CBU’s Division of Online and Professional Studies (OPS) specializes in “distance education” for working adults and others who need a flexible learning schedule.
This document discusses the importance of setting clear expectations for students in online courses. It emphasizes that a well-designed syllabus, module overviews, and open communication help students understand what is required and feel comfortable in the online environment. It provides tips for creating expectations such as introducing yourself before the course, giving students early access to the classroom, and using announcements to prepare students. A good online syllabus should include instructor contact details, course goals and objectives, performance requirements, technical requirements, content outlines, assignments, interaction schedules, and guidance on time management. Module overviews with checklists can also help students stay on track with due dates.
This instructional plan outlines a 10-week CNA training course to be offered at a local community college. The plan identifies a need for CNAs at the local hospital and a gap in available training programs. It recommends the college assist the hospital by providing instructors and materials to teach the class. The plan details learner characteristics, instructional strategies including lectures, demonstrations and role plays, formative and summative assessments, and recommendations to improve the program based on evaluation outcomes.
1. The document provides guidance on designing online courses and outlines several key elements that should be considered, including setting clear objectives, understanding your audience, integrating instructional and audience analysis, focusing on people, processes, technology, and administration.
2. It recommends using Mager's theory of behavioral objectives to write clear, measurable learning objectives for the course.
3. Several principles are discussed for each element, such as conducting needs analyses, centering course design around instructors and students, and carefully considering whether to build your own platform or use an existing one.
National standards of Quality Online Coursessritter1
The document outlines national standards of quality for online courses. It discusses standards related to course content, instructional design, student assessment, technology, and course evaluation/management. Key points include ensuring course goals and objectives are clear, content is rigorous and engaging, assessments are ongoing, the course is easy to navigate, and student information remains confidential.
This document outlines the syllabus for an online Algebra II summer school course. [1] The course will utilize computer technology to present mathematical concepts individually to students and will cover topics including algebra, probability, data analysis, geometry and trigonometry. [2] Students must complete all assignments, activities, projects and exams by posted deadlines to pass the course, with homework, discussions, unit projects and exams constituting the major deliverables. [3] Regular participation is encouraged but not required, and students who do not log on for two consecutive weeks will be withdrawn from the course.
This document outlines the syllabus for the course "B BUS 446: Strategic Retail Promotion" taught Winter Quarter 2015. The course examines key strategies and methods for using promotion to achieve competitive advantage in retail. It meets Monday and Wednesday from 1:15-3:15pm in room UW1 020. The course objectives include developing knowledge of retail profitability, marketing concepts, metrics, traditional and emerging promotional strategies. Grading will be based on assignments, exams, a group project, and participation. The professor is Mary Ann Odegaard and the textbook is "The Fusion Marketing Bible."
FlexPath: A case study in building competency based direct assessment offeringsJeff Grann
In October 2013, Capella University launched FlexPath, America’s first federally-approved direct assessment programs at the bachelor degree and master degree levels. Students in these offerings advance by demonstrating competencies according to faculty judged performance across multiple authentic assessments. This approach is unique from traditional programs in which students advance based on credits tied to estimates of instruction time. Key analytic and visualization techniques supporting these offerings are presented along with evaluation data indicating that adult students save both time and money compared to credit-bearing programs while maintaining comparable levels of academic achievement.
This document discusses the importance of setting clear expectations for students in online courses. It emphasizes that a well-designed syllabus, module overviews, and open communication help students understand what is required and feel comfortable in the online environment. It provides tips for creating expectations such as introducing yourself before the course, giving students early access to the classroom, and using announcements to prepare students. A good online syllabus should include instructor contact details, course goals and objectives, performance requirements, technical requirements, content outlines, assignments, interaction schedules, and guidance on time management. Module overviews with checklists can also help students stay on track with due dates.
This instructional plan outlines a 10-week CNA training course to be offered at a local community college. The plan identifies a need for CNAs at the local hospital and a gap in available training programs. It recommends the college assist the hospital by providing instructors and materials to teach the class. The plan details learner characteristics, instructional strategies including lectures, demonstrations and role plays, formative and summative assessments, and recommendations to improve the program based on evaluation outcomes.
1. The document provides guidance on designing online courses and outlines several key elements that should be considered, including setting clear objectives, understanding your audience, integrating instructional and audience analysis, focusing on people, processes, technology, and administration.
2. It recommends using Mager's theory of behavioral objectives to write clear, measurable learning objectives for the course.
3. Several principles are discussed for each element, such as conducting needs analyses, centering course design around instructors and students, and carefully considering whether to build your own platform or use an existing one.
National standards of Quality Online Coursessritter1
The document outlines national standards of quality for online courses. It discusses standards related to course content, instructional design, student assessment, technology, and course evaluation/management. Key points include ensuring course goals and objectives are clear, content is rigorous and engaging, assessments are ongoing, the course is easy to navigate, and student information remains confidential.
