2 After this workshop, you will be able to: Identify the underlying principles of Quality Matters TM (QM) Use the QM Rubric and scoring system Apply QM standards
3 Setting the tone In one sentence... What do you think is the most important component of an effective online course?
4 Review Scenario with a Standard Standard 1.2 Students are introduced to the purpose and structure of the course. This course reflects a shift in the importance that the world outside the schools increasingly places on thinking and problem solving. Procedural skills alone do not prepare students for that world. Therefore, students deserve a curriculum that develops their mathematical power and an assessment system that enables them to show it. Assessments that match the current vision of school mathematics involve activities that are based on significant and correct mathematics. These activities provide all students with opportunities to formulate problems, reason mathematically, and make connections among mathematical ideas. Students engage in solving realistic problems using information and the technological tools available in real life. Moreover, skills, procedural knowledge, and factual knowledge are assessed as part of the doing of real life mathematics Tests (Must be taken on campus) Quizzes Project (Optional) 50 Total number of points possible 475 (no project) 525 (if you do the project) Grading Scale: 90% to 100% = A 80% to 89% = B 70% to 79% = C 60% to 69% = D 0% to 59% = F A student who earns a final average of 70% or more on all assessments of objectives and intended learning outcomes for the College Algebra course has successfully fulfilled the general education and other essential core skill goals. Any extra credit problems are given to the entire class. There are no extra credit problems for any one individual during any part of the semester.
5 Underlying Principles of QM QM is a faculty-driven, peer review process that is Collaborative Collegial Continuous Centered - in academic foundation - around student learning
6 For Our Purposes, Quality Is More than average; more than good enough Attempt to capture what s expected in an effective online course at about an 85% level Based on research and widely accepted standards
7 Factors Affecting Course Quality QM Reviews Course Design ONLY
8 Design vs. Delivery The faculty member is integral to both design and delivery. Course Design is the forethought and planning that a faculty member puts into the course. Course Delivery is the actual teaching of the course, the implementation of the design. QM is about DESIGN - not delivery or faculty performance
9 Distinguish between design and delivery Example: Discussion Board Design: Discussion board planned in course; students told how they should participate and how they can expect the faculty to participate. Delivery: How often the faculty member actually participates in the discussion; what the faculty member actually says to students.
10 About The QM Rubric Eight General Standards: 1. Course Overview and Introduction 2. Learning Objectives (Competencies) 3. Assessment and Measurement 4. Instructional Materials 5. Learner Interaction & Engagement 6. Course Technology 7. Learner Support 8. Accessibility Key components must align. Alignment: Critical course elements work together to ensure that students achieve the desired learning outcomes.
11 Key Sections that Must Align Course Learning Objectives (2) Learner Interactions & Activities (5) Resources, Materials (4) & Technology (6) Assessment and Measurement (3)
12 What QM is NOT About Not about an individual instructor (it s about the course) Not about faculty evaluation (it s about course quality) Not about judgment (it s about diagnosis and improvement) Not about win/lose or pass/fail (it s about continuous improvement in a supportive environment)
13 QM = Process and Rubric Process Rubric OFFICIAL Outcome: Earn QM recognition Must follow official QM guidelines and procedures Outcome: Improve courses, meet institutional goals, demonstrate commitment to quality Outcome: Earn QM recognition Tool to assess online courses during formal QM review Outcome: Improve courses, meet institutional goals Guide to develop new online courses AND review and update online courses INFORMAL Outcome: Improve courses, meet institutional goals, demonstrate commitment to quality Institutions determine use and procedures Outcome: Improve courses, meet institutional goals, demonstrate commitment to quality Guide to develop new online courses AND review and update online courses
14 Peer Course Review Process
15 About the Course QM is designed to review mature courses (taught at least two semesters) QM logo indicates year course met expectations Triggers for subsequent reviews: Faculty request More than 3 years since original review New textbook or instructor Professional or accreditation review pending
16 The Peer Review Team 3 faculty peer reviewers: all must be experienced online instructors all must attend QM training one MUST be external to the course s originating institution one must be a subject matter expert (SME) one must be a master reviewer AND Faculty course developer: access to rubric prior to review involved in pre-review discussions consulted during review
17 Rubric Scoring # Standards Points Relative Value Total Points 21 3 Essential Very Important Important
18 Points are NOT on assigned on a sliding scale Standards If the standard is met If the standard is not met Essential 3 points 0 points Very Important 2 points 0 points Important 1 point 0 points
19 To Meet Expectations Two Thresholds A course must achieve: 1. Met on all 21 of the 3-point essential standards. 2. A minimum of 81 out of 95 points (81/95 = 85%)
20 The 85% Rule Two 85% Uses: 1. A minimum of 81 out of 95 points (81/95 = 85%) 2. Reviewers use their own gauge of 85% as to if a standard is met or not. Standards do not have to be 100% to be marked Met.
