Quality RTC Exemplary Course Standards
Part I: Starting Point – Is Everything Clear?
1a. Purpose of course is clear and course menu items are completed.
What to look for: Is the navigation tab on the left cleared out of unnecessary items? Is the syllabus completed? Is it clear how to navigate the course?
1b. Instructions are clear on how to find course components.
What to look for: Instructions on the homepage on where to go to get started. Clearly-labeled modules, such as “Week One- topic” etc.
1c.Instructor introduces self; welcome video is uploaded and student introduction activity is included. What to look for: An introductory activity, as well as 3-2-1 start activities. Student-student interactions as part of the first assignments that relate to course outcomes.
1d. Preparation and prerequisite knowledge stated. What to look for: The syllabus explanation
1e. The grading policy is shown clearly. What to look for: A grading policy in the syllabus; assignments are weighted for different areas (participation 10%, tests 20%, etc.)
1f. * New: 5/2020: An image and/or statement that recognizes and celebrates diversity and inclusion (See Syllabus Review Guide for Equity and Inclusion in Canvas for Faculty Tab)
Part II: The outcomes are clearly explained, and they help students focus their effort in the course. TILT-ed templates are utilized with consistency throughout the course.
2a. The Course Learning Outcomes are measurable and in the syllabus. What to look for: Student-centered language regarding outcomes. “Upon successful completion of this course, you will be able to….”
2b. Each module learning outcomes are measurable and support the course outcomes, and students can mark their progress. What to look for: Explanations of what the student will be learning at the beginning of each module. Use of TILT-ed templates. Modules are set with requirements so students see check marks as they progress.
2c. Instructions on how to meet the learning outcomes are stated clearly. What to look for: You will achieve this by demonstrating knowledge of each chapter in a quiz, as well as with short writing assignments.
Part III: Clear and Measurable Assessments
3a. The types of assessments selected measure the stated learning outcomes and are consistent with course activities. What to look for: Assessments that tie directly to knowledge learned, clear rubrics for how students will be graded. Use of TILT-ed templates.
3b. The types of assessment are sequenced, varied, and appropriate to the student work being assessed.
What to look for: A variety of assessments, including practice tests, that allow students to have both formative and summative assessments of their learning, and the chance to demonstrate what they know in more than one style. OPTIONAL: students can sometimes choose which way to present the information, for example, in writing or in video format.
Part IV: Instructional Materials - Current, aligned and with a variety of perspectives
4a. The instructional materials are current and contribute to the course learning outcomes. What to look for: Open Educational Resources (OER) are excellent for online/hybrid courses; has the instructor made efforts to use the internet as a resource? Check what is being used beyond the textbook.
4b. The purpose of the materials and how they are to be used for learning activities is stated clearly. What to look for: Statements in the syllabus that explain the purpose of the materials.
4c. The materials present a variety of perspectives on the course content. What to look for: OER, more than just one textbook; youtube videos, online articles, and websites. We are a very diverse campus; are your materials reflecting that and promoting inclusion?
Part V: Engaging and Interacting with the Student - Learning Activities promote achievement of learning outcomes and provide opportunities for interaction that support active learning
5a. Learning activities provide opportunities for student-student interaction that support active learning. What to look for: Assignments that draw students together, such as discussions, group projects, and peer reviews.
5b. The instructor's response time and time frame for feedback on assignments is clearly stated. What to look for: Check that the gradebook is up to date, and matches the response time given in the syllabus. (Response time should be within 48 hours in most cases.)
Part VI: Course Technology - Engages and guides the student to become an active learner
6a. The tools and media support the course learning outcomes. What to look for: Effective use of online tools such as quizlet for vocabulary building.
6b. Course tools and media support student engagement and guide the student to become an active learner. What to look for: Questions added to videos; short quizzes on assignments; more than one student activity per week evidenced in the course.
Part VII: Learner Support - Links to support and resources are clear
7a. The course instructions give links to technical support. (The “More Help for your Success” section in the syllabus template has been left intact). What to look for if that is missing: A note to contact elearning@rtc.edu with questions, or to submit a ticket to canvas from the help tab.
7b. The Student Resources tab (RTC Support Syllabus) is available, and called out in the syllabus as having all college-wide support and policies.
7c. The course employs accessible technologies as well as material. (What to look for: captioned videos, use of headings and spacing on pages; accessible outside tools and explanations on how to use them.)
Part VIII: Regular and Substantive Interaction
8a. There is clear evidence of frequent course engagement by the instructor in the form of weekly announcements, feedback, and posts. What to look for: At least one announcement a week; comments on assignments completed, instructor interactions in the discussions.
NOTE: If this is “not met” include your plan of action here.
For FLEX Courses: * New: 10/28/2020
Part IX: Hybrid-Flexible and Virtual Learning Support Structure
9a. Flex mode offers flexible access to learning opportunities. It gives students options to attend a class meeting either in-person or virtual depending on their needs or circumstance at the time. Instruction is delivered synchronously with real time interactions through instructor-to-students and students-to-students engagement. The class meeting can be a combination of short lectures, Q&A, group works, discussions, etc. Synchronous interaction focus on connecting between the introductory concepts students learn before the class and the competency the students will achieve after the meeting.
9b. For virtual class meetings, provide easy to follow instructions including the meeting application, resource requirements (mic & webcam), login information, and time.
List accommodation and accessibility resources.
Present clearly stated expectations such as attendance requirement, netiquette, and privacy.
What to look for: A page with login information and guidelines.
9c. Learning activities in the class meeting are sequentially aligned and scaffolded with the pre and post-meeting learning activities. Class meeting activities should actively bridge the asynchronous learning activities such as watching recorded lectures, reading a textbook chapter, and post-meeting assessments.
What to look for: There is a set of pre-meeting learning activities that prepares the students for the synchronous learning activities in a class meeting. The post-meeting assignments reflect the learning outcomes from the synchronous meeting. Class meeting agenda is available in advance.