Insert School name here

Insert course number & title here

Insert credit hours here

Course Instructor/s (QM 1.3, 1.8):

Provide instructor name, contact information (e.g.— email, office phone, fax, mobile optional),
and general policy for contacting instructor (i.e. – phone, email) and scheduling appointments
(i.e.— office hours).

Add a short bio or insert hyperlink to instructor bio here. Use the hyperlink method for longer
bios.

Course Description (QM 1.2):

Insert the course description here.

Major Course Activities

List the major course deliverables.
Example: By the end of the semester, students enrolled in the course will have completed: 1) the
design and development of a fully-functional website in conjunction with an area nonprofit, (2)
the design and development of a comprehensive e-portfolio, and (3) written a research paper
on a media topic of their choice.

Course Delivery Description (QM 1.2):

Provide a detailed explanation of the course delivery methodology.

Example: This course is a web-based course delivered online (asynchronous) via Moodle. There
will be five virtual class meetings (synchronous) via Blackboard Collaborate. These meetings will
be from 6:00-8:00 PM. Please reference the class schedule for meeting dates. All WebEx class
meetings will be recorded, and links to recordings will be provided if you are unable to attend.
Attendance is required and highly recommended. Please inform the instructor if you are unable
to attend.

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Course Prerequisites (QM 1.6):

List course prerequisites here. If there are no prerequisites, please indicate. Do not leave this
section blank.

Required Course Materials (QM 4.3, 4.6):

Insert a detailed list of all required and optional materials needed for the course (i.e.—
textbook, Workbooks, Computer Software, online resources, journal articles, reading, etc.), and
how to obtain the resources. Include a full description of each required resource listed (i.e.—
title, author, edition/version, ISBN, location materials are available for purchase). Clearly state
when the materials will be required for use.

Note: List textbooks using a full bibliographic entry in the format you will require students to
use in the course (i.e.— MLA, Turabian, or APA format). If you are using online resources
(webpages, journal articles, or applications), provide a hyperlink to the resource, and ensure
the hyperlink is up-to-date and operational.

Technology Requirements (QM 1.2, 1.5, 1.7, 6.3, 6.4, 6.5, 7.1):

Include a clear description of the technology requirements and minimum technical skills
required for your course. Will students need to record video or download a tool? Birmingham-
Southern utilizes the Moodle Learning Management System (LMS). Moodle is best accessed
using the most recent versions of Chrome or Firefox web browsers.

Examples of information to include in this section:

 Student Outlook Email and Moodle accounts (required)

 Access to a computer and stable internet connection
 High-speed internet connection (DSL or cable modem, preferred)
 Headset with microphone or computer with built-in speakers and microphone
 Microsoft Office products (e.g. – MS Word, PowerPoint, Excel, etc.)
 Chrome or Firefox Web Browsers

Microsoft Office 365 is available for free download to all current faculty, staff, and students.
This can be easily downloaded from the IT Helpdesk Webpage. You will need to sign in with
your Birmingham-Southern User Name and Password to download and use this software.

It is expected all written assignments be completed with Microsoft Word since Microsoft Office
365 has been provided to all members of the Birmingham-Southern community. If the student
uses another word processing application, require them to convert their document into a PDF
or Word document prior to it being uploaded to Moodle.

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IT Helpdesk offers telephone, email, and in-person support to all Birmingham-Southern
students and employees. Please view the Student Quick Guide for information on how to access
BSC technology tools. Hours of operation are listed below.

Hours of Operation
Email: helpdesk@bsc.edu, Monday-Friday, 7:30 a.m.- 4 p.m.
Phone: 205-226-3033
24/7 Hotline via Apogee: 1-877-478-8861
Web address: www.bsc.edu/campus/it/helpdesk.html

Technology can be problematic: Internet connections can be slow or down; computers may
malfunction; power outages can cause delays or the inability to connect. Technological issues
are not acceptable excuses for late assignments. Be prepared and have a backup plan.

Student Learning Outcomes (SLOs) (QM 2.1, 2.2, 2.3, 2.5):

Provide outcomes as established by your school or academic department. Outcomes should be
clearly stated, observable, measurable, appropriately suited to the level of the course, and
written from the student’s perspective. Student Learning Outcomes are what the student will
be able to do or know at the completion of the course. The best practice for writing student
learning outcomes requires four elements: audience, behavior, conditions, and degree. (For
assistance in writing SLOs, please consult an Instructional Designer on campus).

Student Learning Outcomes (SLO) examples (various disciplines)

At the completion of this course, the student will be able to:

SLO 1 — Launch an independent pharmacological research agenda in their respective

area of emphasis under the guidance of their faculty advisor.

SLO 2 — Collect and analyze information that aligns to a firm´s operational strategy,
objectives, and daily activities by outlining the management accountant’s role.

SLO 3 — Perform a learner and needs analysis upon a target population that
incorporates a full description of the target audience (age, gender, education,
technical skills, training preference, attitude toward training), and a description
of the recommended training.

SLO 4 — Apply the nursing process at a beginning level of skill to interpret and manage
human responses of clients to their actual or potential health problems.

