A | B | C | D | E | F | G | H | I | J | K | L | M | N | P | Q | R | ||
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1 | Course Name | Course 1 | Course 2 | Course 3 | Course 4 | Course 5 | ||||||||||||
2 | Degree | |||||||||||||||||
3 | Department | |||||||||||||||||
4 | Last Minor Revision Date | |||||||||||||||||
5 | Last Major Revision Date | |||||||||||||||||
6 | Priority of Revision (highest, high, medium, low) | |||||||||||||||||
7 | 1. Values, Mission Alignment & Institutional Best Practices | |||||||||||||||||
8 | 1 | Effectively contextualized in practical ways for our audience | ||||||||||||||||
9 | 2 | Includes at least 4 customized video presentations from our institution to bring personal presence, practical contextualization and to tie the material together | ||||||||||||||||
10 | 3 | Includes at least 2 live Zoom meetings | ||||||||||||||||
11 | 4 | Book selection quality and alignment with student goals, CLOs, PLOs & Mission (high, medium, needs improvement) | ||||||||||||||||
12 | 5 | Level of Christian integration desired (high, medium, minimal, none) | ||||||||||||||||
13 | 6 | Actual level of Christian integration (high, medium, minimal, none) | ||||||||||||||||
14 | 7 | Appropriate level or work and rigor for CLOs | ||||||||||||||||
15 | 8 | Makes effective use of third-party videos (YouTube, Vimeo, DVD) covering key content areas to complement reading | ||||||||||||||||
16 | 9 | Combined book cost is affordable (list book cost here) | ||||||||||||||||
17 | 10 | Follows weekly format (not bi-weekly) | ||||||||||||||||
18 | 11 | Overall usability of course (high, medium, needs improvement) | ||||||||||||||||
19 | 12 | Uses rubric system in LMS for assignment evaluation | ||||||||||||||||
20 | 2. Student and Faculty Feedback | |||||||||||||||||
21 | 12 | Materials are up to date with limited complaints about outdated materials | ||||||||||||||||
22 | 13 | No complaints about broken links or formatting of materials | ||||||||||||||||
23 | 14 | Summary of quality level of content based on faculty, student and staff feedback (high, medium, needs improvement) | ||||||||||||||||
24 | 15 | Level of indication from students, faculty and staff of how helpful course topic itself is to their goals (high, medium, needs improvement) | ||||||||||||||||
25 | 16 | Level of fit (or mismatch) between students that select this course and the course goals or students not being adequately prepared | ||||||||||||||||
26 | 17 | Quizzes and exams are free of any problems and are closely aligned with course materials | ||||||||||||||||
27 | 3. Syllabus Checklist | |||||||||||||||||
28 | 17 | Syllabus follows the latest standard syllabus template with no formatting problems | ||||||||||||||||
29 | 18 | Syllabus course description and outcomes match what is in LMS and public course webpage | ||||||||||||||||
30 | 19 | Syllabus includes program outcomes and identifies which program outcomes is linked in this course | ||||||||||||||||
31 | 20 | Required text: lists required text in APA format with ISBN number and link. | ||||||||||||||||
32 | 21 | Course Schedule: Syllabus lists summary of readings, media and assignments for each week | ||||||||||||||||
33 | 22 | Course Schedule: Includes hour estimates for items for each week and correctly totals 45 hours per credit hour (or appropriate standard measure) | ||||||||||||||||
34 | 23 | Course Schedule: Includes grade weight percent and grade weights matches gradebook in LMS | ||||||||||||||||
35 | 24 | Course name, number, description and outcomes are synchronized between 1) public course web page 2) syllabus 3) catalog 4) LMS | ||||||||||||||||
36 | 25 | Course Schedule: Maps each graded item to a course objective | ||||||||||||||||
37 | 26 | The relationship between learning objectives or competencies and learning activities is clearly stated | ||||||||||||||||
38 | 4. COURSE OVERVIEW AND INFORMATION | |||||||||||||||||
39 | 27 | Course introduction follows instition standard overview format | ||||||||||||||||
40 | 28 | Course includes Welcome and Getting Started content. | 1. Need ideas? | |||||||||||||||
41 | 29 | An orientation or overview is provided for the course overall. Learners know how to navigate and what tasks are due. | 2. Need ideas? | |||||||||||||||
42 | 30 | Course includes a Course Information area that deconstructs the syllabus for learners in a clear and navigable way. | 3. Need ideas? | |||||||||||||||
43 | 31 | A printable syllabus is available to learners (PDF, DOC, HTML). | 4. Need ideas? | |||||||||||||||
44 | 32 | Course includes links to relevant campus policies on plagiarism, computer use, accommodating disabilities, etc. | 5. Need ideas? | |||||||||||||||
45 | 33 | Course provides access to learner success resources (technical help, orientation, tutoring). | 6. Need ideas? | |||||||||||||||
