Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College PLEASE READ​
. This proposal was created by submitting the ​
Online/Hybrid Course Proposal form​
and responses submitted (which you can edit) are in ​
blue font​
. Any changes you make to this Google document are saved automatically. ​
Please be sure that any changes made to your proposal are done so using this “live” proposal link/document, as this is what the COOL will use to post feedback. ​
When you are done making changes, simply close the browser tab and/or browser. You can return to this document at any time using the proposal link sent to your email inbox (Learn more: ​
Google Docs Getting Started Guide​
). Faculty, Course, & Delivery Format Information Faculty Name: ​
Kirsten A. Olson Current Faculty Status for Online Teaching/Proposal Approval at Chabot College (Fast Track or New):​
​
NEW ­ This will be my Course: ​
ANTH 3, Social and Cultural Anthropology Units: ​
3 Delivery Method:​
​
Fully (100%) online first proposal submitted to the COOL / my (If Hybrid:​
% online) first time teaching an online or hybrid First Semester To Be Offered: ​
Spring 2016 course at Chabot College. Instructors in this category will be required to conduct a course demonstration. Date of Initial Proposal Submission: ​
10/5/2015 Need/Justification/Benefits to Students How will the online/hybrid delivery of this course meet student needs? Currently, no ANTH 3 courses are offered online through Chabot College. This course fills a need for students who require the flexibility offered through the online format. Particularly since this course fulfills transfer requirements, students in need of transfer units may not have the ability to meet on campus at a set schedule or commute from longer distances. As online course offerings are growing among the wider academic community, the Las Positas­Chabot Community College District meets the needs of the student demographic seeking to use this avenue to reach their academic goals. Are there learning opportunities made possible in an online or hybrid online course that might not be available in a traditional course? The online format of teaching ANTH 3 will provide students with opportunities to engage with class material through many different media­­images, videos, web­based resources, and text. Students will be asked to turn their critical thinking skills upon the technological arena, analyzing information presented to them in multiple formats and engaging with their fellow Page 1 of 9 Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College students through the use of required discussion boards and written assignments. Thus, critical and thorough reading and concise writing skills are particularly necessary skills that students will develop through the online format. Preliminary Research and Input from Colleagues Colleagues and Administrators I have consulted with my Division Dean and subdivision colleagues to secure preliminary support for offering this course in online/hybrid format., I have reviewed online teaching resources & tools at http://www.chabotcollege.edu/cws/onlineteaching/ (includes resources for Blackboard)., I have reviewed "What Distance Education Instructors Need to Know About Library Services" at http://www.chabotcollege.edu/library/ServicesforDE.asp. Develop Proposal and Consult with Colleagues Consult with faculty who are experienced teaching in online/hybrid delivery,and if required, review your completed proposal with subdivision colleagues to secure preliminary support for offering this course in online/hybrid format. Marianne Waters (Anthropology, El Camino College) discussed her strategies for success with me and how she altered her Anthropology online classes through time to better meet student needs. This included adding weekly reading quizzes in addition to longer format assessments (exams). Students appreciated the opportunity to test their own knowledge on a week by week basis and as preparation for exams. She shared that she includes optional readings or videos along with required weekly material for students who wish to explore certain topics in greater depth. Mireille Giovanola (Anthropology, Chabot College) approached me to teach the course once she knew I had previous experience teaching online. She reviewed and approved the proposal before it was sent to Dean Carla Walter. Comments, feedback & recommendations provided by colleagues: Name(s) of faculty with whom you consulted: ​
Marianne Waters (Anthropology, El Camino College), Mireille Giovanola (Anthropology, Chabot College) Course Content Delivery ­ Contact Hour or “In­Class” Activities Contact hours are those segments of instructional time where the student is actively engaged in learning activities and would reflect the same type of instruction implemented in a traditional face­to­face classroom. For example, a 3­unit course typically meets on campus for 54 contact hours of instruction, assessment, discussion and group activities. Explain how the instructional contact hours will be Page 2 of 9 Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College implemented for each week of instruction. Please list and describe each activity as well as the contact hours for each activity (you may not use all fields). More explanation regarding contact hours can be found at ​
http://www.chabotcollege.edu/cool/contacthours/​
and examples of proposals submitted by faculty can be viewed at ​
http://www.chabotcollege.edu/cool/proposals/default.asp​
