College of the Redwoods
CURRICULUM PROPOSAL FOR DISTANCE EDUCATION COURSE
Date: 4-21-13
1. Division: Arts, Languages, and Social Sciences
2. Course ID and Number: SOC-1
3. Course Title: Introduction to Sociology
SHORT TITLE (appears on student transcripts; limited to 30 characters, including spaces): Intro to Sociology
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 is an existing DE course due for routine update. It is an intro level course which serves a
wide variety of learners. This GE course supports multiple campus programs, including Nursing
and Criminal Justice.
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.
Course currently utilizes MyCR as the primary platform for course delivery and
communication. MyCR includes email, discussion boards, live chat, and course announcements.
A variety of additional, MyCR features offer course enhancements. Through MyCR, the instructor
has the ability to offer tests/quizzes, record student grades, upload content, link internet pages,
accept assignments and offer documents for student feedback through the drop box system.
Additional net based curricular support sites are also used by some instructors for this course.
For example, MySoclab is a pay-per-access subscription site that one instructor uses as part of
the required course package (similar to purchasing a textbook). MySoclab offers supplemental
content, direct online access to the course etext (which is also available in hard copy format
should students choose to purchase a hard copy), and interactive platform features such as realtime data generating engagement activitives, live stream video examples, and access to a large
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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auxiliary reading library related to the subject area. One benefit to using a textbook company
generated companion site is that disability access concerns are built into the user content
interfaces and site functions. Class content includes instructor drafted conceptual discussion,
interactive etext reading (linked directly to user activities), and a supplemental hard copy reader.
8. 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, on a Tuesday a student would look to their course calendar to see which
readings have been assigned for the week. A second place where a student might access
their weekly learning expectations would be through a weekly instructor generated course
announcement. First, the student would go to their course text (or etext) to complete the
reading. If the instructor is utilizing MySoclab, the student would take a site generated pretest to generate an individualized "study plan" which includes site-based study activities
identified to supplement student learning in their areas of weakness. The student would
complete these study activities at their own pace. Second, the student would go into MyCR to
access and complete their weekly instructor generated assignment. The weekly assigments
are front loaded with instructor supplemental conceptual discussion & include instructions
for students to generate word documents which demonstrate application of selected course
concepts. Third, a student would look to see which peer communication activities are
required for the week. For example, some instructors might opt to require interactive
discussion boards. Others might choose to require peer mediated internet based assigments.
In the example course, students are asked to engage in cyber mediated communication
regarding the course supplemental readings and to generate text based documents which
illustrate this communication process, synthesize and analyze peer perspective, and tie
conceptual discussion to the course readings. This model increases student independence
and gives students power to determine which tools they prefer to use to engage for the
purpose of completing assignments.
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.
In the example course at hand: Students receive direct instructor contact on a weekly basis in
the way of weekly instructor drafted course announcements which also deliver to students
directly through email. On a weekly basis students also interface with instructor voice through
the instructor generated conceptual discussions used to front load weekly assignments.
Students also receive individual weekly grading sheets back from the instructor with short
comments intended to offer direct feedback on these weekly assignments. Additionally, for the
first round of larger format peer mediated communication based assignments, students receive
elongated in text editorial comment and a direct letter with pointed feedback. For papers,
students receive elongated editorial comment as well. Intructor also engages, through repeated
announcements of this offer, by calling students directly to offer real time course and assignment
support. For example, this past term one instructor engaged in conversation with about 20
students by phone within the first ten weeks of the course. Instructors are also available directly
by email with a 42 hour turnaround.
10. Describe the nature and frequency of student-student interactions in this course.
Students interact in several ways. All instructors structure discussion board dialogue,
although whether these are required for the course as a grading component varies from
instructor to instructor. With peer mediated communication assignments, as utilized in the
example course, students interact using the tools which fit their lives and are negotiated into
their direct student-to-student cyber classroom relationships. Many students email one another
directly, supplement email with phone calls, and also create their own discussion boards through
the MyCR class site for this purposes. However, when logistically possible, some students have
also chosen to gather face-to-face. They also have the latitude to schedule real time live chats,
employ cyber mediated document share tools (such as Google docs), or self elect to become
available to one another utilizing social media sites.
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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11. Describe how you will identify and respond to students experiencing difficulty in this course.
A "First Steps to Joining this Class" process can be helpful in proactively identifying issues.
Built in assignments to occur within the first week of the class which are designed to walk
students through the elementary steps of reading and using the course calendar or schedule,
performing the perfunctory actions necessary to achieve course success, and prompt students
to self-identify technological issues for immediate trouble shooting can waylay some of the
stumbling blocks online leaners often encounter. The key here is to offer trouble shooting
avenues and accessible support material so students are empowered to address these stumbling
blocks. Realistically, the first clear sign that a student is struggling is often missing assignments.
Instructor initiative to communicate directly with students who miss assignments early on in the
semester is important here. Insructor outreach early on in the assignment process helps identify
students who could benefit from additional instructor support. Early on in a term, this
communuication might includes clarification about course participation requirements as well as
offers for support a student might need. It is also important to clarify up front the kind of routine
any given online course will demand throughout the course of a semester. Some classes are
more self paced than others and clear communication helps students make choices to help their
own success.Students who miss assignments later on in a term often have the basic logistical
tools needed to meet course requirements but struggle with time management, long term
motivation, or conflicting responsibilities. Building mid term reflection activities into the structure
of the class can sometimes help students to regroup.
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.
Grading rubrics are routinely used to structure instructor expectations and to fairly allocate
credit on written assignments. These rubrics can, if the instructor chooses, be made available to
students before assignments are due. This helps students understand, up front, how they will be
evaluated. Online assignments are administered through sites which generate item analysis so
instructors can ascertain the appropriateness of choosing to assign certain activities over others
(or to help make choices about which topics to generate additional support material for).
14. Describe the equipment and staff resources necessary to support the course for students and instructors.
Equipment: computers and internet connection. On the instructor end, these tools are
provided by CR. On the student end, these might be personal computers or CR computer lab
access.
Staff support: student trouble shooting support for MySoclab is provided by the text
company. Student support for online course registration, MyCR navigation, and other MyCR
related functions needs to be provided by CR staff in ways which are accessible to students.
15. Describe the contingency plan for this course if access to the delivery system is interrupted.
Contingency plan would be to email students directly with alternative interim assignments.
Phone calls could be placed to alert students to this change in (or delay to) the plan if email
access was also interrupted. If email is inaccessible for longer than a week, there is no way to
reasonably provide online education and this would become an item of institutional mitigation.
Snail mail in-the-moment trouble shooting could provide some possibilities.
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.
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
3 of 4
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: Dana Maher
Tel. Ext:
Approvals:
Department Chair:
Dean, Distance Education MaryGrace McGovern
Division Chair/Director: Select
Date: 4/30/13
Review Date:
Review Date: 4/24/13
Review Date: 5/1/13
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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