAUNCH STAGE. knowledge or content. skills. advises on pegagogy and course design to.

PRODUCTION STAGE PRE-LAUNCH STAGE LAUNCH STAGE. knowledge or content. skills. advises on pegagogy and course design to. PROPOSAL STAGE PRODUCTION STAGE PRE-LAUNCH STAGE LAUNCH STAGE PROPOSED ON-LINE COURSE DESIGN PROCESS FOR NIAGARA COLLEGE conversion of a fully on-line course is proposed creation of a new fully on-line

More information

Department of Accounting, Finance, & Economics

Department of Accounting, Finance, & Economics Department of Accounting, Finance, & Economics Assessment Report 2010-2011 Mission/Purpose The mission of the Department of Accounting, Finance and Economics is to provide a quality education in accounting,

More information

Distance Education Certification Program Secondary Provider Application for Subsequent Course Certification This application is required for

Distance Education Certification Program Secondary Provider Application for Subsequent Course Certification This application is required for Distance Education Certification Program Secondary Provider Application for Subsequent Course Certification This application is required for secondary providers seeking certification for a course offered

More information

Intermediate & College Algebra Course Redesign Final Report. College Algebra - Replacement Model

Intermediate & College Algebra Course Redesign Final Report. College Algebra - Replacement Model Intermediate & College Algebra Course Redesign Final Report Department of Sciences and Mathematics Mississippi University for Women Kerzel Principal Investigator and Department Chair Adhikari, Hanes, Oppenheimer,

More information

Criteria for Evaluating Hybrid and Online Courses

Criteria for Evaluating Hybrid and Online Courses Criteria for Evaluating Hybrid and Online Courses In this document, hybrid refers to any course that replaces face-to-face contact hours with online instruction and online refers to courses that have no

More information

Online Learning Policies & Procedures. La Roche College

Online Learning Policies & Procedures. La Roche College Online Learning Policies & La Roche College 2012 Table of Contents INTRODUCTION... 1 DEFINITIONS... 1 I. COURSE DEVELOPMENT... 2 A. Course Material Development... 2 B. Online Course Approval... 2 C. Online

More information

Syllabus BBA 405 Entrepreneurship and Small Business Management

Syllabus BBA 405 Entrepreneurship and Small Business Management Instructor Dr. Edward E. Ackerley Contact Edward.Ackerley@nau.edu Syllabus BBA 405 Entrepreneurship and Small Business Management Class Meets Online Class Meeting Dates: October 26- December 13, 2015 COURSE

More information

Northwestern State University Electronic and Continuing Education Departmental Guidelines

Northwestern State University Electronic and Continuing Education Departmental Guidelines Northwestern State University Electronic and Continuing Education Departmental Guidelines June 2016 Contents Contents... 2 Introduction... 3 The Goals of the Office of Electronic and Continuing Education...

More information

Northeastern State University Online Educator Certificate

Northeastern State University Online Educator Certificate Northeastern State University Online Educator Certificate Purpose Beginning in October 1999, the Northeastern State University Distance Learning Advisory Committee (now the Center for Teaching and Learning

More information

MJC Online Course Review Process DRAFT

MJC Online Course Review Process DRAFT MJC Online Course Review Process DRAFT Online courses have on average 10% lower student success across all disciplines. To enhance the teaching and learning experience and help promote student success,

More information

7. Assessment Students will acquire individual and group assessment skills.

7. Assessment Students will acquire individual and group assessment skills. 2007 CHS Assessment Report 1 Counseling and Human Services Program School of Education IUSB Assessment Committee 2007 Third Year Review Written Report Guidelines Submit your assessment report in electronic

More information

I m Teaching Online Next Term. What Do I Have to Know?

I m Teaching Online Next Term. What Do I Have to Know? I m Teaching Online Next Term. What Do I Have to Know? Presented by: Dr. Larry Ragan 2011 Magna Publications Inc. All rights reserved. It is unlawful to duplicate, transfer, or transmit this program in

More information

TABLE OF CONTENTS. Accreditation and Educational Outcomes 1. Curriculum of the Post-Master s DNP Program 1-2. Program of Study 2-3

TABLE OF CONTENTS. Accreditation and Educational Outcomes 1. Curriculum of the Post-Master s DNP Program 1-2. Program of Study 2-3 DNP 2015 2016 TABLE OF CONTENTS Accreditation and Educational Outcomes 1 Curriculum of the Post-Master s DNP Program 1-2 Program of Study 2-3 Course Descriptions for Core Courses 4-6 The E-Portfolio 6-7

More information

New Mexico 3-Tiered Licensure System

New Mexico 3-Tiered Licensure System New Mexico 3-Tiered Licensure System Requirements & Guidelines for the Preparation of the New Mexico Professional Development Dossier (PDD) for Teachers Prepared by the New Mexico Public Education Department

More information

Distance Education Certification Program Secondary Provider Application for Initial Certification This application is required for secondary

Distance Education Certification Program Secondary Provider Application for Initial Certification This application is required for secondary Distance Education Certification Program Secondary Provider Application for Initial Certification This application is required for secondary providers seeking certification for the first time or a course

More information

Policy for On-line Teaching and Learning

Policy for On-line Teaching and Learning April 14, 2015 Page 1 of 10 PURPOSE: This document is intended to create and clarify policies related to a range of online teaching and learning issues at CI. BACKGROUND: The Special Committee for Online

More information

Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University

Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University A. A description of how the proposed program has been revisioned to reflect

More information

CLASS POLICIES - ONLINE

CLASS POLICIES - ONLINE English 3352, Business Communications Online (Asynchronous) Instructor: Dr. Nicole Dilts Office: 019C E-Mail: ndilts@angelo.edu Office hours: Via Skype: 8:00am-10:00am Monday - Thursday Skype Username:

More information

Pedagogy of Effective Online Course Design and Delivery Schedule

Pedagogy of Effective Online Course Design and Delivery Schedule / Date General Topics for the Week Design Concepts WHAT and WHY (using articles, discussion and individual design concerns) Technical Skills - HOW (using Tutorials and instruction in class and at home

More information

1. Instructional Design Elements a. Support & Resources Essential Criteria: 1. Students are provided information as to where to get technical help.

1. Instructional Design Elements a. Support & Resources Essential Criteria: 1. Students are provided information as to where to get technical help. File Name Format (example): Course Review Course ID Instructor name your initials Faculty Name: Course: Semester: Reviewer: Date: This evaluation is a framework for addressing how a quality course should

More information