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Online Course Developer’s Guide

New Mexico State UniversityLas Cruces Campus


Table of ContentsTable of Contents.................................................................................................................................. 2

Support and Resources...................................................................................................................... 3

Introduction........................................................................................................................................... 3

Quality Courses..................................................................................................................................... 3

Accessibility........................................................................................................................................... 4

Vocabulary for Online Instruction.................................................................................................. 4

Role of Quality Matters....................................................................................................................... 5

Online Course Development Process Graphic............................................................................6

Professional Development Workshops for Course Design.....................................................7

Online Course Development............................................................................................................. 8

Checklist for Online Course Development...................................................................................9

Quality Matters Self-Review........................................................................................................... 12

Internal Peer Review Process........................................................................................................ 12

Frequently Asked Questions (FAQs)...........................................................................................13

Appendix A: Syllabus Template.................................................................................................... 14

Appendix B: Course Map................................................................................................................. 23

Appendix C: Homepage Template................................................................................................ 25

Appendix D: Getting Started Template.......................................................................................26

Appendix E: Module Introduction/Overview Page.................................................................27

Appendix F: Accessibility and Usability Checklist………………………………………………………………….28

Appendix G: Pathway to Quality of Online Courses................................................................30

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NMSU Support and Resources

Academic Technology Support (Canvas) learning.nmsu.edu 646-3014

Distance Education distance.nmsu.edu 646-1650

Online Course Improvement Program ocip.nmsu.edu 646-5492

Online Course Improvement Program Resource Wiki (Must request access.)

ocipresources.pbworks.com

Quality Matters at NMSU ocip.nmsu.edu/qm 646-4476

Other Useful Sites

Quality Matters qualitymatters.org646

Teaching Academy teaching.nmsu.edu 646-2204

WebAim webaim.org

Introduction This guide is a reference for new online course development or for revision of a current online course. Information concerning quality in online courses, templates, and processes are included in the guide. In May 2017, the Faculty Senate adopted NMSU ARP 4.69 Academic Rules for Distance Education which states “All NMSU online courses must meet a quality metric, defined by the chief academic officer at each NMSU campus, before being offered.” For NMSU-Las Cruces, the identified quality metric is a Quality Internal Review per the Quality Matters Rubric. The role of Quality Matters (QM) and how the QM Rubric is used for course development and evaluation are included.

Quality CoursesQuality courses -

have content organized into learning units or modules; have observable, measurable, and clear learning goals with learning experiences that

directly support the goals; provide opportunities for learner interactions with content, peers, and the instructor; are consistent in design; provide active learning options with the use of technology; emphasize high expectations; and represent a welcoming learning community respectful of diversity.

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https://ocip.nmsu.edu/qm/

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https://ocip.nmsu.edu/

https://distance.nmsu.edu/

https://learn.nmsu.edu/


AccessibilityWeb accessibility means that people with disabilities can use the Web. For the purposes of course development, Web accessibility means that people with disabilities can perceive, understand, navigate, and interact with the content provided for learning. Web accessibility for online course content includes being able to access the content even though a person may have visual, auditory, physical, speech, cognitive, and/or neurological disabilities. It is essential that online content be accessible in order to provide equal access and equal opportunity to people with disabilities. Designing accessible content support is provided in Appendix F.

Vocabulary for Online InstructionAPPQMR: Acronym for Applying the Quality Matters Rubric Workshop.

Asynchronous: Web-based learning that happens at different times and places for students and the instructor(s).

Blended Learning: A type of learning in which full-time classroom face-to-face instruction is combined with web-based learning, and where learners have some control over time, place, path, or pace of their learning.

Course Home Page: The first screen learners view when they log into their course. A course home page should be user-friendly, intuitive, welcoming, and include information on what a learner should do in order to get started with the online courses.

Distance Learning: New Mexico State University refers to the formal process of delivering instruction via electronic or other media regardless of the location of the student or the instructor.

Hybrid learning: Learning that combines face-to-face and web-based learning in synchronous and asynchronous formats, in which face-to-face seat time is replaced by web-based learning (50% or <). See 4.69 Academic Rule for Distance Education Part 1.A.1.

Modules: Sequence of learning activities generally organized by weeks or units of study. Examples of module activities and assignments include readings, discussions, practice exercises, projects, or formative and summative assessments.

Module Introduction Page: The first page a learner views before they begin studying the module. Common elements located inside a module introduction page include a description of the module, topics, learning objectives, and a calendar of assignments.

Online Course: A course which is entirely online and delivered with technology and eliminates geography as a factor in the relationship between the student and institution.

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Quality Matters Rubric: Set of standards created to guide the development, enhancement, and evaluation of online courses. The non-annotated version can be found on the Quality Matters website (https://www.qualitymatters.org/qa-resources/rubric-standards/higher-ed-rubric).

Synchronous: A real-time learning event (webinar, web conference, course) in which a group of students and or an instructor are engaging in learning at the same time be it face-to-face or mediated by technology.

