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The expectations of the course are made clear from the beginning of the course

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ADD: Interpretation of General Review Standard #1.

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ADD: Interpretation of General Review Standard #1.

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ADD: Interpretation of General Review Standard #5.    

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ADD: Interpretation of General Review Standard #5.    

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NUR 216 was reviewed
Learning Activities and Learner Interaction: Learning activities facilitate and support learner interaction and engagement.
Interpretation: Promoting active engagement can facilitate student learning.

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The learning activities promote the achievement of the stated learning objectives or competencies.
MET. The outcomes are clearly stated and in appropriate measurable form.  The content for the outcomes is presented in class with a question and answer guided discussion.  The follow up is an interactive study guide that reflects the upcoming test questions from each week's content.

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ADD: Interpretation of General Review Standard #3.

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ADD: Interpretation of General Review Standard #3.

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ADD: Interpretation of General Review Standard #4.

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ADD: Interpretation of General Review Standard #4.

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PVT 100 was reviewed
General Standard 4: Instructional Materials: Instructional materials enable learners to achieve stated learning objectives or competencies.

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ADD: Interpretation of General Review Standard #6.

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ADD: Interpretation of General Review Standard #6.

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General Standard 6: Course Technology: Course technologies support learners’ achievement of course objectives or competencies.

Questions we asked:
Is the course interactive?
Is the technology engaging?
Is the technology appropriate for meeting the specific objective?

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ADD: Interpretation of General Review Standard #7.

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ADD: Interpretation of General Review Standard #7.

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General Standard 7: Learner Support: The course facilitates learner access to institutional support services essential to learner success.

"Pillars of Support" (Technical Support, Accessibility Support, Academic Services Support, and Student Services Support)

The general theme is that this standard directs the students to resources that support them toward success in the course and overall.

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ADD: Interpretation of General Review Standard #8.

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ADD: Interpretation of General Review Standard #8.

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3.1 3pts Standard and Evidence   Met  The assessments measure the achievement of the stated learning objectives or competencies. 

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3.1 3pts Standard and Evidence   Met  The assessments measure the achievement of the stated learning objectives or competencies. 

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Evidence   assessments line up with objectives
Students are thinking about nursing goals, certifications and alignments to clinical specialties, and communication through 4 different discussion boards.
ANA group presentations review different legislative priorities, generate evidence based opinion and agree on a position
Book on medical errors  think about nursing role and how it relates to nursing pharm

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4.1 The instructional materials contribute to the achievement of the stated learning objectives or competencies.

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STANDARD 6.1 - (3 Points)
The tools used in the course support the learning objectives or competencies.

Alignment: The tools selected for the course align with the course and module/unit-level objectives or competencies (2.1 and 2.2) by effectively supporting the course’s assessments (3.1), instructional materials (4.1), and learning activities (5.1).

Discussion Boards
Quiz tools
Use of white boards
Collaborative google doc worksheets
Grade Books

Met

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7.1 The course instructions articulate or link to a clear description of the technical support offered and how to obtain it.
MET
Course:  NUR 221 (Foundations of Nursing)

Brightspace: Content Menu: Student Resource Guide

1. Brightspace tutotial

2. Copyleaks User Guide

3. Panopto Tutorials

4. Proctor Free Troubleshooting Help Guide

5. Tech Support

6. Google

Recommendations: The course syllabi should contain verbiage that informs students of the available resources that are found in Brightspace (e.g. technical support, academic support, etc.)

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Handouts, Videos, Website, Reading

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4.2 The relationship between the use of instructional materials in the course and completing learning activities is clearly explained.

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This standard is met in the weekly overview as the instructor includes the goals for the week and the assignments related.

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3.2 3 pts Standard and Evidence     MET The course grading policy is stated clearly at the beginning of the course.

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3.2 3 pts Standard and Evidence     MET The course grading policy is stated clearly at the beginning of the course.

