CTC/DEET Course Checklist
Course Structure and Design
1.1	       Course is based on current departmental syllabus.
1.1.1	Course Description is taken directly from Section I, Introduction, of the approved departmental syllabus that is posted at https://www.ctcd.edu/syllabus/syllabus.asp.  This description must comply with the Lower Division Academic Course Guide Manual (for academic courses) or the Workforce Education Course Manual (for vocational/technical courses).
1.1.2	Learning Outcomes are taken directly from Section II, Learning Outcomes, of the approved departmental syllabus.  These outcomes must comply with the Lower Division Academic Course Guide Manual (for academic courses) or the Workforce Education Course Manual (for vocational/technical courses).
1.1.3	Course Materials and Content directly correspond to Section III, Instructional Materials, and Section IV, Course Requirements, from the approved departmental syllabus and the information at the Instructional Materials website at https://www.ctcd.edu/books.
1.1.4	Tests and testing requirements comply with Section V, Examinations, of the departmental syllabus.
1.1.5	Course Grade is based on Section VI, Semester Grade Computations, of the departmental syllabus. 
1.2	       Course navigation is set up using the Blackboard template navigation tree. 
1.2.1	Course opens at Announcements.
1.2.2	Link to Start Here! Information is provided.
1.2.3	Links go directly to Page 1 and Page 2 of the course syllabus.
1.2.4	Links go to lesson list.
1.2.5	Links are available to CTC scholastic dishonesty statement and course evaluation.
1.3	       Course syllabus is set up using the Blackboard template two-page syllabus.
1.3.1	Course lessons are set up using the Blackboard template, presenting logical chunking of the course     content.

Course Overview and Introduction 
2.1 	Course provides Start Here! Instructions that include how to verify email address, preferred methods of communication, and tasks to be completed prior to starting lessons.
2.2	Page one of the Blackboard course syllabus contains the standard course description and learning outcomes (Sections I and II, respectively, from the departmental syllabus), minimum student preparation, minimum technical skills expected and related hardware/software requirements, and any prerequisite knowledge or courses.
2.3	The course learning objectives describe outcomes that are measurable and are derived from Section II, Learning Outcomes, of the departmental syllabus.   Refer to Attachment 1 of the CTC Course Syllabus Template for appropriate action words.
2.4	A statement introduces the student to the purpose of the course and to its components.  For blended courses, the statement clarifies the relationship between the face-to-face and online components. 
2.5 	The course grading policy is stated clearly and corresponds with the grade book. 
2.6 	Etiquette expectations for discussions, email, and other forms of communication are stated clearly. 
2.7 	Section for instructor contact information is provided. 
2.8 	Students are asked to introduce themselves to the class to promote interaction and collaboration. 

Lessons
3.1	Course lessons contain, as a minimum, lesson objectives, learning activities, and assignments.
3.2 	Course lessons include a brief introduction describing the focus of the lesson and/or lecture notes highlighting the important parts of the lesson.
3.3	The lesson learning objectives are derived from the Lesson/Module/Unit Learning Outcomes in the departmental syllabus.
3.3.1	The lesson learning objectives describe outcomes that are measurable and consistent with the course-level objectives.  
3.3.2 	All learning objectives are stated clearly and written from the second person perspective; i.e., you will. 
3.3.3	Instructions to students on how to meet the learning objectives are adequate and stated clearly. 
3.3.4 	The learning objectives are appropriately designed for the level of the course. 
3.4 	The learning activities promote the achievement of the stated learning objectives. 
3.4.1	The learning activities emulate the Learning Activities described in the departmental syllabus.
3.4.2	The learning activities engage the learner.
3.4.3 	The learning activities provide opportunities for remediation and enrichment.
3.4.4	The learning activities address different learning styles.
3.5 	Assignments are submitted for a grade with the purpose of measuring mastery of lesson objectives.
3.5.1 	Assignments directly relate to the learning objectives.
3.5.2 	Assignments are included that address most, if not all, levels of Bloom’s Taxonomy. 

Assessment and Measurement 
4.1	The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources. 
4.2 	The course grading policy is stated clearly.
4.3	Assessments include higher level critical thinking activities.
4.4 	Assessments incorporate “real-world” situations, as appropriate.
4.5	Specific and descriptive criteria are provided for the evaluation of students’ work and participation. 
4.6 	The assessment instruments selected are sequenced, varied, and appropriate to the content being assessed. 
4.7	“Self-check” or practice assignments with feedback are available. 

Resources and Materials 
5.1 	The instructional materials contribute to the achievement of the stated course and lesson learning objectives. 
5.2	The relationship between the instructional materials and the learning activities is clearly explained to the student. 
5.3 	The instructional materials have sufficient breadth, depth, and currency for the student to learn the subject. 
5.4.	All resources and materials used in the course are appropriately cited. 

Learner Engagement 
6.1 	The learning activities promote the achievement of the stated learning objectives.
6.2 	Learning activities advance application of knowledge and skills through practice and problem solving.
6.3 	Learning activities foster instructor-student, content-student, and if appropriate to the course, student-student interaction. 
6.4 	Learning activities promote exploration related to student interests and goals.
6.5 	Clear standards are set for instructor responsiveness and availability (turn-around time for email, grade posting, etc.) 
6.6 	The requirements for student interaction are clearly articulated. 

Course Technology 
7.1 	The tools and media support the learning objectives and are appropriately chosen to deliver the content of the course. 
7.2 	The tools and media support student engagement and guide the student to become an active learner. 
7.3 	Navigation throughout the online components of the course is logical, consistent, and efficient. 
7.4	 Required technologies are standard and easily available. 
7.5 	Special course requirements (hardware/software) are available to students prior to registering for course.
7.6 	The course components are compatible with current standards for delivery modes. 
7.7 	Instructions on how to access resources at a distance are sufficient and easy to understand. 
7.8 	The course design takes full advantage of available tools and media. 

Learner Support 
8.1	The course instructions articulate or link to clear description of the technical support offered. 
8.2	Course instructions articulate or link to an explanation of how the institution’s academic support system can assist the student in effectively using the resources provided. 
8.3	Course instructions articulate or link to an explanation of how the institution’s student support services can help students reach their educational goals. 
8.4 	Course instructions answer basic questions related to research, writing, technology, etc., or link to tutorials or other resources that provide the information. 

Accessibility and Usability
9.1 	The course incorporates ADA standards and reflect conformance with institutional policy regarding accessibility in online and blended courses. 
9.2 	Course pages and course materials provide equivalent alternatives to auditory and visual content. 
9.3	Course pages have links that are self-describing and meaningful. 
9.4 	The course ensures screen readability with properly designed tables and alt tags for images.
9.5 	The course complies with recommended usability standards, to include minimal font types, sizes, and colors and no more than three “clicks” to access any component.