Program Development

Planning DE Course Offerings

The following 4 questions should help inform program design:

• How does this course fit into the current program plan?
• What impact will this course have on the department’s enrollment numbers?
• Is this a course that could be part of a GE/degree/ certificate fast track?
• What are the department’s resources for course development?

Depending on the answers, a course should/should not be developed.

Course Development

Sample Timeline

SUMMER

• Plan Your Proposal
• Submit C&I Proposal Summary Form
• Begin Online Training (as needed)
• Contact the DE Department

 

FALL

• C&I Curriculum Training
• Faculty Assigned to C&I Cohorts
• C&I Proposal Feedback
• DE Form D Consultation w/ DE Department
• DE Form D Approval by DE Department
• C&I Committee Review
• C&I Proposal Consideration & Voting

 

SPRING*

• Course Development
• DE Course Review & Approval

 

SUMMER/FALL*

• Course Goes Live

*Distance Education policy and timeline pending.

Form D

Existing Course of Record Flowchart

1. Form D exists in WebCMS for Credit/Non-credit Courses
   1. If Form D is more than 5 years old: Submit Revised Form D in next full C&I cycle.
   2. If Form D is less than 5 years old: No revision is necessary. Use Form D as a guide for course development if there is no Master Course.
2. Form D exists in WebCMS for Career & Technical Education Courses
   1. If Form D is more than 2 years old: Submit Revised Form D in next full C&I cycle.
   2. If Form D is less than 2 years old: No revision is necessary. Use Form D as a guide for course development if there is no Master Course.
3. No Form D exists in WebCMS
   1. It is recommended that full time faculty should begin work on Form D for next full C&I cycle after completing the Introduction to Online Teaching & Learning course.

 

Course Design

Bloom’s Taxonomy Diagram

This is an inverted pyramid. At the point, balancing all the other skills is Remembering, meaning that it is the most basic skill in terms of cognitive processes. From there, the skills advance in the following order:

• Understanding
• Applying
• Analyzing, Evaluating, Creating (these three skills share the same level of the pyramid)

 

Course Assessment

Formative/Summative Assessment

Formative Assessment Diagram
Shows a circle with the following labels forming a cyclical process:

• New Content/Concepts
• Discussion Post
• Feedback from other students and instructor
• Deeper understanding of content

Summative Assessment

Shows a linear equation. Content + Assessment = Grade

Integrating Assessment Types

Shows a funnel that contains the following parts of a paper: Drafts, Outline, Peer Review. These elements are then incorporated into the final label on the diagram — Final Paper (graded).

Assessment & Course Design

Shows two paths, one with Traditional assessment, and the other with Authentic Assessment.

• Chapter quiz. Skill: Remembering

• Pre-reading self assessment. Skill: Evaluating.
• Discussion post. Skills: Understanding, Evaluating, Applying.
• Discussion response. Skills: Understanding, Evaluating, Applying.
• Chapter assessment (blog, journal or project). Skills: Understanding, Evaluating, Applying, Creating.

Traditional Assessment

Authentic Assessment

ePortfolios

This image consists of a large square where PORTFOLIO is in the center joining the following, smaller units together:

• Artifact A + Reflection
• Artifact B + Reflection
• Artifact C + Reflection
• Course Reflection

Creating Rubrics

The following steps are listed:

1. List assignment objectives
2. Develop quality work criteria for each objective
3. Determine performance benchmarks & point values
4. Write benchmark descriptors for quality work criteria