Role of Quality Matters

Course Quality and Standards NMSU has adopted Quality Matters (qualitymatters.org) for its peer-review, continuous improvement approach for online and hybrid courses. Quality Matters (QM) is a set of standards based upon current literature, best practices, and national standards for course design and development. These standards can be used as a framework to design, revise, and improve online and hybrid courses. QM started as a research project through Maryland Online Inc. which was supported by a Fund for the Improvement of Postsecondary Education (FIPSE) grant from the U.S. Department of Education.

Quality Metric Per 4.69 Academic Rule for Distance Education, "All NMSU online courses must meet a quality metric, defined by the chief academic officer at each NMSU campus, before being offered." The Las Cruces campus defines the “quality metric” for online courses as meeting the expectations of an internal course review using the Quality Matters Rubric (qualitymatters.org). The internal review is performed by a certified QM Peer Reviewer and follows the continuous improvement approach for online and hybrid courses. See the NMSU Quality Matters webpage (https://ocip.nmsu.edu/qm/) for more information.

Basic Online Course CheckThe Basic Online Course Check is NOT a QM course review. The Basic Online Course Check verifies that online courses offered at NMSU are not correspondence courses in compliance with the expectations of the federal government (https://learning.nmsu.edu/basic-online-course-check/definition-of-correspondence-course). Students in distance education are eligible for Title IV funding for federal financial aid funds while students in correspondence courses are not. Therefore, it is the responsibility of NMSU to ensure that all distance education classes are eligible for federal financial aid. To ensure that online courses are true distance education courses, NMSU uses the Basic Online Course Check on sections that are designated as online (M70–M80). The Basic Online Course Check is NOT a QM course review and does NOT satisfy the quality metric requirement described in Policy 4.69.

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http://www.qmprogram.org/

https://www.qualitymatters.org/qa-resources/rubric-standards/higher-ed-rubric


Online Course Development Process Graphic

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Professional Development Workshops for Course DesignPredevelopment

Introduction to Canvas Academic Technology learning.nmsu.edu/events

Writing an Effective Syllabus Online Course Improvement Program ocip.nmsu.edu/events

Gathering Resources

Curriculum Mapping Online Course Improvement Program ocip.nmsu.edu/events

Learning Objectives Online Course Improvement Program ocip.nmsu.edu/events

Online Syllabus Workshop Online Course Improvement Program ocip.nmsu.edu/events

Open Resources Online Course Improvement Program ocip.nmsu.edu/events

Online Preparation

Quality Matters APPQMR Online Course Improvement Program ocip.nmsu.edu/events

Facilitating Online Learning Academic Technology learning.nmsu.edu/events

Course Development

Modules in Canvas Academic Technology learning.nmsu.edu/events

Assignments in Canvas Academic Technology learning.nmsu.edu/events

Quizzes in Canvas Academic Technology learning.nmsu.edu/events

Audio and Video in Canvas Academic Technology learning.nmsu.edu/events

Making a Banner Online Course Improvement Program ocip.nmsu.edu/events

Accessible Video Academic Technology learning.nmsu.edu/events

Creating Whiteboard Videos Online Course Improvement Program ocip.nmsu.edu/events

Using Screencast-o-matic Online Course Improvement Program ocip.nmsu.edu/events

Other Workshop and Webinar Opportunities

Recorded Webinars Online Course Improvement Program ocip.nmsu.edu/events

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Online Course DevelopmentTo get started with course development -

1. Gather all resources for the online course including files in digital format. Assure you have the following available: Course learning objectives (may be called goals or competencies). Note: Some

learning objectives may be provided or required by your department. If so, include them in your syllabus or course shell.

Resources such as PPTs, handouts, assignments, weblinks, etc. used to deliver your content in digital format.

Major assignments or projects in digital format. Assessments in digital format. Move current syllabus to the online syllabus template (Appendix A) to assure all

online expectations are included. Access to publisher content if being used.

2. Review the QM non-annotated Rubric (https://www.qualitymatters.org/qa-resources/rubric-standards/higher-ed-rubric).

3. Attend Applying the Quality Matters Rubric Workshop. This is highly recommended.4. Complete a course/curriculum map (see Appendix B).5. Complete a course module/unit planning template providing an overview of each

module that includes the needed materials, activities, assignments, and assessments (see Appendix E).

6. Request a Canvas development course shell from Academic Technologies. Go to http://learning.nmsu.edu/canvas On the top of the screen, click on “Canvas” and then “Canvas Request Forms." Complete the form for a “Development Course.” Begin adding content to the development course shell by adding a home page,

modules, module overview, activities, assignments, and assessments.7. Use the Online Course Development Checklist to assure you are meeting expectations of

the QM Rubric.8. Complete a QM Self Review using the QM website. (https://www.qualitymatters.org).

Make any revisions that are needed to meet the requirements noted in the annotations within the self-review (see Appendix G for QM Review Process).

9. Submit your course to OCIP for an Internal Review (https://ocip.nmsu.edu/qm/qm-request-form/). A QM certified peer reviewer will take your course through the review process using the QM Rubric and let you know the results. If changes need to be made you can work with the reviewer to make these.

Once you meet your QM Internal Review, your course is ready for student enrollments. Congratulations! As a possible next step, you may want to submit your course for a QM Formal Review (see Appendix G).

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https://www.qualitymatters.org/qa-resources/rubric-standards/higher-ed-rubric


Checklist for Online Course Development The checklist for online course development is based on the QM Rubric (see qualitymatters.org).

