KeystoneCollege

Hybrid Course Proposal Form

(Fall proposals due by 1/15, Summer by 1/15, Spring by 5/15)

Faculty Name:Shannon MuklewiczCourse Title & Number: ENGL 102: Writing II

First Semester To Be Offered: _Summer /Fall 2011 Weekender_ Will an on-campus lab be required for this course?_X_No

Maximum Class Size__25___

  1. Need/Justification

_x_ Weekender offering_x_Summer offering__Meets department Schedule Needs

What is the intent in offering the course as a Hybrid course? What student needs will this offering meet?

Are there learning opportunities made possible in a Hybrid course that might not be available in a traditional course? Is this course part of a program or institutional priority?

ENGL 102 as a Hybrid will be offered on Weekender in the summer and fall in order to engage students that are comfortable with self-motivation, but would also like the benefit that asynchronous, face-to-face learning will allow for. The Hybrid format will lesson scheduling conflicts in both the personal and academic lives of the students, allowing for greater retention and a higher number of students able to maintain their projection graduation date. The Hybrid environment is best suited for busy students who also may be hesitant to enroll in an online class, thereby eliminating the socialization of classroom learning from their schedules.

2. Course Content Delivery/Assignments/Methods of Evaluation

  • Attach a completed syllabus: The syllabus for ENGL102 is attached with the OL components bolded.
  • We strongly recommend using the online syllabus template. If you choose to use your own design, the syllabus must include clear information about items detailed on the Hybrid Course Checklist.
  • The syllabus should describe both face- to -face and online portions of the course. Information should specify the requirements for participation in both the online and face-to-face portions.
  • The syllabus must clearly state when and where students should participate each week and includes a structured set of topics and schedule. (N.B. If this course is being developed for a Weekender offering, the face-to-face meeting dates are prearranged by Weekender Coordinators.)
  • Attach a completed course schedule with online components in bold type.
  • How do you plan to divide and schedule the percent of time between face-to-face and the online portion of your course? The schedule is divided at a 45% OL to 55% face to face as pre-determined for summer weekender.
  • What means will you use to assess students’ work in each of these components? The discussion board, online quizzes and papers submitted directly to the grade center will be used for assessment of student work online. Face to face drafts and paper assignments, handout presentations, and in class discussions will also be used.
  • Note that the total number of online contact hours should approximate the equivalent number of hours required in an on-campus setting. This class is designed to be the equivalent in any delivery method.
  • Attach a completed Hybrid Course Checklist. The checklist is attached.
  • Hybrid teaching is not just a transferring a portion of your traditional course to the web. Instructors should explain the purpose of both online and face-to-face portions of the course, and how they compliment and reinforce each.
  • List the learning activities you will use for the online portion of your course. N.B Homework is not an acceptable course component. (Choose activities that reinforce and feed back into the face-to-face components)

3. Technology

  • What steps will you take to assist students to become familiar with Blackboard’s features?
  • Describe any special software or multimedia tools you plan to utilize in your course (PowerPoint, Captivate, Flash, pod casts or other audio, etc.). This is helpful to determine technology support needs.
  • If you plan to use any multimedia (video, pod casts, specialized software), will it be accessible to your students in terms of both software and internet availability (dial-up access) at home?

To assist students in becoming familiar with Blackboard’s features, I will be presenting them with an orientation unit in which I will show the features and links they will need to use during the introduction on the first face to face session. I will be not be using any special software.

  1. Accommodations for Students with Disabilities
  • The Blackboard Course Management system is compliant software that accommodates students with disabilities. If you plan to use any other multimedia or any other software systems (video, podcasts, specialized software), how will you insure that they are accessible to your students in terms of both software availability at home and on campus and accessible for students with disabilities?

The course will be delivered primarily on Bb. The few websites used will have captions for use with screen readers.

  1. Submit your signed proposal to the Online Learning Committee. (The committee meets on the third Thursday of the month September to May.)

Instructor Acknowledgement

I understand that once this proposal is approved by the Online Learning Committee:

  1. I will complete a Blackboard competency training provided by the College. Initial __SM____
  1. I will enroll and complete the required Hybrid training course provided by the College. Initial _SM __

___Shannon Muklewicz____ Shannon Muklewicz______02/20/11____

Faculty DeveloperSignatureDate

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Division ChairSignatureDate

Online Learning Committee Review ______

AcceptProvisionalReject

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Academic DeanSignatureDate