ANT 103
Instructor Worksheet
Handout – 08/10 Edition
Page 1
Quality Matters Rubric Instructor Worksheet
Handout
Applying the QM Rubric Workshop
1. Instructor Name: Dr. Andrew Habermacher
Institution: Prince George’s Community College, Largo MD
2. Course Name and Number: ANT 103
3. Course Access URL: http://pgcconline.blackboard.com/webapps/login/
4. Discipline Area(s): Anthropology
5. Who is the creator of this course?
X Faculty Member
___ Commercial Content Provider
___ Instructional Design Team (list members and their roles):
6. Is the course stand-alone or part of a sequence? Stand-alone
If stand-alone, does it have online or hybrid course prerequisites? ENG 101 and 102
If part of a sequence, is it the first, second, third, or ___ course in the sequence?
If part of a sequence, do all courses in the sequence use the same format and
technology? If no, please explain:
7. What is the platform (LMS) for the course delivery? Blackboard 7.3
___ Blackboard ___ WebCT ___ WebTycho
___Desire2Learn
___ Sakai
___Angel
Is this platform ADA compliant? ___YES
___NO
Are students required to complete a tutorial on the use of the LMS prior to beginning
the course?
Is the LMS supplemented with other tools for online study? If so, please list them:
8. Face-to-face components:
Fully online course: __ Proctored Exam
___ Lab
___Other:
Hybrid course: approximate proportion of face-to-face time (e.g.,50%)
Face-to-face Activities (Circle all that apply):
Lecture
Discussion
Presentation Exams
Other:
ANT 103
Instructor Worksheet
Handout – 08/10 Edition
Page 2
9.
Attach a list of the course-level objectives and the module objectives for one or more
course units (see below).
What is the source(s) of the course objectives or expected outcomes:
X Created by the instructor
X Mandated by the institution
___ Other:
Upon successful completion of ANT 103, students should be able to:
Identify the focal interests and primary research methods of anthropology and its
subfields.
Distinguish features and social effects of the major modes of subsistence upon which
human societies have been based.
Differentiate among linguistic concepts such as grammar, phonology, phoneme, focal
vocabulary, syntax, semantics, morpheme, dialect, minimal pair, language acquisition,
sociolinguistics and historical linguistics.
Differentiate among the four levels (i.e., band, tribe, chiefdom, state) of political
integration generalized from the ethnographic and historical record.
Identify gender issues found in different types of societies by using such concepts as
gender role, gender stratification, the public/domestic dichotomy, gender identity,
gendered division of labor and gender inequality.
Identify the various kinds of descent groups, postmarital residence customs, mate
selection norms, economic aspects of marriage contracts, plural marriage customs, and
family forms.
Differentiate among basic basic cultural anthropological concepts such as norm,
value, culture shock, cultural relativism, ethnocentrism, ethnicity, social race,
enculturation (aka socialization), acculturation, status, role and stratification.
Distinguish among such economic aspects of social life as reciprocity (general,
balanced & negative), market exchange, money (special & general purpose),
redistribution, mode of production and division of labor.
Identify some religious causes of social change (revitalization movements, cargo cults),
the purpose and stages of a rite of passage, the functions (social, psychological,
cognitive) of religion, the types of religious organizations, and the logic and uses of
magic.
Recognize, from concrete written examples, any of the concepts listed in the foregoing
course outcomes.
10. Is the syllabus the standard syllabus developed by the institution? ___YES _X_ NO
If YES, is the instructor required to use it? ___YES
11. Does the course use a standard textbook? _X_ YES
___ NO
___NO
If NO, please describe or explain:
12. List the major instructional materials required in the course (e.g., textbook, etc):
textbook, additional readings, web sites. Explain why the selected instructional
materials in the course were chosen to achieve the course objectives or outcomes
and address the breadth, depth, and currency of these materials in your response:
The textbook is a standard introductory Anthropology textbook. It was chosen
for the clear way its materials are organized and because its activities are
designed to promote critical thinking.
ANT 103
Instructor Worksheet
Handout – 08/10 Edition
Page 3
13. Does the course use audiovisual components? ___YES _X_ NO
___Commercially produced Telecourse components via CD-ROM or VHS?
___Audiovisual learning objects to links to audiovisual components on the Internet?
___College/instructor produced audiovisual components?
___ Publisher produced audiovisual components?
If you selected any of the above audiovisual components, please describe how
reviewers will be able to gain access to the materials.
14. Are there any special computer skills or technologies required in order for the
reviewers to access the course? ___YES _X_ NO
15. Does the course use support materials (other than the audiovisual) provided by the
textbook publisher?
___YES _X_ NO
If YES, please describe or explain:
16. Does the course use any synchronous instructor/student interaction? ___YES
_X_NO
If YES, please describe or explain:
If YES, is the synchronous component optional or is it mandatory?
17. Is any course content or instructor communication done by individual emails?
___YES _X_ NO
If YES, please describe or explain:
18. Are there any unresolved copyright issues apparent with regard to the materials used
in this course?
___YES _X_ NO
If YES, please describe or explain:
19. Are any course materials or activities located outside the course website?
___YES _X_ NO
them:
If YES, please explain what they are and how to access
20. How often per week are students required to interact online with the instructor or
other students? I recommend three times per week.
21. Is student-to-student interaction (e.g., on discussion boards and forums, or various
forms of group work) appropriate in this course? _X_ YES
If NO, please explain:
___NO
22. Provide a copy of (or link to) any policies of your institution that set standards of
accessibility that either explicitly or implicitly apply to online instruction.
Link:
http://www.pgcc.edu/current/academicResources/studentDevelopmentServices/disa
bilitySupportServices.aspx
If link doesn’t work, go to www.pgcc.edu; click on Current Students; click on
Student Services; click on Disability Support Services.
ANT 103
Instructor Worksheet
Handout – 08/10 Edition
Page 4
Explain briefly how you have implemented these policies in your online or hybrid
courses. I have a link in my syllabus directing students to the Disability
Support Services page.
If your institution has no specific policies in this area, explain the accessibility
principles you have implemented in your course:
23. Quality Matters encourages instructors and design teams to become familiar with the
QM standards prior to submitting a course for review? Did you have any prior
exposure to the Quality Matters Rubric? Yes, I’ve taken the peer reviewer
training.
24. Identify any particular areas and/or issues in this course that you want to ask for
feedback from the reviewers: I’m interested in feedback about how to make this
course more accessible for my students.
25. Please provide any other information you want to communicate to the Review Team
about your course. This course has a high attrition rate (higher than my f2f
classes). I would appreciate any feedback for helping my students be more
successful.