Course of Record (COR) Standards

There should be a representative on the design team from each major site, as selected by the Dean and Instructional Technologist (IT).
Emphasis is placed on representatives involving and collaborating with other instructors of the course at their home campus. The Deans and Chairs are responsible for actively fostering ongoing collaboration and creating opportunities for all fulltime faculty to be included in the process.
The development process has clearly defined participant roles. Faculty members are content experts; ITs are the course designers.
Courses of record are mandated for all adjuncts and encouraged for full-time faculty. The collaborative process is intended to strengthen the likelihood that the course will be universally adopted.
CORs are developed for online delivery, thus the pedagogy is based on use in the online modality. Portions may be used in face-to-face and blended classes, but the design of these courses will focus on full online delivery.
COR maintenance is a significant concern. Ideally, the team members (and their colleagues on the sites) will meet annually to review and update the COR. The Deans and Chairs will be responsible for insuring that a system is in place for ongoing maintenance and upkeep of CORs – work to be accomplished without additional compensation.

Course tabs are consistent with college standards
Welcome message on Notices tab
Syllabus provided in web-friendly format
Syllabus includes all college addendums
Due dates for course work are clearly posted on the calendar
"Start Here" module added
Practice activities included
- "Start Here" quiz
- Discussions, e.g., Introduce Yourself
- Dropboxes
- Email instructor
- Other
Link to Instructor Page (content for which is updated each session)
Student Survey of Instruction added and linked to content
Organization of course content is consistent and logical
Links are accurate and up-to-date
Language is succinct, accurate, consistent and grammatically correct
Attention is paid to effective aesthetics principles (easy-to-read typeface, contrast between text and background, relevant images support content)
Universal accessibility concerns are addressed throughout the course and follow the approved COR accessibility requirements
A variety of appropriate technologies are used throughout the course, e.g., video, audio, Flash simulations, etc.
Critical Thinking activities included
Teaching Guide page(s) included

Opener (activity or module primer to introduce module topics and objectives)
- Video or audio segments (SPOC, podcast, Youtube, etc.)
- Focusing image
- Survey or poll
- Topic introductory discussion
- Exploration exercise (website, tutorial, learning object, etc.)
Activities (Content linked to identifiable and specific lesson objectives)
- Textbook readings
- Lecture notes
- Presentations created by the instructor or a third party
- Online lessons such as Webquests, scavenger hunts, and tutorials
Interactivity
- Discussion board postings
- Chat session
- Web 2.0 collaborative tools (blog, wiki, Google tools, Voicethread, etc.)
- Team projects
Practice
- Online practice quizzes and tests
- Dropbox assignments
- Interactive learning objects (flashcards, drag and drop, crossword puzzle, matching, etc.)
- Online tutorials
Assessment
- Online quizzes and exams
- Open book/note exams requiring critical thinking
- Essays and papers
- Class participation and group work
- Essays and short answer exams
- Projects and presentations (PowerPoint, videos, webpages, etc.)

Adapted from the Online Course Development Checklist created by Palomar College (http://daphne.palomar.edu/BlackboardTraining/Documents/OnlineCourseDevelChecklist.PDF) and 100 Quality Classroom Teaching and Learning Attributes from the Office of Faculty Enhancement at the University of North Florida (http://www.jhargis.com/checklist.htm).