College of the Redwoods
Date: 11/10/2012
1. Division: Arts, Languages, and Social Sciences
2. Course ID and Number: ECE 11
3. Course Title: Infant-Toddler Care and Education
SHORT TITLE (appears on student transcripts; limited to 30 characters, including spaces): Infant-Toddler Care & Ed
4. Please select the distance education method that best describes how the course content will be delivered to most
students taking this class:
DE 52: One-way video and two-way interactive audio (delivered video and telephone)
DE 51: Simultaneous Interaction: Two-way interactive video and two-way interactive audio
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.
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?
Students throughout the district will have access to this course which is required by
Community Care Licesning to work in an Infant-Toddler Program, even when there are not
enough students at a particular site.
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.
The course is organized by weekly modules including assignments, activities, and
assessment. Assignments include weekly textbook readings, instructor-authored lectures and
may include additional readings in web-links. In addition, students engage in weekly on-line
8. To illustrate the description in #7, describe what students in this course may do in a typical week of this course.
Each week students will read an assigned textbook chapter, professional article, or material
created by state or federal organizations (i.e. Child and Adult Care Food Program, CDE Child
Development Division, or National Association for the Education of Young Children) and an
instructor-authored lecture. Students will respond to a prompt or question introduced by the
instructor to address course content and course learning outcomes. The students will also
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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interact with each other in the discussion forum. Multimedia resources may be accessed
demonstrating the concepts assigned. Weekly discussions are graded. Additional
assignments to assess learning outcomes are submitted and graded electronically.
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 weekly announcements, participation or grading
commentary/feedback in the weekly discussions, a discussion forum "questions for the
instructor" section, and timely (usually within 24 hrs) responses to student messages or email.
10. Describe the nature and frequency of student-student interactions in this course.
Student-student interactions will be continuous with weekly requirements for discussionforum participation and replies to classmates' posts. Students also receive copies of the
completed grading rubric for all class assignments.
11. Describe how you will identify and respond to students experiencing difficulty in this course.
Students will be encouraged to be proactive in addressing problems through contacting the
instructor, tech help-desk, or distance education advisor. Instructors will monitor student
progress and contact students who fall behind in their weekly postings and other assignments.
12. Will exam proctoring be required?
If yes, who will proctor exams?
13. Describe how assessments are used in this course to ensure that student work is evaluated effectively and
This course requires weekly online discussions which are graded using a rubric provided in
the course syllabus. One quiz is administered using the LMS. Additional writing assignments
such as a research paper or licensing related documents will be submitted using the
Assignments tool. All assignments will be evaluated with a scoring rubric like those used in faceto-face classes and provided to students along with the assignment explanation.
14. Describe the equipment and staff resources necessary to support the course for students and instructors.
Students will require frequent and reliable internet access. Student and instructor support is
provided by the DE department.
15. Describe the contingency plan for this course if access to the delivery system is interrupted.
In the rare occurrence of delivery interruption, deadlines for assignments will be extended.
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.
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
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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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
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
9. If using faculty web site vs. college provided course management system, the instructor has
ensured, through HiSoftware’s “Cynthia Says” 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: Sydney Fisher Larson
Department Chair: Larson
Dean, Distance Education Geoff Cain
Division Chair/Director: Rachel Anderson
Tel. Ext: 4338
Date: 11/10/2012
Review Date:
Review Date: 11/13/12
Review Date: 11/14/12
Approved by Curriculum Committee: No
Date: 12.14.12
Academic Senate Approval Date: 12.18.12
Approval Date: 1.8.13
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
Board of Trustees
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