Section I: Course Overview & Introduction

[I.1.a] Navigational instructions make the organization of the course easy to understand (Required, SDBOR)

[I.1.b] D2L Content is organized to make each week’s (or module for self-paced classes) content and activities easy to find within the modules and to make the timing and nature of required content and materials predictable. (Required, BHSU)

[I.2.a] A statement introduces the student to the course and to the structure of the student learning, as well as how the student will be successful in the course. (Required, SDBOR)

[I.2.b] A brief welcome video is accessible on the homepage, including the instructor’s voice and

face. (Strongly Recommended, BHSU)

[I.2.c] The D2L Homepage follows the BHSU Homepage Template, including the required items (Required, BHSU)

[I.3.a] The instructor facilitates and participates in an interactive introduction activity with students during the first week of the course. (Required, SDBOR)

[I.4.a] Netiquette expectations with regard to discussions and course communication are clearly stated. (Recommended, SDBOR)

[I.4.b] Students are invited to share concerns they have about prerequisite knowledge, skills, or other course requirements (like technology or textbook access). (Recommended, BHSU)

Section II: Learning Outcomes

[II.1.a] The course provides learning outcomes that are measurable. (Required, SDBOR)

[II.1.b] Course learning outcomes are stated or prominently linked to on the D2L homepage or in an introductory module. (Required, BHSU)

[II.2.a] The learning outcomes address content mastery, critical thinking skills, and core learning skills. (Required, SDBOR)

[II.2.b] Cross-cutting, transferable, or career-ready skills (skills that transcend the subject matter and can be used in a range of settings) are highlighted early in the semester and periodically across the course. (Recommended (strongly for Gen Eds), BHSU)

[II.3.a] The learning outcomes of the course are clearly stated and understandable to the student, and clear instructions are provided to students on how to meet them. (Required, SDBOR)

[II.4.a] Learning outcomes are articulated and specified on the module/unit level. (Recommended, SDBOR)

[II.4.b] Course learning outcomes are referenced regularly across the course within the course content and by the instructor. (Recommended, BHSU)

Section III: Assessment & Measurement

[III.1.a] The types of assessments selected measure the stated learning outcomes and are aligned with course outcomes, activities, and resources. (Required, SDBOR)

[III.1.b] Assessments are designed to inspire student buy-in and engagement and give students opportunities to demonstrate higher-order skills like synthesis or application in addition to more basic activities like recall, identification, or elaboration. (Recommended, BHSU)

[III.2.a] The grading policy is transparent and easy to understand. (Required, SDBOR)

[III.2.b] Grading criteria are transparent and easy to find in D2L. (Required, BHSU)

[III.2.c] The D2L gradebook is used to allow students to track their grades during the semester. (Required, BHSU)

[III.3.a] Assessment and measurement strategies provide timely and detailed feedback to the student. (Required, SDBOR)

[III.4.a] The types of assessments selected and the methods used for submitting assessments are appropriate for the distance-learning environment. (Recommended, SDBOR)

[III.4.b] High-stakes assessments are used as minimally as feasible and preceded by practice activities. (Recommended, BHSU)

[III.4.c] When possible, assessment types are varied to encourage student engagement or students have some choice in how to demonstrate mastery. (Recommended, BHSU)

[III.5.a] If appropriate, self-check/practice types of assignments are provided for quick student feedback. (Recommended, SDBOR)

Section IV: Resources & Materials

[IV.1.a] The instructional materials support the stated learning outcomes, and have sufficient breadth, depth, and currency for the student to learn the subject. (Required, SDBOR)

[IV.1.b] Materials encourage students to draw connections to their contemporary environments. (Recommended, BHSU)

[IV.2.a] Instructional materials are presented in a format appropriate to the online environment, are easily accessible to and usable by the student, and are consistent in organization. (Required, SDBOR)

[IV.2.b] The instructor has made an effort to reduce the cost of materials, perhaps by adopting OER materials when feasible. (Recommended, BHSU)

[IV.3.a] The course design includes instructional materials presented via multiple modalities. (Recommended, SDBOR)

[IV.3.b] Over the course of the semester, students have regular opportunities to explore course content in multiple modalities or media types. (Recommended, BHSU)

[IV.4.a] All resources and materials used in the online course are appropriately cited and sourced. (Recommended, SDBOR)

[IV.5.a] The purpose of the course elements (content, instructional methods, technologies, and course materials) is evident. (Recommended, SDBOR)

Section V: Learner Interaction

[V.1.a] The learning activities promote the achievement of stated learning outcomes. (Required, SDBOR)

[V.2.a] Learning activities foster regular and substantive instructor-student interaction, as well as content-student—and if appropriate—student-student interaction. (Required, SDBOR)

