DE TAB
1. Title 5: 55206 reads: "In addition to addressing how course outcomes will be achieved in a distance education mode…" (etc). How will you ensure the course outcomes (objectives) can be achieved in a Distance Education mode?
- Course objectives can be achieved in a Distance Education mode via recorded or live video conferencing lectures through an online interface (Canvas) and though guided text (Canvas Pages) of instruction. All coursework such as weekly assignments, group discussions, papers, article reviews, quizzes, and exams given in face-to-face mode will also be assigned to students in a DE modality.
2. As referenced in Title 5, Section 55204, Instructor Contact: “(a) Any portion of a course conducted through distance education includes regular effective contact between instructor and students, and among students, either synchronously or asynchronously, through group or individual meetings, orientation and review sessions, supplemental seminar or study sessions, field trips, library workshops, telephone contact, voice mail, e-mail, or other activities. Regular effective contact is an academic and professional matter pursuant to sections 53200 et seq.” (Also referenced in Title 5, Section 55206 (a)). Describe how regular, effective contact between the instructor and a student is maintained.
- Regular announcements to be posted by instructor on a weekly basis. Syllabus to state frequency of instructor initiated contact and feedback and expectations for student participation. Faculty will regularly initiate interaction with students to determine if students have access to course materials, understand the material and what is required of them, and that students are participating. Faculty will provide timely feedback on student work. Content material is provided through various online formats and/or materials not created by the instructor. Students will be notified of faculty unavailability/offline time and students will be notified of faculty absences.
3. As referenced in Title 5, Section 55204 (a) above, and Title 5, Section 55206 (a), how will you provide the opportunity for regular, effective contact to take place among students?
- Faculty will ensure ongoing regular and effective student-to-student contact. Best practices include, but are not limited to, implementing communication means for varied types of interaction in the course design, assigning and monitoring weekly assignments and projects that promote collaboration among students, posing questions in the discussion boards that encourage critical thinking skills and promote interaction, and monitoring student engagement to ensure that students participate with depth.
4. Title 5, section 55200, states “.....instruction provided as distance education is subject to the requirements of the Americans with Disabilities Act (42 U.S. Code § 12101 et seq.) and section 508 of the Rehabilitation Act of 1973, as amended (29 U.S.C § 794 (d)). (Also referenced in Title 5, Section 55206 (b)). How will you ensure instruction is accessible to distance education students?
- Course content may need to be modified or created to provide access to students and may include such things as closed captioning of videos, accessible documents, transcripts for audio files and PowerPoint presentations, images with tags and descriptions and text with adequate font size, font style and color contrast.
5. Describe procedures that help verify the individual submitting class work is the same individual enrolled in the course section for Distance Education. As referenced in the ACCJC Guide to Institutional Self-Evaluation, Improvement, and Peer Review, 2020 edition, Standard 1C, "The institution has procedures for authenticating student identity in DE/CE courses.” Also, U.S. Dept. of Education, 34 CFR Part 602.16 (g).
- Consistent with policy elements listed in the ACCJC’s “Policy on Distance Education,” the College verifies the identity of a student who participates in class or coursework by using, at the College’s discretion, such methods as a secure log-in and password, proctored examinations, or other technologies or practices that are developed and effective in verifying each student’s identification.
6. Describe procedures that evaluate the readiness of a student to succeed in an online, ITV or hybrid course section.
- The procedure might consist of a short assessment questionnaire prepared by the instructor and self-administered by the student. The questionnaire would evaluate areas such as working independently, adhering to timelines, and familiarity with working online and with computer technology. The student would use the resulting score to evaluate his or her readiness to take the course in a online, ITV or hybrid instructional mode.
FERPA TAB
Describe how the confidentiality of the student’s work and grades will be maintained as referenced by The Family Educational Rights and Privacy Act (FERPA). "The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education."
- Instructors shall make reasonable efforts to protect the confidentiality of students’ grades and graded work consistent with practices described in the Family Education Rights and Privacy Act (FERPA).
CE TAB
1. As referenced in Title 5: Section 55263: “In addition to addressing how course outcomes will be achieved in a correspondence education mode, the addendum shall at a minimum specify how the portion of instruction delivered via correspondence education meets: (a) Regular and effective contact between instructors and students constructed to document and facilitate the progression of learning as referenced in section 55262, and (b) Requirements of the Americans with Disabilities Act (42 U.S.C. § 12101 et seq.) and section 508 of the Rehabilitation Act of 1973, as amended, (29 U.S.C. § 749d).” Referencing the above Title 5 paragraph, how will you ensure the course outcomes (objectives) can be achieved in a Correspondence Education mode
- Course objectives can be achieved in a Correspondence Education mode via instructional materials delivered by mail and instruction by video, textbook, and/or printed articles to aid in required coursework given in a face-to-face modality.
2. Referencing the Title 5 language in letter (a) above, how will you ensure that regular and effective contact between instructors and students is constructed to document and facilitate the progression of learning as referenced in section 55262?
- Regular, effective contact may include, but is not limited to: labs exams; quizzes; essays; research papers; graded homework assignments; syllabus receipt; office hours; instant messaging; and synchronous online discussions, e-mails, letters, notes, phone calls, or postings on the Bridge between instructor and student.
3. Referencing the Title 5 language in letter (b) above, how will you ensure these requirements are provided for Correspondence students?
- Course content may need to be modified or created to provide access to students and may include such things as closed captioning of videos, accessible documents, transcripts for audio files and PowerPoint presentations, images with tags and descriptions and text with adequate font size, font style and color contrast.
4. Describe procedures that evaluate the readiness of a student to succeed in a Correspondence or hybrid correspondence section.
- The procedure might consist of a short assessment questionnaire prepared by the instructor and self-administered by the student. The questionnaire would evaluate areas such as working independently, adhering to timelines, and familiarity with working online and with computer technology. The student would use the resulting score to evaluate their readiness to take the course in a correspondence instructional mode.
5. Describe procedures that help verify the individual submitting class work is the same individual enrolled in the course section for Correspondence Education. As referenced in the ACCJC Guide to Institutional Self-Evaluation, Improvement, and Peer Review, 2020 edition, Standard 1C, "The institution has procedures for authenticating student identity in DE/CE courses.” Also, U.S. Dept. of Education, 34 CFR Part 602.16 (g).
- Consistent with policy elements listed in the ACCJC’s “Policy on Distance Education and on Correspondence Education,” the College verifies the identity of a student who participates in class or coursework by using, at the College’s discretion, such methods as a secure log-in and password, proctored examinations, or other technologies or practices that are developed and effective in verifying each student’s identification.
Face to Face Disability Question on bottom of Specifications tab
To be in compliance with the requirements of the Americans with Disabilities Act (42 U.S. Code § 12101 et seq.) and section 508 of the Rehabilitation Act of 1973, as amended (29 U.S.C § 794 (d)), how will you ensure these requirements are provided for face-to-face students? (Please see the CE and DE tabs to answer for those modalities).
- Course content may need to be modified or created to provide access to students and may include such things as closed captioning of videos, accessible documents, transcripts for audio files and PowerPoint presentations, images with tags and descriptions and text with adequate font size, font style and color contrast.