21 Key Sections That Must Align Course Learning Objectives (2) Learner Interactions & Activities (5) Resources, Materials (4) & Technology (6) Assessment and Measurement (3)
22 Think About Alignment Objectives From Intro Psych Course : Summarize the relationships that exist between biology and human behavior Module 1. Identify and define 7 major biological areas. 2. Recognize examples of how each area affects behavior. Assignment: Read Chapter 4 (assume it deals with relationships between biology and human behavior) in text; review study guide, objective 2, page 4. Assignment: View Chapter 4 PPT; listen to Chapter 4 podcast Graded Assignment: Prepare table that lists the 7 major biological areas; ask students to define/describe each area and list 3 specific ways this area affects human behavior. Graded Discussion Forum Question: Psychology is the study of behavior and mental processes. Why, then, are psychologists interested in biological matters such as the nervous system, the endocrine system and heredity? Read and respond to classmates postings. Exam: 50-item multiple choice exam taken in campus Testing Center.
23 General Standard 1 About the Standard From the Rubric To meet the Standard General Standard 1, Course Overview and Introduction: The overall design of the course is made clear to the student at the beginning of the course. The course introduction sets the tone for the course, tells students what to expect, and provides guidance to ensure they get off to a good start. You must share your deep knowledge of course 1. Organization 2. Navigation 3. Expectations (Policies)
24 General Standard 2 About the General Standard Brief Description from the Rubric To meet the General Standard General Standard 2, Learning Objectives: Learning objectives are measurable and are stated clearly. The learning objectives establish a foundation upon which the rest of the course is based. You must provide measurable, precise learning objectives at the course- and module-level objectives so your students will know what is expected of them.
25 Standard 2 as a Sentence Quality is measurable objectives (2.1) and consistent module-level objectives (2.2), that are written from the student perspective (2.3), with instructions on how to meet them (2.4), that are appropriate for the level of the course (2.5). Submitted by Sasha Thackaberry, Cuyahoga Community College
26 Standards 2.1 & 2.2 Write measurable course and module learning objectives that precisely describe what students will gain from instruction guide instructors to accurately assess student accomplishment. are consistent
27 Measurable Learning Objectives Begin with an action verb. Precisely describe behavior that can be observed or evaluated.
28 Test of Measurability A Measurable Learning Objective should complete this sentence: Upon completion of this course/module, students will be able to (DO SOMETHING).
29 An Effective Learning Objective Component Example Completes this sentence: Upon completion of this course/ module, students will be able to (DO SOMETHING). Begins with an action verb: See the Helpful Hundred Precisely describes behavior that can be observed or evaluated At the end of this course, you will be able to: deliver a carefully constructed persuasive speech to an audience
30 Measurable? Precise? 1. Realize the significance of ethical behavior in the business environment. 2. Document the critical events leading to the beginning of World War I. 3. Identify the seven most serious risks associated with cigarette smoking. 4. Understand the continuing impact of World War II on the European Union. 5. Demonstrate the effects of improper blood handling in a critical care environment. 6. Describe how to create a financial statement using MS Excel.