This document outlines the syllabus for an online Algebra II summer school course. [1] The course will utilize computer technology to present mathematical concepts individually to students and will cover topics including algebra, probability, data analysis, geometry and trigonometry. [2] Students must complete all assignments, activities, projects and exams by posted deadlines to pass the course, with homework, discussions, unit projects and exams constituting the major deliverables. [3] Regular participation is encouraged but not required, and students who do not log on for two consecutive weeks will be withdrawn from the course.
This document outlines the syllabus for the course "B BUS 446: Strategic Retail Promotion" taught Winter Quarter 2015. The course examines key strategies and methods for using promotion to achieve competitive advantage in retail. It meets Monday and Wednesday from 1:15-3:15pm in room UW1 020. The course objectives include developing knowledge of retail profitability, marketing concepts, metrics, traditional and emerging promotional strategies. Grading will be based on assignments, exams, a group project, and participation. The professor is Mary Ann Odegaard and the textbook is "The Fusion Marketing Bible."
FlexPath: A case study in building competency based direct assessment offeringsJeff Grann
In October 2013, Capella University launched FlexPath, America’s first federally-approved direct assessment programs at the bachelor degree and master degree levels. Students in these offerings advance by demonstrating competencies according to faculty judged performance across multiple authentic assessments. This approach is unique from traditional programs in which students advance based on credits tied to estimates of instruction time. Key analytic and visualization techniques supporting these offerings are presented along with evaluation data indicating that adult students save both time and money compared to credit-bearing programs while maintaining comparable levels of academic achievement.
This PowerPoint presentation covers the Quality Matters standards for designing online courses. It contains slides on each of the general standards for the course introduction, including instructions for getting started, the purpose and structure of the course, etiquette expectations, policies, prerequisite knowledge, technical skills, the instructor's self-introduction, and having students introduce themselves. The presentation is intended to help instructors understand the Quality Matters standards for designing the start of an online course.
This document provides guidelines for e-teachers in Ako e FarNet/HarbourNet. It outlines responsibilities for setting up online courses, delivering effective online lessons, communicating with students and deans, collecting student data, and providing assessments and feedback. Key responsibilities include setting up the learning management system with course content, applying sound teaching practices for video conferences and distance learning, organizing lessons and resources for students, and keeping accurate records of attendance and results. The document aims to support e-teachers in delivering high quality online instruction.
This document provides an overview of Module 3A which focuses on designing instruction for distance learning modalities. The module contains 3 lessons:
1. Understanding the Different Learning Delivery Modalities - This lesson defines different distance learning types and their requirements.
2. Designing Lessons and Assessments in Distance Learning - This lesson discusses designing well-structured lessons and incorporating formative and summative assessments.
3. Guiding and Monitoring Learners in Distance Learning - This lesson focuses on creating a weekly home learning plan and individual learning monitoring plans to track student progress.
The module aims to help teachers effectively design and implement distance learning considering the different modalities' guidelines and student needs. It emphasizes
This document outlines the syllabus for an online Algebra II summer school course. The course will utilize computer technology to present mathematical concepts individually to students. Students must complete all assignments, activities, projects, discussions, and exams to pass the course. There are four types of graded deliverables: homework assignments, discussions/voice boards, unit projects, and exams. Students must regularly engage with the online materials, but there is no daily log-on requirement. The only materials needed are a scientific or graphing calculator, internet access, and the ability to download programs. Grades are based on points earned from deliverables.
This document outlines the agenda and resources for a course development kick-off meeting to help faculty create online courses. The agenda includes an introduction, discussing big questions in course design like learning outcomes and activities, course mapping, and an overview of the Quality Matters standards and peer review process. Resources provided include video creation tools, lecture capture, learning activity software, test banks, and training classes. The schedule outlines the course development timeline with opportunities for mentor meetings and peer reviews to help courses meet Quality Matters standards for online learning.
This document provides a framework and definitions for developing a performance task for a help desk course. It includes three sections - task administration, task process requirements, and product scoring. The framework outlines specific elements that should be defined for the performance task, such as the name, course, duration, grade level, content standards, and purpose statement. It also provides examples of how these elements could be defined for a culinary arts performance task involving preparing pan roasted chicken.
Applying NEASC Best Practices to Ensure the Quality of Online Programsmarando
Brandeis University’s Division of Graduate Professional Studies offers entire graduate certificate and degree programs via distance learning. This presentation illustrates how the Division recently applied NEASC Best Practices for Electronically Offered Degree and Certificate Programs to self-assess and assure the quality of its online programs, resulting in a successful re-accreditation.
The document outlines the required and self-selected artifacts for a teacher's portfolio for the school year 2020-2021 at San Emilio National High School. The required artifacts include an individual learning monitoring plan, weekly home learning plans/lesson plans, teacher-made or modified learning resources, certificates of participation in professional development activities, and a reflective summary. The self-selected artifacts can include evidence of engaging learners for their progress and achievement, professional engagement with colleagues, and engaging key stakeholders in the teaching and learning process. Guidelines are provided for possible self-selected artifacts that address different standards.
101 suggestions for successful online math learningorrange
This document provides 101 suggestions for successful online math learning organized into sections on preparing for the course, course design techniques, course organization, testing and grading, communicating with students, and general advice. Some key suggestions include using web tools in seated classes first, making the website simple to navigate, stating clear goals and objectives, engaging students with a variety of tools like discussions and projects, providing quick feedback and frequent assessments, and orienting students to the online environment.