1. Review each item below, noting as “Yes” “No” or “Need Support.”2. For any item marked “No” the course developer will need to add or revise.3. For all items marked, “Need Support,” contact the Online Course Improvement Team or

Academic Technologies Team for assistance.

QM1: Course Overview and IntroductionStandard & NMSU Expectation Yes No Need Support

Syllabus is made using the syllabus template or the Provost syllabus tool (see Appendix A: Syllabus Template).

Course home page includes information from the home page template (see Appendix C: Homepage Template).

Course specific orientation activities are present (i.e. guide to course, online course scavenger hunt, orientation quiz).

Getting Started information is provided including what to do first, second, etc. (see Appendix D: Getting Started Template).

First-week “getting started” course activities include student and instructor introductions (see Appendix D: Getting Started Template).

QM2: Learning Objectives Standard & NMSU Expectation Yes No Need Support

Course level objectives are measurable.

Measurable and observable module or unit level objectives are included for each module using the module overview template (see Appendix E: Module Overview Template).

Module learning objectives are clearly aligned to the course level objectives (see Appendix B: Course Map Template).

*Relationship between activities, assignments and learning objectives is clear (see Appendix B: Course Map Template).

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QM3: AssessmentStandard & NMSU Expectation Yes No Need Support

Graded activities, assignments, or assessments contain clear instructions for the learner with noted connection to the module’s objectives.

Students have access to rubrics or grading criteria for any graded activity, assignment, or assessment such as discussion boards, quizzes, projects, etc.

Assignments have due dates and point values.

QM4: Instructional MaterialStandard & NMSU Expectation Yes No Need Support

All course resources adhere to educational copyright laws and include proper copyright attribution.

*Instructional materials contribute to meeting the learning objectives.

QM5: Course Activities and Learner Interaction Standard & NMSU Expectation Yes No Need Support

*Activities and assignments promote achievement of the learning goals and encourage interaction and active learning.

Instructor’s response time for grading is shared (see Appendix A: Syllabus Template).

Learner interaction expectation is explained.

QM6: Course TechnologyStandard & NMSU Expectation Yes No Need Support

*Technology is used to support the learning goals of the course.

Course tools are used to increase engagement and interaction.

Privacy policies are shared (see Appendix A: Syllabus Template).

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QM7: Learner Support Standard & NMSU Expectation Yes No Need Support

Technology, student, academic, and accessibility support are included in the syllabus (see Appendix A: Syllabus Template).

QM8: Accessibility and UsabilityStandard & NMSU Expectation Yes No Need Support

Left-hand course navigational menu only includes buttons that students are expected to use. (See Canvas Help Guide)

Navigation is clear and consistent.

*Accessibility information of technology is shared (see Appendix A: Syllabus Template).

Text content follows accessibility guidelines (see Appendix F: Accessibility and Usability Checklist).

Images are easy to read and contain alt tags if needed. (see Appendix F: Accessibility and Usability Checklist).

Video has clear audio and visuals.

*Course material is provided in alternative, accessible formats.

*Items marked with an * are Quality Matters Standards reprinted with permission. Copyright © 2014 by MarylandOnline, Inc.

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Quality Matters Self-ReviewFollow these steps to prepare for an Internal Review by completing a Self-Review.

1. Complete a Self-Review using Quality Matters self-review tool found at Quality Matters. 2. Log into https://www.qualitymatters.org, and find can be found by clicking on the

following: MyQM> Higher Education> My Tools >Course Review System> Self Review

3. The Self Review tool will help you determine if your course is ready for an Internal Review. The tool lists each Specific Review Standard with a link to the Annotation. Review all annotations and examples to assure the course meets the expectations of each Specific Review Standard.

4. Once your course is meets expectations by using the suggestions in this guide and by meeting all requirements of the Self Review, contact an OCIP mentor or the Quality Matters system coordinator for next step directions.

Internal Peer Review ProcessThe NMSU Las Cruces campus defines the “quality metric” for online and blended courses as meeting the expectations of an Internal Review using the QM Rubric. The Internal Review is performed by a certified QM Peer Reviewer and follows QM's continuous improvement approach for online and hybrid courses.

Here are the steps in requesting an Internal Review.1. After completion of the Self Review (see above), send a message to the Quality Matters

Coordinator found at the Online Course Improvement Program Webpage. 2. The QM coordinator will establish an Internal Review on the QM website. The QM

website hosts a database where reviews and feedback are maintained in a password protected environment.

3. You will receive a message asking for a complete course worksheet. The worksheet provides a context of the course under review for the Peer Reviewer. Complete the worksheet and submit it through the QM website.

4. Once the worksheet is received, the NMSU Las Cruces coordinator will identify one QM certified Peer Reviewer that will review the course. Allow three weeks for completion of an Internal Review.

5. Feedback and your complete course review will be submitted through the QM system. Notification of completion will be sent to you through the email that you used when establishing your QM account.

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Frequently Asked Questions (FAQs)

Why is the instructional design of online courses important?The goal of the OCIP online instructional design process is to facilitate the learning for student success. The instructional design needs to reflect the science of learning where one takes appropriate steps to develop courses that represent best practices in online delivery. If the design of the course is effective, successful learning is more likely to occur.

