The Blended Certified Rubric for Campbell University’s Adult & Online Education courses will walk you through the standards used to develop and certify all blended courses. The standards are derived from solid andragogy, instructional design principles, and Campbell University’s values as well as their desire to provide a transformative learning environment for faculty and students.
You may also download the Blended Certified Rubric PDF.
CU BLENDED CERTIFIED RUBRIC
|1.1—Contact and Course Information||Needs Revision/ Missing||Instructor name and their CU email are provided in the syllabus. In addition, instructor name, biography, picture, and CU issued email are provided in the Course Contacts Link. |
Guidelines on the best way and time to reach the instructor, as well as expectations for replies or return calls, are also included.
Instructor notes in the syllabus the days the course meets in person and the online assignments and due dates.
|1.2—Course Description, Prerequisites, and Texts||Needs Revision/ Missing||Course description and course prerequisites are provided per the current catalog and labeled with a header in the syllabus. |
The instructor also includes in the syllabus the Department Chair approved text title(s), ISBN(s), author(s), and a picture of each textbook.
If additional resources are required, the instructor differentiates between required, optional, and suggested resources.
|1.3—Course Student Learning Outcomes||Needs Revision/ Missing||Course student learning outcomes and the corresponding assessments are clearly stated in the syllabus (w/ a header) and are aligned with those prescribed by the respective department. |
Assessment: Student will write an essay comparing and contrasting the two wars and faculty will assess using essay rubric.
|1.4—Grading Scale||Needs Revision/ Missing||Grading scale and policies are clearly stated and identified with a header in the syllabus. |
Students are provided with information on how the final grade will be computed (i.e. a list of assessments and activities with point values, percentages, weighting).
|1.5—Campbell University Required Information||Needs Revision/ Missing||Links are provided in the syllabus or the CU Extended Programs Information module for: |
– CU Mission Statement,
– Academic Integrity policy,
– ADA Statement,
– email and Internet policy, and
– Online and blended attendance policy.
Faculty member also notates how attendance will be computed.
|1.6—Student Expectations & Communication Guidelines||Needs Revision/ Missing||A description of guidelines (e.g. spelling, grammar, tone, citation methods) for email, discussion forums, and group work/collaboration are provided in the syllabus. |
Instructor should also include a weekly estimate of the time it will take the average student to complete assignments and activities for the course, differentiating between seated and online activities.
Expectations for weekly online student participation are clearly stated in the syllabus.
|1.7—Course Schedule||Needs Revision/ Missing||Course schedule with: dates, chapters, topics, and assessments is provided. |
Instructor differentiates between the seated classroom activities and the online classroom activities.
|1.8—Student Support Options||Needs Revision/ Missing||Specific student help options and contact information is provided for course, technical issues, and Blackboard difficulties. |
Also, the proper Library Resources links are provided in the course menu.
|2.1—Course Orientation||Needs Revision/ Missing||An orientation to the online portion of the course is provided and covers: |
– how to navigate the course site,
– where to locate assignments,
– where to locate help options, and
– more (e.g. video, screencast, annotated screenshots, scavenger hunts, diagrams, etc.).
The instructor also provides a welcome announcement for students and directs them to the orientation.
|2.2—Weekly Student Participation||Needs Revision/ Missing||Weekly student online participation can be documented in the course through required student activity (e.g. discussion boards, assignments, quizzes, tests, etc.).|
|2.3—Course Menu Navigation||Needs Revision/ Missing||Navigating the course in Bb is done intuitively from a student’s perspective. |
Course menu mimics CU Online course template menu navigation.
|2.4—Course Content, Outcomes, & Navigation||Needs Revision/ Missing||Navigating course content is done intuitively and consistently from a student’s perspective. |
Course content is organized and divided into manageable units that are organized logically and contribute to the weekly incremental learning outcomes.
Incremental learning outcomes are located on each weekly folder and indicate progressive levels of cognition (i.e. Bloom’s Taxonomy).
|2.5—Content Types||Needs Revision/ Missing||At least two types of content (one of which must be instructor created) are present weekly and align with the course learning outcomes and incremental learning outcomes. |
Examples of content types may include:
– video/audio lecture (e.g. Educreations, Tegrity),
– presentations (e.g. SlideShare, Prezi, PowerPoint, etc.)
– lecture notes, or
– content video links (e.g. YouTube, TED Talks, Films on Demand).
Content is current and addresses multiple learning styles (visual, auditory, kinesthetic, etc.).
|2.6—Interaction||Needs Revision/ Missing||At least two types of interaction and engagement (student-to-student, student-to-instructor, student-to-content) are present in each week of the online portion of the course.|
|2.7—Technology Integration||Needs Revision/ Missing||At least one current technology tool is used on a weekly basis to facilitate the delivery of course content and helps to meet weekly incremental learning outcomes. |
Technologies used promote student-centered teaching methods and effectively support student engagement (e.g. YouTube, Collaborate, Tegrity, blogs, wikis, journals, Google Drive, SlideShare).
|2.8—ADA Compliance||Needs Revision/ Missing||Font, use of color, text size (12 point minimum), graphics, and alternative tags/text are ADA compliant. |
Horizontal scrolling is limited.
Underlining is reserved for web links/hyperlinks.
All caps is reserved for acronyms.
Documents are saved in a universal format (such as Portable Document Format .PDF) and a text alternative such as Rich Text Format .RTF or Word .DOC/.DOCX .
|3.1—Self-Assessments||Needs Revision/ Missing||At least one documentable self-assessment opportunity is available to students to help provide feedback on their understanding of the content. |
– draft papers,
– self-scoring practice questions,
– peer reviews,
– interactive games,
– short surveys.
Self-assessments should be no-stakes or low-stakes with total of all self-assessments not equaling more than 5% of final grade.
|3.2—Course Assessments||Needs Revision/ Missing||At least two or more types of assessments are provided (not including self-assessments) that align with the course learning outcomes and incremental learning outcomes. |
Instructor adds at least one of these assessment types for each week of the course.
Multiple methods of assessment are used to meet different learning styles (e.g. papers, projects, exams, tests, discussions, collaboration, activities).
Detailed submission instructions and grading rubrics are provided for each type of written/subjective assessment.