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Clearly stated in rubric what percentage assignment is worth
covered in Intro how grade is determined
grading scale provided

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Learning activities provide opportunities for interaction that support active learning.
MET.
Pre class activities include content related video with apre-test and  post test (Pre class quizzes is worth 30% of grade)
In class activities require oral discussion, guided lecture, and some group activities.
The interactive study guide has assigned review portions, and the faculty gives feedback on their answers to prepare for tests.

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STANDARD 6.2 - (3 Points)
6.2 Course tools promote learner engagement and active learning.

Tools used in the course help learners actively engage in the learning process rather than passively absorb information. The selected course tools help the learner actively engage in the course by facilitating ongoing interactions with the instructor, course materials, and other learners.

Shared google doc worksheets

Met

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7.2 Course instructions articulate or link to the institution’s accessibility policies and services.
MET
Course:  NUR 221
The Brightspace Student Resources has a Student Accessibility link that will take you to the Student Handbook for Accessibility and Accommodations. However, it took five clicks to get to the document.

Recommendations:
The process for obtaining accessiblity information should be streamlined so students have to make fewer clicks. It is met but could use some streamlining.

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4.3 The course models the academic integrity expected of learners by providing both source references and permissions for use of instructional materials.

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We are unsure if the resources that you are granted from the text book need to be referenced in every PowerPoint presentation.

The recommendation would be to add the citations/references used for all materials, not just some.

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4.4 The instructional materials represent up-to-date theory and practice in the discipline.

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The most updated textbook is included on the syllabus. The website created by the instructor for homework information is consistently updated to reflect new information.

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3.3 3 pts Standard and Evidence   MET   specific and descriptive criteria for evaluation 

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3.3 3 pts Standard and Evidence   MET   specific and descriptive criteria for evaluation 

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Rubrics clearly stated expectations
Group work it is broken down how each member of the group will be graded ie, in topical outline week 8, group presentation, group role check in states which student is doing which portion

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3.4 2 pts Standard and Evidence  MET  The assessments used are sequenced, varied, and suited to the level of the course

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3.4 2 pts Standard and Evidence  MET  The assessments used are sequenced, varied, and suited to the level of the course

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4 discussions boards, group presentations and written papers gives variation for the different assignments that drives back to the CSLO

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3.5 2 pts Standard and Evidence   MET    provides learners with multiple opportunities to track their learning progress with timely feedback.

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3.5 2 pts Standard and Evidence   MET    provides learners with multiple opportunities to track their learning progress with timely feedback.

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Synchronous meeting, group check in, discussion board replies.  Papers get alot of specific feedback.  Email from and to students

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4.5 A variety of instructional materials is used in the course.

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The instructor’s plan for interacting with learners during the course is clearly stated.
MET.
Written in weekly updates.
Instructor will check google doc several times a week.
On each study guide it states-> Instructor will make comments the week of the test.
Area for improvement: Let students know there will be a post test review after class

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The requirements for learner interaction are clearly stated.
MET.
Class participation expectations are clearly stated.
Example: Pre class quiz

Area for improvement: Add a statement (in syllabus) about the value of completing the quizzes before coming to class

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STANDARD 6.3 - (1 Point)
6.3 A variety of technology is used in the course.

The course uses a variety of technology tools, such as videos, discussions, social media, mobile technologies, games, simulations, wikis, blogs, podcasts, and virtual worlds.

Course Tools Used:

Panopto Lecture Capture
Kahoot
Discussions
Podcast video lectures
EKG practice website (Skillstat EKG Simulator)

Met

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STANDARD 6.4 - (1 Point)
6.4 The course provides learners with information on protecting their data and privacy.

Course design, tool usage, and settings can enhance student privacy. Steps learners can take to protect their privacy with course activities, tool usage, and interactions with others are provided. Tools used in the course (both faculty-selected and institutionally integrated) include links to the privacy policies provided by the creators of the tools.

Met

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7.3 Course instructions articulate or link to the institution’s academic support services and resources that can help learners succeed in the course.