Why use the Quality Matters Rubric?NMSU has adopted Quality Matters for its peer-review and continuous improvement approach for online and hybrid courses. Quality Matters is a set of standards based upon current literature, best practices, and national standards for course design and development. These standards can be used as a framework to design, revise, and improve online and hybrid courses.

Why do I need to use NMSU’s syllabus template or syllabus tool?We want to ensure each syllabus encompasses the major pieces of information our learners expect. By creating and implementing a uniform syllabus, our learners will come to rely on accessing this important information regardless of the course or instructor assigned. You may use the Syllabus Template found in Appendix A or the syllabus template found at https://provost.nmsu.edu/syllabus-resources/

Are your academic freedoms and creativity being minimized in the course development process?The intent is not to limit academic freedoms or creativity. Student success with online learning begins with quality. Student success in an online environment relates to the quality and design of the course. Ensuring each online course reflects design quality directly relates to student retention and completion.

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Appendix A: Syllabus TemplateThis is a sample syllabus template that meets accessibility expectations. You may also consider using the digital syllabus tool found at http://provost.nmsu.edu/syllabus-resources

Text in brackets < > provides guidance for a particular heading or subheading. Delete <> and any other text that you do not need.

<Title of Course (Note: Heading 1 style used for accessibility. Do not change the heading.)>

Instructor Information <Note: Heading 2 style. Do not change.><Name><Picture><Email Preference><Virtual Office Hours-include link or tool used.><Biography, Teaching Philosophy, etc. (these may be in another document).>

Course Information <Note: Heading 2 style. Do not change.><Course Name><Semester Identified><Log in URL (e.g. Log into Canvas at using your NMSU username and password)>

Course Description <Note: Heading 3 style. Do not change.><This course explores...>

Course Delivery Method<Describe the way you deliver the course. Are you requiring any synchronous or live events? Is it flexible but driven by modules and paced? Can students move ahead? What are your core expectations for the way that you run the class?>

Course Goals (Sometimes called objectives, competencies, or outcomes, use the term that suits your program, department, or college.)<Upon completing this course, you will be able to: List 4 to 8 course goals that are measurable>

Textbooks and Materials< List required textbooks and materials for your course with full citation. Include any recommended resources. Include if textbooks or materials are available in digital or e-book format.>

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Communication<Explain your preferred modes of communication with students and how students should communicate with you. For example: I will send urgent and regular communication to all students using the Announcements tool in Canvas. It is a requirement in this class that you set your New Announcements in Notifications to “Right Away” to ensure that you receive any announcements. (Go to Profile>Notifications, find for new announcements and set to Right Away). >

Announcements<Explain how you will use the announcement and/or messaging system within your learning management system. For example:

I will use Announcements to send time sensitive information to the entire class. Because you can set your own notification preferences in Canvas, you will need to make sure you receive announcements daily. You are required to set your notifications for New Announcements to be Right Away.>

Virtual Office Hours (MT)<Indicate virtual office hours for remote students. Indicate time zone. Include any links to your virtual office such as Skype ID or Adobe Connect room URL.>

Email<Provide your NMSU email address for students to contact you. Indicate the response time students should expect for email replies such as 24 hours.>

Phone Number<Indicate a phone number you wish students to use in order to contact you. If this is your preferred form of communication, let students know. If not, let them know that also. Include your area code and communicate anything that warrants explanation about leaving messages and your phone response times. Indicate the response time students should expect a response from you such as, “I will respond to messages within 24 hours.>

Grading and Feedback<State your how long it will take for you to grade and provide feedback on student work. If applicable, also state the sort of feedback students should expect. For example:

All assignments will be graded within 1-week of the due date. The multiple-choice quizzes will be auto-graded by Canvas. Your quiz responses will be released after the due date for the quiz has passed. Rubrics will be used to grade open-ended assignments such as discussions essays and projects. The rubrics are attached to each Canvas assignment. Please make sure to review the rubric before completing the assignment. Individual feedback will be provided using the Canvas Document Annotation tool and Assignments Comments.). Here is information on how to access this feedback:

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View Rubric results Access Document Annotation See Assignments Comments

Prerequisites<Indicate prerequisites to this course here. Include any prerequisite knowledge needed such as writing in APA format or use of a specific technology tool.>

Online Preparation<Describe expectations that you have regarding how much time students should spend in the course weekly. Also provide them with tools to self-assess their readiness to take an online course. Examples of self-assessments include preparation self-tests such as this one at the Distance Education website found at Distance Education.>

Required Technical Skills<Edit the following information and list for your course.>

Taking an online course requires technical skills as well as other soft skills. However, at a minimum you will need to meet certain technology responsibilities to complete work for this course. If you have questions about technical requirements for the course, please contact me immediately.

To begin in this course, you must:

Be able to obtain access to an internet connection, preferably broadband, and a working computer for the duration of this course.

Be proficient with Microsoft© Office applications. Be able to conduct research searches on the Internet; see the NMSU LibGuides and

Cornell’s Guide to Online Research Be able to send and receive emails and email attachments in and out of class. Be able to change your Canvas Notification settings. Be able to maintain backups of all work you create for this course.

