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The syllabus meets the College’s and department’s template requirements.
A course description is provided (including number of Credit Hours earned for successful completion of the course).
Textbooks and necessary course materials are identified.
Student learning outcomes are included.
The syllabus includes methods of instruction to be used in the course.
The syllabus includes methods of evaluation (assignments, tests, etc.).
The course grading criteria are stated clearly.
The syllabus contains attendance and absenteeism policies (and what constitutes attendance/absenteeism in an online course).
The syllabus includes Information about how to drop the class (including Six-Drop Rule information).
Classroom/Course policies with regard to student behavior are provided, including the Navarro College Disruptive Behavior Policy).
The syllabus includes Academic Honesty Policy information.
The syllabus contains the college’s EEOC statement.
The syllabus contains information for students with disabilities.
A welcome message/introduction from the professor is included.
Course contains “Start Here” or “Orientation” area directing students on where to begin.
Course contains directions on accessing the Student Services area in Blackboard (Bookstore, Library Services, Student Support Services, Help Desk, etc.)
Course provides information on how to navigate the course.
Course provides information on how to be successful in this online course (i.e., “Keys to Being Successful in this Class” etc.).
Professor provides his/her contact information.
In accordance with college and departmental policies, professor provides specific expectations concerning response time and availability (email, voice mail returns, grade posting, etc.).
The professor’s role in discussion activities is clearly defined.
The course includes opportunities for student introductions.
Etiquette expectations for discussions, email, and other forms of communication are provided.
Student participation requirements are clearly stated.
The course provides tips and information on how to troubleshoot common technical and communication problems (i.e., test-taking tips, using various tools and features, etc.).
The course menu is easy to navigate and accurately labeled.
All menu items contain active content or a message advising students as to how/when this content area will be used in the course.
Where logical, most current content is listed at top of all screens to keep scrolling to a minimum.
Font type, size, and color are readable and appropriate throughout the site.
Images used in the course are of good quality and sized appropriately to the course content.
The course contains no grammatical, spelling, or typographical errors.
The course contains a calendar/schedule which outlines due dates for various assignments, tests, or projects.
All course due dates take into consideration a wide variety of student schedules.
Information about written assignments and other procedures or directions are clearly described.
The course provides opportunities for interaction between faculty and students and among students through the use of discussion boards, live chat, team projects, and/or student-to-student interaction.
The course makes creative use of a variety of technologies that assist students in understanding course content (for example: discussion board, email, scheduled emails, websites, digital slide shows, Power Points, streaming video, etc.).
All links, images, and media files work. Clear technical instructions are provided (including hardware or plug-in requirements).
The course provides instructions on how to access publisher-provided content (i.e., Hawkes Learning, MyCompLab, etc.), and includes publisher technical support contact information.
Course content is organized into consistent, functional learning modules or other types of learning units.
The learning module assignments include specific directions on where to access needed resources within chapters, files, or websites.
The instructional materials have appropriate breadth, depth, and currency for the scope of this course.
Where appropriate, students are encouraged to learn through inquiry (links, referral to outside readings, Internet searches, etc.).
The learning activities support stated learning outcomes.
Learning objectives are clearly defined in this course.
The course provides activities that help students develop critical thinking and problem-solving skills.
The assessments used to measure the stated learning outcomes are appropriate to the course.
Grades for all assignments are returned in accordance with policies stated in the course.
Students have online access to current grades.
Multiple assessment strategies are used to measure (and feedback received on) content knowledge, application, and skills.
A statement of the time allocated for each assessment is provided.
A date/time when the assessment will be available is provided.
The number of times an assessment can be taken is provided.
If proctored testing is REQUIRED, the course contains operating hours and contact information (or link) to the Navarro College Testing Center locations, as well as a description of off-campus alternatives that are acceptable to the professor (i.e., public libraries, military base education centers, other colleges and universities, etc.).