This document discusses strategies for an eLearning presentation on organizing business travel. It outlines learning styles, strategies for learner collaboration including brainstorming in groups and using online discussion. It describes teaching strategies such as an activity to practice a 24-hour clock. The trainer's roles are discussed as setting discussion topics, participating in and guiding online discussions, providing feedback and setting timelines. Methods for assessing learners are mentioned, including questioning, portfolios, third-party reports, demonstrations and reviewing workplace documents. Technical skills needed by learners and trainers are noted along with software that could be used.
This document provides the syllabus for an intermediate English course (ING0111) at a university. It includes information such as:
- The course involves 48 hours of face-to-face instruction plus 96 hours of independent work.
- Topics covered include personal relationships, experiences, family life, food, managing life, and current events.
- Assessment includes computer-based exams, oral exams, unit tests, assignments, quizzes and class participation.
- The course is divided into 3 progress reports with units covering different topics and skills aligned to learning outcomes.
This document provides guidance for teachers on continuous professional development. It discusses reflecting on teaching practice and planning goals for improvement in using new learning delivery modalities. The document includes a self-assessment questionnaire, templates for setting goals and an individual development plan. It emphasizes aligning professional development with the Philippine Professional Standards for Teachers across domains like content knowledge, learning environment, diversity of learners and more. Teachers are guided to identify priorities, choose relevant training programs and discuss topics at their School Learning Action Cell meetings to strengthen practice.
Evaluating the efficacy of an online class.ppteugrissom
The document discusses evaluating the efficacy of online courses. It outlines complaints students had about disorganization, inconsistency, and lack of clarity. To address these issues, the authors developed questions to consider how online courses should be designed and what elements are needed for quality. Their research identified that instructional design, communication and learning experiences, and assessment of student achievement are key to ensuring academic rigor and a meaningful learning experience. The conclusion emphasizes that instructional design is paramount and should incorporate instructor presence, timely feedback, and tools to meet learning objectives.
This course provides an introduction to educational technology for educators. Over the 6-week summer term, students will learn about hardware, software, and how to integrate technology into the classroom. They will complete weekly readings, activities, and quizzes focused on topics like classroom management with technology, selecting appropriate software and tools, and legal/ethical use of technology. The instructor's expectations are for active participation through in-class activities and online discussions.
This document summarizes an online faculty development workshop about best practices for online course design. The workshop covered navigation, specifically creating a "Start Here" button; online course policies and how to ensure students read and engage with them; and communicating clear, measurable learning objectives from the student's perspective. Faculty participated in hands-on activities to apply the concepts in their own courses.
Blackboard (Bb) is CVTC's course management system that instructors use to post course materials, communicate with students via announcements and email, create assessments, and record grades. It has navigation buttons like Announcements, Course Information, Assignments, Tools, and Contacts. Instructors can communicate with students through announcements, email from their profile, and use tools for collaboration like discussion boards, blogs, wikis, groups, and file exchange. Content is organized using items, folders, website links, and course links. Assessment features allow instructors to create assignments, tests, and quizzes. The Grade Center is used to access student submissions and enter scores and comments. The course can be customized, copied
This document outlines the syllabus for an online Foundations of Education course. It provides details about the instructor, Jen Lund, including contact information. It describes the 16-week course, which introduces social, philosophical, and historical perspectives in education. The document lists the course objectives, which include understanding teaching as a profession and identifying effective teaching strategies. It outlines expectations for student participation and assignments, as well as policies regarding grading, late work, and academic honesty.
This document provides an outline for a course on learning delivery modalities (LDMs). It discusses two activities in Lesson 1 on understanding the different LDMs. Activity 1 defines face-to-face learning, distance learning, blended learning, and homeschooling and has learners check their own definitions. Activity 2 compares the distinguishing features, essential resources, roles of teachers/parents/schools for modular distance learning, online distance learning, and TV-based instruction. The purpose is for learners to understand the different LDMs prescribed in the learning continuity plan.
This document provides an overview and guidance for students taking a Quality Assessment and Process Improvement course. It outlines 10 learning outcomes, introduces the importance of critical thinking in healthcare careers, and provides details about course materials, assignments, exams, discussions, grades, announcements and resources to help students succeed. Contact information is included for the instructor and technical support.
This document provides an overview and guidelines for students taking the Quality Assessment and Process Improvement course at Carl Albert State College. It outlines 10 learning outcomes for the course and provides information about course materials, contact information for the instructor, coursework expectations, grading, announcements, resources, technical support, academic honesty policies, disability guidelines, and tips for success. Students are expected to complete various assignments like essays, research papers, exams and discussion forums by the due dates to master critical thinking skills and quality improvement processes in healthcare.
This PowerPoint presentation covers the Quality Matters standards for designing online courses. It contains slides on each of the general standards for the course introduction, including instructions for getting started, the purpose and structure of the course, etiquette expectations, policies, prerequisite knowledge, technical skills, the instructor's self-introduction, and having students introduce themselves. The presentation is intended to help instructors understand the Quality Matters standards for designing the start of an online course.