. Delivery Mode Activity and Description Contact Hours online Reading course materials provided in written form or viewing through media. This will include original text addressing course topics, supplementary articles providing in­depth information on select topics, or short videos illustrating key concepts. These materials cover the key topics addressed in the course and are directly relevant to various assignments. 17 hours online Online discussion boards based on selected topics found in the textbook or through online course material. Students will compose an original post based on a specific prompt and then respond to the posts of other students at least once. This dialogic exercise allows students to show their understanding of an issue and critically engage with others. 17 hours online Weekly quizzes based on reading material, untimed (expect no more than 30 minutes weekly). These short quizzes are meant to help students assess their own grasp of material presented in the textbook that will help prepare them for more substantial assessments (exams). 6.5 hours online Five exams given over the course of the semester, including written portions. These timed exams (2 hours each) provide important assessment tools and ensure students are grasping key concepts emphasized in the course material. 10 hours online Students will read and respond to announcements about weekly material and upcoming assessments. Questions and clarifications about weekly content and assignments covered in Class Content Discussion Board. 2 hours online in­person TOTAL CONTACT HOURS: 52.5 Page 3 of 9 Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College Course Content Delivery ­ Preparatory or “Outside of Class” (Homework) Activities (Note: These are NOT part of Contact Hours) Reading weekly required texts, taking notes, organizing notes from online course material. Researching discussion topics using the text, notes, articles, videos, and outside materials (largely online). Researching and writing assignments based on articles and course topics. Includes ethnographic paper demonstrating use of anthropological techniques of fieldwork and analysis. Preparing for exams using provided study guides. Nature and Frequency of Student­Instructor Interactions Describe the nature & frequency of how you will interact with the entire class and individual students, especially in terms of providing feedback on assignments, interventions when students are at risk of dropping or failing. My strategies for communication include regular announcements at the beginning of each week that highlight the content of material for the week as well as any upcoming assignments or exams. I have found that encouraging, “conversational” weekly announcements help students stay organized and focused. Additional announcements are sent to remind students when exams open and again when they close, when discussions are coming due, and when assignments are coming due. If there is confusion over an assignment, I send out clarifying announcements to the class. I will typically send out due date announcements as emails as well to ensure all students are accessing this information (this information is also available in the syllabus). I participate in discussions by prompting the discussion and providing written feedback to each student’s posting. Feedback is specific to the person’s writing, going beyond the grading rubric. Feedback is also provided for any written portions of exams as well as written assignments. In some cases, I provide comments on drafts of papers. More generally, I am available through a general discussion forum where students can ask questions about material or assignments, or discuss them privately with students through email. Additionally, I will be holding office hours on campus. At­risk students will be identified by the frequency of their online participation, assignment completion rate, and grades. Those in danger of failure will receive notice of their status individually along with recommendations how to improve their performance. I may Page 4 of 9 Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College recommend students utilize campus resources such as the WRAC center. Nature and Frequency of Student­Student Interactions Describe opportunities in your course for student­to­student interaction, such as discussions, group projects, peer review, and how you will build a collaborative, student­centered environment. The course will begin by students using the discussion board to introduce themselves to one another and for those who have taken online courses before to share their strategies for success in online learning. I encourage students from the beginning to form study groups, on campus, off campus or online, for their mutual benefit. Further discussions are geared to allow students to analyze key course topics and in many cases weigh in with their own course­informed opinions. Required response posts to others will allow students to interact in ways that would be similar to face to face classroom discussions, but in an asynchronous format. Students will be encouraged to seek answers to basic questions about Blackboard or course content through general student discussion boards. This provides a forum for students to share their “expertise” with others and encourage peer interaction regarding many types of questions (this board will be monitored). Page 5 of 9 Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College Assessment of Student Learning & Academic Integrity List and describe the methods of assessments you will use to assess learning in this course. Students will take short weekly quizzes based on reading material in order to test their reading comprehension and prepare them for longer exams. Discussion boards will be topical, requiring students to contribute their own analysis or answering questions that expand upon primary course concepts. Students must also respond to at least one post as well. Instructions for overall discussion board etiquette and protocols will serve to guide students, as well as specific expectations outlined in each discussion prompt. Five exams will be given over the course of the semester, one every 3­4 weeks. These serve as the main assessment of student comprehension of course material. These timed exams will be available to take once and require that the student has adequately prepared by reading the text, reading and viewing module materials, and utilized the study guides to focus their pre­exam studies. Exams will be multiple format, including multiple choice and short essays. Writing projects consisting of an ethnographic paper and article reviews are used to assess the student’s ability to critically analyze and apply course concepts in broader contexts. Describe the strategies you plan to use to promote academic integrity in your course. The syllabus