Term Information - Ohio State University · Term Information Course Change ... Transcript...

3450 -

Term Information

Course Change Information What change is being proposed? (If more than one, what changes are being proposed?)

Adding an online method of offering.

What is the rationale for the proposed change(s)?

This course is a part of the AA degree in Early Childhood Development and Education, which is an online only degree

What are the programmatic implications of the proposed change(s)?

(e.g. program requirements to be added or removed, changes to be made in available resources, effect on other programs that use the course)?

none

Is approval of the requrest contingent upon the approval of other course or curricular program request? No

Is this a request to withdraw the course? No

General Information

Offering Information

COURSE CHANGE REQUEST3450 - Status: PENDING

Last Updated: Folden Jr,H Eugene09/01/2016

Effective Term Spring 2017

Previous Value Summer 2013

Course Bulletin Listing/Subject Area Human Dev and Family Science

Fiscal Unit/Academic Org Department of Human Sciences - D1251

College/Academic Group Education & Human Ecology

Level/Career Undergraduate

Course Number/Catalog 3450

Course Title Managing and Supporting Behavior in Social Contexts

Transcript Abbreviation Manage Beh Context

Course Description Examines strategies to help promote adaptive behavior in home, school, and community contexts.Students will learn strategies for managing and preventing behavioral problems and develop anunderstanding of behavior management practices.

Semester Credit Hours/Units Fixed: 3

Length Of Course 14 Week, 12 Week, 8 Week, 7 Week, 6 Week, 4 Week

Flexibly Scheduled Course Never

Does any section of this course have a distanceeducation component?

Yes

Is any section of the course offered 100% at a distance

Previous Value No

Grading Basis Letter Grade

Repeatable No

Course Components Lecture

Grade Roster Component Lecture

Credit Available by Exam No

Admission Condition Course No

Off Campus Never

Campus of Offering Columbus

3450 -

Prerequisites and Exclusions

Cross-Listings

Subject/CIP Code

Requirement/Elective Designation

Course Details



Prerequisites/Corequisites Prereq: Soph, Jr, or Sr standing; or permission of instructor.

Exclusions Not open to students with credit for 461.

Cross-Listings

Subject/CIP Code 19.0701

Subsidy Level Baccalaureate Course

Intended Rank Sophomore, Junior, Senior

The course is an elective (for this or other units) or is a service course for other units

Course goals or learningobjectives/outcomes

Distinguish between practices that are positive versus coercive and compare and contrast their utility in managing

behavior.

•

Describe practices that facilitate people taking responsibility for their behavior and enhance their ability to get along

well with others.

•

Identify and arrange practices hierarchically according to a tiered approach to managing behavior.•Demonstrate the ability to synthesize theoretical knowledge into practical application by developing positive behavior

support plans based on observation of children in educatiol settings.

•

Describe the characteristics of efficacious programs for treating severe behavior problems in the home and the

characteristics of system-wide positive behavior interventions and supports in school or community settings.

•

3450 -



Content Topic List Determinants of Behavior•Functions of Maladaptive Behavior•Positive Reinforcements•Coercive Behavior Management•Adaptive Behavior•Communication•Challenging Behavior•Tiered approaches•Classroom Behavior•Home Behavior•Behavior in Community•Adult-Child Relationships•Promoting Social Skills•System-wide Intervention•Public Safety•

Attachments QM11_HDFS3450_Crockett_r2.pdf

(Other Supporting Documentation. Owner: Folden Jr,H Eugene)

•

ELDS 3450 Syllabus (updated 8.30).docx

(Syllabus. Owner: Folden Jr,H Eugene)

•

Comments

Workflow Information Status User(s) Date/Time Step

Submitted Folden Jr,H Eugene 09/01/2016 02:05 PM Submitted for Approval

Approved Folden Jr,H Eugene 09/01/2016 02:18 PM Unit Approval

Pending Approval

Odum,Sarah A.

Zircher,Andrew Paul

Warnick,Bryan R.

