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: ​
Debra Caldwell Current Faculty Status for Online Teaching/Proposal Approval at Chabot College Course: ​
ENSC 15, Agroecology (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: ​
9/26/2015 Units: ​
3 Delivery Method:​
​
Fully (100%) online First Semester To Be Offered: ​
Fall 2016 Need/Justification/Benefits to Students How will the online/hybrid delivery of this course meet student needs? Over half of the world's population lives in urban areas, but only 15% of the world's food is grown in cities. To make cities more self­sustaining, we need more urban farmers to grow food and ensure local food security. ENSC 15 is designed to educate students about the impact agriculture has on the Earth, food systems, and basic biology of plants and other crop organisms. This is a new course. It could be offered on campus, but the online format will allow students to access the course on their schedule. Farmers, gardeners and the type of student who will be interested in this course usually work outside during traditional class times. I also want to be able to reach LPC students and people outside of our service area. Are there learning opportunities made possible in an online or hybrid online course that might not be available in a traditional course? The course will incorporate many online videos, websites and activities, so it will work well in the DE format. Page 1 of 10 Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College 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. Comments, feedback & recommendations provided by colleagues: Before developing my first online course, a few years ago, I attended several workshops. Dmitriy Kalyagin allowed us to access one of his courses which was extremely helpful because he provided an excellent model. I also consulted with Jan Novak as I was developing my first course, ENSC 12. I also have discussed the new course with my colleagues in Biology. Their concern was about marketing the class. Name(s) of faculty with whom you consulted: ​
Rebecca Otto, Zarir Marawala Page 2 of 10 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 Introduction with links to course materials (syllabus, schedule) and links to the "Using Blackboard" pages. 30 PowerPoint lectures (1 hour/lecture) are similar to those I offer on campus. I will add audio to the lectures per Scott Hildreth’s suggestion. I usually have more detailed explanations of concepts than on the Power Point lectures I give on campus. I will use many videos and other internet resources to teach the course, so it doesn’t just consist of PowerPoint lectures. Students in my current online course tell me that they “love all the educational sites and You Tube videos..they are helpful, timely and thought provoking." 32 hours/semester online Videos, web readings, web activities. Example: https://www.youtube.com/watch?v=NCmTJkZy0rM A Los Angeles family grows 6,000 pounds of food on 1/10th acre. Most videos have closed captions, but I will work with the DSRC to make sure all content is accessible. 6 hours/semester online Participate in weekly discussion forums. In the first forum, I 8 hours will ask students to introduce themselves and describe what they expect will be challenging about taking an online course. In subsequent forums, students will be asked to post and respond to another student's post. In on campus classes, I use “one minute papers” to find out what students find interesting and confusing. After each unit, I plan to have "one minute paper" forums that students can use to post questions or ask for additional information. This helps me identify areas of confusion as well as answer questions. Page 3 of 10 Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College online 12 unit quizzes (0.5 hours/week) Quizzes are multiple choice, posted for one week and answers are given the following week in the announcement. online 3 Midterms (2 hours/exam) 8 hours/ semester 1 Final examination (2 hours/exam) Midterms and the final exam include both multiple choice and essay questions. Exams are posted for one week. TOTAL CONTACT HOURS: homework 54 Course Content Delivery ­ Preparatory or “Outside of Class” (Homework) Activities (Note: These are NOT part of Contact Hours) Reading text (30 hours/semester) Completing unit assignments (30 hours/semester) Writing flash cards on vocabulary (16 hours/semester) Weekly quizzes (6 hours/semester) Reviewing notes (30 hours/semester) 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. Each week I will make a detailed announcement with the schedule for the week, answers to the previous weeks' quiz, discussion of the assignment and any problems that cropped up. If necessary, I will go into some detail about difficult concepts. I also will make comments on individual assignments. I will email students who aren't doing well as needed and will also send out general "how's it going" emails to all students 2 or 3 times/semester. I will respond to every student's introduction on the discussion board at the beginning of the semester and also respond to some of the discussion questions and comments. I want to encourage student participation though, so I will let them post first. I will hold one online office hour/week so students can contact me in real time. Page 4 of 10 Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College 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. Discussion forums will give students a chance to introduce themselves and to ask and answer each other' questions and make comments. (I've found in my current online class, that students are often very supportive and encouraging) Page 5 of 10 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. 