will have clear sections pertaining to academic integrity and the consequences of dishonesty, in accordance with school policy. Before accessing further course material, students must pass a syllabus/plagiarism quiz with a score of 100%. Students are given unlimited attempts to take this quiz. The initial class module will explain how the course works in more conversational terms, but will also have a section that details the definitions of academic dishonesty and describes what constitutes plagiarism. All quiz and exam questions will be drawn from larger question pools, ensuring that students will have equivalent but not the same exam questions, reducing the likelihood that they will attempt to take exams together. Given the asynchronous nature of online classes, due dates for assessments are available well in advance and assignments are available for relatively large windows of time. Hence, students are expected to submit their work in a timely manner and will receive scores of zero if they do not submit an assignment or exam within the specified time frame. All written assignments will be checked for plagiarism with SafeAssign; any plagiarized assignment will receive a zero (consistent with course policies outlined in the syllabus). Page 6 of 9 Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College Technology and Accessibility Indicate the technology tools (software, web­based tools, etc.) you plan to use in your course (Examples provided include: Learning Management System (Blackboard), Presentations (examples: PowerPoint, Camtasia, etc.), Audio/Video (Examples: YouTube, 3CMedia, etc.), Web Conferencing (Example: CCCConfer), and Publisher Content (examples: Pearson, Cengage, etc.) Learning Management System (Blackboard), Presentations (examples: PowerPoint, Prezi, etc.), Audio/Video (Examples: YouTube, etc.) For the technology tools you have listed above, please describe your plan for utilization in your course. Blackboard will be the LMS used for overall course structure, including posting the Syllabus and class schedule, Announcements, Content for weekly course material presented in modules, Assessments for weekly quizzes and larger exams, Assignments for written assignments submitted through SafeAssign, and Discussions for assigned discussions and general discussion boards. Additional resources will be provided in clearly marked folders (Study Guides, Articles, etc.) Some course material will be presented using PowerPoint and/or Prezi in order to more seamlessly integrate text content with images or videos. All images will have alternate text descriptions and videos will be appropriately captioned. YouTube videos will be utilized to illustrate course concepts, including short ethnographic film clips, TED talks, and the like. All will be closed captioned. Website links will be used to direct students to additional reading material on the internet or Chabot College resources (such as online assistance or student learning resources). Accessibility/Accommodations for Students with Disabilities​
: All materials must be accessible to students with disabilities. During the development of your course, please make sure that videos are closed­captioning or a transcript is provided, audio is accompanied with a transcript, images include alternative/alt tags, detailed visuals include text descriptions, and tables are formatted to include row and column headers. For information and support for ensuring accessibility for your students (including captioning), please contact the Chabot Disabled Students Resource Center (DSRC). I acknowledge and have read the above regarding accessibility/accommodations for students with disabilities. Page 7 of 9 Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College Verification of Content and Approval FACULTY: DIVISION DEAN​
: When you are ready to share your proposal with your Division Dean for review and approval (as well as division colleagues, if required), we suggest sharing/emailing a PDF copy of your proposal (instead of this “live” document) for ease of viewing and approval. To download a PDF copy: 1. From the menu above, click ​
File​
. 2. Select ​
Download as. 3. Select ​
PDF Document (.pdf)​
. You can then attach the PDF copy to an email and send it to your Division Dean and/or colleagues. Please keep the PDF copy for your records. Approvals will be automatically recorded at the end of this “live” proposal document. In the COOL’s continuous efforts to streamline the proposal process, you no longer need to save or email a copy of this proposal form to the chairs. Instead, please ​
click on the “Approve” button/link below​
to be taken to a very short web form to indicate/verify your approval, which also sends a notification to the COOL Chairs. The record of your approval will automatically be recorded at the end of this document for improved record­keeping on the COOL website. Thank you! Questions or issues? Please send an email to ​
chabotcollegecool@gmail.com Committee On Online Learning (COOL), Chabot College Record of Approval, Comments, & Feedback A record of approval, & comments, & feedback will be automatically recorded directly below Timestamp 10/11/2015 7:20:12 AM Name: Carla Walter Division/Department: Social Sciences Proposal reviewed: Online/Hybrid Course Proposal: ANTH 3 by Kirsten A. Olson Approval Selection I approve this proposal as presented. Comments (optional): Page 8 of 9 Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College Timestamp 11/12/2015 1:08:12 PM Reviewer Role COOL Review Team Member Proposal Reviewed ANTH 3 by Kirsten A. Olson Recommendations I'm assuming that the 2 contact hours used for writing the ethnographic paper would have been conducted in class/lab? Other than that, I think we're fine! Suggestions Timestamp 11/16/2015 5:36:26 PM Reviewer Role COOL Review Team Member Proposal Reviewed ANTH 3 by Kirsten A. Olson Recommendations See comments throughout the proposal, especially the Contact Hours area. Suggestions Timestamp 12/16/2015 4:15:04 PM Reviewer Role COOL Chair Proposal Reviewed ANTH 3 by Kirsten A. Olson Recommendations COOL REVIEW TEAM FINAL OUTCOME: Recommend approval. Suggestions Page 9 of 9