This document provides guidelines for e-teachers in Ako e FarNet/HarbourNet. It outlines responsibilities for setting up online courses, delivering effective online lessons, communicating with students and deans, collecting student data, and providing assessments and feedback. Key responsibilities include setting up the learning management system with course content, applying sound teaching practices for video conferences and distance learning, organizing lessons and resources for students, and keeping accurate records of attendance and results. The document aims to support e-teachers in delivering high quality online instruction.
This document provides an overview of Module 3A which focuses on designing instruction for distance learning modalities. The module contains 3 lessons:
1. Understanding the Different Learning Delivery Modalities - This lesson defines different distance learning types and their requirements.
2. Designing Lessons and Assessments in Distance Learning - This lesson discusses designing well-structured lessons and incorporating formative and summative assessments.
3. Guiding and Monitoring Learners in Distance Learning - This lesson focuses on creating a weekly home learning plan and individual learning monitoring plans to track student progress.
The module aims to help teachers effectively design and implement distance learning considering the different modalities' guidelines and student needs. It emphasizes
This document outlines the syllabus for an online Algebra II summer school course. The course will utilize computer technology to present mathematical concepts individually to students. Students must complete all assignments, activities, projects, discussions, and exams to pass the course. There are four types of graded deliverables: homework assignments, discussions/voice boards, unit projects, and exams. Students must regularly engage with the online materials, but there is no daily log-on requirement. The only materials needed are a scientific or graphing calculator, internet access, and the ability to download programs. Grades are based on points earned from deliverables.
This document outlines the agenda and resources for a course development kick-off meeting to help faculty create online courses. The agenda includes an introduction, discussing big questions in course design like learning outcomes and activities, course mapping, and an overview of the Quality Matters standards and peer review process. Resources provided include video creation tools, lecture capture, learning activity software, test banks, and training classes. The schedule outlines the course development timeline with opportunities for mentor meetings and peer reviews to help courses meet Quality Matters standards for online learning.
This document provides a framework and definitions for developing a performance task for a help desk course. It includes three sections - task administration, task process requirements, and product scoring. The framework outlines specific elements that should be defined for the performance task, such as the name, course, duration, grade level, content standards, and purpose statement. It also provides examples of how these elements could be defined for a culinary arts performance task involving preparing pan roasted chicken.
Applying NEASC Best Practices to Ensure the Quality of Online Programsmarando
Brandeis University’s Division of Graduate Professional Studies offers entire graduate certificate and degree programs via distance learning. This presentation illustrates how the Division recently applied NEASC Best Practices for Electronically Offered Degree and Certificate Programs to self-assess and assure the quality of its online programs, resulting in a successful re-accreditation.
The document outlines the required and self-selected artifacts for a teacher's portfolio for the school year 2020-2021 at San Emilio National High School. The required artifacts include an individual learning monitoring plan, weekly home learning plans/lesson plans, teacher-made or modified learning resources, certificates of participation in professional development activities, and a reflective summary. The self-selected artifacts can include evidence of engaging learners for their progress and achievement, professional engagement with colleagues, and engaging key stakeholders in the teaching and learning process. Guidelines are provided for possible self-selected artifacts that address different standards.
101 suggestions for successful online math learningorrange
This document provides 101 suggestions for successful online math learning organized into sections on preparing for the course, course design techniques, course organization, testing and grading, communicating with students, and general advice. Some key suggestions include using web tools in seated classes first, making the website simple to navigate, stating clear goals and objectives, engaging students with a variety of tools like discussions and projects, providing quick feedback and frequent assessments, and orienting students to the online environment.
This document discusses strategies for an eLearning presentation on organizing business travel. It outlines learning styles, strategies for learner collaboration including brainstorming in groups and using online discussion. It describes teaching strategies such as an activity to practice a 24-hour clock. The trainer's roles are discussed as setting discussion topics, participating in and guiding online discussions, providing feedback and setting timelines. Methods for assessing learners are mentioned, including questioning, portfolios, third-party reports, demonstrations and reviewing workplace documents. Technical skills needed by learners and trainers are noted along with software that could be used.
This document provides the syllabus for an intermediate English course (ING0111) at a university. It includes information such as:
- The course involves 48 hours of face-to-face instruction plus 96 hours of independent work.
- Topics covered include personal relationships, experiences, family life, food, managing life, and current events.
- Assessment includes computer-based exams, oral exams, unit tests, assignments, quizzes and class participation.
- The course is divided into 3 progress reports with units covering different topics and skills aligned to learning outcomes.
This document provides guidance for teachers on continuous professional development. It discusses reflecting on teaching practice and planning goals for improvement in using new learning delivery modalities. The document includes a self-assessment questionnaire, templates for setting goals and an individual development plan. It emphasizes aligning professional development with the Philippine Professional Standards for Teachers across domains like content knowledge, learning environment, diversity of learners and more. Teachers are guided to identify priorities, choose relevant training programs and discuss topics at their School Learning Action Cell meetings to strengthen practice.
