2015-2016

Online/Blended Courses and Programs

Expectations, Guidelines and Procedures ManualCarl Albert State College

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Table of ContentsExpectations 2

College 2

Academic Integrity and Excellence 2

ADA Compliance 3

Copyright/Protection of Intellectual Property 3

Support of Faculty and Students 4

Faculty 4

Training and Professional Development 4

Course Prep and Course Availability 4

Course Design and Rigor 5

Interaction/Availability 5

Assessment of Students 6

End of Term Responsibilities 6

Adjunct Expectations6

Faculty Mentors 6

Students 7

Interaction and Collaboration 7

Technical Requirements 7

Access of Class 8

IT Personnel 9

Training, Hardware, Support 9

Beginning/End of Term Responsibilities 9

Guidelines 9

Course Design 10

Course Content 10

Academic Integrity and Proctoring 11

Out of State/Online Only Students 12

Procedures 13

Course Development 13

Course Program/Approval 14

Course Review 14

Quality Matters 14

Definitions

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Online/Blended Courses and Programs:Expectations, Guidelines, and Procedures Manual

Carl Albert State CollegeExpectations: College

The mission of Carl Albert State College is to provide affordable, accessible, and exceptional education that fosters student success. In all courses and programs, whether online or on campus, the College strives to maintain academic excellence in every way. Carl Albert State College is accredited by the Higher Learning Commission through the North Central Association of Colleges and Schools, the Accreditation Commission for Education in Nursing, Inc, the American Physical Therapy Association, and the Joint Review Committee on Education Radiologic Technology (JRCERT). The college is also accredited or recognized by the following higher education agencies or bodies: Oklahoma State Regents for Higher Education, American Council on Education, Oklahoma State Accrediting Agency, Oklahoma Association of Community and Junior Colleges, American Association of Community and Junior Colleges, Higher Education Alumni Council of Oklahoma, North Central Council of Junior Colleges, American Association of Collegiate Registrars and Admissions Officers, National Junior College Athletic Association, and the Association of Community College Trustees.

Carl Albert State College will strive to maintain compliance in approved states and will continue to investigate opportunities to deliver distance education in non-authorized states. A listing of authorized states is located on the CASC website for the Virtual Campus. The College maintains records of authorization and works with individual states to procure and maintain authorization before offering courses in their states.

The College’s Consumer Information is available on the Carl Albert website. The National Postsecondary Education Cooperative (NPEC) issued Information Required to Be Disclosed Under the Higher Education Act of 1965: Suggestions for Dissemination (NPEC 2010-831). This publication is available at http://nces.ed.gov. Note: NPEC was established by the National Center for Education Statistics in 1995 as a voluntary organization comprising federal agencies, postsecondary schools, associations, and others with an interest in postsecondary education data collection. The information and opinions in NPEC publications do not necessarily represent the policy or views of the U.S. Department of Education.

Academic Integrity and Excellence

In an effort to maintain academic excellence and rigor, the College has put in place several procedures for reviewing the curriculum offered online and on campus.

Curriculum Committee: The goal and mission of the Curriculum Committee is to provide guidance and oversight to ensure that all curricula and courses are rigorous, comprehensive, and responsive to the evolving needs of Carl Albert State College students. The Curriculum Committee is the major component by which faculty exercise control through expertise in developing and renewing CASC curricula. All new program and/or changes, or changes in delivery would

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be presented to the Curriculum Committee. Every new course is reviewed and approved by this multi-disciplinary committee.

Virtual Campus Committee: when a course is proposed to be offered online, whether individually or as part of a degree program, the course goes before the Virtual Campus Committee and the Coordinator for the Virtual Campus. This committee specifically examines the potential for the course to be successful in an online format.

Carl Albert State College is a Quality Matters institution, and holds its online courses to the QM standards made clear in the rubric. Review processes both external and internal of online course design and rigor are conducted to meet these high standards. This ensures that the rigor and academic integrity of the College’s course offerings remain intact and compliant with HLC’s accreditation standards.

The College, through the Virtual Campus office, will conduct a review of online courses to maintain their Quality Matters certification. This review will take place every three years or when a major curriculum or content change necessitates.

ADA Compliance: Carl Albert State College complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Students with disabilities who need special accommodations can make their request for assistance in person at either the Poteau or Sallisaw campuses, or online. Because every student and situation is unique, arrangements must be made individually through Disability Services. For online courses, students should contact the instructor about the disability or special needs related to work in web course. Students may also complete the Request for Special Accommodations Form with the ADA Coordinator. They may find information on the CASC website under Future or Current Student/Student Disability Services. There is also a link there for the Student Disability Services intake form.