31 Remember Bloom?
32 Standard 2: Learning Objectives Bloom In Practice University of Victoria Counseling Services
33 General Standard 4 About the General Standard General Standard 4, Instructional Materials: Instructional materials are sufficiently comprehensive to achieve stated course objectives and learning outcomes. Brief Description from the Rubric The instructional materials form the core of the course, and these standards respect the instructor s prerogative in selecting them. The focus of this standard is on supporting the course objectives and competencies, rather than on qualitative judgments about the materials. To meet the General Standard You must provide rich, robust and appropriate resources and materials that support your stated learning objectives.
34 Apply Standard 4.1 to ANT 103 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives.
35 General Standard 5 About the General Standard General Standard 5, Learner Interaction & Engagement: Forms of interaction incorporated in the course motivate students and promote learning. Brief Description from the Rubric Engaging students to become active learners contributes to the learning process and to student persistence. To meet the General Standard You must provide meaningful and productive activities that prompt your students to actively practice their learning.
36 General Standard 6 About the General Standard General Standard 6, Course Tools and Technology: Course navigation and technology support student engagement and ensure access to course components. Brief Description from the Rubric The technology enabling the various course components facilitates the student s learning experience and is easy to use, rather than impeding the student s progress. To meet the General Standard You must select the tools and media that best support your learning objectives and provide opportunities for your students to actively practice their learning.
37 Standard 6 Includes Course Tools functional software that provide areas for interaction in the course Examples include forums, quizzes, surveys, blogs, social media, wikis, etc. Media one-way delivery modalities that enhance learning Examples include YouTube videos, podcasts, audio recordings, pictures, graphics, etc.
38 Standard 6.1 The tools and media support the course learning objectives.
39 General Standard 3 About the General Standard General Standard 3, Assessment and Measurement: Assessment strategies are designed to evaluate student progress by reference to stated learning objectives; to measure the effectiveness of student learning; and to be integral to the learning process. Brief Description from the Rubric Assessment is implemented in a manner that not only allows the instructor a broad perspective on the students mastery of the content, but also allows students to measure their own learning throughout the course. To meet the General Standard Your assessments must align with your stated learning objectives and guide students to measure their own learning progress.
40 Apply Standard 3.1 to ANT 103 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.
41 General Standard 7 About the General Standard General Standard 7, Learner Support: The course facilitates student access to institutional support services essential to student success. Brief Description from the Rubric In the learner support standard, four different kinds of support services are addressed: technical support, accessibility support, academic services support, and student services support. To meet the General Standard You must direct your online students to the support services they need to be successful and would be available to them if they attended campus-based courses.
42 General Standard 8 About the General Standard General Standard 8, Accessibility: The course demonstrates a commitment to accessibility for all students. Brief Description from the Rubric The accessibility standard incorporates the principles of Universal Design for Learning (UDL) and is consistent with Web Content Accessibility Guidelines (WCAG). To meet the General Standard You must design your course so students with special needs can access course materials and be successful in your course.
43 Sites to Explore Universal Design for Learning Site provides a framework for designing educational environments that enable all learners to gain knowledge, skills, and enthusiasm for learning reducing barriers to the curriculum providing rich supports for learning. WCAG Web Content Accessibility Guidelines (WCAG) Site provides documents that explain how to make Web content more accessible to people with disabilities.
44 Standard 8.1 Consider the following scenario: An online Nursing course is offered through Desire2Learn and requires that students watch six videos that illustrate key concepts in critical care. These videos are provided by the textbook publisher and are not closed-captioned. If you were reviewing this course, how you would apply Standard 8.1 and what helpful comments would you give the instructor?