Achterberg,Cheryl L

09/01/2016 02:18 PM College Approval

Adapted from EHE Curriculum Committee’s Syllabus 11 Parts document

HDFS 3450 – Spring, 2017

Department of Human Sciences Human Development and Family Science Program Area HDFS 3450: Managing and Supporting Behavior in Social Contexts (3 credit hours) Instructor: Karen Crockett Contact Information: [email protected] Office Hours: TBA

1. Description/Rationale: This course examines strategies to help promote adaptive behavior in home,

school, and community contexts. Students will learn strategies for managing and preventing behavioral problems and develop an understanding of behavior management practices. Prerequisite: Soph, Jr, or Sr standing; or permission of instructor. Traditional approaches to discipline and guidance in classrooms focus on management techniques. In this course, a classroom as a community framework (modeled through Discussion Groups) is developed to support guidance and discipline as well as teaching and learning. Students will think critically about the complexity of behavior, reflecting on their values and beliefs about the relationships with the young children and families with whom they work. Positive and effective classroom communities minimize troubling behaviors. A proactive approach, sustained by interactive strategies, is the foundation of best practice.

2. Relationship to Other Courses/Curricula: This course is required for the Associate of Arts Degree in

Early Childhood Development and Education. It may also be used to satisfy degree requirements in other programs of study in the College of Education and Human Ecology.

3. Knowledge, Skills, and Dispositions: Candidates preparing to work with children as teachers or other

professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn.

Course Objectives

A. Understand and apply the interrelationship of the developmental domains (physical, emotional, social, and cognitive) to early childhood education. Foster both academic and social/emotional growth by encouraging an inclusive, democratic, engaging classroom structure.

B. Understand the goals, benefits, techniques and responsible uses of assessment. C. Develop a framework for viewing the classroom as a sociocultural community, exploring strategies to

hold individuals accountable to the group and the group accountable to the individual. D. Address problematic behaviors within the community, using developmentally appropriate guidance

techniques to support constructive behaviors, promote development, and encourage positive relationships

E. Collaborate with parents and others in the community to support students. F. Create a guidance policies document that provides a framework for your beliefs and goals about child

guidance and discipline.

4. Text: • Gartrell, D. (2012). Education for a civil society: How guidance teaches young children democratic

life skills. Washington, D.C.: National Association for the Education of Young Children. • Additional required readings will be available on Canvas.


5. Course Requirements/Evaluation: Students are required to participate weekly by completing the assigned reading, individually studying the topic/powerpoint including completion of “Mastery Checkpoints”, and participating in discussion group work. In addition, students are required to complete course assignments, two midterms, and the final exam.

Assignments/Tests 1. Observation #1 20 points (8%) 2. Observation #2 20 points (8 %) 3. On-Line Discussion Group 60 points (24%) 4. Guidance Policy Draft 10 points (4%) Part B. Philosophical Foundations 5. Guidance Policy Draft 10 points (4%) Part C. Guidance Strategies 6. Guidance Policy 40 points (16%) 7. Midterm #1 30 points (12%) 8. Midterm #2 30 points (12%) 9. Final Exam 30 points (12%)

Total: 250 points

Grading scale: 93 – 100% (A) 232.5-250 pts. 77 - 79.9% (C+) 192.5-199.5 pts. 90 - 92.9% (A-) 225-232 pts. 73 - 76.9% (C) 182.5-192 pts. 87 - 89.9% (B+) 217.5-224.5 pts. 70 - 72.9% (C-) 175-182 pts. 83 - 86.9% (B) 207.5-217 pts. 67 - 69.9% (D+) 167.5-174.5 pts. 80 - 82.9% (B-) 200-207 pts. 60 - 66.9% (D) 150-167 pts. Below 60% (E) 149.5 pts. or below

Due Dates: For optimum success, students need to manage their time and turn in work on time. Due dates are firm expectations. Except in cases of documented illness or other emergency, assignments turned in after the due date will have five points per day deducted, and will not be accepted more than 3 days late. In cases of emergency and/or documented illness students should contact instructor immediately so that alternate due dates can be determined. If you are experiencing other circumstances that prohibit you from completing your course work, please contact the Office of Student Life for counseling or other assistance. (refer to Mental Health Statement)