Copyright and Protection of Intellectual Property: Carl Albert State College adheres to all copyright laws in accessing and utilizing material for courses and publications, and seeks to protect intellectual property of both the institution and outside sources.

o The confidentiality of CASC student data is required by Oklahoma state law:

Do not save confidential student data, e.g. social security numbers and grades on the local machine

Personal student information, e.g. social security number, grades, or any other sensitive data is not to be shared with unauthorized personnel, and must not be made available for public access.

Confidential student and employee data is the property of CASC, and is not to be shared or removed off campus without the proper authorization.

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Confidential student and employee data is the property of CASC, and should not be stored on removable media i.e. USB without the proper authorization and encryption.

Course content and development will include intellectual property of the instructor. This includes videos and/or audio of the individual instructor, and any new information/tool developed by and original to the instructor. All other material developed by the instructor in an online course is the property of the College.

Support of Faculty and Students

The College recognizes the need for support on all levels of operation, and strives to equip faculty with the tools and training necessary for faculty development and student success.

The College provides faculty training for all new programs and/or requirements, and maintains an infrastructure for accessible communication, collaboration and accountability that preserves and promotes academic rigor. The College provides necessary training and support for the IT department to communicate and facilitate faculty and student requests. The College also provides students with resources and support for online coursework, including a 1-credit Information Literacy course and/or an online tutorial on how to participate in and complete online courses at Carl Albert. Students are also informed on how to access IT professionals.

The College is committed to providing online students with the same high-quality services that on-campus students access and experience. Student Support Services, Library Services, Bookstore Services and Tutoring Services are all available for the online student. Students may utilizes services in person or electronically via web conferencing and/or electronic access to digital the database.

Expectations: Faculty

Expectations for Faculty of online courses range from course setup and content management to interaction with and assessment of students. These expectations are guided by the goals of professionalism, academic rigor, and seamless and streamlined student access.

Training and Professional Development

All faculty teaching online courses will be required to attend the appropriate training sessions. Faculty will be required to attend professional development opportunities 4 hours per year.

Course Prep and Course Availability

Introductory material for courses (instructor intro, syllabus, expectations, major assignments/exams/projects, SLOs) will be published one week before classes

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begin to allow potential students to view the course expectations, prepare for class, take the online tutorial on virtual learning at Carl Albert, and adjust their schedules if needed. All content for each online course will be student-ready at least one week before the first day of class.

Course content should be content and concept driven. Textbooks are used as resources to supplement instruction and transfer of knowledge from the instructor to the student, not as sole providers of content for the course.

Instructors will organize their course content and their assessments to measure student competency in the course. A successful student in any given course should be competent in the subject material, having been exposed to current, relevant content and having completed meaningful assessments.

Faculty will actively seek to utilize current events, concepts, trends, developments and tools in course content and course delivery.

Course Design and Rigor

All online courses will use the template provided by the College. They will meet the minimum layout requirements, which includes the structure of the home page for each course (Instructor Intro video, syllabus, calendar, institutional links, communication of course objectives) and the course content being arranged in module format.

Courses will be streamlined to stay as much as possible within the confines of the LMS. Any third-party resources and the return to the LMS are linked clearly. Courses will be equipped to serve students needing additional assistance in accordance with ADA regulations, and links to institutional resources will be provided.

Course content located primarily within a third-party resource will be subject to the same design evaluation as courses located within the LMS. Instructors will be required to continue to meet the minimum content and design criteria within the LMS when the majority of their course content is outside the LMS.

Course content will be regularly reviewed by the instructor and periodically by the Coordinator for the Virtual Campus in conjunction with the applicable Division Chair to ensure and encourage quality, rigorous and robust content and pedagogy.

Interaction/Availability

Virtual courses are expected to be part of a full-time instructor’s overload instruction hours. If an online course becomes part of the instructor’s contract instructional load, the instructor is expected to account for the contact hours of the course on the office schedule and is expected to be in the office and/or lab working on course content and/or interaction within the course during those scheduled hours.

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Faculty will be available to online students through a variety of different methods. They will hold online office hours/chat sessions to replicate as much as possible the access to the instructor that on campus students have. Faculty will respond quickly to student inquiries and questions via phone, email or within the LMS; responses should be given within 48 hours during the workweek.

