College of the Redwoods
CURRICULUM PROPOSAL FOR DISTANCE EDUCATION COURSE
Date: November 11, 2011
1. Division: Health Occupations
2. Course ID and Number: NURS 162
3. Course Title: Maternal-Child Health for Paramedic/LVN-to-RN Transition
SHORT TITLE (appears on student transcripts; limited to 30 characters, including spaces): Mat-Child Paramed/LVN RN Trans
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 online course will allow students in the Paramedic/LVN-to-RN program to learn MaternalChild Health Nursing Principles more at their own pace. Understanding of this material is
essential to continuance in the clinical portion of NURS 60 (L) which provides a bridge to the
RN course curriculum. Students who live at a distance from the Eureka campus will be able to
use this format. This material will be a useful review to licensed Paramedics or LVNs or RNs
who want to up-date in obstetrical/maternal-child health nursing.
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 content would be delivered through My CR using a variety of technologies
including Tegrity. One is video, 5-15 minute clips of a mini lecture, film or patient interview
that students would access and view through their My CR web site. Occasionally a link to an
article in the library database or various websites will be used to deliver content. Quizzes
would be taken online with automatic grading and gradebook entry. Initial contact meeting
would occur on the CR campus utilizing a computer lab classroom for instruction in site
mobility and later for on-campus mid-term and final exams.
8. To illustrate the description in #7, describe what students in this course may do in a typical week of this course.
Students would download the weekly assignment and do the readings/activities listed.
Sometimes they will watch a video in addition to the reading. In the My CR "forum" students
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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will respond to posted questions or write a paragraph about an assigned activity.
Intermittently an assignment will be due and submitted electronically or a quiz will be taken
online within a preset time frame. Prior to the major exams or written assignments students
may meet in the chat room with faculty or review transcripts from discussion sessions.
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.
On the first day of class there will be a face-to-face session in order to meet students and
explain the format for the online instruction. Students outside the area could attend via
telephone or SKYPE. The midterm and final exams will also take place on campus. There will
be set dates when the instructor would be in the chat room to talk with students about the
content or assignments. Communication with individual students will take place regularly
by email, telephone or, in some cases, in person by appointment with the instructor.
10. Describe the nature and frequency of student-student interactions in this course.
Students will be responding to one another in weekly asynchronous discussion assignments.
There will also be opportunities for live synchronous discussions. Students in cohort groups
that start at common initiation dates will meet initially in the first campus-based meeting.
Student who start asynchronously will not have the opportunity to
meet with the group, but will be interacting with the other students in their course group
usually weekly when discussing course content and case studies.
11. Describe how you will identify and respond to students experiencing difficulty in this course.
Throughout the semester students who are not participating in the forum discussion and
case study sessions or who are receiving less than 75% on quizzes or written assignments
will be approached via email or by telephone to find out what they believe the barrier to be.
Based on the response students would be referred to tutorial services or explore disabled
student programs and services. Students will be encouraged to post questions in Discussion
Forums and to email or call the instructor during office hours to discuss problems or
concerns. Continuing feedback about assignments and projects will be provided in a timely
manner by the instructor.
12. Will exam proctoring be required?
No
Yes
If yes, who will proctor exams? The midterm and final examination will be proctored by course
instructor on the CR campus for cohort groups or provision will be made with the Learning
Resources Center for proctoring of asynchronous student mid-term and final exams. Quizzes
will be taken online within a certain block of time. If students from out of the area are taking
this course they would follow the process for arranging a proctor through an agreed upon
testing site such as a local community college testing center.
13. Describe how assessments are used in this course to ensure that student work is evaluated effectively and
accurately.
In addition to a mid-term and final, there are four other quizzes.
Students will be provided with grading rubrics for assignments or other written criteria will be
included in the course syllabus and used to evaluate student's work (eg. weekly posts
and content expectations).
14. Describe the equipment and staff resources necessary to support the course for students and instructors.
In setting up this MyCR site the instructor will be using CR staff resources (Tegrity, My CR
and DE support staff) to film several short lectures and have them loaded onto to the course
site after making them closed-captioned.
15. Describe the contingency plan for this course if access to the delivery system is interrupted.
All students would be notified by phone or emailed from a delivery system off campus and
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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notified of the problem. If the interruption is lengthy assignments would be mailed to the
students and they would be directed to either mail or drop off completed assignments in the
Health Occupations Office.
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
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: Jan Tatum
Tel. Ext: 476-4575
Date: 11/11/11
Approvals:
Department Chair:
Review Date:
Dean, Distance Education Geoff Cain
Review Date: 12/06/2011
Division Chair/Director: Pat Girczyc
Review Date: 11/30/2011
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Yes
Date: 12.9.11
Academic Senate Approval Date: 12.14.11
Board of Trustees Approval Date: 1.3.12
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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