Campbell University DECIDE Quality Certification Rubric
Criteria 1.1 – Syllabus Contact Information 1.2 – Syllabus Class Information 1.3 – Syllabus Course Description/ Prerequisites 1.4 – Texts 1.5 -­‐ Course Student Learning Outcomes 1.6 -­‐ Grading Scale 1.7 -­‐ Campbell University Required Information 1.8 -­‐ Attendance Policy 1.9 -­‐ Student Expectations 1.10 -­‐ Course Schedule 1.11 -­‐ Library Information 1.12 -­‐ Help Options 2.1 -­‐ Welcome Announcement 2.2 -­‐ Orientation Levels of Achievement Missing Incorrect/ Incomplete Minimum Standard DECIDE Quality 0% 50% 75% Instructor name and CU issued email are provided in the syllabus. 100% Instructor name and CU issued email are provided in the syllabus. In addition, instructor name, biography, picture, and CU issued email are provided in a link in the course menu. Guidelines on the best way and time to reach the instructor as well as expectations for replies or return calls are also included. 0% 50% 75% Class meeting times and location are provided in the syllabus. 100% Class meeting times, building, and room number (traditional/blended) are provided on the first page of the syllabus (placeholder if unknown). For online classes, it is clear that there are no “in person” meeting sessions. 0% 50% 75% Course description and prerequisites are provided in the syllabus per the current Catalog. 100% Course description and course prerequisites are provided per the current Catalog and labeled with a header in the syllabus. Additional prerequisite knowledge is included (e.g. the ability to use Word, save docs as a .PDF, access lib guides from libraries). 0% 50% 75% Department Chair approved text title(s), ISBN(s), and author(s) are provided in the syllabus. 100% Department Chair approved text title(s), ISBN(s), author(s), and a picture of each text are provided. The instructor differentiates between required, optional, and suggested materials. 0% 50% 75% Course student learning outcomes in the syllabus are aligned with those prescribed by the respective department. 100% Course student learning outcomes and measurements are clearly stated in the syllabus (w/ a header) and are aligned with those prescribed by the respective department. 0% 50% 75% Grading scale is provided in the syllabus and grading policies adhere to the current Catalog. 100% Grading scale and policies are clearly stated and identified with a header in the syllabus. Students are provided with information on how the final grade will be computed (i.e. a list of assessments and activities with point values, percentages, weighting). 0% 50% 75% CU Mission Statement, Academic Integrity Statement, ADA Statement, and email and Internet policy are provided in the syllabus. 100% CU Mission Statement, Academic Integrity policy, ADA Statement, and email and Internet policy links are provided in the syllabus. Note: Faculty using the home/module page can insert the appropriate Campbell University Information Module. 0% 50% 75% Online and blended attendance policy is provided in the syllabus. 100% Online and blended attendance policy is provided in the syllabus and linked. Faculty notates how attendance will be computed. Note: Faculty using the home/module page can insert the appropriate Campbell University Information Module. 0% 50% 75% Student expectations are provided in the syllabus. 100% Student expectations are provided including the time that the students should commit to the course, the amount of time required for each type of content activity and assessment, and examples of work, proper conduct, and success tips. 0% 50% 75% Weekly Course schedule with chapters covered is provided in the syllabus. 100% Course schedule with dates, chapters, topics, incremental learning outcomes, activities, and assessments are provided. 0% 50% 75% A link to the Wiggins Memorial Library is provided in the course menu. 100% A link to specific resources in the Wiggins Memorial Library is provided in the course menu (e.g. a link to library guide) and use of scholarly resources from the library is documentable. 0% 50% 75% Student help options are listed for course, technical, and Blackboard difficulties. 100% Specific student help options are described for course, technical, and Blackboard difficulties. Note: Faculty using the home/module page can insert the Help Options Module. 0% 50% 75% Announcement page contains a welcome announcement with older announcements disabled. 100% Announcement page contains a welcome announcement with older announcements disabled. Welcome announcement provides directions for the orientation, where to start in the course and/or where to find various course items, etc. 0% 50% 75% A basic, course specific in-­‐class orientation (listed in course schedule) or virtual orientation is provided. 100% A course specific virtual orientation to the course is provided covering how to navigate the course, where assignments are located, where help is located, and more (e.g. scavenger hunts, diagrams, tours, videos, screenshots, and more). *Course cartridges are not an appropriate primary tool for course design; however, cartridges can be used for supplementary resources in an online or blended course.