Evaluating the efficacy of an online class.ppteugrissom
The document discusses evaluating the efficacy of online courses. It outlines complaints students had about disorganization, inconsistency, and lack of clarity. To address these issues, the authors developed questions to consider how online courses should be designed and what elements are needed for quality. Their research identified that instructional design, communication and learning experiences, and assessment of student achievement are key to ensuring academic rigor and a meaningful learning experience. The conclusion emphasizes that instructional design is paramount and should incorporate instructor presence, timely feedback, and tools to meet learning objectives.
This course provides an introduction to educational technology for educators. Over the 6-week summer term, students will learn about hardware, software, and how to integrate technology into the classroom. They will complete weekly readings, activities, and quizzes focused on topics like classroom management with technology, selecting appropriate software and tools, and legal/ethical use of technology. The instructor's expectations are for active participation through in-class activities and online discussions.
This document summarizes an online faculty development workshop about best practices for online course design. The workshop covered navigation, specifically creating a "Start Here" button; online course policies and how to ensure students read and engage with them; and communicating clear, measurable learning objectives from the student's perspective. Faculty participated in hands-on activities to apply the concepts in their own courses.
Blackboard (Bb) is CVTC's course management system that instructors use to post course materials, communicate with students via announcements and email, create assessments, and record grades. It has navigation buttons like Announcements, Course Information, Assignments, Tools, and Contacts. Instructors can communicate with students through announcements, email from their profile, and use tools for collaboration like discussion boards, blogs, wikis, groups, and file exchange. Content is organized using items, folders, website links, and course links. Assessment features allow instructors to create assignments, tests, and quizzes. The Grade Center is used to access student submissions and enter scores and comments. The course can be customized, copied
This document outlines the syllabus for an online Foundations of Education course. It provides details about the instructor, Jen Lund, including contact information. It describes the 16-week course, which introduces social, philosophical, and historical perspectives in education. The document lists the course objectives, which include understanding teaching as a profession and identifying effective teaching strategies. It outlines expectations for student participation and assignments, as well as policies regarding grading, late work, and academic honesty.
This document provides an outline for a course on learning delivery modalities (LDMs). It discusses two activities in Lesson 1 on understanding the different LDMs. Activity 1 defines face-to-face learning, distance learning, blended learning, and homeschooling and has learners check their own definitions. Activity 2 compares the distinguishing features, essential resources, roles of teachers/parents/schools for modular distance learning, online distance learning, and TV-based instruction. The purpose is for learners to understand the different LDMs prescribed in the learning continuity plan.
This document provides an overview and guidance for students taking a Quality Assessment and Process Improvement course. It outlines 10 learning outcomes, introduces the importance of critical thinking in healthcare careers, and provides details about course materials, assignments, exams, discussions, grades, announcements and resources to help students succeed. Contact information is included for the instructor and technical support.
This document provides an overview and guidelines for students taking the Quality Assessment and Process Improvement course at Carl Albert State College. It outlines 10 learning outcomes for the course and provides information about course materials, contact information for the instructor, coursework expectations, grading, announcements, resources, technical support, academic honesty policies, disability guidelines, and tips for success. Students are expected to complete various assignments like essays, research papers, exams and discussion forums by the due dates to master critical thinking skills and quality improvement processes in healthcare.
This document provides the syllabus for an interior lighting design course offered in the fall 2020 semester. It outlines the course description, objectives, assignments, grading structure, required materials, policies, and contact information for the instructor. The course will introduce principles of lighting design and applications for residential interiors. Students will learn lighting theory, strategies, and how to produce lighting deliverables. The syllabus details assignments such as quizzes, projects, and journals that will be used to assess students.
This document provides information for students taking the Computer Applications - MIS 213 course at Alabama A&M University in Fall 2013. It outlines the course prerequisites, schedule, instructor contact information, technical support contacts, required and recommended course materials, teaching methods, expectations, policies, grading breakdown, and course outline/schedule. The course covers Microsoft Office 2010 applications including Word, PowerPoint, Excel, Access, and Outlook as well as the open-source LibreOffice suite. Students will complete weekly assignments, quizzes, a midterm exam, and a final exam.
This document provides the course syllabus for an online college success strategies course. The syllabus outlines the instructor contact information, course description and competencies, student learning outcomes, required materials, assignments and activities, technology needs, academic integrity policy, attendance policy, grading scale, and tentative course calendar. The course aims to help students develop strategies for academic and career success through assignments such as creating a Starfish profile, completing library and campus activities, participating in online discussions, and meeting with an advisor. Students will earn points toward their final grade by completing pre-tests, weekly attendance checks, assignments related to time management, test anxiety, and diversity awareness.
This document provides a course syllabus for an online college success strategies course. It outlines the instructor contact information, course description and competencies, learning outcomes, required activities and assignments, technology needs, academic integrity policy, attendance policy, grading scale, and tentative weekly schedule. The course introduces students to strategies for self-management, use of campus resources, and academic success. Students are required to complete various assignments each week related to topics like time management, test anxiety, learning styles, and careers. They must also participate in at least 5 approved campus activities.