6. Course Assignments: Written assignments must be turned in via the drop box on Carmen (“word” document format, double-spaced). A rubric for each assignment is also provided, which details how points are earned for each assignment. Discussion groups take place on Canvas.

a. Observations – Each student must complete two separate observations of an early childhood setting, to record and then reflect on what they observe as it relates to this course. Specific information about requirement for observation sites, and for information required in each observation report is posted on Canvas.

b. Guidance Policy Document -- As students work through the content of this course, they will submit two draft sections of this Guidance Policy Document (drafts worth 10 points each). Each student will then turn in their complete Guidance Policy Document (40 pts.) incorporating feedback from drafts. See thorough description of this assignment posted on Canvas.

c. Weekly Discussion Groups – Each week students participate in discussions with others around topic-related tasks. The organized groups remain the same throughout the term. Timely participation is required each week.

As students have access to assignments and due dates throughout the term, with adequate time and opportunity to complete assigned work. No additional make-up or “bonus” work will be offered.


7. Online Policies: Students will need consistent access to Canvas in order to be successful in this course. Weekly on-line participation is required. Content of the course is delivered in “word” documents and via powerpoints. Internet access is needed to view many of the videos included.

8. Communication policies: • The university’s official mode of communication is via university email. Students must

use their buckeyemail when emailing course instructor, and course instructor will use their OSU email when emailing students.

• Email is the preferred method of contact with instructor, and student can typically expect a reply within 48 hours. Students can also visit the course “coffee shop” set up on Canvas to chat with other students and/or the instructor. (see Netiquette below)

• When communicating electronically in any mode, please avoid using colors like red and green for accessibility reasons.

Netiquette: Here is a great source for netiquette guidelines: https://onlinelearning.rutgers.edu/faculty-resources/netiquette . Please use these policies to guide your communication both in Discussion Groups and in the “coffee shop”.

9. UNIVERSITY POLICIES Academic Integrity (Academic Misconduct) – Academic integrity in essential to maintaining an environment that fosters excellence in teaching, research, and other educational and scholarly activities. Thus, The Ohio State University and the Committee on Academic Misconduct (COAM) expect that all students have read and understand the University’s Code of Student Conduct, and that all students will complete all academic and scholarly assignments with fairness and honesty. Students must recognize that failure to follow the rules and guidelines established in the University’s Code of Student Conduct and this syllabus may constitute “Academic Misconduct.” The Ohio State University’s Code of Student Conduct (Section 3335-23-04) defines academic misconduct as: “Any activity that tends to compromise the academic integrity of the University, or subvert the educational process.” Examples of academic misconduct include (but are not limited to) plagiarism, collusion (unauthorized collaboration), copying the work of another student, and possession of unauthorized materials during an examination. Ignorance of the University’s Code of Student Conduct is never considered an “excuse” for academic misconduct, so I recommend that you review the Code of Student Conduct and, specifically, the sections dealing with academic misconduct.

If I suspect that a student has committed academic misconduct in this course, I am obligated by University Rules to report my suspicions to the Committee on Academic Misconduct. If COAM determines that you have violated the University’s Code of Student Conduct (i.e., committed academic misconduct), the sanctions for the misconduct could include a failing grade in this course and suspension or dismissal from the University.

If you have any questions about the above policy or what constitutes academic misconduct in this course, please contact me.

Other sources of information on academic misconduct (integrity) to which you can refer include: 1. The Committee on Academic Misconduct web pages (COAM Home) 2. Ten Suggestions for Preserving Academic Integrity (Ten Suggestions) 3. Eight Cardinal Rules for Academic Integrity

http://www.northwestern.edu/provost/policies/academic-integrity/index.html Office of Disability Services Statement: Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Office for Disability Services at 614-292-3307 in room 098 Baker Hall, 113 W. 12th Avenue to coordinate reasonable accommodations for students with documented disabilities.