Course Expectations<Explain any expectations you have of students in this course. Also include expectations that students should have about you in this course. >

Netiquette< Netiquette covers both common courtesies online and the informal rules that students follow when communicating in an online course. Include netiquette in your syllabus and/or in your course. For example:

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Online course expectations for netiquette are:

Don't flame (personally attack) someone. It is possible to disagree with an idea without flaming the person espousing the idea.

Use emoticons and acronyms to convey your emotional intent in order to avoid misunderstandings.

Remember that the concept of "politeness" is defined for us by the families and cultures of which we are a part. What is considered polite communication in one family or culture may be impolite in another. Sometimes you may inadvertently seem impolite or feel that someone else was being impolite. Talk it out instead of assuming the person meant to be rude.

Listen actively. Think critically. Critical thinking, grounded in intellectual integrity, is expected. In other

words, seek clarity of meaning and understanding. Question ideas, not people. Attempt to see things from other perspectives. Use supporting relevant information.>

Course Organization<Describe how students should be expected to use this course. If you are using modules, explain how they are organized and how-to directions on how to get to them. Describe how students should navigate this course and if possible, provide a course tour video showing students how to navigate your specific course. >

Grading Policy<Identify all major assignments required in this course. Include number of the assignments within an assignment type, points assigned per assignment, and overall weight for each assignment type. This information can be listed or placed within a table. >

Assignments in this course:Assignments Units Points Weight

Discussions 10 400 40%

Policy Paper 1 100 10%

Global Paper 1 100 10%

Course Redesign Plan 1 200 20%

Final Reflection 1 100 10%

Participation 1 100 10%

Total 15 1000 100%

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Grading Criteria<Provide the grading scale that will be used to determine your final grade and indicate where students will be able to see their grades. This information can in the form of a list or a chart.>

Grading Scale:Points Percentage Grade

91-100 A- to A+

81-90 B- to B+

71-80 C- to C+

61-70 D- to D+

60 and Below F

Assignments<Describe the main assignments you will ask students to complete in this course and explain why they will be completing the assignments. You can describe assignments in a module within your learning management system to reduce syllabus length. If you do, refer students to the specific unit/module within the course. This information can be a chart or an assignment list.>

Proctored Exams<If this course requires proctored exams, use this section to describe the requirements such as dates and times, expectations, proctoring options, and process for setting up proctoring. Example statements are available on the Distance Education website.>

Late Work<Describe your course policy for late work. >

Incomplete Grades<Add incomplete grading policy. For example: The grade of "I" may only be assigned if the student is unable to complete the course due to circumstances beyond the student's control that develop after the last day to withdraw from the course.>

Class Withdrawals<Add class withdrawal policy. For example: It is your responsibility to know important dates such as the final day to withdraw from classes. You must officially withdraw from any class that you intend to drop.>

Academic MisconductAcademic and non-academic misconduct: The Student Code of Conduct defines academic misconduct, non-academic misconduct and the consequences or penalties for each. The Student Code of Conduct is available in the NMSU Student Handbook.

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Technology Requirements

Computer Hardware & Software<List all technologies that students will need to fully participant in your course. For example:

Access to a Windows or Macintosh desktop computer or laptop with internet access, sound, and speakers.

Canvas Learning Management Systemo NMSU Canvas login o Canvas student FAQ

Microsoft Office 2007 or higher Adobe Reader (for reading PDF files) Adobe Connect – built into Canvas. No download needed. Headset with microphone. >

Web BrowsersUse the following browsers in Canvas. Please remember to update the web browser you are using to access Canvas. Internet Explorer is not recommended for use with Canvas at this time.

Firefox Chrome Safari

Canvas does not fully support mobile devices; while there is a free Canvas mobile app available through iTunes store, a lot of functionality is unavailable when using a mobile phone. When you take this course, it is assumed you have access to a computer or laptop for full access to functionality in this course.>

Student Support

Discrimination and Disability AccommodationSection 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act Amendments Act (ADAAA) covers issues relating to disability and accommodations. If a student has questions or needs an accommodation in the classroom (all medical information is treated confidentially), contact:

Trudy Luken, DirectorStudent Accessibility Services (SAS)Corbett Center Student Union, Rm. 208Phone: (575) 646-6840E-mail: [email protected]: http://sas.nmsu.edu/

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New Mexico State University, in compliance with applicable laws and in furtherance of its commitment to fostering an environment that welcomes and embraces diversity, does not discriminate on the basis of age, ancestry, color, disability, gender identity, genetic information, national origin, race, religion, retaliation, serious medical condition, sex (including pregnancy),sexual orientation, spousal affiliation, or protected veteran status in its programs and activities, including employment, admissions, and educational programs and activities. Inquiries may be directed to:

Laura Castille, Executive DirectorTitle IX and Section 504 CoordinatorOffice of Institutional EquityP.O. Box 30001, E. 1130 University AvenueLas Cruces, NM 88003 575.646.3635; 575-646-7802 (TTY)[email protected].

