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Edit Course Worksheet - Higher Education
Please click the 'Save Draft' button occasionally, while editing the worksheet, so you don't
lose input.
BASIC COURSE INFORMATION
Course Representative:
Your name will automatically be filled in here.
Institution:
Kennesaw State University
Course Title & Number (e.g., CIS101):
a. Course Title: Your course title will automatically be filled in here.
b. Course Number: Your course number will automatically be filled in here.
Discipline Area:
Your discipline area will automatically be filled in here.
Questions 1-4 have been completed automatically through the course review application
submission.
Please note all questions require a response. If a question is not applicable, "N/A" is
required to be entered.
BASIC COURSE INFORMATION
5. Has the course been offered online at least twice? (This is for informational purposes
only and is not a requirement.)
 Yes
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 No
6. Is the course stand-alone or part of a sequence with the same structure and technology?
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Stand-alone
First in sequence using same structure/technology
Second or third in sequence using same structure/technology
Other
If "Other" was selected, please explain.
7. Is this course used as a “master” course; that is, is this course duplicated for different
faculty to teach? Note: If you are willing to share your course with others in your department
OR if your department requires that all courses created in your department be shared, check
“Yes.”
 Yes
 No
If yes, the submitted instance of the course should include all course components including
instructor specific information.
8. Is the syllabus set by the institution or may the instructor modify it?
 Set by institution
 May be modified by the instructor
9. On which learning management system (LMS) platform, if any, does the course reside?
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Blackboard
D2L Brightspace
Canvas
Moodle
Sakai
Other
None
10. Are learners required to complete a tutorial on the use of the LMS prior to beginning
the course?
 Yes
 No
COURSE FORMAT
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11. Is the course fully online or blended? (See QM Course Format Chart)
 Fully Online
 Blended Note: blended means hybrid. Hybrid courses are not required to go through KSU
QM Peer Review.
12. If blended, what is the approximate proportion of face-to-face time (e.g., 50% or
"N/A"):
Note: in CHSS, the policy is that blended/hybrid courses must be 50% online and 50% face to
face. Blended/hybrid courses are not required to undergo KSU QM Peer Review.
13. Is the course a competency-based course? (See QM Glossary for definitions.)
Note: While certainly students are expected to gain competency in our courses in CHSS, none of
our courses are currently competency courses according to the definitions.
 Yes
 No
For competency-based courses, answer the following questions:
14a. Identify the staff roles that support the competency-based learner (e.g., facilitator,
coach, assessor).
14b. What is the range of time within which the course may be completed?
15. Is the course a MOOC (Massively Open Online Course) that is offered initially for
credit?
Note: At KSU MOOCs are offered on the Coursera system, so if your course is not on the
Coursera system, you can be sure you are not offering a MOOC. 
 Yes
 No
MOOCs for which credit is not initially offered should be reviewed using the Continuing and
Professional Education Rubric.
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16. List navigation features that cannot be changed in this course. (Specific links or buttons
that are built into the LMS and cannot be changed. If all links and buttons built into the
LMS can be changed, enter "N/A.")
Put N/A in this box, as all buttons can be changed in D2L. All boxes must have SOMETHING in
them in order for your worksheet to submit properly.
COURSE LEARNING OBJECTIVES OR COMPETENCIES, ASSESSMENTS, &
INSTRUCTIONAL MATERIALS
17a. Provide a list of the course-level objectives (or competencies for competency-based
courses) used in this course. The objectives or competencies listed here must match those
found in the course.
*Note: It is not possible to complete the course review if measurable learning objectives or
competencies are not present. Please consult your QM Coordinator for more information.
17a. Upload Document:
Here is where you upload that Word document with your objectives on it.
(By selecting a new file the old one will be automatically deleted)
17b. What is the source(s) of the course objectives or competencies?
 Created by the Instructor
 Mandated by the Institution
 Other
If "Other" was selected, please explain.
18a. Provide a list of the module/unit objectives (or competencies) for one or more course
modules/units. The objectives or competencies listed here must match those found in the
course.
*Note: It is not possible to complete the course review if measurable learning objectives or
competencies are not present. Please consult your QM Coordinator for more information.
18a. Upload Document:
Here is where you upload that document again.
(By selecting a new file the old one will be automatically deleted)
18b. What is the source(s) of the module-level objectives or competencies?
 Created by the Instructor
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 Mandated by the Institution
 Other
If "Other" selected, please explain.
19. Explain opportunities provided in the course that enable learners to track their
learning progress. (If no opportunities are provided, enter "N/A.")
If you have publisher resources that students can use to practice topics without grading penalties,
or if you have any ungraded self-assessments in your course, describe that information here.
Also, if students are able to view their grades throughout the semester (if you plan to keep them
current), explain your plan here. Otherwise, put N/A.
