R u n n i n g H e a d : COOPERATIVE PROJECT SYLLABUS PROSPECTUS
Cooperative Project
The UTB Distance Learning Certification Program (DLCP)
Proposal for Online Instructor Certification
Part 2: Syllabus/Prospectus
Martin Rodriguez
René R. Zúñiga
Rogelio Campa
The University of Texas at Brownsville
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COOPERATIVE PROJECT SYLLABUS PROSPECTUS
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Part 2: Syllabus/Prospectus
Part 2: Syllabus/Prospectus
Course Title: Distance Learning Certification Program (DLCP)
Course Description:
The UTB Distance Learning Certification Program (DLCP) will have three components. This
program will allow faculty to become comfortable with effective online pedagogy. Faculty will
begin by exploring the difference between traditional face-to-face (F2F) instruction and effective
web-supported instruction. Additionally, there will be an introduction to Blackboard. In this
component, faculty will explore navigating through the different sections of Blackboard, such as:
adding files (syllabus, notes, handouts, etc.), sending/receiving email, and posting discussion
items. In order to assist UTB faculty, emerging technologies will be incorporated to make online
learning more effective. Including in these emerging technologies will be web enhancing
software such as SoftChalk and Respondus, which will be incorporated as training modules in
the DLCP.
Course Objectives/Learning Outcomes:
Upon completion of the program, faculty will:
Phase One (weeks 1- 2)
Introduction to the class
1. Given access to (blogs) or other social media – students will add brief descriptions of
themselves with an attached photo.
Apply best online practices
1. Given the best online practices, students will use inductive thinking model to learn concept
formation by discussing key principles of effective online learning.
Design online activities that promote active learning
1. Given the effective online practices, students must design active learning by using inquiry
training that will help students develop intellectual skills and raise questions.
Concept of effective online learning and best practices
Students will read and discuss the best practices of online learning (Boettcher & Conrad, 2010)
and post to an online discussion such as blogs or blackboard discussion or SoftChalk or
Respondus.
COOPERATIVE PROJECT SYLLABUS PROSPECTUS
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Phase Two (weeks 3- 4)
Introduction to Blackboard
1. Given access to Blackboard, the learner will add course components, such as, syllabus,
calendar, discussion board, exams/quizzes, and other course material.
Begin working on e-portfolio and assigned class shell
1. Given the option, students will begin to work on e-portfolio shell, (I think here it should be
“dummy” class shell) and add all components required..
Model legal and ethical guidelines for online learning
1. Given the ethical guidelines, students will use Partners in Learning through a cooperative
approach through group work to organize classroom activities and social learning experiences in
order for everyone to succeed.
Edit contents of an online Learning Management System (Blackboard Basics)
1. Given the criteria, students will create assessment that evaluate student online learning by
using rubrics
2. Given mock assignments, students will provide timely feedback on assignments and
assessments for all online students through online communication.
Phase Three (weeks 5-6)
Use various emerging technologies that support online learning and engagement
1. Given emerging new technologies, students will demonstrate knowledge of different online
communication tools: twitter, blogs, and wikis by researching a chosen media
2. Choosing a media, students will write and reflection describing how it is used and how it can
be used in three different subjects.
3. Cooperate with colleagues to promote student success in online courses
4. Course Reflection
5. Showcase learner’s class shell
COOPERATIVE PROJECT SYLLABUS PROSPECTUS
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INSTITUTIONAL POLICIES
Scholastic Dishonesty
Faculty who engage in scholastic dishonesty will be referred to their respective deans. Scholastic
dishonesty includes but is not limited to cheating, plagiarism, collusion, submission for credit of
any work or materials that are attributable in whole or in part to another person, taking an
examination for another person and/or the attempt to commit such acts. Since scholastic
dishonesty harms the individual, all faculty and the integrity of the University, Policies on
scholastic dishonesty will be strictly enforce. (Board of Regents Rules and Regulations)
FACUTLY ACADEMIC RESPONSIBLILITIES
Faculty is expected to be diligent in their studies and attend class regularly and on time. Students
are responsible for all class work and assignments. On recommendation of the instructor
concerned and with the approval of the Dean, faculty may, at any time, be dropped from course.
This may result in retaking the course.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB/TSC Academic continuity Program, academic course,
partially or entirely, will be made available on the MyUTB Blackboard course management
system. This allows faculty members and students to continue their teaching and learning via
MyUTB Blackboard http://myutb.blackboard.com , in case the university shuts down as a result
of a hurricane or any other natural disaster.
The university will use MyUTB Blackboard to post announcements notifying faculty members
and students of their responsibilities as a hurricane approaches our region. If the university is
forced to shut down, faculty will notify their course(s). To receive credit for a course, it is the
student’s responsibility to complete all requirements for that course. Failure to access course
materials once reasonably possible can result in a reduction of your overall grade in the class.
To facilitate the completion of class, most or all of the communication between students and the
institution, the instructor, and fellow classmates will take place using the features in your
MyUTB Blackboard and UTB email system. Therefore, all students must use Scorpion Online to
provide a current email address. Students may update their email address by following the like
titled “Validate your e-Mail Account” in MyUTB Blackboard Portal. In the event of a disaster,
that disrupts normal operations, all students and faculty must make every effort to access an
internet-enabled computer as often as possible to continue the learning process.
AMERICANS WITH DISABILITIES ACT (ADA)
Faculty with disabilities, including learning disabilities, who wish to request accommodations in
this class, should notify the Disability Services Office early in the semester so that the
appropriate arrangements may be made. In accordance with federal law, a student requesting
accommodations must provide documentation of his/her disability to the Disability Services
counselor. For more information, visit Disability Services in the Lightner Center, call 956-8827374, or e-mail steve.wilder@utb.edu.
COOPERATIVE PROJECT SYLLABUS PROSPECTUS
References
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: simple and practical
pedagogical tips. San Francisco: Jossey-Bass.
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