For 16-week courses, the instructor should be available to the students in the course at least 3 hours a week. For 8-week courses, the instructor should be available 6 hours a week, and for 5-week courses, 9 hours a week.

Feedback and assessments of student work, assignments and exams will be completed promptly. Personalized feedback should be provided for about 75% of the student’s total submitted work in the course.

Assessment of Students

All assignments will be linked to the SLOs for the course, and all assessments will be given to assess the meeting of the objectives. Assignments and assessments will be coded and integrated into WEAVE.

End of Term Responsibilities

Course content review for excellence: Faculty will review the course content and assignments and make any adjustments and improvements before publishing the course online again. This review should keep in mind the transfer of knowledge, effectiveness of the assignments accomplishing the SLOs, the currency of examples and resources used, and the streamlined nature of assignments, communication, and collaboration.

Reset of calendar, due dates, discussions, etc.: Faculty will do basic housekeeping in their course before publishing again, resetting due dates and Adaptive Release criteria for the upcoming term.

Adjunct Expectations

Adjunct instructors will be required to attend the appropriate training for instructing online courses.

Adjunct instructors are expected to contribute all applicable material before publishing the class.

Faculty Mentors

Faculty mentors will provide mentoring to individual faculty/ adjunct faculty member who are engaged in the process of transitioning/ designing their online or blended course. This practice is a growing “Best Practice” among institutions and provides assurance that the quality and rigor of a course is in place along with establishing guidelines of quality and rigor from a more experienced online instructor to newer instructors. HLC has recognized institutions who have

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established multiple levels of assurance in ensuring online courses and programs are at the level and quality they demand and expect.

The following expectation are the minimum requirement for mentors in mentoring faculty and adjunct in online course development:

o Provide basic shell for course with content for specific course

o Provide example of QM-compatible course and innovative online teaching tools

o Provide instruction on Blackboard/third-party access/orientation as needed

o Available to answer basic housekeeping and pedagogical questions (including organizing and providing recommendations for transfer of knowledge [Knowing, Doing, & Reflecting])

o For first-time online instructors, meet twice a semester to check in (via phone or in person)

o Assist in VC self-evaluation of course

o Peer review course for VC

o Assist in action plan for course improvement at end of semester

Mentors will be appointed by the Coordinator for the Virtual Campus and VPAA.

Expectations: Students

Expectations for Students of online courses range from technical requirements to access and interaction within the course. These expectations are guided by the goals of student success, academic rigor, and a high-touch learning experience.

Interaction and Collaboration

Students are expected to interact and to collaborate within each course they participate in. This will happen in 3 ways: Student’s introduction of himself/herself to the class, the student’s interaction with other students in the course, and the student’s interaction with the instructor. Students are also expected to collaborate with each other toward a common goal/assignment/project as it pertains to the course.

Students will abide by the guidelines for “Netiquette” as established by the instructor.

Technical Requirements

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Students are expected to have the necessary equipment to successfully participate in an online course. This includes but is not limited to: a computer, a reliable internet connection, a webcam, a microphone (if not included with the webcam). Computer software related to the coursework should be current and updated, especially Adobe Flash, Java and Google Chrome.

Students are expected to familiarize themselves with the requirements for participating in an online course, including a relevant knowledge of computers, how to access and navigate the internet and the course, how to use word processing programs, and how to keep virtual documents and resources organized.

Access of Class

Students will be familiar with the requirements for frequency of access for the course. Students will log into class on the first day to confirm their enrollment in the course. Students will need to complete an assignment/assessment/etc. (Academic Act) no later than ten days from the first day of class to confirm their intent to complete the course.

Students will be notified and placed on financial hold for attendance purposes if they are two or more modules behind in the course work. This amount is subject to the instructor’s amendment.

Students who are enrolled in sixteen week courses are expected to be actively engaged for 3 hours per week with additional 4-6 hours weekly, on average, for class preparations, reading, and research (based on 3 credit hour non-lab courses). Students who are enrolled in sixteen week courses with a lab component are expected to be actively engaged for 5 hours per week with an additional 7-8 hours weekly, on average, for class preparations, reading, and research (based on a 4 credit hour course with lab).

