is a plan for choosing alternate texts as required. College materials are analyzed for College materials are appropriate reading levels. Students College materials that are identified as appropriate for with ADA related issues are directed Reading level of There is no process for made available by the the student audience at a to resources that are appropriate for instructional identifying the reading various publishing houses specific reading them. Students with learning issues materials is level of the instructional are at higher education level. These are identified in as identified in ASSET/COMPASS or identified. materials. reading levels. the course syllabus or other assessment instruments are handout. counseled appropriately before enrolling in online courses. Course Maintenance: The learning design is evaluated on The learning design The learning design is The learning design is a regular basis for effectiveness from No evaluation of the evaluated for is evaluated evaluated for effectiveness both student and instruction regularly for learning design exists effectiveness from the from both student and perspectives. The results of this effectiveness: both except perhaps at the perspective of the faculty instruction perspectives prior evaluation are tied to a continuous student and onset of the online member prior to delivery to and including the first review and improvement of the instruction course development. of the first iteration of the iteration of the course. course. These reviews are part of components. course. the documentation of the course. A overview and A written plan is in place for review checklist is in of the course on a regular basis with place. Review occurs the focus on continual initially with the first improvement. This could be a A written plan is in place and No plan is in iteration of the course, instrument or checklist Plan is in place for the course is reviewed on an place. Review is at the and is left with the faculty that a faculty member would use to continual review annual or longer basis with faculty discretion with to correct for the next identify issues with the and improvement of some requirement to improvement provided iteration of the course. Students would provide course. implement the changes that on an as needed basis. course. Students provide feedback with course evaluations have been identified, evaluations of the course and survey instruments. Normally, which may be reviewed the course would undergo greater with the faculty member review during its first iteration online. and their supervisor. A peer review process might be in
is a plan for choosing alternate texts as required. Reading level of instructional materials is identified. There is no process for identifying the reading level of the instructional materials. College materials that are made available by the various publishing houses are at higher education reading levels. College materials are identified as appropriate for the student audience at a specific reading level. These are identified in the course syllabus or handout. College materials are analyzed for appropriate reading levels. Students with ADA related issues are directed to resources that are appropriate for them. Students with learning issues as identified in ASSET/COMPASS or other assessment instruments are counseled appropriately before enrolling in online courses. Course Maintenance: The learning design is evaluated regularly for effectiveness: both student and instruction components. No evaluation of the learning design exists except perhaps at the onset of the online course development. The learning design is evaluated for effectiveness from the perspective of the faculty member prior to delivery of the first iteration of the course. The learning design is evaluated for effectiveness from both student and instruction perspectives prior to and including the first iteration of the course. The learning design is evaluated on a regular basis for effectiveness from both student and instruction perspectives. The results of this evaluation are tied to a continuous review and improvement of the course. These reviews are part of the documentation of the course. Plan is in place for continual review and improvement of course. No plan is in place. Review is at the faculty discretion with improvement provided on an as needed basis. A overview and checklist is in place. Review occurs initially with the first iteration of the course, and is left with the faculty to correct for the next iteration of the course. Students provide evaluations of the course which may be reviewed with the faculty member and their supervisor. A written plan is in place and the course is reviewed on an annual or longer basis with some requirement to implement the changes that have been identified, A written plan is in place for review of the course on a regular basis with the focus on continual improvement. This could be a instrument or checklist that a faculty member would use to identify issues with the course. Students would provide feedback with course evaluations and survey instruments. Normally, the course would undergo greater review during its first iteration online. A peer review process might be in