This 3 sentence summary provides the key details about the COMM12033 Speech and Script course:
This course considers aspects of speech as applied in corporate and media settings, including historical and rhetorical perspectives on speech, speech as institutional talk, and writing for speech. Students will complete theory-based practical assessment tasks, including a portfolio compiling weekly activities and a practical assessment involving writing and delivering a speech and audio-visual script. The course aims to help students discuss effective speech making, explain social practices behind institutional talk, and write and deliver speech effectively across different genres.
This document provides information about the STUS 101: College Study Methods course taught online in the fall of 2015. The instructor is Jen Lund and the course focuses on developing effective study skills and habits. It is a 2-credit course that meets fully online over 16 weeks. Students will learn about time management, reading strategies, note-taking, test-taking, and more. Grades will be based on exams, assignments, online modules, and class participation. The course calendar outlines assignment due dates and students should expect to spend 4-6 hours per week on coursework outside of class meetings.
This document provides information about the STUS 101: College Study Methods course for the fall 2015 semester. It outlines the instructor and contact information, course description and focus, schedule, textbooks, objectives, assessments including exams and assignments, grading policy, instructor availability, and expectations. The course is designed to help students develop effective study skills and habits through weekly assignments utilizing lecture, Blackboard, and Pearson's MyStudentSuccessLab. Students will be assessed on exams, assignments, module post-tests, and class participation, with the overall goal of helping them become better students.
This document provides an overview of an online college success course including information about the instructor, required texts, course competencies, student learning outcomes, assignments, policies, and grading. The key details are: the instructor's contact information is provided; there are no required texts; students will develop strategies for academic and career success using campus resources; assignments include weekly discussions, tests, profiles, activities, and meeting with an advisor; and the course is graded based on completion of various assignments worth a total of 1000 points.
24Tennessee State UniversityDepartment of Teaching & Lea.docxeugeniadean34240
24
Tennessee State University
Department of Teaching & Learning
3500 John Merritt Blvd.
Nashville, TN 37209
EDRD 2010: Reading in the Content Area
Syllabus & Course Guide
Syllabus
Instructor: Dr. John Nandzo
Phone: 963 - 5572
Email: [email protected]
Office #/Location: LRC 214
Office Hours: MWF 9:00 AM – 11:00AM
TR: 10:00 AM – 12:00NOON
Course Days/Times:
Online Access: Mytsu Course Files
E-Mail Notification: via Mytsu and Banner Course Files Announcements
e-learn: http://elearn.tnstate.edu
Required Text(s)
Text: Reading in the Content Area
Author(s): Custom Publication
Publisher: Pearson Press
ISBN: 1256721786
Course Syllabus
To the Student
This Syllabus and Course Guide contains valuable information concerning rules, regulations, and policies which govern the operation Reading in the Content Area. As a student in this class, it is important that you know this information and that you use it as a guide to support your learning throughout the semester.
Professors will place the Syllabus and Course Guide in Banner Course Files and will upload it into the Desire2Learn (D2L) Online Learning Management Platform so that students can access this
Reading in the Content Area is a course that is designed to assist the enhancement of students’ competencies in reading and learning. Emphasis will be placed upon methods and procedures for use with interdisciplinary readings designed to provide a link across the disciplines for directive work in all fields of college study. The course will not only strengthen students’ literal comprehension but also the development of inferential comprehension in content area courses, the media, and socio-technical systems. Strong learning strategies will be formed by connecting new knowledge with prior knowledge, as well as connecting with social issues and events.
Rationale
Because many students have not read widely or deeply, they cannot be active independent learners. They have not learned and practiced the strategies that meaning is constructed by the reader as he/she engages with the various texts. College materials necessitate proficient reading skills; an effective college reading program, then, must help students to develop and master those essential tools so that they can achieve their higher education goals and lifelong learning.
General Course Goals
To assist students with the mastery of specific skills in reading comprehension and logical relationships that lead to the development of high order thinking ability. Particular emphasis is given to understanding main ideas, facts versus opinions, direct and indirect statements, inferences, categorizing ideas, and organizational principles to construct meaning from a variety of texts.
Course Competencies: Learning Goal.
This document provides information about a Master's level course on strategic communications taught by Craig Rothenberg at New York University. The course aims to enhance students' communication skills and strategic thinking abilities. It will cover topics like aligning communication strategies to stakeholders, media relations, reputation management, and integrating partners. The class meets weekly and will include guest lectures, assignments, classroom discussion, and a midterm and final exam. Students will be graded based on their exam performance, assignments, and class participation. Academic integrity and timely submission of work are expected.