Students who are enrolled in eight week courses are expected to be actively engaged for 6 hours per week with additional 8-9 hours weekly, on average, for class preparations, reading, and research (based on 3 credit hour non-lab courses). Students who are enrolled in eight week courses with a lab component are expected to be actively engaged for 10 hours per week with an additional 14-16 hours weekly, on average, for class preparations, reading, and research (based on a 4 credit hour course with lab).

Students who are enrolled in five week courses are expected to be actively engaged for 9.5-10 hours per week with additional 14-16 hours weekly, on average, for class preparations, reading, and research (based on 3 credit hour non-lab courses). Students who are enrolled in five week courses with a lab component are expected to be actively engaged for 12-14 hours per week with an additional 20-22 hours weekly, on average, for class preparations, reading, and research (based on a 4 credit hour course with lab).

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Expectations: IT Personnel

Expectations for IT Personnel mainly focus on the training and support that will be provided for both students and faculty of online courses. These expectations are based on the goals of institutional effectiveness and student success.

Training

IT will work with the Coordinator for the Virtual Campus to provide and maintain a template for all online classes, including space for required elements such as an introductory video, etc.

IT and the Coordinator for the Virtual Campus will prepare and hold training sessions for the faculty about the LMS, course building and course development.

IT will provide dedicated professionals to the administration of the LMS, and to CASC online student technology requests and questions.

Hardware

IT will make recommendations and will provide and install necessary hardware for online faculty, including webcams, microphones, headsets and speakers.

IT will provide troubleshooting and support for these items.

Support

IT will provide CASC online students with support concerning technology requests, questions, and LMS support with the confines of CASC’s control of the LMS.

CASC will provide CASC support with third party vendors, within the confines of CASC control and practices of third party vendors.

Beginning/End of Term Responsibilities

IT will be available for online faculty to transfer content from one class in the LMS to another for the upcoming term.

IT will provide the ability to archive courses.

Guidelines

The following are guidelines for developing and designing an online course for the CASC Virtual Campus. They are meant to uphold the academic rigor and effective design standards of the Virtual Campus, and contribute to seamless continuity among appearance and content as well as fulfilling a functional

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purpose that contributes to overall student success in the course and at the school. Faculty are expected to use these guidelines as they apply to their individual course and content.

Guidelines for Course Design

All online courses will have a common template that will be applied to all course shells within the LMS. Every course will have a Home/Start Page that will be accessible to potential students at least one week prior to the beginning of classes. The template shell will be provided by the Blackboard Administrator, and will be in place for the instructor’s completion and use. The instructor will then provide the following on the Home/Start Page:

Calendar: updated to include major due dates for module completion, tests, etc.

Intro video: the Virtual Campus will provide opportunity and equipment for the instructor to film an introductory video for the course. This video will introduce the instructor and the course including the Student Learning Objectives for the course, grading methods and scales, student participation expectations, and major projects/tests.

Links to institution resources: applicable links should be provided in an easy-access location. Links should include Library, Applicable Third-Party resources (i.e. Purdue OWL for Composition courses).

Clear links and instructions to access course content on any third-party resources.

Guidelines for Course Content

Module format: Instructors will organize their material into modules according to content. Modules may vary in number and due date for completion, but material should not be formally assigned any longer than two weeks prior to the due date.

Student Collaboration: various opportunities within the course infrastructure will be given for students to interact with each other. These should include (but are not limited to) discussion boards and live chat sessions. These opportunities will be required and graded. Online collaboration by the students on collective projects like Wikis is also encouraged.

Faculty Interaction: Faculty should have multiple venues for interaction with students in the course. Faculty will provide students with Live Chat Sessions and/or Online Office Hours, and access to the instructor by email, phone and office hours at regular and announced weekly intervals throughout the course. Return communication with the student should be completed within 48 hours (Monday-Friday).

Current and Varied Instructional Materials: Within the LMS, instructors will employ any and all methods and materials that are available and applicable. It is recommended that instructors utilize resources to include, but not limited to videos, tutorials, recorded lectures, PowerPoint slides, links to third-party resources, online textbooks, etc.

Streamlined Set-up: All required or suggested access to third party resources located outside of the LMS should be given with a direct and current link to provide the most

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seamless instructional experience for the student. Instructors are required to regularly check the validity of the links and resources they provide and require.

Guidelines for Academic Integrity and Proctoring

Proctored Tests: Instructors will have a minimum of two proctored comprehensive exams/tests, projects, or presentations in their course, depending on the type and pace of content. This will be arranged through the institution’s partnership with an external proctoring service and includes requirements for student identity verification. Instructors are not limited to the number of proctored tests, but should test as often as necessary to retain the academic integrity and rigor of the course.