Title IX prohibits sex harassment, sexual assault, intimate partner violence, stalking and retaliation. For more information on discrimination or Title IX, or to file a complaint contact:

Laura Castille, Executive Director and Title IX Coordinator Office of Institutional Equity (OIE) O'Loughlin House, 1130 University Avenue Phone: (575) 646-3635 E-mail: [email protected] Website: http://equity.nmsu.edu/

Other NMSU Resources:

NMSU Police Department: (575) 646-3311 www.nmsupolice.comNMSU Police Victim Services: (575) 646-3424 NMSU Counseling Center: (575) 646-2731 NMSU Dean of Students: (575) 646-1722 For Any On-campus Emergencies: 911

Academic ResourcesNMSU provides students with academic resources such as tutoring, final exam schedules, library and research, and transcript information on the NMSU Current Student webpage.

Student Support ServicesFind information and support on advising, registration, and financial aid on NMSU Current Student webpage. You will also find links to the academic calendar, Student Affairs, the student handbook, and Student technologies on this page.

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https://www.nmsu.edu/inside/current-students/



http://www.nmsupolice.com/

http://equity.nmsu.edu/




Technical Support The ICT Customer Service Center is equipped to deal with all of your information technology (IT) and telecommunications needs at NMSU. Please feel free to contact them at (575) 646-1840 or via email at [email protected]. You can also go to the Student Technology Help Student Technology Help web page and Student Resources located at the Canvas web page for additional information on Canvas.

Campus ActivitiesCampus Activities offers activities outside the classroom involvement. The program/services are non-academic and are provided directly to the student. A complete list of offered activities can be found on the Campus Activity website.

You can also go to the Student Technology Help web page and Student Resources located at the Canvas web page for additional information on Canvas.>

Accessibility of eLearning Tools <List the tools that you use in this course and include a link to the company’s 508 compliance statement. If you do not have the compliance statement, do a Google search to find it. If there is no statement, list the tool with a note that there is no statement. Here is an example:

This course uses several software programs and technologies. Please read the following for more information about their accessibility.

Note: A Voluntary Product Accessibility Template (VPAT) is a standardized form developed by the Information Technology Industry Council to show how a software product meets key regulations of Section 508 of the Rehabilitation Act.

o Canvas Accessibility Standards and help.o Canvas-compatible Screen Readers: VoiceOver (Mac), JAWS (PC)

Adobe Products Accessibility for Adobe Connect 9, Adobe Acrobat, and more. Apple Products VPATs and Accessibility features for Safari Web Browser, Mac OS X, and

more. Microsoft Products: Section 508 and Microsoft Accessibility for Office, Skype, and more. Google VPATs and Accessibility Products and Features for Google Earth, Chrome Web

Browser, Google Docs, and more. Firefox Web Browser: Section 508 (version 3.5 and up)

Privacy Policies<Include a Privacy Statement if your course requires students to establish an external account with a username and password. For example:

We take protecting and honoring your privacy very seriously at NMSU. Please note that several software and technology materials are used in the course. Their privacy policies are noted

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https://website-archive.mozilla.org/www.mozilla.org/firefox_vpat/firefox-vpat-3.html

https://www.google.com/accessibility/products-features.html

https://www.google.com/accessibility/initiatives-research.html

https://www.microsoft.com/en-us/accessibility/resources?activetab=pivot_1%3Aprimaryr3

https://www.microsoft.com/en-us/trustcenter/compliance/compliance-offerings/us-section-508

https://www.apple.com/accessibility/

https://support.apple.com/accessibility/vpat

https://www.adobe.com/accessibility/products.html

http://www.freedomscientific.com/products/fs/jaws-product-page.asp

http://www.apple.com/accessibility/voiceover/

https://www.canvaslms.com/accessibility


http://studenttech.nmsu.edu/

http://campusactivities.nmsu.edu/

http://studenttech.nmsu.edu/learnnmsuedu/





below. Canvas Privacy Policy Adobe Privacy Policy FireFox Privacy Policy Google Product Privacy Guide (e.g., Chrome, Google Drive, YouTube) Microsoft Privacy Policy Apple Privacy Policy for software and devices

Course Schedule<Provide the course schedule or refer students to a printed course schedule in the course. >

Syllabus Modifications Statement<Provide a statement that states the instructor can make changes to the syllabus and indicate how students will be notified of such changes. >

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https://www.apple.com/privacy/

https://privacy.microsoft.com/en-us/privacystatement

https://policies.google.com/technologies/product-privacy

https://www.mozilla.org/en-US/privacy/firefox/

https://www.adobe.com/privacy/policy.html

https://www.canvaslms.com/policies/privacy


Appendix B: Course MapCopy paste this course map to a landscape Word document and fill it out.

<Add Course Name> Course Map

Course Instructor:

Course Goals:1. <Add course goal 1 here> (CG1)2. <Add course goal 2 here>(CG2)3. <Add course goal 3 here>(CG3)4. And so on.

Module Module Objectives(CO Alignment)

Learning Materials

Activities Assessments

Module 0: Getting StartedModule 1: Add title

Students will:1.1. Discuss... (CG1, CG2)1.2. Evaluate.... (CG3)

Module 2: Add titleModule 3: Add titleModule 4: Add title

Continue adding rows as necessary.