Fayetteville Technical Community CollegeSYLLABUSSummer 2020Cou.docxmglenn3
Fayetteville Technical Community CollegeSYLLABUS
Summer 2020Course:
Course Title: Writing and Inquiry
Prefix and Section Number: ENG 011.1D04 and ENG 111.1D04
Day(s) and Time(s): MTWTF
Delivery Method: Online
Class Begins: May 26, 2020 Class Ends: July 21, 2020
Class Hours: 4 Lab Hours: 1 Clinic Hours: 0 Credit Hours: 5To Contact the Instructor:
Instructor: Debra Chapa
Office Location: CUH 378H
Office Hours: Monday, Tuesday, and Wednesday 10:00 to 11:00
Thursday 10:00-12:00
Phone: 910-678-9764
Email: [email protected]Course Description:
ENG 011 This course is designed to support students in the development of skills necessary for success in ENG 111 by complementing, supporting, and reinforcing ENG 111 Student Learning Outcomes. Emphasis is placed on developing a growth mindset, expanding skills for use in active reading and writing processes, recognizing organizational relationships within texts from a variety of genres and formats, and employing appropriate technology when reading and composing texts. Upon completion, students should be able to apply active reading strategies to college-level texts and produce unified, well-developed writing using standard written English.
ENG 111 This course is designed to develop the ability to produce clear writing in a variety of genres and formats using a recursive process. Emphasis includes inquiry, analysis, effective use of rhetorical strategies, thesis development, audience awareness, and revision. Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English.
This course has been approved for transfer under the CAA as a general education course in English Composition. This course has been approved for transfer under the ICAA as a general education course in English Composition. This is a Universal General Education Transfer Component (UGETC) course.
Course Prerequisites:
Credit for DRE 096 and DRE 097 or for RED/ENG 070 and RED/ENG 080 or Unweighted High School GPA of 2.2+ or Rise Placement Score of 75Course Co-requisites:
ENG 011 is a co-requisite for ENG 111. Course Objectives:
At the completion of this course, the student will have:
ENG 011:
Demonstrated the growth mindset by using academic habits and learning strategies that will enhance success in ENG 111 coursework.
Practiced and reflected on reading and writing as recursive processes.
Demonstrated active reading strategies.
Recognized the organizational relationships within texts from a variety of genres and formats.
Created unified, well-developed texts.
Applied conventions of standard written English.
Employed appropriate technology when reading and composing texts.
ENG 111: at the end of the course the student will be able to:
1. Demonstrate writing as a recursive process.
2. Demonstrate writing and inquiry in context using different rhetorical strategies to reflect, analyze, explain, and persuade in a variety of genres and formats.
3. Stude.
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Cbu online and professional studies syllabus
1. California Baptist University, Online & Professional Studies
Syllabus
Course Number and Section, Title, Units
COURSE DESCRIPTION
Insert the course description, which can be located in the University
Catalog.
Prerequisites: List or "None"
ONLINE LEARNING
CBU’s Division of Online and Professional Studies (OPS) specializes
in “distance education” for working adults and others who need a
flexible learning schedule. It offers university courses and degree
programs both fully online and in “hybrid” format (partly online and
partly on-ground).
Each “course week” begins on a Monday and ends on Sunday.
Students should log in several times throughout the week to
participate in online discussions and other activities. OPS
recommends that students complete the various readings and
assignments in the order in which they are presented, but the
format does allow some flexibility for students to modify their
approach or even to work ahead.
2. Active participation in every assignment and every online discussion
is expected. Students should be careful of any assignments that
have specific “opening” or “closing” times, and they should regularly
consult the Course Schedule to ensure that they complete all work
in a timely manner.
Students access all course materials via the Blackboard 9 site,
which includes minimum system requirements and orientation
tutorials designed to equip class members for online study. These
items can be found in the "technology help" folder located through
the "student resources" link on the Blackboard course menu.
INSTRUCTOR CONTACT INFORMATION
Insert your information below, then change the text to black, and
delete these instructions.
1. Name
2. Office location
3. Phone
4. Email
5. Office hours
REQUIRED TEXTS & RESOURCES
The Campus Store provides textbook services for those students
seeking to make an on-campus purchase and/or to utilize book
vouchers. For students choosing to purchase their books online,
click here to order book(s) from Amazon. Certain books may only be
available through the publisher or other alternatives as noted below.
3. Insert:
1. Required texts, including APA formatted references and ISBN
numbers.
2. Links to web-related resources (check for accuracy).
Also add any additional information regarding required resources
such as videos, lab kits, etc.
COURSE STUDENT OUTCOMES
Insert course objectives here. This should be a simple copy/paste of
the identical table from the Course Design Worksheet.
Course Objectives SLO* USO**
Objective 1: Students will demonstrate a
fundamental understanding of leadership theories and
practices with special emphasis given to their
adaptation and application to the real world (sample).
Students will be able to:
Objective 1.1: identify fundamental
leadership theories (sample).
1.1, 1.2
(sample)
APa
(sample)
Objective 1.2:
Objective 1.3:
Objective 2:
Students will be able to:
Objective 2.1:
Objective 2.2:
Objective 2.3:
Objective 3:
Students will be able to:
Objective 3.1:
4. Objective 3.2:
Objective 3.3:
Objective 4:
Students will be able to:
Objective 4.1:
Objective 4.2:
Objective 5:
Students will be able to:
Objective 5.1:
Objective 5.2:
Objective 5.3:
*Student Learning Outcomes; **University Student Outcomes –
Academically Prepared: Critical Thinking for Literacy (APa);
Academically Prepared: Math, Science, Tech. (APb); Biblically
Rooted (BR); Globally Minded (GM); Equipped to Serve: Profession,
Workplace (ESa); Equipped to Serve: Social Ethics, Community
Involvement (ESb)
ASSIGNMENTS OVERVIEW
Please add a one-paragraph description for each assignment. After
each assignment, in parenthesis, add the CSO(s) being addressed.
