College of the Redwoods
CURRICULUM PROPOSAL FOR DISTANCE EDUCATION COURSE
Date: 04/13/13
1. Division: Arts, Languages, and Social Sciences
2. Course ID and Number: ART-4
3. Course Title: Art Appreciation
SHORT TITLE (appears on student transcripts; limited to 30 characters, including spaces):
4. Please select the distance education method that best describes how the course content will be delivered to most
students taking this class:
CTV
DE 52: One-way video and two-way interactive audio (delivered video and telephone)
ITV
DE 51: Simultaneous Interaction: Two-way interactive video and two-way interactive audio
Online
DE 71: Internet based - Simultaneous Interaction: Session under supervision of instructor not
available by line of sight using the Internet with immediate opportunity for exchange
between participants.
DE 72: Internet based - Delayed Interaction: Session under supervision of instructor not available by line of
sight using the Internet without the immediate involvement of the instructor.
Other
DE 53: Simultaneous Interaction: Two-way interactive audio only
DE 60: Text One Way
DE 70: Audio One Way
5. Attach course syllabus to this proposal.
6. What perceived need will this distance education course address?
Art Appreciation is one of the Art Department's most popular core General Education
courses. The online sections of this course actually allow for more diverse interaction than faceto-face sections because they bring together students from across the district (and sometimes
across the country) and let them examine both global and local art throughout the semester.
Online sections of Art Appreciation give non-traditional students access to the course who would
otherwise find it difficult to attend an in-person course.
7. Describe in detail how the course content will be delivered and how students will engage this content. Be sure
to describe the specific technologies and/or software to be used.
Material for this course is delivered asynchronously through the learning management
software (LMS). The course material is delivered in weekly modules which are described
thoroughly using the announcement tool. Instructors supply "how-to" instructions via the
"lessons" tool, as well as discussion forums and announcements. Students take weekly graded
quizzes via the "tests and quizzes" section of the LMS and submit formal writing assignments via
the "assignments" tool. Additionally, instructors often use web-based technology like Google
Docs and VCasmo to give collaborative assignments.
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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8. To illustrate the description in #7, describe what students in this course may do in a typical week of this course.
In any given week, students are expected to read a given section of the textbook and write
weekly forum posts related to chapters in their textbook. They must also complete weekly
online quizzes and occasional role-playing exercises and collaborative web-based activities
like creating a community "gallery guide" or a multimedia "podcast" artist profile.
9. Title V mandates “regular and effective” contact between DE students and the instructor. Describe the nature
and frequency of instructor-student interactions in this course.
Regular effective contact will be met by the instructor grading and interacting with weekly
forum posts, papers and examination. The instructor may choose to interact with students via the
"message" tool in the learning management software (LMS) or via email. Instructors shall reply to
student questions within 48 hours. Additionally, instructors provide students with a discussion
forum dedicated to technical help or questions about the assignments.
10. Describe the nature and frequency of student-student interactions in this course.
Students are required to interact with each other weekly via discussion forum posts. Students
are also encouraged to help each other with technical questions about interacting with the LMS.
11. Describe how you will identify and respond to students experiencing difficulty in this course.
Students will be required to participate in difficult tasks like posting and tagging photographs
in discussion forums during the first week of class. This, along with the initial writing assignment
helps the instructor identify students who may struggle with either the technology or the writing
requirements. The instructor monitors student participation and contacts students who are not
meeting a threshold of participation.
12. Will exam proctoring be required?
No
Yes
If yes, who will proctor exams?
13. Describe how assessments are used in this course to ensure that student work is evaluated effectively and
accurately.
This course requires weekly quizzes and discussion forum posts that will be assessed using
the learning management system (LMS) Discussion forum posts and papers for this course
contain highly specific prompts and are difficult for students to answer by merely copying and
pasting text. Instructors make grading criteria for each writing assignment clear in the
instructions.
14. Describe the equipment and staff resources necessary to support the course for students and instructors.
Students are required to have frequent and reliable internet access. They must also have
access to a digital camera (even a phone camera). Technical support for instructors and students
will be provided by the DE department.
15. Describe the contingency plan for this course if access to the delivery system is interrupted.
If there is an interruption of the delivery system, deadlines will be extended when appropriate.
16. Both state and federal law require community colleges to design courses to ensure access for students with
disabilities, including compliance with Section 508 of the Rehabilitation Act. Please indicate the steps taken to
ensure accessibility by checking the Yes, No, or NA boxes below. For further assistance with accessibility and
assistive technology, please contact DSP&S.
Yes No NA Requirement and Purpose
1. The course delivery provides a text equivalent for all non-text elements such as images,
animations, applets, audio/video files and art. This will enable a screen reader to read the
text equivalent to a blind student.
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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2. The course delivery provides descriptions for important graphics if they are not fully
described through alternative text or in a document’s content. The description would inform
a blind student of what a picture represented.
3. The course delivery ensures that information conveyed by the use of color is also
understandable without color. For example, so a blind or color-blind student could
understand a color-coded representation of DNA.
4. The course delivery provides textual equivalents to audio information (captioning). The text
will enable deaf students to know what others are hearing.
5. The course delivery provides an alternative audio description for multimedia presentations.
The sound will enable blind students to know what others are seeing.
6. The course delivery ensures that moving, blinking, scrolling, or auto-updating objects or
pages may be paused or frozen. The movement can be distracting for students with certain
disabilities.
7. If using faculty web site vs. college provided course management system, the web site
identifies, by labeling or other appropriate means, row and column headers. The
identification will enable screen readers to discern the headers, which disclose the purpose
of the data in the rows and columns.
Yes No NA Requirement and Purpose
8. If using faculty web site vs. college provided course management system, the web site
provides title frames and includes sufficient information as to their purpose and relationship
to each other. This will help blind students understand the organizational purpose of the
frame.
9. If using faculty web site vs. college provided course management system, the instructor has
ensured, through HiSoftware’s “Cynthia Says” http://www.cynthiasays.com/ or other
appropriate verification, the usability of pages, and will attach to this proposal evaluation
printouts of Section 508 and WCAG—Priority 1 compliance.
10. My course syllabus recommends that students who require accommodations for a disability,
such as accessible formatting of course materials, contact me immediately. Example: “In
compliance with equal access laws, I am available to discuss appropriate academic
accommodations that you may require as a student with a disability. Students are
encouraged to contact Disabled Students Programs and Services (DSP&S) for disability
verification and for determination of reasonable academic accommodations.”
Submitted by: Garth Johnson
Tel. Ext: 4549
Approvals:
Department Chair:
Dean, Distance Education MaryGrace McGovern
Division Chair/Director: Rachel Anderson
Date: 4-13-13
Review Date:
Review Date: 5/1/13
Review Date: 5/2/13
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Yes
Date: 05.10.13
Academic Senate Approval Date: 05.13.13
Board of Trustees Approval Date: 06.04.13
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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