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______________________________________________________________________________Last edited: 10/23/18 24


Appendix C: Homepage Template<Copy and paste this template onto a “page” within your Canvas course. Delete all text you don’t need for your version of a home page.>

COURSE NUMBER and TITLE with or without Course Banner with title Here is a banner example that can be made with PowerPoint.

<Add course number and title (i.e. ENG212 American Literature). >

Welcome to class!Add a welcome message.

Course IntroductionProvide a course introduction. Provide a brief overview of what students will be doing (researching, field work, etc.)

How to Get Started<Explain to students how to begin the course. For example: To begin this course, click the Getting Started module found on the course menu under "Modules.">

Instructor InformationInstructor: Name (Add photo if you wish)Office Hours: When and howOffice: LocationPhone:Email: Optional Other Information: Add a link to personal bio or webpage if desired.

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Appendix D: Getting Started Template<Copy and paste this template onto a “page” within your Canvas course. Delete all text you don’t need for your version of Getting Started.>

Week 1 - Getting Started

Overview<Your information about your course and the importance of doing the course Getting Started activities go here. You are welcome to use any of the existing text provided. Delete this prompt and any unused text for your final version.>

Learning Objectives<Add the learning objectives for this section.>

Orientation<If you have a synchronous orientation event, information can be added here.>

Course Navigation<Add course navigation information. A suggestion is to add a course navigation video to acclimate students to your course. With a transcript, this is a valuable resource for all students.>

Reading<Optional: Add any relevant reading for the Getting Started area here.>

Introductions<Using LMS Discussions is an easy way to do student introductions, thereby increasing student presence and fostering a learning community. Ice Breaker activities are another idea to use for Introductions. Be sure and include your own introduction for your students.>

Course Technology<If students will be using technology other than the LMS then provide that information here. Help students get started with some mini tutorials for the technology you will use in your course.>

Group Work Setup< Optional: If you have group work in your course, provide information here.>

< Optional: Add any other information students may need to get started with their learning.>

Next Steps______________________________________________________________________________Last edited: 10/23/18 26


< Add information for students to know what to do next to continue with the course and their learning.>

Appendix E: Module Introduction/Overview PagePlan your module or unit of instruction.

1. Plan each unit according to your delivery time (1 week, 2 weeks, 1 chapter, etc)2. Include 3-5 learning activities (reading, watching, researching, writing, etc.)3. Consider using different types of learning activities

a. Foundational activities that are directly tied to module objectives and usually assess comprehension of the instructional piece.

b. Constructivist/exploratory activities that are meant to expand upon foundational knowledge. They require some critical thinking and allow the students to reach the upper levels of Bloom’s taxonomy (analysis, synthesis, creation, evaluation).

In your Canvas development course within the module you are planning, complete the following.

1. Add a page and title it something like "Unit One Introduction" or "Module One Overview."

2. Copy and paste the following to the page:1. Introduction2. Learning Objectives (should have 3-5)3. Required Readings4. Learning Activities5. Assignments and/or Assessments6. Any specific instructions for submitting assignments

3. Fill in each section with your information for the module.

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4. Appendix F: Accessibility and Usability Checklist

Canvas course Use consistent labeling and organization throughout the course including modules and

content pages. Organize the Navigation menu. Move the important items to the top and hide unused

items. Use the Link Validator to check course for broken links. In the Rich Content Editor, run the Accessibility Checker.

Microsoft Word and PowerPoint documents Use PowerPoint template slide layouts. Use Microsoft’s built-in features to create columns, tables. lists, etc. Apply Styles to change the appearance of text rather than manually overriding. Create a linear reading order. Avoid adding floating text boxes and other content that

may be out of order. Run the Microsoft accessibility checkers for Word and PowerPoint on Windows or Mac.

Adobe PDFs Run Optical Character Recognition (OCR) on scanned PDFs so that text is selectable. Save PDFs from Word using “Save As” so that the “Document structure tags for

accessibility”. Use Acrobat Pro to check the accessibility of PDFs.

Text readability Provide sufficient white space. Align text consistently. Avoid center alignment for long passages of text. Serif fonts are best for online (Sans-serif fonts Trebuchet and Verdana were designed to

optimize screen display, Garamond Times New Roman are easy to read, Georgia typeface was designed to optimize screen reading). Use 12pt or larger size text.

Apply bold, italics, or caps to emphasize phrases, not whole paragraphs. Reserve underlines for hyperlinks.

Use descriptive link phrases instead of URL/filenames (e.g., Quality Matters not www.qualitymatters.org).

Use color sparingly. Avoid using color to emphasis text. Avoid red/green (colorblind issues). Use sufficient contrast.