Please note the Critical Assignment and add the following to its
overview - This is the Critical Assignment for this course and must
be passed at an acceptable rate in order to pass the course.
* All work submitted for this course must be your own work, must
have been developed specifically for this course, and may not have
been submitted for evaluation or assessment in any other course.
The Critical Assignment must be passed at an acceptable rate in
order to pass the course.
5. ASSESSMENT POLICIES
Course Evaluation Plan
An assessment instrument (checklist, rubric, etc.) will accompany
each major graded assignment. See the course website for specific
assignment criteria and the accompanying grading instruments
Points Distribution
Graded assignments will be weighted as follows:
Graded Assignments Points Possible
Learning Activity #1 20
Learning Activity #2 40
Learning Activity #3 100
Etc.
Total Points: 1000
Final Grades
The following scale will be used when calculating final grades:
A 93%-100% B- 80%-82% D+ 67%-69%
A- 90%-92% C+ 77%-79% D 63%-66%
6. B+ 87%-89% C 73%-76% D- 60%-62%
B 83%-86% C- 70%-72% F <60%
Checking Grades
Be sure to check your grades often via the Blackboard Grade
Center.
COURSE SCHEDULE
OPS courses begin on a Monday. Accordingly, an OPS course week
extends from Monday through Sunday. Unless stated otherwise,
graded assignments are due on the last day of the course week
(Sunday).
Insert weekly learning activities developed in the OPS Course
Design Worksheet. If an assignment is not due on the last day of
the week, then provide a due date stated in terms of the course
week and day (e.g. “Week 1, Day 4”), rather than the calendar date
(e.g. “May 7, 2010”).
Week Learning Activities Assignments
Due
Week
1
Learning Activity #1 Week 1, Day
4
Learning Activity #2 Week 1, Day
5
Unit 2: Foundations
7. Learning Activity #3 Week 2, Day
1
Learning Activity #4 Week 2, Day
3
Learning Activity #5 Week 2, Day
5
Etc.
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
8. * The course schedule, located in the syllabus, always dictates the
due date for a particular activity or assignment.
EXPECTATIONS
Professionalism
All written work must be of professional quality. All written work
must be keyed using a computer. Handwritten work will not be
accepted. In addition, work that has excessive (more than 2 per
page) or distracting grammatical, mechanical, or typographical
errors will be graded accordingly. All written assignments should be
written using the APA style format.
As a professional, you are expected to collaborate with your
colleagues during in-class activities or out-of-class group projects,
and to respect one another with exemplary listening skills during all
interactions, presentations, and class discussions. This also requires
supporting your classmates with positive body language and
appropriate verbal communication.
Regular Effective Contact
Students and instructors will, at a minimum, adhere to the
following:
LancerMail should be used for all email communication and
checked on a daily basis.
Timely feedback for communication is 24 hours* and may be
handled by email, phone, or in person.
Timely feedback for assessed work is 72 hours* for minor
assignments (section tests, smaller papers/projects) and 1
week* for major assignments (midterm, final, major
project/paper).
* After submission deadline and/or excluding weekends
9. Late Assignments
Insert your policy regarding late assignments.
(In determining the penalty for assignments submitted beyond the
due date, OPS faculty may use reasonable discretion based on the
nature of the assignment and the circumstances. The bottom line
is that a clearly articulated late assignment policy must be
present.)
*Late work will not be accepted after the course end date.
Netiquette
"Netiquette" can be described as a set of guidelines that govern the
behavior of Internet users. These guidelines are a collection of best
practices that promote professionalism, respect, safety and good
digital citizenship.
A summary of Netiquette guidelines has been created based on
published sources such as Virginia Shea's online book, Netiquette
(2004). The summary can be accessed via the following Web link:
https://bb1.cbuonline.edu/netiquette_rules_of_behavior_allyn_baco
n.pdf
All students are expected to follow Netiquette guidelines when
communicating electronically with classmates and instructors.
Academic Honesty
All violations of the Honor Code must be reported to the Student
Services Office. A first incident of violation of the Honor Code
is handled at the discretion of the professor, in consultation
with the Director of Student Conduct. Judicial sanctions for an
offense are handled on a case-by-case basis depending on the
seriousness of the violation, prior violations, and other factors.
Judicial sanctions may include, but are not limited to, loss of a letter
grade, failure of the respective assignment/examination, or failure
in the course in which the offense occurred, suspension, and/or
expulsion from the University. A detailed discussion of academic
10. dishonesty appears in the CBU Student Handbook.
Students with Disabilities
Students who have a documented disability and wish to arrange the
appropriate accommodation must contact the Coordinator of
Disability Services at DSS@calbaptist.edu.
SUGGESTED RESOURCES FOR FURTHER STUDY
Insert suggested resources for further study here. This should be a
formatted reference list written in the appropriate style (APA, MLA,
etc.).