College of the Redwoods
CURRICULUM PROPOSAL FOR DISTANCE EDUCATION COURSE
Date: November 1, 2012
1. Division: Arts, Languages, and Social Sciences
2. Course ID and Number: ENGL 1A
3. Course Title: Analytical Reading and Writing
SHORT TITLE (appears on student transcripts; limited to 30 characters, including spaces): Analytical Reading & Writing
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?
This hybrid delivery method will accommodate students who are unable to come to campus
for an extended period of time. Students who are facing educational challenges due to
employment, parenting responsibilities, travel distance, or physical disability may not be able
to attend a four hour per week face to face (FTF) class.
The hybrid delivery method will require students to work in a FTF class setting for a 125minute once-per-week time period, attend four 20-minute FTF instructor conferences, and
complete the other class work on-line (OL) using the College's course management system
(CMS). Students will be expected to spend between 6 and 10 hours per week outside of class
time reading, writing, researching, and studying for this 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.
All of the course documentation, such as syllabi, weekly schedules, essay assignments, and
required readings will be posted to the college's CMS, presently the Sakai platform. Students
will be directed to textbook reading assignments through the CMS platform as well.
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
1 of 4
The following course tools from the current CMS (Sakai) may be used to deliver course
content and facilitate instruction:
a. Information will be distributed through Calendar, Announcements, Chatroom, and Mail Tool
b. Lesson plans and workshops will be delivered through Lessons and Assignments
c. Links and documents will be available in Resources and Web Content
d. Interactive and collaborative work will occur in Discussion Forums, Blogs, Clogs, and Wikis
e. Individual assignments will be submitted through Drop Box
f. Reading and grammar quizzes will be posted to Tests and Quizzes
g. Grades will be maintained through Gradebook
To illustrate the description in #7, describe what students in this course may do in a typical week of this course.
In a typical week, the schedule is posted on the CMS and may consist of the following
activities: a. read an assigned text, take an OL reading quiz, and either post a reading
response to an OL discussion forum, or bring that response to class for FTF discussion; b.
compose and post OL an essay rough draft, and either offer peer feedback to a partner via a
discussion forum, or bring draft to class for FTF revision workshop; c. complete a grammar
workshop OL, apply grammar instruction to current essay, and bring an edited draft to class
for review and correction; d. attend a research session in the LRC and begin searching for
academic source material with instructor assistance.
8. 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.
Every week, course assignments are posted OL, and an e-mail is automatically sent to each
student. Students can seek clarification as needed from instructor via email, phone, or during
office hours.
Students will have regular FTF interaction with instructor during weekly class sessions and
during four 20-minute individual conferences scheduled throughout the semester.
9. Describe the nature and frequency of student-student interactions in this course.
Students will participate in OL and FTF partnerships and small groups every week throughout
the semester. They will produce collaborative writing projects, analyze readings together,
and respond to each other's essays using FTF, OL, e-mail, and phone communication.
10. Describe how you will identify and respond to students experiencing difficulty in this course.
Student progress will be closely monitored through the OL gradebook. Students who fail to
regularly upload or post assignments OL will be contacted via email. Individual student
concerns will be addressed during FTF office hours and individual conferences.
All students will be encouraged to register for DE 101 to become familiar with the current CMS
platform. Any student experiencing difficulty with course content or assignments will be
encouraged to see me during office hours; consult Barry Tucker, Advisor for Online Learners;
register for English 52 lab practicum in the Writing Center; attend tutoring sessions in the
ASC/LRC; or access OL tutoring via tutor.com.
Technical issues can be addressed as needed by calling (707) 476-4160 and by submitting a
support ticket at http://support.redwoods.edu.
11. Will exam proctoring be required?
No
Yes
If yes, who will proctor exams?
12. Describe how assessments are used in this course to ensure that student work is evaluated effectively and
accurately.
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
2 of 4
All formal writing assignments will include a detailed rubric with evaluative and grading
criteria which students will refer to throughout the writing and revision process.
Assessments of student essays will be conducted FTF during individual conferences. A
summary of instructor feedback will be posted on-line for ready access. Submission to
Turnitin.com will be required to prevent and remedy intentional and unintentional plagiarism.
Informal writing assignments will be evaluated and scored OL with minimal feedback unless a
student is struggling or requests additional assistance.
Reading and grammar quizzes will be conducted and graded OL. Post-quiz discussion and
clarification will take place during FTF class sessions.
13. Describe the equipment and staff resources necessary to support the course for students and instructors.
Existing CR personnel and equipment in IT and DE departments and the WC, ASC, and LRC.
14. Describe the contingency plan for this course if access to the delivery system is interrupted.
Distribution and submission of coursework can be shifted to FTF class sessions during
system interruption. Communication can be maintained through personal e-mail accounts,
phone calls, Skype, or FaceTime. Because there are three or four different server sites
involved, e.g. CR, RSmart, Turnitin, Google, there usually are available alternatives. Also, in
an extreme situation, students could send or receive hard copies of assignments via postal
mail.
15. 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
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.
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
3 of 4
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: Erin Sulivan
Tel. Ext: 826-3128
Approvals:
Department Chair: David Holper
Dean, Distance Education Geoff Cain
Division Chair/Director: Rachel Anderson
Date: 11/01/2012
Review Date:
Review Date: 10-30-12
Review Date:
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Yes
Date: 11.9.12
Academic Senate Approval Date: 11.16.12
Approval Date: 12.04.12
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
Board of Trustees
4 of 4