Online Teaching Request Form

Summer 2016

Faculty Member Name: __Joseph Nicoletti

Course you wish to teach online: _English 151

Have you taught this course before? If "yes," indicate most recent semester for each

format:

Yes, 100% online __No______

Term/year

*

Yes, seated or hybrid _Yes, SP 2016_ No_____

Term/year

Has the department previously offered this course online?

Yes XX

No______

I don't know______

Since 2010, have you completed training in online course design offered though

Instructional Resources?

Yes ______If yes, when? ______

No_XX______

If no, have you scheduled online training? _Yes, Spring 2016

If you completed online training at another institution since 2010, indicate what,

where & when. ______

Please attach to this sheet the departmental and IF or IF14 Student Learning Outcomes of the course (including any IF14 Learning Outcomes, for example,

if the course is Humanities, Diversity, Western Civ etc.),

Also, supply a brief

narrative explaining why you believe this course is appropriate for the online medium and how you intend to deliver the SLOs in this format.

*If you are teaching this course online in Spring 2016 you do not need to hand in the SLOs or online teaching narrative with this form.

Scheduling forms/forms/online request form

Online Teaching Request Form

The course content and learning objectives for Introduction to Poetry work well for the online medium due to the space this learning environment provides for meaningful exchange of close reading analysis. Each poet and poetry text works well as the topic for a discussion forum in which all students enrolled in the course answer close reading questions, exchange ideas, showcase and enhance their understanding of the genre of poetry. The ability to re-read their own responses prior to posting, as well as re-read peers’ postings before writing their required Reflective Blog journal entries and essays facilitates attention to textual details and development of students’ social and cognitive online presence.

ENG151 Introduction to Poetry

English Department Learning Outcomes:

Upon completion of this course, students will be able to:

  1. Understand and identify elements of poetry.
  2. Understand and identify key poetic forms.
  3. Describe and trace major themes, periods, and genres of poetry across three centuries.
  4. Use formal, thematic, and contextual evidence to produce close readings of individual

poems.

  1. Identify the authors associated with specific literary periods, themes, and forms.
  2. Position poems, authors, and aesthetic schools within literary contexts.

Humanities Learning Outcomes:

Students will be able to:

  1. Reflect on basic questions of life with the goal of understanding the world and one’s place in it.
  2. Articulate and defend critically informed values.
  3. Recognize and demonstrate creative thought in producing answers to individual and social questions.
  4. Employ close reading, analysis, and discussion (oral and written) of significant primary texts

Learning Outcome / Instructional Design to Meet Outcome / Assessment of Student Learning
Department SLO#1 / Assign and discuss the basic elements of poetry and post weekly announcements providing artistic, historical, cultural, social, and political context relevant to each assigned poet and poem. Create space for exchange of interpretation of context(s) of poems and poets with open-ended questions on discussion boards to facilitate students’ development of a cognitive presence within online medium in relation to content of stories. / Bi-weekly Discussion Board Reading Response questions ask students to apply contextual information to close reading which are addressed with rubric that evaluates coverage of questions. Some exams and Reflective Blog prompts also assess this topic.
Department SLO#2 / Provide PowerPoint lectures, short videos, and audio recordings explaining the terminology of poetry to be used as scaffold basis for discussion boards, literary analysis essays, and journals which require students to apply information about poetry to assigned readings. Encourage students to exhibit an online cognitive presence regarding poetry by fashioning writing assignments in which students exchange ideas about verse and the forms that distinguish it from other genres. / Bi-weekly Discussion Board Reading Response questions, Literary Analysis, Online Activities; Reflective Blog Entries, exams, and journal questions assess student knowledge and critical thinking about development of poetry genre.
Department SLO#3 / Assign 2-4 poems each week. Assign poems by those considered major and minor figures in the genre of poetry. Contextual announcements position texts within historical, global, and literary communities of poetry genre. Close reading writings require analysis of each text. / Close reading questions in a variety of writing formats assessed with specific rubrics include: bi-weekly discussion board Reading Response questions, Reflective Blog entries, and Literary Analysis prompts. Online discussions also assess students’ ability for meaningful communication and exchange of ideas with peers. Exams will also assess this topic.
Department SLO#4 / Provide PowerPoint lecture offering an overview of how critical theory can be applied to the field of poetry. Assign two chapters a week from Best Words, Best Order that apply different critical theories to two assigned poems. Schedule critical theory assignments mid-late semester to build upon students already developed social and cognitive presence foundation in order to enable them to have an enriched understanding of poetry. / Discussion Board Reading Response questions for critical theory reading days assess students understanding of how the critical theory articles affect understanding of each poem and poet covered. Discussions also assess students’ ability for meaningful communication and exchange of ideas with peers. Responses assessed by rubric.
Department SLO#5 / Assign diverse selection of authors, including those from traditionally marginalized groups. Write weekly contextual announcements and reading response questions to highlight this topic. Design welcoming spaces for students’ social and cognitive presence to develop so that students share diverse interpretations of cultural and historical landscapes created in poems. / Close reading questions in a variety of writing formats assessed with specific rubrics include: bi-weekly discussion board Reading Response questions, Reflective Blog entries, and Literary Analysis prompts. Online discussions also assess students’ ability for meaningful communication and exchange of ideas with peers. Exams will also assess this topic.
Department SLO#6 / Weekly contextual announcements position texts and poets within global literary communities based on individual poems, authors, and aesthetic schools in specific literary contexts. In addition, discussion board facilitation creates a sense of literary community in which cognitive and social presence can be built amongst students. / Close reading questions in a variety of writing formats assessed with specific rubrics include: bi-weekly discussion board Reading Response questions, Reflective Blog entries, and Literary Analysis prompts. Online discussions also assess students’ ability for meaningful communication and exchange of ideas with peers. Exams will also assess this topic.
Humanities SLO#1 - #4 / In all course communications, frame poetry texts as unique viewpoints housed within a particular place, time, and perspective, which can reveal cultural and rhetorical landscapes of meaning. Model cognitive and social presence in online space in all communications (announcements, discussion board posts, emails, lectures).
Construct open-ended Discussion Board questions that combine both close-reading analysis and “real-life” application aspects of poets and poems, thus providing space for development of students’ cognitive and social presence. Require specific textual evidence and concrete examples to support interpretation of texts and themes.
Facilitate dialogue on Discussion Boards to assist students in negotiation of their intellectual, cultural, and social positions within the world.
Construct self-reflexive weekly journal via writings on Blackboard blogs to be seen only by student and instructor as a space for guided creative and critical development. / Close reading and application questions in a variety of writing formats assessed with specific rubric for each: bi-weekly discussion board Reading Response questions, Peer Response discussion boards, Essay Construction discussion boards, discussion, and Literary Analysis prompts.
Self-reflection and negotiation of identity also assessed in required bi-weekly responses to peers’ posts on Discussion Board.
Reflective Blog journal space provides “low-stakes” writing space to freely express and explore self-reflective questions about learning process within online medium.
Twice a semester, students complete Peer Response Discussion Boards that require them to go back, re-read peers’ responses to original Reflective Blog entries, and offer additional response to peers’ ideas.