https://onlinelearning.rutgers.edu/faculty-resources/netiquette

https://onlinelearning.rutgers.edu/faculty-resources/netiquette

http://oaa.osu.edu/coam.html

http://oaa.osu.edu/coamtensuggestions.html

http://www.northwestern.edu/provost/policies/academic-integrity/index.html


Diversity Statement: The College of Education and Human Ecology affirms the importance and value of diversity in the student body. Our programs and curricula reflect our multicultural society and global economy and seek to provide opportunities for students to learn more about persons who are different as age, color, disability, gender identity or expression, national origin, race, religion, sex, sexual orientation, or veteran status, is prohibited,

The College of Education and Human Ecology is committed to maintaining a community that recognizes and values the inherent worth and dignity of every person; fosters sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the College seeks to develop and nurture diversity, believing that it strengthens the organization, stimulates creativity, promotes the exchange of ideas, and enriches of the University’s community on the basis of race, religion, color, sex, age, national origin or ancestry, marital status, parental status, gender identity, sexual orientation, ability status, health status, health status, or veteran status.

Statement of Student Rights: “Any student with a documented disability who may require special accommodations should self-identify to the instructor as early in the semester as possible to receive effective and timely accommodations.” (http://ods.osu.edu/)

Grievances statement: According to University Policies, available from the Division of Student Affairs, if you have a problem with this class, “You should seek to resolve a grievance concerning a grade or academic practice by speaking first with the instructor or professor. Then, if necessary, with the department chairperson, college dean, and provost, in that order. Specific procedures are outlines in Faculty Rule 3335-7-23, which is available from the Office of Student Life, 208 Ohio Union.”

INTELLECTUAL PROPERTY Course Audio and Video Recording Video or audio recording of classes without the explicit written permission of the instructor/professor is a violation of the Code of Student Conduct or Students who wish to record their classes must first obtain written permission of the instructor/professor. Otherwise, such recording constitutes a violation of the Code of Student Conduct

Student Generated materials Any materials generated by a student(s) is copyrighted. Permission must be obtained to use these materials other than the intended purpose inside the course.

Course materials These materials are copyrighted and are owned by the author. Copyrights have been secured or they are considered fair use inside/for the course but this does not apply to uses outside of the course.

Mental Health Statement: A recent American College Health Survey found stress, sleep problems, anxiety, depression, interpersonal concerns, death of a significant other and alcohol use among the top ten health impediments to academic performance. Students experiencing personal problems or situational crises during the quarter are encouraged to contact the OSU Counseling and Consultation Services (614-292-5766; http://www.ccs.ohio-state.edu) for assistance, support and advocacy. This service is free and confidential.

http://ods.osu.edu/

http://www.ccs.ohio-state.edu/


Course Schedule

Module 1: UNDERSTANDING CHILDREN – HOW THEY LEARN, GROW AND DEVELOP View Syllabus Course Intro Video & Module 1 Intro Video

Week - Topics/Powerpoints:

Readings: Discussion Groups (5 pts each – Mod.1: 20 pts total)

Week 1 1A - Building Learning Communities

Gartrell – Ch.1(pgs.3-8), Ch.4 (pgs. 36-40), Ch. 11 (pgs.111-112), Ch.12 (pgs. 113-119) “Play helps build a better brain”

Establish group name. Compile list of challenging behaviors

Week 2 1B - Discipline & Theoretical Foundations/Moral Autonomy

Gartrell – Ch. 2 (pgs. 14-22) & 3 (pgs. 29-33)

Describe how each theorist would explain each situation

Week 3 1C - Developmentally Appropriate Practices

Gartrell - Ch. 5 (pgs. 47-53) Gartrell - Ch. 7 (pgs. 65-70, 74), NAEYC Guidelines for DAP: http://www.naeyc.org/dap “Overview” + all sections in “What is DAP?”

Decide DAP or not DAP and why

Week 4 1D - Early Learning and Development Standards

Ohio’s ELDS standards http://earlychildhoodohio.org/elds.php (focus on Social and Emotional Development)

Adult responses that support ELDS How would these ideas be included in your Guidance Policy? (optional)

Week 5 1E - Use of Assessment tools to adequately understand each child’s development

Early Learning Assessment http://education.ohio.gov/Topics/Early-Learning/Kindergarten/Early-Learning-Assessment/Early-Learning-Assessment-for-Family-1 and http://csefel.vanderbilt.edu/documents/rs_screening_assessment.pdf

Become familiar with several assessment tools. Choose assessment tool to match observed behavior.