1. Typically, each week, students will have an assignment to complete: Example: Chemistry review. (Review properties of and changes in matter, energy flow in ecosystems, processes of photosynthesis and cellular respiration and biogeochemical cycles.) Genetic engineering of food review. (Examine the structure of nucleic acids; describe replication, transcription and translation; discuss mutations, gene splicing and pros and cons of genetic engineering of food.) Students get timely feedback on their work so they can identify problems and ask questions. 2. Quizzes each week unless there is a midterm 3. Discussion forums 4. 3 midterm examinations (multiple choice and essay questions) 5. Final examination (multiple choice and essay questions) Describe the strategies you plan to use to promote academic integrity in your course. At the beginning of the course, students will be expected to review the Netiquette website (http://www.chabotcollege.edu/online/orientations/netiquette.asp) which includes a link to a website on plagiarism. I will read each of their assignments and look for evidence of plagiarism. Midterms and the final exam include essay questions as well as multiple choice questions. The essay questions will not only give me insight into students understanding, but also allow me to check for plagiarism. 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, Camtasia, etc.), Audio/Video (Examples: YouTube, 3CMedia, etc.) For the technology tools you have listed above, please describe your plan for utilization in your course. 1. The course will be presented on Blackboard which will be used for PowerPoint lectures, Page 6 of 10 Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College discussion forums, grading, quizzes and exams, assignments, videos and other web resources. 2. 30 PowerPoint lectures will constitute the core of the course. 3. PBS, NOVA, YouTube videos, and other media will provide resources to augment the lectures. Examples: http://www.ucmp.berkeley.edu/exhibits/biomes/index.php on the World's Biomes helps students understand the interaction of climates and the types of plants that grow in an area http://www.hulu.com/watch/191666/dirt­the­movie is a link to "Dirt the Movie" a great little movie about soil 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 10 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 let them know they need to “Open” the file, as the “Approve” button may not work in “Preview”). 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 COOL 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! (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 Timestamp 11/3/2015 3:43:58 PM Name: Timothy Dave Division/Department: Science and Mathematics Online/Hybrid Course ENSC 15 by Debra Caldwell Page 8 of 10 Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College Proposal you reviewed: Approval Selection I approve this proposal as presented. Comments (optional): This is an area we need to spend more time with.... Timestamp 11/17/2015 12:12:51 AM Reviewer Role COOL Review Team Member Proposal Reviewed ENSC 15 by Debra Caldwell Recommendations I'm hopeful that we could encourage much more student­student and student­faculty interaction with a revised delivery plan. Over 30 hours of reading powerpoint lectures, and another 14 hours of quizzes and exams, doesn't seem to make for a very engaging class if this was offered on­campus. We would more than likely have much more interaction in lectures, with Q&A sessions, student presentations, maybe some active learning assignments, small group discussions, etc. We have to find a way to incorporate these learning modalities into the course delivery plan, in place of just expecting students to read PowerPoints and take tests. Suggestions Timestamp 12/16/2015 6:16:07 PM Name: COOL Review Team Member Proposal you reviewed: ENSC 15 by Debra Caldwell Approval Selection I approve this proposal as presented. Recommendations Timestamp 12/16/2015 10:51:50 PM Name: COOL Review Team Member Page 9 of 10 Online/Hybrid Course Proposal Committee On Online Learning (COOL), Chabot College Online/Hybrid Course Proposal you reviewed: ENSC 15 by Debra Caldwell Approval Selection I approve this proposal as presented. Recommendations I support this delivery plan, with the encouragement to Debra that she: a) Contact Nathaniel Rice in the DSRC to learn about closed­captioning for videos she might want to use in the class; and, b) Look at capturing audio to complement the PowerPoint slides, using tools like Camtasia, or simple Webcam capture of videos. c) Talk with Lisa Ulibarri about using Blackboard Collaborate or wiki features to offer students chances to interact in different ways within the class. Timestamp 12/17/2015 1:44:53 PM Reviewer Role COOL Chair Proposal Reviewed ENSC 15 by Debra Caldwell Recommendations COOL REVIEW TEAM FINAL OUTCOME: Recommend approval. Suggestions Page 10 of 10