Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College PLEASE READ​
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). Faculty, Course, & Delivery Format Information Faculty Name: ​
Amber Hatter Current Faculty Status for Online Teaching/Proposal Approval at Chabot College Course: ​
BUS 16, Business Mathematics (Fast Track or New):​
​
FAST TRACK ­ I have (If Hybrid:​
% online) received approval from the COOL in the past to teach a Chabot College course in online or hybrid delivery. Date of Initial Proposal Submission: ​
10/19/2015 Units: ​
3 Delivery Method:​
​
Fully (100%) online First Semester To Be Offered: ​
Spring 2016 Need/Justification/Benefits to Students How will the online/hybrid delivery of this course meet student needs? Business Math is a popular course that provides students with an overview of math calculations and an ability to practice their applications in business. The course attracts those looking to refresh or build practical math skills. It is an elective for Management, Marketing certificates, and a requirement for AS in Business, Marketing, and Management. All of those programs could be fully completed online. So, it is crucial to offer Bus­16 online to give students an option of finishing the entire program in that modality. Are there learning opportunities made possible in an online or hybrid online course that might not be available in a traditional course? The intent of an online offering is to expand student access. The course should attract those who work, need a flexible schedule, live remotely, and those who enjoy online study. An online section will offer far more opportunity to leverage the power of the internet for research, collaboration, and discussion. The course has been offered for over 10 years online at Chabot by various other instructors. Also, it has been offered online at many local community colleges. Page 1 of 11 Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College Preliminary Research and Input from 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. Comments, feedback & recommendations provided by colleagues: The instructor consulted with experienced online instructors in similar disciplines, including Catherine Pinkas (Chabot) and Rick Arellano, an Emeritus (Ohlone). Their recommendations include ­ Using a consistent structure of course design (i.e. learning modules) consistent with guidelines from her online teaching certificate. ­Communicating frequently with her students. Tools to communicate with student include email, blackboard collaborate, email, telephone, chat, text, etc. The instructor can demonstrate her own engagement in the course and help keep students engaged through frequent (if not consistent communication). ­Use online groups for more engaging conversation and collaboration about course topics. Although the instructor has taught this course before, as an online assistant at Ohlone and as an instructor at Chabot, the instructor has sought advice from Catherine Pinkas, who teaches this course online. Catherine suggested for the instructor to "shadow" her course. Catherine has given me permission and access to her course. The instructor will continue to consult with her and other colleagues, if needed, as the instructor designs and teaches her online course. Name(s) of faculty with whom you consulted: ​
Catherine Pinkas Page 2 of 11 Online/Hybrid Course Proposal Committee On Online Learning (COOL), 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 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 Weekly engagement in interactive Power Point presentations linked to Blackboard (30+ minutes x 17 chapters). Lecture notes on specific topics including examples. Chapter excel files personally made by the instructor over the years (i.e. specifically finance, mortgage, home loans, insurance, taxes, accounting, time value of money, etc.) This would be tied to particular areas of the text with page numbers. 8.5 hours (15.74%) online Weekly, timed quizzes on course readings/materials in Blackboard (1 hour x 17 chapters). 17 hours (31.48%) online Weekly graded discussions based on course readings/materials in Blackboard. Peer responses required (1.085 hours x 18 weeks) 19.53 hours (36.17%) online Chapter videos (captioned) linked to Blackboard. Lesson summary and example math problems for students to view as it would be done normally during class. These videos are derived from the publisher (i.e. McGraw Hill ­ access code); homework (7.10 min. x 17) 2 hours (3.70%) online Two exams: Mid­term (Ch01­08) ­ 2 hours Final (Ch01­17) ­ 2 hours 4 hours (7.40%) online Collaboration on a final math project by sharing and 3 hours (5.55%) reviewing peer sources. This would normally be done in class. A group forum would be set up so that students could privately discuss amongst each other via a group discussion board. This would be a group (team) assignment. Group (team) discussion & collaboration. The final product would be Page 3 of 11 Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College a power point presentation with speaker notes. The team lead would submit this inside the drop box located in the group forum. I personally review this using an assignment rubric. in­person TOTAL CONTACT HOURS: 54 hours (100%) Course Content Delivery ­ Preparatory or “Outside of Class” (Homework) Activities (Note: These are NOT part of Contact Hours) • The course will be a Blackboard site. Students can access the instructor's Course Materials Section: syllabus, posted readings, assignments, navigation, directions, etc. There may be specific course materials