[V.2.b] Instructor interactions with students exhibit a predictable pattern, through routine and/or transparently scheduled instructor inputs. (Required, BHSU)

[V.2.c] The course provides opportunities for peer-to-peer interactions. (Required, BHSU)

[V.2.d] When feasible, student interactions include opportunities to communicate in formats other than text alone. (Recommended, BHSU)

[V.2.e] The instructor provides periodic, personalized feedback for individual students. (Recommended, BHSU)

[V.3.a] The expectations of the instructor are clearly defined, including how, when, and where the instructor will interact with students. (Required, SDBOR)

[V.3.b] Instructors employ media beyond text alone to communicate with students. (Recommended, BHSU)

[V.4.a] The importance and real-world significance of the subject matter is clearly demonstrated and, if possible, connected to students' backgrounds. (Recommended, SDBOR)

[V.4.b] Students have opportunities to provide input on course content or learning experiences. (Recommended, BHSU)

[V.4.c] Course activities include opportunities or encouragement to reflect on the relevance of learning interactions or content for their lives. (Recommended, BHSU)

[V.5.a] The requirements for course interaction are clearly articulated. (Recommended, SDBOR)

[V.5.b] Within each content module, students find clear instructions for the interactions that are required. (Required, BHSU)

Section VI: Course Technology

[VI.1.a] The tools and media support the learning outcomes of the course and are integrated with texts and lesson assignments. (Required, SDBOR)

[VI.2.a] The tools and media enhance student interactivity and guide the student to become a more active learner. (Recommended, SDBOR)

[VI.3.a] If utilized, third-party tools/content are easily accessible to students, and clear instructions are provided to articulate how to access/utilize them. (Recommended, SDBOR)

[VI.3.b] Third-party tools are appropriately licensed and comply with FERPA policy. (Required, BHSU)

[VI.3.c] When using third-party tools, instructors identify privacy and accessibility considerations and direct students to any needed support or alternatives (Recommended, BHSU)

[VI.4.a] The tools and media are compatible with existing standards of delivery modes. (Recommended, SDBOR)

[VI.4.b] All course technologies are compatible with the course’s delivery mode and with

commonly used learning environments. (Recommended, BHSU)

Section VII: Learner Support

[VII.1.a] Course instructions articulate or link to clear descriptions of academic, student, and technical support services offered. (Required, SDBOR)

[VII.1.b] The course provides access to online learning success resources (including academic support services, technical support, and tutoring resources), and these support resources are repeatedly visible throughout the course. (Recommended, BHSU)

[VII.1.c] The instructor routinely shares campus resources during the semester or at critical moments (e.g. recommending the writing center before a draft of a paper is due). (Recommended, BHSU)

[VII.2.a] If third-party tools and/or content are utilized by the course, clear instructions are provided to students on how they will receive support for these tools. (Recommended, SDBOR)

[VII.3.a] Course instructions articulate or link to tutorials and resources that answer basic questions related to research, writing, technology, etc. (Recommended, SDBOR)

[VII.3.b] The course design or content encourages students to use research-based study strategies for learning, including scaffolding assignments for time-management, providing notetaking guidance or templates, and optimizing the pace of low-stakes practice. (Recommended, BHSU)

[VII.3.c] The instructor periodically reaches out to students individually (after reviewing students’ online activity or assessments) to recognize achievements, boost morale, or offer encouragement to use academic support resources. (Recommended, BHSU)

[VII.3.d] An intake survey, introductory forum, or a similar resource is used to allow the instructor to learn about student backgrounds and needs. (Recommended, BHSU)

Section VIII: Accessibility

[VIII.1.a] The course acknowledges the importance of ADA requirements. (Required, SDBOR) [VIII.1.b] The course affirms the instructors’ intent to minimize access barriers and to make adjustments to the course to help students succeed. (Recommended, BHSU)

[VIII.1.c] The instructor includes a forum or checkpoint (like a required survey, open Q/A forum, or anonymous form) that helps the instructor identify and reduce barriers students are facing with access to course materials or tools. (Recommended, BHSU)

[VIII.2.a] If any third-party tools and/or content are utilized by the course, they are compliant with accessibility standards, or equally effective accessible alternatives are provided. (Required, SDBOR)

[VIII.3.a] The course is compliant with current accessibility standards. (Required, SDBOR)

[VIII.3.b] The instructor has visited the Panorama Accessibility Dashboard (via Course Tools) to review the accessibility score and identify content that could be improved. (Required, BHSU)

[VIII.3.c] The course achieves a Panorama Dashboard score of 100%. (Recommended, BHSU)