Success Card

Guidelines regarding minimum requirements for course development, design, and delivery of online instruction (such as course syllabus elements, course materials, assessment strategies, faculty feedback) are in place, periodically reviewed and followed.

Course development guidelines are in place and followed to ensure courses are designed so that students develop necessary knowledge and skills to meet measurable course and program learning outcomes.

Instructional materials and course syllabi are reviewed periodically to ensure they meet online course and program learning outcomes.

A process is followed that ensures that permissions (Creative Commons, Copyright, Fair Use, Public Domain, etc.) are in place for appropriate use of online course materials.

Policies are in place to ensure instructional materials are easily accessible to the student and easy to use, with an ability to be accessed by multiple operating systems and applications.

Usability tests are conducted and applied, and recommendations based upon Web Content Accessibility Guidelines (WCAGs) are incorporated.

Instructional materials are easily accessed by students with disabilities via alternative instructional strategies and/or referral to special institutional resources

Curriculum development is a core responsibility for faculty (i.e., faculty should be involved in either the development or the decision making for the online curriculum choices).

Faculty have access to university policy about intellectual property and it addresses online learning.

The institution ensures faculty receive training, assistance, and support to prepare faculty for course development.

Technical assistance is provided for faculty during online course development.

Faculty have access to training, online resources and support related to Fair Use, plagiarism, and other relevant legal and ethical concepts.

Faculty have access to a policy about student privacy and it addresses asynchronous and synchronous online learning.

The institution ensures faculty receive training, assistance, and support to prepare faculty to design and teach online courses that support the cognitive and affective needs of diverse learners.

Faculty are provided on-going professional development that promotes self-reflection and self-improvement in teaching online courses that are inclusive and culturally affirming.

Technical assistance is provided for faculty during online teaching.

Clear standards are established for faculty engagement and expectations around online teaching (e.g. response time, contact information, etc.) and periodically reviewed.

Faculty are informed about institutionally supported education technologies and the selection and use of new tools.

College has processes in place to ensure and assess Regular and Substantive Interaction and Regular and Effective Contact.