as well. • Students will be required to read the course syllabus. • Links to web sites including free online tutorials (if applicable to the individual subtopic). The section would be updated as to relevant current developments in the news that have a bearing to the subtopic such as a change in federal or state laws, a court's case or verdict, noted expert opinions or editorials, or changes to accounting rules such as the current valuations of employee stock options. Since this is math, heavy emphasis is placed on free auxiliary tutorial sites for basic mathematics, business terminology and jargon and calculations. All sites would be relevant to the text subjects. • Material in the Lecture Notes will also include material not covered in the text as supplement or “enrichment” topics such as Cost Benefit Analysis, Economic Ordering Quantity model, Investments, Retirement to emphasize the importance of interest calculations (future value), “random walk theory of investing” and fixed financial instrument calculations. Retirement finances have proven to be of interest to most students as would real estate finances. • Non­graded practice quizzes to help familiarize beginning DE students with Blackboard’s testing interface and capabilities as well as “build” student confidence in the material. These would include multiple choice, true/false, short essay, matching, and ordering procedures. Page 4 of 11 Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College • Non­graded practice quizzes linked from the publisher's Student Companion Site. • MyMathLab. • If appropriate for the course, a short 5­10 page term paper may be required to demonstrate student reasoning, grasp of a selected topic of the course, and research skills as an Assignment. 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. On a daily basis the instructor will interact with her students through the Discussion Board, Announcements, and/or Email. Instructor will interact with her students daily via email, discussions, phone, and email (and/or chat) as needed. During the weekend the instructor will answer questions within a 10 hour window. All work will be graded within one week of submission. On or before the census drop date, the instructor will use her discretion to warn or drop students who have limited interaction or a lack thereof. Instructor will monitor individual student performance and email any warnings and suggestions as to estimated class grade and improvements This course will be an interactive online course where students will be responding to the instructor and/or online classmates through the weekly Discussion Board postings which will be asynchronous to encourage students' thoughtful responses and will also provide a flexible environment which will increase their success rate. Students will be able to access through the instructor's Course Materials section: syllabus, posted readings, assignments, navigation directions, etc. There may be separate specific course materials as well. Announcement section will be used to remind students of assignments, extra credit, etc. Students not participating in the course will be contacted via email or phone. Each unit will have five tasks to complete: Discussion, Learnsmart, Video, Practice, With the exception of the Discussion (manually graded with feedback), the other items will be auto graded as score only. After the due date, the student can review the results. Teams of three to five peers will Page 5 of 11 Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College work on a "Math for Life" project over the semester. Teams will submit a progress report at three designated dates for which the instructor will provide feedback. The instructor will provide "lectures" in the form of Powerpoint presentations posted in BB. This will mirror the face­to­face class. Also, the instructor will participate and facilitate class discussions via the Discussion Board. She will give feedback, answer questions, and prompt students for more engagement. Upon grading assignments and assessments, the instructor will offer comments and feedback to help students understand their scores/grades and improve for future work. Online office hours: The instructor plan on using Skype for her online office hours in addition to holding in­person office hours at Chabot. Intervention: The instructor will individually contact students (via email and/or phone) who are not actively participating in coursework. 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 first step in promoting student to student interaction would be an icebreaker requiring all students to introduce themselves through the discussion board as this would instill a sense of togetherness amongst other students. Class participation would include set time online chats using Blackboard's chat capability. In addition to a student creating his/her own thread on a discussion board topic, the student will have to submit relevant replies to two fellow students' threads. In order to promote an environment where students attempt to work together, a group forum will be designated for students to assist each other with the material. The announcement section will be used to remind learning teams of upcoming assignments. Teams of three to five peers will develop a "Math for Life" Project. For this project, the instructor will provide an example to each team. Also, she will provide detailed feedback as each team progresses toward the final version of the product. Page 6 of 11 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. Student progress will be evaluated as follows: