Course Quality Standards

Category 1: Course Organization and Syllabus
1.1 Courses are developed based on a weekly or modularized schedule.
1.2 Specific outcomes are addressed within each week or module.
1.3 The course content is presented in a logical progression.
1.4 All course content, activities, interaction, and assessment relate to specific learning outcomes.
1.5 Each course contains a detailed course syllabus which communicates expectations of learners including: learning outcomes, assignments and activities, rubrics, grading scales, online course policies, and Norfolk State University policies.
1.6 Online courses use a consistent format and orientation that is easy to understand and navigate.

Category 2: Instructional Design
Instructional design is the systematic approach to the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) of learning materials and activities. It promotes opportunities to engage in higher order learning and critical thinking practices.

2.1 Each weekly part underlines key topics, terms, and information
2.2 Each weekly part has definable and measurable learning objectives
2.3 Presentation of content integrates a variety of instructional strategies
2.4 Presentation of content targets diverse learning styles
2.5 Appropriate instructional media is used based upon the course goals/objectives
2.6 Online technologies are selected based on an innovative and meaningful approach to online learning, appropriate for each learning activity and intended outcome
2.7 Course design facilitates active and self-based learning
2.8 The course design incorporates and makes effective use of external resources

Category 3: Interaction
 3.1 Interaction and discussion of course concepts and content should occur between the instructor and students in a frequent and meaningful manner
3.2 Expectations regarding the amount and level of participation are clearly stated
3.3 Instructors strive to create an open and inviting atmosphere for communication, and opportunities for online community building
3.4 Opportunities for student to student communications (group work, collaboration) are provided
3.5 Students should be encouraged to provide feedback and raise questions and concerns
3.6 Instructors need an understanding of how and when to use various communication tools to accomplish their goals 

Category 4: Assessment
4.1 Instructors use different types and levels of assessment to measure learning outcomes
4.2 An appropriate mixture of formative and summative assessments is employed with feedback provided to students in a timely manner (Formative assessment provides opportunities for students to test their knowledge and practice their skills. Summative assessments facilitate learner demonstrations of cumulative and integrated knowledge)
4.3 Assessments measure various cognitive levels
4.4 Instructors provide expectations and grading criteria for all assessments to students prior to the assessment

Category 5: Learner Support and Resources
5.1 Students are informed of all university resources available to them
5.2 Instructors provide clear directions, instructions, and helpful information to guide the learners through use of the online classroom as well as the course content and activities
5.3 Instructors assist students with all questions in a timely manner and/or refer them to the appropriate technical support or university administrator
5.4 Students can access all pages within a reasonable download time, and any free additional software or materials should be listed specifically in the course with specific instructions for downloading. Any additional software or materials for purchase should be available prior to the start of the course via the online bookstore