20a. List the major instructional materials required in the course (e.g., textbook, etc.):
List the textbook and any other major instructional materials—any publisher resources or
software, for example. If you create your own, list the materials you created.
20b. Comment on the currency of the instructional materials:
This question is not here to dictate what you can teach. The concern is, if the textbook is older
(three or four editions out of date) can students still acquire it at a reasonable cost? If the material
is still current (for example, French grammar rarely changes; American politics changes all the
time), but an older version is cheaper and widely available, that’s a GREAT reason to use an
older textbook. But if you are using your graduate school edition of Beowulf, and it is out of print
and only four editions are available on Amazon at $600 each, is it okay if students buy a cheaper
edition. If so, what editions are acceptable to you?
20c. Comment on the variety of instructional materials used:
Share with the reviewers the variety of sources or viewpoints you are using in the course. Will
the textbook be supplemented with websites? Will you share PowerPoints supporting the
textbook with explanations and examples? Will the instructional materials be comprised mainly
of various scholarly articles from a variety of authors? Whatever you are using, just share that
with the reviewers.
21a. Are publisher materials used in this course?
Note: This question refers to publisher test banks, publisher PowerPoints, interactive learning
materials provided by publishers, and any other publisher provided materials.
 Yes
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 No
21b. If “Yes,” provide instructions for reviewers to access these materials (or enter "N/A"):
If you are not using publisher materials, put N/A in the box. If you are, but they are integrated
into the course (PowerPoints, for example), let reviewers know the materials are integrated into
the course in the form of PowerPoints. If reviewers need a login, you can provide them with one
(if you have it) or ask them to contact you for one once they start the review. In the meantime,
contact the publisher to get a guest login that’s good for two weeks (publishers are used to QM
reviews, and they know why you are asking if you tell them “for a QM review.”). You can share
it with the reviewers when they ask for it.
22. Are third-party tools or social media used in this course?
This question is asking about tools such as Panopto, Kaltura/MediaSpace, VoiceThread, Twitter,
FaceBook, and any tools besides D2L.
 Yes
 No
COURSE INTERACTION COMPONENTS
23a. Does the course include any real-time instructor-learner interaction?
This question is asking about any mandatory, real-time meetings that students must attend, either
as a proctored exam on the KSU campus (you can only have a proctored final) or via Skype,
Collaborate, or another online meeting software. Please note that such requirements must be
listed in the registration information for the course so that students are aware of them when they
register for the course .
 Yes
 No
23b. If "Yes," list the synchronous activities. (The interaction may include synchronous
events such as web-based meetings using web conferencing tools.) (Or enter "N/A.")
If there are no required real-time activities, list N/A. Otherwise, list the required activities.
23c. If "Yes," is participation in the real-time component required, or may learners access
these events asynchronously?
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Required of all learners
May be accessed asynchronously
Both
N/A
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24. In what ways are learners required to interact online with the instructor?
Here you might list emails or class discussions, VoiceThreads, Skype, phone calls, Collaborate
sessions, news announcements, voiceover PowerPoints, weekly update emails or podcasts, or
any other interaction that you have or might possibly have with the students. Please keep in mind
that interaction with students is a federal requirement for KSU to received federal financial aid,
so please don’t put “N/A.” You absolutely DO interact with students, and here is the place to
share how.
25a. Are learners asked to introduce themselves to the class?
 Yes
 No
25b. If "No," please explain why learner introductions are not appropriate for your course
(or enter "N/A").
If learner introductions are not appropriate for your course, put N/A in the box.
26a. Is learner-to-learner interaction (e.g., on discussion boards, in forums, or in group
work) appropriate in this course?
 Yes
 No
26b. If "No," please explain (or enter "N/A").
If learner-to-learner interactions are not appropriate for your course, put N/A in the box.
27a. Are any course instructions, activities, or instructional materials provided by
individual emails or by other tools or platforms outside the primary online classroom?
 Yes
 No
27b. If "Yes," please summarize what they are and how reviewers can access them (or
enter "N/A").
If information is not provided to students outside of D2L, put N/A.
INSTRUCTOR PERSPECTIVES
28a. Was this course designed specifically to meet QM Standards?
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 Yes
 No
28b. Have the course developer(s) received professional development (training) in the
application of QM Standards?
 All
 Some
 None
28c. Was this course pre-reviewed (unofficially) with QM Standards?
 Yes
 No
29. Identify any particular aspects of this course you would like specific feedback on from
the Review Team. (If none, please enter "N/A.")
30. Please provide any other information you want to communicate to the Review Team
about your course. (If none, please enter "N/A.")
When you are ready, press “Submit.” You will then have to submit again. Look for a message if
changes or needed. Otherwise, look for a confirmation that your worksheet is submitted.
Created by Dr. Tamara Powell, August 6, 2015