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Criteria Levels of Achievement Missing Incorrect/ Incomplete Minimum Standard 2.3 -­‐ Communication 0% 50% 75% A list of guidelines for email, discussion forum, and group work/collaboration are provided. 2.4 -­‐ Weekly Student Participation 0% 50% 2.5 -­‐ Course Menu Navigation 0% 50% 2.6 -­‐ Course Content Navigation 0% 50% 2.7 -­‐ Incremental Learning Outcomes 0% 50% 75% Weekly student participation is documentable within the course. 75% Navigating the course menu is done intuitively from a student’s perspective. Unused buttons/links are deleted. 75% Navigating course content is done intuitively and consistently from a student’s perspective. 75% Incremental learning outcomes are provided for each week, chapter, unit, folder, or learning module. 2.8 -­‐ Content Types 0% 50% 2.9 -­‐ Course Content 0% 50% 2. 10 -­‐ Interaction 0% 50% 3.1 -­‐ ADA Compliance 0% 50% 3.2 -­‐ Technology Integration 0% 50% 4.1 -­‐ Assessment Types 0% 50% 4.2 -­‐ Self-­‐Assessment Types 0% 50% 4.3 -­‐ Assessment Submission 0% 50% 4.4 -­‐ Assessment Rubrics 0% 50% 75% At least two types of content that align with the course and incremental student learning outcomes are used weekly (one of which is instructor created). See DECIDE Quality examples. 75% Sequence of the content is logical in the week/chapter/unit/folder/learning module. 75% At least two of the following interaction types are present weekly: student to student, student to instructor, student to content. 75% Font, use of color, text size, graphics, and alternate tags/text are ADA compliant. Horizontal Scrolling is limited. 75% Current technology tools are used to facilitate the delivery of the course content within Blackboard while meeting weekly incremental and course student learning outcomes. 75% At least two types of assessments are provided (not including self-­‐assessment opportunities) that align with the course and incremental student learning outcomes. 75% At least two documentable self-­‐assessment opportunities are available to students. Self-­‐assessment (graded or ungraded) aids the student in measuring their own understanding of the subject. 75% Basic submission instructions are provided to students for assessment types. 75% Basic rubric is provided showing the criteria and value for each assessment/activity type within Blackboard. DECIDE Quality 100% A description of guidelines (e.g. tone, spelling, grammar, citation methods) for email, discussion forum(s), and group work/collaboration are provided with roles for students and instructor. Instructor and students are given the opportunity to introduce themselves. 100% Weekly student participation is documentable within the course and includes how the instructor will document the attendance for each week. 100% Navigating the course menu is done intuitively from a student’s perspective (i.e. sequential order). The menu buttons/links are descriptive to the content and appropriate for the course design. Unused buttons/links are deleted. 100% Navigating course content is done intuitively and consistently from a student’s perspective. Course content is organized and divided into manageable units (i.e. menus, folders, learning modules). 100% Incremental learning outcomes and measurements, indicating progressive levels of cognition (i.e. Bloom’s Taxonomy), are provided for each week, chapter, unit, folder, or learning module, reflecting the course student learning outcomes. Students are able to determine what they will learn for the specific week, chapter, unit, folder, or learning module. 100% Three or more types of content that align with the course and incremental student learning outcomes are used weekly (one of which is instructor created). Content is current and addresses multiple learning modalities (visual, auditory, kinesthetic, etc.). Examples may include video/audio lecture (e.g. Educreations, Tegrity), presentations (e.g. SlideShare, Prezi, PowerPoint), lecture notes, or content video links (e.g. YouTube, TED Talks, Films on Demand). 100% Sequence of the content is logical in the week/chapter/unit/folder/learning module and the content (lessons/lectures/video/audio/images/etc.) in each section directly contributes to the incremental learning outcomes. 100% All types of interaction and engagement are present weekly, including student to student, student to instructor, and student to content. 100% Font, use of color, text size (12 point minimum), graphics, and alternate tags/text are ADA compliant. Horizontal Scrolling is limited. Underlining is reserved for web links/hyperlinks. All capital words are reserved for acronyms. Documents are saved in a universal format (such as Portable Document Format .PDF) and a text alternative (such as Rich Text Format .RTF or Word .DOC/.DOCX). 100% Current technology tools are used to facilitate the delivery of course content to meet weekly incremental and course student learning outcomes. Technologies promote student-­‐centered teaching methods and effectively support student engagement (e.g. blogs, wikis, journals, Google Drive, SlideShare, YouTube, Tegrity, Collaborate). 100% At least three or more types of assessments are provided (not including self-­‐assessment opportunities) that align with the course and incremental student learning outcomes. Multiple methods of assessment are used to meet different learning styles (e.g. papers, projects, exams, tests, discussions, collaboration, activities), including methods that discourage academic dishonesty. Automatically graded assessments have detailed feedback included. 100% Multiple documentable self-­‐assessment opportunities are available to students to help provide feedback on their understanding of content. Examples include draft papers, self-­‐scoring practice questions, peer reviews, interactive games, short surveys, etc. Automatically graded self-­‐assessments have detailed feedback included. 100% Detailed submission instructions and expectations are provided to students (e.g. an example of work that is expected). 100% Detailed rubric is provided to students for all writing assignments showing the description, list of criteria, and point value/weight for items. Expectations for the quality of the assessment are clearly defined and tied to the course grading policy. Additional helpful information may include: originality, quantity, and quality descriptions. *Course cartridges are not an appropriate primary tool for course design; however, cartridges can be used for supplementary resources in an online or blended course.
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