Assignments:

Observation One (20 pts) -- DUE Friday of Week 3 and Draft of Theoretical Foundations for Guidance Policy(10 pts) – submit on-line by Week 4

Module 1 Assessment:

Midterm 1 (30 pts): Available Sun. & Mon. of Week 5 – 15 questions, answered within 8 minutes, 75% correct to proceed to next module. May repeat once. Below 75%, go back be beginning of Module, review and re-complete Topic Checkpoints

http://earlychildhoodohio.org/elds.php

http://earlychildhoodohio.org/elds.php

http://education.ohio.gov/Topics/Early-Learning/Kindergarten/Early-Learning-Assessment/Early-Learning-Assessment-for-Family-1




http://csefel.vanderbilt.edu/documents/rs_screening_assessment.pdf

http://csefel.vanderbilt.edu/documents/rs_screening_assessment.pdf


Module 2: STRATEGIES TO SUPPORT SUCCESSFUL BEHAVIOR (View Module 2 Intro Video)


Readings: Discussion Groups (5 pts ea. – Mod.2: 25 pts total)

Week 6 2A - Role of the Learning Environment in Supporting Successful Behavior

Swim- “Basic Premises of Classroom Design…”, Gandini – “An Amiable Space”

Identify behaviors observed that could be managed by environmental change. Discuss environmental strategies for Guidance Policy. (optional)

Week 7 2B - The Role of Effective Curriculum/Programming in Supporting Successful Behavior

Fields & Fields – “Planning Programs that Prevent Discipline Problems” Jones - “The Emergence of Emergent Curriculum”

Describe one curriculum idea/play choice observed, comment on effectiveness

Week 8 2C - Authentic Communication to Manage Behavior

Gartrell - Ch. 10 (pgs.97-108), Wien – “From Policies to Participation

Write examples of reflective listening, I-messages,

Week 9 2D - Praise vs. Encouragement as Effective Communication Strategies

Gartrell - Ch. 8 (pgs. 75-79) Kohn – “5 Reasons to Stop Saying Good Job”, Commentary on Praise, Bob Mills, Rules by Bev Bos

Feature film analysis re: praise vs. encouragement. Has this media influenced our interactions with children?

Week 10 2E - Setting Limits and Using Consequences to Manage Behavior

Reynolds - “5 Ways to Set Limits”, and DeVries, R. & Zan, B - “When Children Make Rules”

Responses to scenarios.

Assignments:

Observation Two (20 pts) Due Monday of Week 8 and Draft of Specific Strategies to be included in Guidance Policy (10 pts) Due Week 9


Midterm 2 (30 pts)Available Sunday and Monday of Week 10, 15 questions, answered within 8 minutes, 75% correct to proceed to next module. May repeat once. Below 75%, go back to beginning of module, review, and re-complete Topic Checkpoints


Module 3: “BIG PICTURE” and Other Considerations (View Module 3 Intro Video)


Readings: Discussion Groups (5 pts ea. – Mod.3: 15 pts total)

Week 11 3A - Expressing Strong Emotions, Effects of stress

Gartrell – Ch. 4 (pgs. 40-44) Gartrell – Ch. 9 (pgs. 85-90)

Share drafts of Guidance Policy strategies for chronic, severe, challenging behaviors (optional)

Week 12 3B – Conscious Discipline (Dr. Becky Bailey), work of Dr. Bruce Perry

Dr. Perry – Keep Cool in School, Connecting Neuroscienc with Behavior, On-line resources.

Discussion of Conscious Discipline & work of Dr. Bruce Perry.

Week 13 3C – Analyzing the Problem, Unmet needs.