45 Your Point of View As a QM Course Reviewer, you should: Take the students point of view Advocate for the student
46 Underlying Principles of QM 1. Based on national standards of best practice, the research literature and instructional design principles 2. The course under review does not have to be perfect but better than just good enough (Standards met at about 85% level or better.) 3. Integral to a continuous quality improvement process 4. Valued as part of a faculty-driven, peer review process 5. Designed to promote student learning
Welcome to the Quality Matters: Evolving Standards for Online Courses fully-online workshop. 1 The purpose of this workshop is to provide instructors with the knowledge to recognize and employ the strategies
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
HUS 614: Communication Skills for Human Service Practitioners (3 cr.) Start/End Dates: Instructor: Dr. Linda J. Stine Professor, Lincoln University Master of Human Services Program Office Phone: 215-590-8213
Unit Number Unit Name Person Responsible 012120 Business Management and Supervision (MST) Wanda Markie Hunter : 1 Operational To improve the accessibility of business courses, the Business Department will
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
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
ONLINE COURSE EVALUATION TOOL FACULTY CENTER FOR IGNATIAN PEDAGOGY LOYOLA UNIVERSITY CHICAGO This checklist is intended for use as a formative measure of online course development and/or a summative reflection
Strategies to improve your online teaching now! Brian Udermann Director of Online Education University of Wisconsin-La Crosse December 5, 2014 U.S. DOL Information This product was funded by a grant awarded
Masters of Science in Curriculum & Instruction Core Alignment of Summative Assessments to Standards Standards ED 601 Summative Assignment 1 NBPTS Proposition 1: Teachers are Committed to Students and Learning
HSC 615: Instructional Design & Media Development for Healthcare Professionals Catalog Description: HSC 615 Instructional Design & Media Development for Healthcare Professionals (3,0,3) Design, development,
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.
Standards For Online Courses The following Standards for Online Courses have been carefully developed to ensure the highest quality and consistency of online course offerings (full online, partial online,
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
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
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.
Psychology 2510: Survey of Abnormal Psychology (Section 2) Fall 2015 Instructor: Julianne Gray Ludlam, Ph.D. Class Location: Psychology Building 313 Class Time: MWF, 9:00-9:50 AM CST Office Location: 25
Internet Learning Volume 3 Issue 1 Spring 2014 Article 6 March 2014 Measuring Online Course Design: A Comparative Analysis Jiyu You The University of Toledo Sue Ann Hochberg The University of Toledo Phoebe
Summer 2014 Online Teacher Training Introduction Welcome to the Online Teacher Training Summer 2014 course. This course is an introduction, not just to D2L and course design, but how to teach online. Online
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
MOE Online Class Quality Guidelines The following guidelines were developed by the MiraCosta Online Educators committee to inform online faculty of required elements for Distance Education classes, offer
Best Practices in Online Teaching In 2006 Curtis Bonk in his article entitled The Future of Online Teaching and Learning in Higher Education: The Survey Says made reference to something called a perfect
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
Redesigned College Algebra Southeast Missouri State University Ann Schnurbusch Why redesign the course? Developmental courses previously redesigned College Algebra already in transition High failure rate
QM Overview Presentation Guide This guide provides the notes that accompany the QM Overview power point presentation. Questions? Email email@example.com Slide 1: Slide 2 The agenda for this presentation
Department of Rehabilitation Psychology & Special Education University of Wisconsin-Madison RP&SE 840 Rehabilitation Counseling Psychology - Group Procedures Spring 2015 Instructor: Kristine M. Eiring,
SUNY Learning Network Faculty Development Workshop Descriptions 2012-2013 Overview of SLN workshops SLN is committed to delivering workshops that help faculty develop and deliver high-quality instruction
Instructor: Office Hours: Dr. Jared R. Chapman, PhD, MBA, MSc By appointment Email: firstname.lastname@example.org Required Texts: Click here for details TAs: Click here for details Question Learning Outcomes 1.