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http://www.qualitymatters.org/

http://www.qualitymatters.org/

https://helpx.adobe.com/acrobat/using/create-verify-pdf-accessibility.html

https://support.office.com/en-us/article/Create-accessible-PDFs-064625e0-56ea-4e16-ad71-3aa33bb4b7ed

https://acrobat.adobe.com/us/en/acrobat/how-to/ocr-software-convert-pdf-to-text.html

https://support.office.com/en-us/article/use-the-accessibility-checker-on-your-mac-to-find-and-resolve-accessibility-issues-3b84295e-d55b-49f1-b443-523ec45a5232

https://support.office.com/en-us/article/use-the-accessibility-checker-to-find-accessibility-issues-a16f6de0-2f39-4a2b-8bd8-5ad801426c7f?ui=en-US&rs=en-US&ad=US

https://support.office.com/en-us/article/make-your-powerpoint-presentations-accessible-6f7772b2-2f33-4bd2-8ca7-dae3b2b3ef25#PickTab=Windows

https://support.office.com/en-us/article/make-your-word-documents-accessible-d9bf3683-87ac-47ea-b91a-78dcacb3c66d


https://arcadia.instructure.com/courses/3678/pages/link-validator?module_item_id=54402



Headings Use headings rather than bold/italics to create hierarchy, chunk information, and

indicate topic changes. Use heading styles or HTML headings. Avoid using bold or italics for headings. Do not skip heading levels. Keep headings to short phrases.

Tables Use tables properly. Tables should be added with text and use of headers (not images).

Use tables to display data, not for layout. Specify table headers for columns and rows that are used for labels. Provide a caption or alt-text to describe the purpose of the table.

Images Use the alternative text (alt-text) field to describe simple images. Use long descriptions or captions for complex images. May link to another file. Set decorative images’ alternative text to blank (or null). Make sure images are of sufficient quality so that their content is clear.

Multimedia Check for clear audio and quality visuals. Keep videos to 20 minutes or less. Videos should be searchable. Provide captions for videos (including sounds). Provide transcripts for audio recordings. Provide an equivalent text-alternative for multimedia that cannot be made fully

accessible.

Tools Use tools that allow students to control playback and size of media and presentations. Check that media playback is smooth. Let students know if “high bandwidth” is

required. Choose tools that are cross-platform/browser or inform students about

platform/browser requirements. Provide links to tool accessibility info. (e.g., Voluntary Product Accessibility Templates

(VPATs))

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Appendix G: Pathway to Quality of Online CoursesSelf-Review Internal Review Formal Review Re-certification

ReviewOnce an online course is developed Course Developer's Guide, complete a QM Self Review.

1. Use the annotations to revise your online course to meet the expectations of a Quality Matters review.

Once an online course is developed using the Course Developer's Guide, continue with an Internal Review:

1. Complete a QM Self Review. Use the annotations to assure the course is fully developed and ready for a Quality Matters review. Save the self-review in .pdf format.

2. Complete an Online Course Development Review Request. The self-review from step one and a copy of the course syllabus using the online syllabus template must be attached for the request to be complete.

3. The course will be placed on a pre-review list. Course will be reviewed in the order they are received.

4. Courses will be reviewed using the Quality Matters Rubric.

5. Internal Reviews are completed one

Once a course has been Internally Reviewed and found to be of very high quality, submit a request for a Formal Review.

1. Complete an Online Course Development Review Request. The self-review and a copy of the course syllabus using the online syllabus template or the Provost Syllabus Tool must be attached for the request to be complete.

2. The course will be placed on a pre-review list.

3. A review team will be established with a Formal Review Chair being identified.

4. The Review Chair will provide meeting dates and a review timeline.

5. Courses will be reviewed using the Quality Matters Rubric.

6. Courses will be placed in amendment if the course does not meet the QM expectation using the QM Rubric and Standards.

You will need a new Quality Matters Review on a previously recognized course if:

1. You have started or stopped using publisher material.

2. You have changed your course or module level objectives.

3. You have changed, added, or deleted 20% of your assessments.

4. You have changed 20% of your instructional material.

5. You have changed 20% or more of your navigation or course structure.

6. It has been 5 years since the last review.

You do NOT need a new Quality Matters Course Review on a previously recognized course if:

1. You have improved or clarified directions.

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http://provost.nmsu.edu/syllabus-resources/

http://provost.nmsu.edu/syllabus-resources/







https://www.qmprogram.org/myqm/




Self-Review Internal Review Formal Review Re-certification Review

certified peer reviewer using the Quality Matters Rubric and course review process. Allow 2 weeks for feedback on your course.

6. Courses will be placed in amendment if the course does not meet QM expectations using the QM Rubric and standards.

7. Amendments are made to the course by the course developer.

8. The course is resubmitted for re-review through the amendment form on the Quality Matters website.

9. Once the course meets Quality Matters expectations, the review is marked “met standards” and the review is complete.

10. If the course does not meet the QM Rubric expectations, it goes back through amendment. This

7. Amendments are made to the course and resubmitted for re-review.

8. Once the course meets the QM Rubric expectations, the review is marked “met standards.”

9. If the course does not meet the QM Rubric expectations, it goes back through amendment. This cycle continues until the course meets the expectations of a QM Internal Review and is marked as “met standards.”

2. You have added course materials to keep the course current or supplement instruction.

3. You have added innovative technology such as lectures, videos, presentation software, publisher enhancements, etc. (Remember to get videos captioned.)

4. You have personalized information.

5. You have updated policies.

6. You have substituted one problem for a different one that is equal in content, such as different numbers in a math problem. Internal Review Using Quality Matters. Once an online course is developed using the noted resources above.

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Self-Review Internal Review Formal Review Re-certification Review

cycle continues until the course meets the expectations of a QM Internal Review and is marked as “met standards.”

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