The course design includes a complete syllabus, an opportunity for students to meet others in the course early on, and a welcome module containing materials needed for online student success.

REQUIRED

1. Does the course utilize the University-approved Learning Management System, Canvas? May be used as a portal to other resources for students, such as class websites or publisher-provided content.
2. Are there accurate links or clear descriptions of student support services (like Student Resources, Technology Support, and Academic Support services, University Disability Services, and academic policies) provided by the university? For course share courses, are student support services identified for all campuses?
3. Is the course syllabus available as a printable/downloadable file on the Syllabus page or in a Canvas course module?
4. Does the syllabus/course include an institution catalog or bulletin course description with necessary prerequisites/co-requisites and number of credit hours? (This is a requirement of the Higher Learning Commission.)
5. Are grading criteria (example: grading scale, grading/weight table, etc.) clearly outlined in the syllabus?
6. Are the points/percentages listed consistently throughout the course site? (Check Syllabus, Modules, Assignments, Quizzes, etc., to ensure points/percentages are presented consistently.)
7. Does the syllabus/course include participation policies and expectations? Participation policies should reflect the modality of the course (face-to-face, online, hybrid).
8. Are professional/communication expectations in discussions, email, and other course interactions with the instructor and classmates clearly stated?
9. Is there a clearly communicated plan for providing feedback on assignments? Should include timeline/method.
10. Is there evidence that the instructor welcomes students to the course? May occur through an announcement, video, module, discussion, video conference, etc.
11. Does the course provide instructions on how to get started and navigate the Canvas course?
12. Are students directed to Canvas Help resources in the syllabus or an introductory module?
13. Does the course provide information about the number of hours per week required for students to meet course expectations for each module/unit?

The course design includes frequent, meaningful, and relevant opportunities for students to interact with the instructor, the content, and one another. The syllabus specifies a timeline for instructor response to messages and feedback on assignments.

REQUIRED

14. Does the instructor provide adequate contact information, along with a faculty photo and faculty background information? May include virtual office hours or other suitable communication media. (e.g., a link to the official faculty webpage).
15. Are students provided an opportunity to introduce themselves to each other? (Student participation is not mandatory.)
16. Does the instructor have opportunities for interaction and engagement with the students in the course on at least a weekly basis? (This is a requirement of the Higher Learning Commission.)
17. Are there opportunities for fostering student-to-student interaction through building a learning community in this course? Examples may include (but are not limited to): replying to peers in discussion; group workspace identified and explained; clear directions about project phases; structure to support group communication; group member roles defined; peer evaluation; evaluation criteria defined, etc.
18. Does the course include video lectures or module introduction recordings?

The syllabus includes the course goal(s), and specific, measurable learning objectives are included in each module. The course design includes varied, systematic, and regular assessments that align to those objectives and are appropriate for the level of the course.

REQUIRED

19. Are all course objectives written in measurable terms, using active verbs corresponding to Bloom’s Taxonomy, and are the objectives listed in the syllabus?
20. Are module-level learning objectives written in measurable terms that address achievable and specific student outcomes?
21. Do all module-level learning objectives align with the course-level learning objectives? (Use the SLO Alignment Workbook for assistance.)
22. Do all the assessments (graded learning activities and assignments) measure student performance of the stated learning objectives for that learning module/unit? (NOTE: For assessments that may not be accessible to a reviewer because they are contained in a third-party platform like Pearson Mastery or Cengage, please provide evidence that assessments are aligned.)
23. Do learning activities and assignments have clear instructions for completion? (NOTE: For assessments that may not be accessible to a reviewer because they are contained in a third-party platform like Pearson Mastery or Cengage, please provide evidence that assessments have clear instructions.)
24. Does the course contain formative assessments (learning activities and assignments) that are sequenced and paced to allow students to assess their progress, and for instructors to monitor student learning throughout the term? (NOTE: For assessments that may not be accessible to a reviewer because they are contained in a third-party platform like Pearson Mastery or Cengage, please provide evidence that assessments are sequenced and paced to assess their progress.)
25. Are formative assessments (learning activities and assignments) scaffolded to prepare students for successful completion of summative assessments? (NOTE: For assessments that may not be accessible to a reviewer because they are contained in a third-party platform like Pearson Mastery or Cengage, please provide evidence that assessments are scaffolded between formative and summative assessments.)
26. Do assessments (learning activities and assignments) have clearly articulated start dates and deadlines for completion (using the Canvas due date feature) or interim/staggered deadlines for more involved projects (as applicable)?
27. Are expectations for assessments (learning activities and assignments) clearly communicated via a rubric or suitable alternative?
28. Do discussion assignments include a rationale and incentive for re-visiting after the first contribution?

The course materials, activities, and assessments are varied and relevant to the course, clearly explained, and accessible to all students. The course includes current links to necessary student support and policies.

REQUIRED

29. Do all audio recordings and videos have transcripts and captions provided? (Caption/transcripts should be reviewed and edited for accuracy.)
30. Do all images that serve a distinct instructional purpose and are embedded in course pages contain alternate text? (EXAMPLE: A graph of an equation would need descriptive alternate text. A graphic of an icon to add color to a Pae may not, though it might be helpful to have alternate text anyway.)
31. Do all documents in the course (Word, PowerPoint, PDF, etc.) pass the accessibility checker built into each product? (More information on this topic can be found on the Digital Accessibility at Missouri S&T website.)
32. Does the course and all components therein meet the guidelines for using color for accessible web content? For example, is there a high contrast in color combinations? Does color use an additional marker to convey information (e.g., patterns or textures)?
33. Are hyperlinks meaningful and descriptive? For example: “Digital Accessibility is a Requirement” instead of https://sites.mst.edu/digitalaccess. Avoid the use of “Click here for more information.” Instead use language such as, “Visit the Digital Accessibility at Missouri S&T website for more information.”
34. If students are asked to create separate accounts to use a third-party tool, are they provided the following: instructional purpose for the tool; privacy policy from the vendor; support documentation (usually provided by the vendor); and accessibility documentation? (Tools in which students create their own accounts should go through an S&T security audit before using.)
35. Does the instructor provide student-facing instructions for using all required tools not supported by the University?
36. Does the use of technology support learning goals, unit objectives, and competencies?
37. If applicable, are library resources (PDFs, articles, eBooks, etc.) provided using a method that is sustainable (e.g., permalink, e-reserves, etc.) and accessible (e.g., screen-reader friendly, downloadable, etc.)?
38. If the course uses Affordable/Open Educational Resources or AutoAccess resources, are students provided with access and/or opt-out information and are the resources accessible?

The course design is organized in time-based or thematic modules, and clear instructions about how to navigate the course are present. Each module includes a timespan for completion and a checklist of deadlines and point values. The Grade Book is organized and reflects the grading criteria and structure specified in the syllabus.

REQUIRED

39. Is the course organized in a logical and consistent manner that makes navigation easy for students and provides students with a repeating pattern or rhythm to the course activity deadlines? (Examples: Having weekly quizzes, bi-weekly exams, project milestones, etc.)
40. Does each content area/learning module have a relevant title? The title should generally reflect the topic covered in the module or the chronological order of the course. (Example: Module 1 – The Writing Process & Rhetorical Situation)
41. Do the modules or units have start and end dates?
42. Do all items visible to students in the course navigation menu serve a necessary purpose? (NOTE: Use the Student View of Canvas to check which items are visible to students.)
43. Does the course provide an overview (e.g., a list, table, schedule, syllabus) of all course activities and corresponding deadlines?