Updating Material: Instructors will yearly review the material provided for currency and ease of access. This includes but is not limited to hyperlinks, videos, page numbers, etc. With every link to an article or video not embedded within the LMS, instructors will provide an alternate method of accessing the material through a citation of the original source. Instructors will utilize proxy settings provided by the Library for articles, videos and eBooks.

Student Assessment and Feedback Structures: Instructors will respond to student inquiries and requests within 48 hours (Monday-Friday). Instructors will grade student assignments within 1 week of the due date. Instructors will provide personalized feedback on at least 75% of the student’s overall graded work in the course.

ADA accessibility: Instructors will work with Disability Services and with IT to accommodate all student requests for assistance. These requests will come through Disability Services. If an online course template in a third-party resource does not have a direct link to Disability Services, the instructor will provide it and make students aware of it.

Software/Hardware: Instructors will have up-to-date hardware and software to access and build their online class. Beyond the standard-issue computer and monitor, this includes but is not limited to a webcam and related software and a microphone (if the webcam is not equipped with a microphone). Software should be updated regularly, especially including Adobe Flash, Java, and Google Chrome. (Faculty should gravitate toward using Google Chrome as their default web browser as it currently creates the best environment for the LMS.)

Plagiarism Statement: Carl Albert State College as an academic community considers all forms of academic misconduct and dishonesty serious matters which warrant serious attention. Academic dishonesty includes, but is not limited to, cases of cheating and plagiarism, and is, at the very least, subject to disciplinary action by the instructor of record. More serious infractions will warrant disciplinary actions by the college. Cheating is considered to be a serious infraction of academic integrity and as such is not tolerated at CASC. Specifically, cheating includes, but is not limited to, instances where work is turned in that is not one’s own, copying others’ answers in exams and/or papers, infiltration of grading systems, use of deception in acquisition of answers in course requirements, and/or instances of forgery. Plagiarism is considered an unacceptable and prohibited practice and

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incompatible with the educational mission of Carl Albert State College. Since plagiarism always carries with it consequences, all students are expected to be familiar, at a functional level, with the rules for avoiding plagiarism. Intentional plagiarism is a deliberate act of academic dishonesty in which an individual knowingly represents the work or knowledge of another person as one’s own, knowingly incorporates into one’s work the words or ideas of another person without clear attribution, fails to acknowledge clearly the partial or full authorship of someone else when submitting a work, and/or consistently fails to cite or quote textual resources properly.

The following will apply in connection with academic dishonesty:

A. The instructor and his/her Division Chairperson have final authority over the grades given to students or the lowering of grades because of cheating or plagiarism.

B. The term “cheating” includes, but is not limited to:

1. The use of any unauthorized assistance in taking quizzes, tests, or examinations.

2. Dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments.

3. Acquisition, without permission, of tests or other academic material belonging to a member of the college faculty or staff. The term “plagiarism” includes, but is not limited to, the use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgment. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials.

If it is established that cheating or plagiarism has more than likely occurred:

C. The instructor may take appropriate disciplinary action, which may include the awarding of an “F” on the particular assignment or in the course.

D. The instructor will make a report of the incident and of action taken to the Vice President for Academic Affairs.

E. The student will receive a copy of the report if s/he desires and may appeal the decision of the instructor to the Academic Affairs Committee.

F. The student and instructor may meet individually with the Academic Affairs Committee to present documentation pertinent to the appeal. Once the Academic Affairs Committee renders its decision, the appeal process is concluded.

Out of State/Online Only Students

Carl Albert State College seeks to deliver high quality, rigorous online programs nationwide. However, the complexity of state authorization requirements in some states, including differing requirements by academic program, make this impossible in a few cases. If Carl Albert is unable to currently provide distance education in your state, or if the program of interest is excluded, please check back as the information changes often.

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Carl Albert State College, the Coordinator for the Virtual Campus and the Vice President for Academic Affairs will maintain a Virtual Campus website on the homepage of Carl Albert State College identifying the states from which it will allow students to enroll and the process for filing student grievances with Carl Albert State College and the individual state, if applicable. Prospective students should check this site often for updates.

Carl Albert State College requires all students residing outside the state of Oklahoma to participate in online proctoring. Residents of Oklahoma and within the College’s service area can utilize the online proctoring service or test proctoring centers pre-established and approved by the course instructor.

