As part of the process for permanently approving hybrid and online courses at Western, departments must consider how course modality addresses topics of access, equity, and inclusion. In the context of this discussion, approval of a particular modality should be grounded in the effectiveness of the course design in facilitating student learning.
In order to guide the discussion around the approval of online courses, it is recommended that faculty and departments review the following points:
Course Proposal:
Online course is proposed for review and approval by the academic department, college, and ACC.
WesternOnline Instructional Design team available for support for syllabus and accounting of course hours development requirements.
- Faculty creates a course modality statement that aligns with Western’s strategic goals and college/department program goals and outcomes.
Examples and Additional Resources
Example:
COURSE will be offered both face-to-face and online. The course learning objectives for both modalities (face-to-face and online) are the same. In both cases, students will be expected to complete approximately 30 hours of work total for each credit across their enrollment in the course. For online courses, a combination of synchronous and asynchronous activities, including lectures and discussions, will take the place of face-to-face interactions. A complete accounting is attached in Curriculog for review.
The online modality of this course allows place-based students away from Bellingham, including at Western’s Locations, to engage and participate. This directly speaks to Western’s goal of advancing inclusive excellence, specifically by expanding access to Western’s programs to place-based and non-traditional students.
Process:
Per the Catalog, Western requires approximately 30 hours of student work for each credit earned. Additionally, faculty must demonstrate regular and substantive interaction (RSI) in online courses (per DOE and NWCCU). In online courses, this can be completed through a combination of asynchronous and synchronous activities and content, including readings, assignments, discussions, live class sessions, content videos, etc. WesternOnline offers support to faculty to work through this accounting to ensure that courses meet departmental, college, and university expectations.
See our Example Course Hour Accounting Template.
Additional Resources:
- Department conducts an analysis of how the modality of a specific course relates to other courses in the major or program.
Summary and Additional Resources
Summary:
Each department should review the learning outcomes of the proposed course to ensure that they will be met through an online modality. Continued analysis should be conducted to ensure that students meet specified learning outcomes.
Additional Resources:
- Faculty and department outline the specific needs of the intended audience that may be served or impacted by the modality decision.
Summary
Summary:
How does the development of a specific course impact specific student populations:
- Bellingham-based students: Does this add a new section? Have students reported an interest in enrolling in an online section of this course?
- Location-based students: Does offering an online version of a course or program add additional opportunities for place-based students? Are there any place-based programs that may benefit from this course being offered?
- Faculty and department review if the course will be taught as a state-supported or self-sustaining offering and when it will be offered (AY, Summer, etc.).
Summary and Additional Resources
Summary:
Departments should consider how the online course fits within their schedule of offerings, both through state-supported and self-sustaining funding sources.
Additional Resources:
- Faculty and department consider curricular review requirements for modality and address considerations before submitting for review and approval by department, college, and ACC. For example, a GUR course is also reviewed by CUE.
Summary and Additional Resources
Summary:
Departments and colleges should identify requirements for curricular review, as it pertains to specific departmental or college requirements, or additional review through curricular bodies, such as CUE or the Graduate Council).
Additional Resources:
Course Development:
The online course is developed in accordance with department, college, and university guidelines. Continued professional development and instructional design support is available through WesternOnline and the Teaching and Learning Cooperative for all online offerings (both state supported and self-sustaining).
- Faculty considers how instructional elements (objectives, learning activities, interactions, instructional materials, technologies, and assessments) and modality (online-synchronous, online-asynchronous, hybrid, etc.) will work in concert to ensure that students achieve the desired learning outcomes and that the course meets departmental expectations.
- Faculty works with WesternOnline Instructional Design team to review the course via the Online Instructional Design Review process (WesternOnline Course Design Review).
- For course development stipends – Course development stipend process begins after the course is approved by ACC. Upon completion, the course is presented to the department chair with the Online Instructional Design Review report for final departmental review.
Course Scheduling:
Online courses are scheduled following departmental and college procedures. Ongoing student outreach and instructional design support is provided by WesternOnline.
- The Department and Dean’s Office consider faculty work-load and compensation issues considering college and departmental procedures for course scheduling and in regard to the UFWW-Collective Bargaining Agreement (sections 16.10 and 22.16.4).