Research on the Impact of the Quality Matters Course Review Process Ron Legon Executive Director The Quality Matters Program / MarylandOnline Jean Runyon Director, Innovative Teaching Center College of
I. GENERAL INFORMATION VALENCIA COLLEGE, OSCEOLA CAMPUS PSYCHOLOGY 2012 32733 (General Psychology) Summer B, 2014 Dr. Nancy Small Reed Instructor: Dr. Nancy Reed Office hours: The first 15 minutes of class
Master of Science, Curriculum and Instruction The Master of Science degree in Curriculum and Instruction is a competency-based program and represents a path for K-12 educators and corporate trainers wishing
Online Course Development Guide and Review Rubric Thank you for participating in our online course review process! Your input is extremely valuable to us, and we appreciate the time you are taking to help
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)...
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
Building a Better Buy-in: Toward a university-wide community of online course quality assurance Su Swarat, Marsha Orr & Nik Gorman OLC Conference 10.16.15 The two most fundamental questions that this series
Demonstrating Understanding Rubrics and Scoring Guides Project-based learning demands a more progressive means of assessment where students can view learning as a process and use problem-solving strategies
12 Step Checklist for Meeting Quality Matters Standard 1 Getting Started 1.1 Instructions make clear how to get started and where to find various course components. 1.2 Students are introduced to the purpose
RHB 222.501 Introduction to Alcoholism and Substance Abuse Summer 2, 2015 Instructor: William F. Weber Office: HSTC 213 Course Time & Location: OnLine Office Hours: 3-5 PM M; 3-7 PM T Office Phone: 936/468-1154
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.
Psychology 1F03 Course Outline Spring 2014 Course Staff Location Office Hours Dr. Joe Kim Instructor PC/106 Posted weekly on AVENUE Dr. Michelle Cadieux Course Coordinator IntroPsych Office PC/416 Posted
EDU 295 633 Fall 2010 Course Syllabus Instructional Design for Online Learning Instructor: Kristin Machac The Faculty Bio button in Blackboard also contains your instructor s contact information, office
The Counselor Education and School Psychology Department regularly and systematically evaluates its programs for the purposes of ensuring student success, alignment with licensure and certification standards,
Ivy Tech Community College of Indiana POLICY TITLE Distance Education Course Design and Development POLICY NUMBER ASOM 6.0 (Formerly APPM 5. & 5.) PRIMARY RESPONSIBILITY Instructional Design CREATION /
Building Trust with Quality Assurance Strategies in TAACCCT Gerry Hanley (TAACCCT Repository Services) Executive Director, MERLOT Assistant Vice Chancellor, Academic Technology Services California State
HCC ONLINE COURSE REVIEW RUBRIC Adapted from Maryland Online FIPSE Project and Lake Superior College I. COURSE OVERVIEW AND INTRODUCTION General Review Standard: The overall design of the course, navigational
AEC 3033C Research & Business Writing for Agricultural and Life Science Erin Nessmith email@example.com 813-757-2280 Welcome to the wonderful world of business and research writing! Please Read Carefully.
The University of South Dakota School of Education Division of Educational Leadership EDAD 701 Introduction to Educational Administration 3 credits Fall 2016 Instructor: Kris Reed, Ph.D. Office: Delzell
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,
EDTC Program Assessment Framework The University of Delaware s Master of Education in Educational Technology (EDTC) program aligns with both of the international standards bodies that inform the design
Master of Education, Learning and Technology The Master of Education degree is a competency-based program that prepares individuals to improve education and training results by effectively using technology
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
Dear Student, IDEAL PROGRAM PRST 224 Critical Thinking & Writing SYLLABUS ONLINE Please read the following course syllabus carefully, especially the course dates, times and location. If you have any questions,
EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program Secondary Education (Math, History/Social Studies, Science, World Languages) and Special Education (K-12) Goal: The MAT program focuses on preparing
Masters Capstone Course COMSTRAT 566 What is a Capstone Course? A capstone course is a course offered in the final semester of a student s program of study that ties together the key learning objectives
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
Title: Transforming a traditional lecture-based course to online and hybrid models of learning Author: Susan Marshall, Lecturer, Psychology Department, Dole Human Development Center, University of Kansas.