Gartrell – Ch. 9 (pgs. 90-96) G&D Handout

Analyze problematic behavior situations

Week 14 3D - Problem Solving

Gartrell - Ch. 13 (pgs. 120-126) Gartrell – Ch. 14 (pgs. 127-134)

Discuss/critique the children’s book using format provided

Week 15 3E - Connecting with Families & Accepting Others Thinking Ethically

Gartrell- Ch. 6 (pgs. 54-60) NAEYC, 2013. “Connecting with Families: Tips for Those Difficult Conversations” “Holding Nyla” by Katie Kissinger NAEYC Code of Ethical Conduct

Revisit list of challenging behaviors and decide whether the behavior is actually a problem, and what adult response (if any) would foster Moral Autonomy Review for final

Deadline for reporting any questions or discrepancies regarding points posted: Assignment:

Guidance Policy (40 pts) Due Monday of Week 13


Final Exam (30 pts) available only during scheduled exam time – 25 questions, 20 minute limit. All scores final.

Hello,

Your syllabus has been submitted to EHE EdTech for review using the Curriculum Committee’s approved QM Rubric and 11-Parts Checklist. Thank you for participating in a college-level informal QM syllabus review. The QM process aligns with the Instructional Design and Multimedia production goals we have set out to accomplish to support the college’s needs. Additionally, the QM process and alignment to our college courses are proposed within the College Strategic plan. The QM process and later QM approvals will be quite beneficial to the course, the department, and the college, since it measures quality online aspects. The EHE EdTech team looked at the syllabus purely from the QM Rubric perspective.

The complete 11-Parts of the Syllabus document can be found on the EHE Curriculum Committee website (http://ehe.osu.edu/assessment/governance/). Additionally, the reviewers have access to a more descriptive QM Rubric than what is represented here in the checklist. If you have completed QM’s APPQMR training, you have access to the same Annotated Rubric, but if you have not, the lead reviewer is happy to schedule an appointment to discuss the QM Rubric in more detail.

Please understand that this is a review based on your syllabus only and without consultation with you. Thus, it is an informal review and is to be used as a means to discuss meeting QM and the EHE Curriculum Committee standards.

Please see the legend the bottom of page 3 of the checklist to understand the markings in the right-hand margin of the checklist.

On page two, the highlighted standards indicate items that could be found in a syllabus, and are what the reviewers are looking for in your syllabus. On page three, there are no highlights, but all are expected by the Curriculum Committee to be present in your syllabus. A checkmark in the right-hand column indicates whether or not the item was located by the reviewer.

In the textbox in the right-hand column next to the checkmark, you will see an indication of the page(s) where the reviewer found the item. Following that, there may or may not be QM and/or CC. If you do not see QM and/or CC, it means the reviewer matched the available criteria to what was found in the syllabus. If you see QM and/or CC, the reviewer is indicating that there may be additional items needed or modified in the syllabus.

Please contact [email protected] to schedule a consultation to discuss the results of this informal syllabus review.

Thank you,

EHE EdTech

College of Education and Human Ecology 245 Ramseyer Hall, 29 W. Woodruff Avenue, Columbus, OH 43210 614-688-1248 [email protected] ehe.osu.edu

Page 1

mailto:[email protected]

http://www.ehe.osu.edu

http://ehe.osu.edu/assessment/governance/

http://ehe.osu.edu/assessment/governance/

1.1 Instructions make clear how to get started and where to find various course components.1.2 Learners are introduced to the purpose and structure of the course.1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are clearly stated. 1.4 Course and/or institutional policies with which the learner is expected to comply are clearly stated, or a link to current policies is provided. 1.5 Minimum technology requirements are clearly stated and instructions for use provided.1.6 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated.1.7 Minimum technical skills expected of the learner are clearly stated.1.8 The self-introduction by the instructor is appropriate and is available online.1.9 Learners are asked to introduce themselves to the class.

2.1 The course learning objectives, or course/program competencies, describe outcomes that are measurable.2.2 The module/unit learning objectives or competencies describe outcomes that are measurable and consistent with the course-level

objectives or competencies.2.3 All learning objectives or competencies are stated clearly and written from the learner’s perspective. 2.4 The relationship between learning objectives or competencies and course activities is clearly stated.2.5 The learning objectives or competencies are suited to the level of the course.