47 | 34 | Appropriate methods and devices for accessing and participating in the course are communicated (mobile, publisher websites, secure content, pop-ups, browser issue, microphone, webcam). | 8. Need ideas? | |||||||||||||||
48 | 35 | Course objectives/outcomes are clearly defined, measurable, and aligned to learning activities and assessments. | 9. Need ideas? | |||||||||||||||
49 | 36 | Course provides contact information for instructor, department, and program. | 10. Need ideas? | |||||||||||||||
50 | 37 | Expectations for timely and regular feedback from the instructor are clearly stated (questions, email, assignments). | 38. Need ideas? | |||||||||||||||
51 | 38 | Course grading policies, including consequences of late submissions, are clearly stated in the course information area or syllabus. | 44. Need ideas? | |||||||||||||||
52 | 39 | Criteria for the assessment of a graded assignment are clearly articulated (rubrics, if a project based course an example project is provided). | 46. Need ideas? | |||||||||||||||
53 | 40 | Expectations for interaction are clearly stated (netiquette, grade weighting, models/examples, and timing and frequency of contributions). | 39. Need ideas? | |||||||||||||||
54 | 41 | The instructor’s plan for interacting with learners during the course is clearly stated | Need ideas? | |||||||||||||||
60 | 5. DESIGN AND LAYOUT | |||||||||||||||||
64 | 42 | Instructions are provided and well written. | 19. Need ideas? | |||||||||||||||
65 | 43 | Course is free of grammatical and spelling errors. | 20. Need ideas? | |||||||||||||||
74 | 6. CONTENT AND ACTIVITIES | |||||||||||||||||
75 | 45 | Course offers access to a variety of engaging resources that facilitate communication and collaboration, deliver content, and support learning and engagement. | 29. Need ideas? | |||||||||||||||
76 | 46 | Course provides activities for learners to develop higher-order thinking and problem-solving skills, such as critical reflection and analysis. | 30. Need ideas? | |||||||||||||||
77 | 47 | Course provides activities that emulate real world applications of the discipline, such as experiential learning, case studies, and problem-based activities. | 31. Need ideas? | |||||||||||||||
78 | 48 | Where available, Open Educational Resources, free, or low cost materials are used. | 32. Need ideas? | |||||||||||||||
80 | 49 | A text assessability audit has been completed on the course. Text content is available in an easily accessed format, preferably HTML. All text content is readable by assistive technology, including a PDF or any text contained in an image and "alt" tags are used | 34. Need ideas? | |||||||||||||||
81 | 50 | A video assssability audit has been completed on the course. All videos provide some form of captioning. | 35. Need ideas? | |||||||||||||||
84 | 7. INTERACTION | |||||||||||||||||
85 | 51 | Learners have an opportunity to get to know the instructor. | 40. Need ideas? | |||||||||||||||
86 | 52 | Course contains resources or activities intended to build a sense of class community, support open communication, and establish trust (at least one of the following - Ice-breaker, Bulletin Board, Meet Your Classmates, Ask a Question discussion forums). | 41. Need ideas? | |||||||||||||||
87 | 53 | Course offers opportunities for learner to learner interaction and constructive collaboration. | 42. Need ideas? | |||||||||||||||
88 | 54 | Learners are encouraged to share resources and inject knowledge from diverse sources of information in their course interactions. | 43. Need ideas? | |||||||||||||||
89 | 55 | Learners are asked to introduce themselves to the class (QM 1.9). | Need ideas? | |||||||||||||||
90 | 8. ASSESSMENT AND FEEDBACK | |||||||||||||||||
91 | 56 | Course includes frequent and appropriate methods to assess learners’ mastery of content. | 45. Need ideas? | |||||||||||||||
92 | 57 | Course assessment involves low-stakes formative open book quizzes | 47. Need ideas? | |||||||||||||||
93 | 58 | Learners are informed when a timed response, proctoring or open book is required. Proper lead time is provided to ensure there is an opportunity to prepare an accommodation. | 48. Need ideas? | |||||||||||||||
94 | 59 | Course assessment involves summative proctored exams | ||||||||||||||||
95 | 60 | Course assessment involves cumulative final project that is worked on through much of the course. | ||||||||||||||||
96 | 61 | Course assessment involves study guides | ||||||||||||||||
97 | 62 | Course assessment involves appropriate practical assignments that require connecting with an organization | ||||||||||||||||
98 | 63 | |||||||||||||||||
99 | Note this rubric is licensed Creative Commons Attribution 4.0 International License (CC By 4.0) |