Procedures

The following procedures are steps for addressing courses within the Virtual Campus, from initial course development to course approval and review. These steps should be consulted by any interested faculty member.

Procedures for Course Development

To begin setting up an online course, the instructor should begin with the common template provided by the LMS Administrator. Using the common “home page,” the instructor should first add the required elements indicated.

The instructor should contact IT and Instructional Support to arrange to film an introductory video of themselves and the course.

The instructor should transition existing course material to module format. These modules should indicate approximate time to complete, and should include varied instructional tools and resources, as well as assessments. Coursework should have regular due dates established by the instructor which is appropriate for the material being covered. As a reference, the amount of content within a module and the due date for the module should be adjusted to be completed within an appropriate timeframe established by the instructor of the course, for example: within 2 weeks (16-week format), 1 week (8-week format), or 2-3 days (5-week format) or what is deemed appropriate by the individual instructor. The course content will equal the contact hour requirements regardless of the format offered. Each module should include a video or presentation introducing the module and giving an overview of the activities, scope of content, and the assessments.

The instructor should then transition material to content/concept based, using any texts as secondary resources to the transfer of knowledge from the instructor to the student. While readings and similar activities are valuable and necessary resources, they are not to be the main administrators of content in the online course.

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Maintaining equivalency with face-to-face courses, the instructor should link assignments and assessments to identical face-to-face course SLOs and objectives.

The instructor should develop and set up the entire course before publication. The course should assume approximately 48 instructional hours to complete by the student.

Procedures for Course/Program Approval

To offer an online course (whether new or existing), the following will need to be notified/approached for obtaining approval.

Coordinator for the Virtual Campus - will examine course content for online accessibility and ensure faculty is trained

Division Chair - will be notified of a new class/additional section of existing class, and examine course content for rigor and accuracy within the discipline.

Virtual Campus Committee - will examine the course from a Quality Matters standpoint.

Curriculum Committee - will examine the course to address SLOs, objective, syllabus, etc.

Assoc. VP for Instruction

VP for Academic Affairs

Procedures for Course Review

Course reviews of existing online courses will take place as dictated by time requirements (every three years) or by reasonable cause (student issue/complaint, etc.)

Course reviews will be conducted by Coordinator for the Virtual Campus, and will involve the Coordinator accessing the instructor’s course remotely.

The Coordinator for the Virtual Campus will work In partnership with the appropriate Division Chair to communicate results of the Course Review and to address any concerns.

Procedures for Quality Matters

Access and use of the rubric: The Quality Matters rubric is a copyrighted document and must not be disbursed without permission. The College pays for access of Quality Matters materials and in so doing contracts to use them only within our system and faculty. Any faculty or staff wishing to copy or use any Quality Matters materials must get approval from the Coordinator for the Virtual Campus, who is also the Institutional Representative for Quality Matters.

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Course review by QM personnel: this will occur in cooperation with the instructor and the Coordinator for the Virtual Campus. Successful review by a QM personnel will result in the course being QM-certified.

Definitions

The following are definitions of each type of class that involves online components. These definitions are in agreement with the Oklahoma State Board of Regents for Higher Education and are included here for the faculty’s convenience.

Web-enhanced

24/7 access of course information, content, assignment, and/or assessments for students through the Learning Management System

Administrative information (syllabus, schedule, announcements and contact info)

May use additional teaching tools, such My Math Lab, My IT Lab, and/or other third-party sites

Class assignments, tests, threaded discussions, & chat room

Retains regular class meetings

Instructors are responsible for administering and proctoring major exams

Blended

24/7 access of course information, content, assignment, and/or assessments for students through the Learning Management System

Majority of course content and materials online, using the Learning Management System in conjunction with other third-party sites (i.e. My Math Lab, My IT lab, etc), if required

Reduces traditional on-campus meetings by at least 50%.

Instructors are responsible for administering and proctoring major exams

Must adhere to Quality Matters Design Requirements

Full-Online

24/7 access of course information, content, assignment, and/or assessments for students through the Learning Management System

Course provide ALL content and materials online, using the Learning Management System in conjunction with other third-party sites (i.e. My Math Lab, My IT lab, etc), if required

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Major exams must be administered in a proctored environment (Online and/or On Site Proctoring Required)

No on-campus meetings required, Service area student may select on campus proctoring

Must adhere to Quality Matters Design Requirements