EFRT 305 Human Development and Learning Required Textbooks: Slavin, Robert E., (2010). Educational psychology: Theory and practice. 9 th Ed. ISBN: 9780137034352 EMSP Registration: This course has a field
Dewar College of Education and Human Services Valdosta State University Department of Early Childhood and Special Education SEGC 6040 Technological Support Planning for Children and Youth with Disabilities
Writing effective student learning outcomes Attached are three excerpts and sources to help you to develop effective and assessable learning outcomes. Also attached are two syllabi templates: the first
Website: Designlearning.org Example of a Well-Designed Course in Nursing Name: Dr. Vickie Hughes Name of Institution: Appalachian State University 1. Specific Context The subject matter: Research The title
Master of Arts in English Language Learning for Grade PreK 12 Teachers The Master of Arts in English Language Learning (PreK 12) is a competency-based degree program that prepares already licensed teachers
Online courses are approved by the University of California in two steps: Online Course Self-Assessment Form 1. Assessment against International Association for K-12 Online Learning (inacol) course standards.
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
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
Criteria for Approval of Online Providers and Courses to Satisfy UC Subject ( a-g ) Requirements Approved by BOARS Articulation & Evaluation Subcommittee on July 27, 2006 Approved by BOARS on October 6,
A Conceptual Framework for Online Course Teaching and Assessment in Construction Education Namhun Lee Department of Manufacturing and Construction Management Central Connecticut State University With the
Final Project Design Document Nicholas Martin Purpose: For my Final Project, I will be creating my e-portfolio for the IT Master s Program. This website will contain course artifacts, field experiences,
Achieving AACSB International s Initial Accreditation: The Montana State University Billings Experience - The College of Business Coordinator of Accreditation and Assessment s Perspective Barbara M. Wheeling
PROFESSIONAL COUNSELING PROGRAM Middle Tennessee State University 1301 East Main Street Murfreesboro, TN 37132 http://www.mtsu.edu/edu_leadership/professional_counseling/ COUN 6230 LEGAL AND ETHICS ISSUES
INST 5500 Online Course Development Course Syllabus Fall 2015 (Aug 17 Dec 12) 3 GR Semester Hours COURSE DESCRIPTION Designed to synthesize information from educational technology coursework and experiences.
Assignment of Semester Credit Hours Revised March 2, 2016 Oklahoma Christian University (OC), like many other higher education institutions, assigns credit hours to undergraduate and graduate classes as
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
Course 2 - New Mexico SUN Online Instructor Certification: Designing Quality Courses Skill Up Network Cooperative for Teaching & Learning (SUN-CTL) I. Course Syllabus Fall 2013 Welcome to Course 2 of the
THE LINCOLN UNIVERSITY UNIVERSITY CITY Department of Psychology & Human Services COURSE SYLLABUS COURSE TITLE: Case Management COURSE NUMBER: HSD XXX TERM: PREREQUISITES: N/A INSTRUCTORS: Email EXTENSION:
Integrated Skills in English (ISE) Guide for Students ISE II (B2) Reading & Writing Speaking & Listening Trinity College London www.trinitycollege.com Charity number 1014792 Patron HRH The Duke of Kent
ECU Quality Assurance Guidelines for Online Delivery PURPOSE The purpose of these guidelines is to encompass and improve ECU s existing minimum standards for online units, and to extend ECU s quality assurance
The Common Core State Standards: What does it mean to Community College Faculty? General Overview & Panel Discussion OhioMATYC April 12, 2013 Ohio s Readiness for College and Careers Definition High school
The University of Hawai i Community Colleges Online Learning Strategic Plan GOAL 1,2,3,4,5 DESCRIPTION OUTCOMES RESEARCH QUESTIONS AND DATA REPORTING FURTHER CONSIDERATIONS Overview As an important subset
Professor: Dr. Kit Carson Telephone: 912.260.4250 Email address: firstname.lastname@example.org Office hours: By appointment Office: Collins Hall - 216 Course description: South Georgia College Division of Business
Your consent to our cookies if you continue to use this website.