MET:
Course 221
Brightspace: Student Resources

1. Center for Student Success (counseling, academic success mentoring and coaching, one on one sessions/workshops on testing, studying, and anxiety reducing strategies, evaluations for ADA accommodations needs, and student advocacy)

2. Library

3. Copy Leaks

4. APA Format

Recommendations:
The Student Success webpage needs to be updated to contain correct office locations of the various staff.

It needs to be more clear regarding whom the student should contact specifically if they need assistance from the Center for Student Success.

Information should be added regarding how to contact Dr. Gregoire

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7.4 Course instructions articulate or link to the institution’s student services and resources that can help learners succeed.
Did not review

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"Start Here" option
Syllabus Quiz
Intro to staff and resources available
Clear direction where to start.

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Learning Objectives (Competencies): Learning objectives or competencies precisely and clearly describe what learners will be able to do upon completion of the course.

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Syllabus outlines all the weeks of content
Rubrics are clear on grading criteria
CSLO's are clearly stated
ATI Assessment scores are used to validate content mastery

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2.1 The course learning objectives, or course/program competencies, describe outcomes that are measurable.

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2.1 The course learning objectives, or course/program competencies, describe outcomes that are measurable.

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NUR 221: Foundations of Nursing
Met
Evidence: CSLOs clearly describe what skills and abilities learners will gain if they successfully complete the course. Outcomes are measurable through the use of concrete action verbs.

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Evidence: Netiquitte section of syllabus

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2.2 The module/unit-level learning objectives or competencies describe outcomes that are measurable and consistent with the course-level objectives or competencies.

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2.2 The module/unit-level learning objectives or competencies describe outcomes that are measurable and consistent with the course-level objectives or competencies.

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NUR 221
Met
Evidence: Each week has weekly student learning outcomes that are linked to the course student learning outcomes. Learning outcomes are clearly and plainly stated with concrete action verbs that describe what the student will be able to do by the end of the week/course. The SLOs focus on what is critical to the course.

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2.3 Learning objectives or competencies are stated clearly, are written from the learner’s perspective, and are prominently located in the course.

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2.3 Learning objectives or competencies are stated clearly, are written from the learner’s perspective, and are prominently located in the course.

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NUR221
Met
Evidence: The weekly learning outcomes are clearly stated at the beginning of each week's content. Objectives are stated in a clear and understandable manner for both faculty and entry level nursing students.

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2.4 The relationship between learning objectives or competencies and learning activities is clearly stated.

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2.4 The relationship between learning objectives or competencies and learning activities is clearly stated.

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NUR221
Not Met
Evidence: Course assignments have objectives stated but they are not directly linked to weekly or course SLOs.
Recommendation: Add references in assignments to the specific learning outcomes they are tied to.

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- The syllabus has the honor code policy included
- The student resource link has access to the student handbook and policies.
- We could add a link to the Syllabus about more specific policies like grading and attendance.

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The student Resource Guide has has links to APA formatting help, library services, and technology requirement

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2.5 The learning objectives or competencies are suited to the level of the course.

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2.5 The learning objectives or competencies are suited to the level of the course.

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NUR221
Met
Evidence: The SLOs are realistic given the capacities of the typical entry level nursing student. Lower level verbs from Bloom's taxonomy are used. Outcomes
describe what the student can do or how they will be able to apply what they have learned at a level appropriate to the expectations of the course.

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The course uses textbooks, websites, videos and handouts throughout the course. Ex: Society of Vascular Ultrasound handouts are given to students explain how to perform the exam they are learning about for that week.

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The student resource guide has links to navigate Google apps, library resources, Brightspace tutorials, and other technology support resources.

Recommendation: in the syllabus under "Instructional Methods" we should add a note to the students to go to the Student Resource Guide link to help guide them to all of these helpful resources.

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"Co-requisite" section present in syllabus

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Each instructor has a bio, pictures, contact information

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We could add a discussion board for students to introduce themselves and talk about any background they have in helath care.