The student learning objective for this course will be indicated in the course syllabus. The instructor will use rubrics to assess assignments. This includes all graded items including homework, discussion grades, mid­term and final exam. Blackboard has a variety of tools that improve the instructor's confidence in the academic integrity of the course. MyMathLab assignments include Learnsmart, Practice, Discussions, Quizzes (17 chapters), and a midterm (ch1­8) and final exam (1­17). Assessment results show "score only" ­ until after the due date. A late assessment is penalized 20% per day. As for projects and written work, these require original work which must adhere to APA format verified by Safeassign. The instructor's main source of confidence is that no assessment is worth more than 10% of the final grade. The instructor will assess learning in this course through questions asked in the forums, and overall participation in the forums, through analysis and hand's on computations. The instructor will provide rubrics for students to follow for discussions, projects, assessments, and other assignments. The instructor will provide feedback to students on regular assignments through the discussion board responses and the "Feedback to Student" area when grading items. If the written work is a draft, the instructor will include comments for revision throughout the draft. The instructor will also use other mediums of communication to convey feedback, such as "My Grades," online chat, and telephone. Describe the strategies you plan to use to promote academic integrity in your course. In order to ensure the academic integrity of the course, all of the previously listed items will be carefully reviewed and assessed. A statement of academic integrity will also be included and linked to the course. Page 7 of 11 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. Learning Management System (Blackboard), Presentations (examples: PowerPoint, Camtasia, etc.), Audio/Video (Examples: YouTube, 3CMedia, etc.), Web Conferencing (Example: CCCConfer), Publisher Content (examples: Pearson, Cengage, etc.), Excel Spreadsheets For the technology tools you have listed above, please describe your plan for utilization in your course. ●
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Blackboard: Announcements, Content areas, Discussion Board, Assessments, Tests, Survey features, Groups, Messages, Grade center, Blackboard Collaborate, and Performance dashboard. Presentations: The instructor will modify her Power Point presentations as well as create additional ones for online class. She will ensure that any included media on Power Point is accessible. Publisher content: Access code for assessments and math lab. McGraw's Connect software. Websites: The subject of this course lends itself well to online websites. The instructor will use .edu resources, math guides from reputable organizations (i.e. Khan), and contemporary media in the form of videos, articles, and podcasts. She will also use Chabot Library resources and catalogue. Google Docs will be used for Group Projects. Audio: The instructor will make her introduction using Audacity on the home page. Video: In addition to the publisher's video lessons, the instructor may use video clips from You Tube or EduStream as part of her course content (captioned). In addition to the publisher's excel math library, the instructor will include real world applications of excel spreadsheets used in business. 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 8 of 11 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 ​
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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! (Button not working? If clicking the “Approve” button does not open a web page, you may be viewing this document in “preview” mode ­ please close the preview, right­click the file, and click “Open”). 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 For purposes of record­keeping, the original proposal was emailed to Division colleagues including W. Wong, B. Buell, J. Novak, J. Bhangal, D. Kalyagin, C. Pinkas and feedback was provided, all of which appears to have been incorporated by Amber on this proposal. So in addition to COOL review, this proposal has been reviewed by several other faculty as well (Minta). Timestamp 10/30/2015 9:05:12 AM Name: Kristin Lima Page 9 of 11 Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College Division/Department: Applied Technology and Business Proposal you reviewed: BUS 16 by Amber Hatter Approval Selection I approve this proposal as presented. Comments (optional): Timestamp 12/10/2015 8:08:12 PM Reviewer Role COOL Review Team Member Proposal Reviewed BUS 16 by Amber Hatter Recommendations Please address the comments made in regards to the paragraph below: Collaboration on a final math project by sharing and reviewing peer sources. This would be a group (team) assignment. Group (team) discussion ­ collaboration & presentation to me Suggestions Please address the comments made by the COOL. Timestamp 12/16/2015 11:55:06 AM Reviewer Role COOL Review Team Member Proposal Reviewed BUS 16 by Amber Hatter Recommendations Suggestions Timestamp 12/16/2015 4:51:20 PM Reviewer Role COOL Review Team Member Proposal Reviewed BUS 16 by Amber Hatter Page 10 of 11 Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College Recommendations Suggestions Timestamp 12/17/2015 1:42:38 PM Reviewer Role COOL Chair Proposal Reviewed BUS 16 by Amber Hatter Recommendations COOL REVIEW TEAM FINAL OUTCOME: Recommend approval. Suggestions Page 11 of 11