2015-2016
Online/Blended Courses
and Programs
EXPECTATIONS, GUIDELINES AND
PROCEDURES MANUAL
CARL ALBERT STATE COLLEGE
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Table of Contents
Expectations ................................................................................................................................................. 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 Expectations ............................................................................................................................................ 6
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 College
Expectations: 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 National
League for Nursing Accrediting Commission, 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 are 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 highquality 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

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
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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.

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.

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.
Hardware
Support
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
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.
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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
seamless instructional experience for the student. Instructors are required to regularly
check the validity of the links and resources they provide and require.
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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
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
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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.

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
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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.

Maintaining equivalency with face-to-face courses, the instructor should link
assignments and assessments to identical face-to-face course SLOs and
objectives.
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
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.

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.
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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

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

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

Major exams must be administered in a proctored environment (Online and/or
On Site Proctoring Required)
Blended
Full-Online
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
No on-campus meetings required, Service area student may select on campus
proctoring

Must adhere to Quality Matters Design Requirements