3.1 The assessments measure the stated learning objectives or competencies.3.2 The course grading policy is stated clearly.3.3 Specific and descriptive criteria are provided for the evaluation of learners’ work and are tied to the course grading policy.3.4 The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed.3.5 The course provides learners with multiple opportunities to track their learning progress.

4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives or competencies. 4.2 Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained.4.3 All instructional materials used in the course are appropriately cited.4.4 The instructional materials are current.4.5 A variety of instructional materials is used in the course.4.6 The distinction between required and optional materials is clearly explained.

5.1 The learning activities promote the achievement of the stated learning objectives or competencies. 5.2 Learning activities provide opportunities for interaction that support active learning.5.3 The instructor’s plan for classroom response time and feedback on assignments is clearly stated.5.4 The requirements for learner interaction are clearly stated.

6.1 The tools used in the course support the learning objectives and competencies.6.2 Course tools promote learner engagement and active learning.6.3 Technologies required in the course are readily obtainable.6.4 The course technologies are current.6.5 Links are provided to privacy policies for all external tools required in the course.

7.1 The course instructions articulate or link to a clear description of the technical support offered and how to obtain it.7.2 Course instructions articulate or link to the institution’s accessibility policies and services.7.3 Course instructions articulate or link to an explanation of how the institution’s academic support services and resources can help

learners succeed in the course and how learners can obtain them.7.4 Course instructions articulate or link to an explanation of how the institution’s student services and resources can help learners succeed and

how learners can obtain them.

8.1 Course navigation facilitates ease of use.8.2 Information is provided about the accessibility of all technologies required in the course.8.3 The course provides alternative means of access to course materials in formats that meet the needs of diverse learners. 8.4 The course design facilitates readability.8.5 Course multimedia facilitate ease of use.

Learning Objectives(Competencies)

Assessment and Measurement

InstructionalMaterials

Learner Activities andLearnerInteraction

Course Technology

Learner Support

Accessibilityand Usability

Quality MattersTM Rubric Standards Fifth Edition, 2014, with Assigned Point Values

For more information visit www.qualitymatters.org or email [email protected]

Course Overview andIntroduction

Standards

Page 2© 2014 MarylandOnline, Inc. All rights reserved.

Location

The highlighted standards above indicate standards that could be present in your syllabus. Non-highlighted standards are important, but would be present in the course. Standards preceeded by an asterics indicates the standard would be met if the LOR is added to your course.

This document has been adapted from Quality Matters materials at qualitymatters.org for use at The Ohio State University.

Standards from the Quality Matters Higher Education Rubric, 5th Edition. In Quality Matters. Retrieved from https://www.qualitymatters.org/node/2305/download/QM%20Standards%20with%20Point%20Values%20Fifth%20Edition.pdf

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QM Aligned Parts of a Course Syllabus: Formerly known as the 11-Parts of a Syllabus

LEGEND

The original document can be found at http://ehe.osu.edu/assessment/governance/

QM-11 v.8 3/9/15 Page 3

1. Heading of Syllabus:• School/Academic Area• Course Number, Title, level, and credit hr.• Instructor Name• Instructor Contact Information• Office Hours (Location/Days/Times)

2. Description/Rationale:• Need and purpose of the course

3. Relationship to Other Courses/Curricula:• How does it relate to other curricula• Prerequisites

4. Knowledge, Skills, and Dispositions:• Objectives/Student Learning Outcomes• Explain how course will achieve these goals

5. Text/Reading List/Bibliography:6. Course Requirements/Evaluation:

• Letter Grades/Grading Breakdown• Late Work

7. Assignment Descriptions:• Detailed descriptions of assignment and how

learning will be assessed8. Course/Online Policies:

• Communication policies• Netiquette• Technology

9. Institutional Policies:• Academic Integrity• Office of Disability Services Statement• Statement of Student Rights• Grievances Statement• Off-Campus Field Experiences• Intellectual Property• Mental Health Statement• Diversity Statement

10. Topical Outline:• List topics to be covered in each of the sixteen

weeks of the Semester11. Any Applicable Appendices:

• NCATE Standards• ISLLC Standards

Where item was located

Found but does not adhere to the EHE Curriculum 11-Parts

Found but does not adhere to the QM Rubric

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