The appropriate department chair certifies that the course’s learning outcomes are appropriate in rigor, depth, and breadth with the degree or certificate awarded and that this course meets the same academic standards as the same course offered by other means.
Appropriate LearningOutcomes (Place an “X”nexttothe item.)
The course’s learning outcomes as contained in the course syllabus are appropriate in rigor, depth, and breadth with the degree or certificate awarded.
The course meetsthe same academicstandardsasthe same course offered by othermeans.(Place an “X”nextto eachitem.)
Textbook and additional materials are comparable to the same course offered by other means.
Course assessments are comparable to the same course offered by other means.
Any other course activities are comparable to the same course offered by other means.
Department Chair Approval
If the instructor of the course is also the Department Chair, the appropriate Vice President must also sign this form.
The overall course design is made clear to student at the beginning of the course. The course introduction sets the tone for the course, lets students know what to expect, and provides guidance to ensure they get off to a good start.
Instructions make it clear how to get started and where to find various course components (i.e. Start button).
Students are introduced to purpose & structure of the course (meeting times, pace, etc.).
Etiquette (netiquette) expectations for online discussions, email, & other forms of communication are clearly stated.
Course and institutional policies with which the student is expected to comply are clearly stated, or a link to current policies is provided (late work, plagiarism, make-up tests, etc.)
Prerequisite knowledge in the discipline and/or any required competencies are clearly stated.
Minimum technical skills expected of the student are clearly stated.
A self-introduction by the instructor is available (bio/instructor info page, discussion intro, etc.).
Students are asked to introduce themselves to the class.
Standard 2: Learning Objectives
Learning objectives are measurable and are clearly stated. Learning Objectives establish a foundation upon which the rest of the course is based.
The Course learning objectives describe outcomes that are measurable.
The module/unit learning objectives describe outcomes that are measurable and consistent with course-level learning objectives.
Learning objectives are stated clearly and written from the student’s perspective.
Instructions to students on how to meet the learning objectives are adequate & clearly stated.
Learning objectives are appropriately designed for the level of the course.
Course learning outcomes, content, and coverage is equivalent to that in on-campus sections.
Forms of interaction incorporated in the course motivate students and promote learning. This standard includes student-instructor, student-content, and student-student interactions. Courses should integrate multiple forms of interaction.
Learning activities promote the achievement of the stated course/unit learning objectives.
Learning activities provide opportunities for interaction that support active learning.
Instructor has provided a plan for classroom response time, including feedback on assignments.
The requirements for student interaction are clearly articulated.
Standard 6: Course Technology
Course navigation & technology support student engagement and ensure access to course components.
The tools and media support the course/unit learning objectives.
Course tools and media support student engagement and active learning.