Note: If student learning outcomes are aligned to national standards (i.e. – medical,
pharmaceutical, educational, etc.), reference the standard along with the learning outcome,
and provide a link to the referenced organization and their standards. Align student learning
outcomes (SLO) to module/unit objectives showing a clear link between activities, assessments,

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and outcomes.

Instructional Method and Learning Strategies (QM 1.2, 2.1):

Describe how the course will be organized (i.e. — project based, lectures, group work, quizzes,
exams, etc.) and delivered (online, blended, face-to-face, synchronous, asynchronous). Discuss
the various learning strategies which will be employed during the course (i.e. — active learning,
written reflections, focused discussion, independent research, problem-solving activities,
analytical writings, etc.).

Course Outline/Schedule (QM 1.2, 2.2):

Insert, hyperlink, or indicate the location of the course outline/schedule here. This section can
be designated as “course outline” or “schedule.” If you have already built your entire course in
Moodle and it is completely open, you can instruct your students to “See Moodle for course
outline/schedule.” Below is a template you can use to build your course outline/schedule.

Date/Week Topics & Readings Learning Activities

January 23 - rd
Reading: Preface 1. Log on to Moodle and review syllabus (1 hr)
January 29 th
2. Set up a blog and post link to the discussion
Topic: Introductions, Review Syllabus, Discuss
board (30 mins)
Week 1 Weekly Reflection Journals/Blogs, Modules 1,
Project Proposals

January 30 – th
The Essentials - Module 2, 4 1. Submit Project Proposal to the Discussion
February 5 th
Board (1 hr)
& 5 (New Projects, Captions, Styles, and Timing)
2. Article Critique
Week 2

February 6 – 12
th th
The Essentials – Module 6& 7 1. Discussion Board –Review one of two
eLearning courses and evaluate the
Week 3
effectiveness of the style of learning. (1 hr)
2. Blog Entry

Note: Remember to align student learning outcomes (SLO) with module/unit objectives. Show
a clear connection between outcomes, activities, and assessments as you build your course
both in your syllabus and in Moodle.

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Course Activities, Assessments, & Interactions (QM 1.2, 2.1, 2.3, 2.4, 3.1,
3.3):
Provide a preliminary statement describing the activities, assessments, and interactions the
student will engage in to achieve the Student Learning Outcomes (SLO).

Example statement

This course consists of a sequence of activities, assessments, and interactions to support you in
achieving the Student Learning Outcomes (SLO) for this course. You will engage in weekly
activities, discussions, research, readings, quizzes, and exams. The primary course artifacts
required to achieve the Student Learning Outcomes (SLO) are described below:

1. Weekly Discussions
2. Assigned Readings
3. Research Paper
4. Weekly Quizzes

Following the introductory statement regarding course activities, list and describe each of the
primary assignments, activities, and interactions, and how they will be assessed.

Discussion Questions

Active participation is required for this course. There will be weekly forum discussion questions.
You are required to respond to the main discussion (at least 3 paragraphs) and also comment on
the responses of others in the course (respond to a minimum of 1 other student). Quality of
your response is more important than quantity. This assignment will be assessed using a
Discussion Forum Rubric.

Note: Provide a link to the rubric or insert the rubric into your syllabus to allow the student to
know what is expected of them.

Assigned Reading

You will have readings from the assigned textbook each week. You will take a multiple choice
mini-quiz in Moodle to demonstrate your mastery of the readings. The readings and the quiz
are due by the date posted for the assignment.

Research Paper

Using discussions and readings, you will write a 5-7-page paper that describes and integrates
three key learning theories (Behaviorism, Constructivism, Connectivism) and the ADDIE
instructional design model and construct your own model which reflects teaching and learning
with technology. Use APA style and citation guidelines. This assignment will be assessed using

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a Short Paper Rubric.

Note: Provide a link to the rubric or insert the rubric into your syllabus to allow the student to
know what is expected of them.

Weekly Quizzes

Each week there will be a quiz based on the assigned readings and lecture content. If you miss
class, it is important that you request a copy of the notes from a classmate so that you do not
fall behind.

Exams

Your mid-term and final exam are worth 10% of your final grade. The in-class exam will be a
combination of multiple-choice, short answer, and essay questions. The in-class exam will be a
combination of multiple-choice, short answer, and essay questions.

Grading (QM 1.2, 3.2, 3.3):

Clearly state your method of grading. Will you grade using weighted categories or points for
each activity? List the grading scale for A’s, B’s, C’s etc. Are assignments Pass/Fail? Be specific
so there is no confusion for your students. Provide a visual aid to help your students
conceptualize how they will be graded. Below is an example of a grading template you can
use along with Samford’s grading scale at the bottom.

ACTIVITY POINTS Weight

Attendance 10 10%
Reflection Blogs (1 point each times 10) 10 10%
Discussion Forum (3 points each times 5) 15 10%

Exams 50 10%

Assigned Reading & Reading Checks (10 points 20%

50
each times 5)
Project Proposal 20
Learning Theories Paper 15
40%
Bloom’s Taxonomy Project 10

Final Project 25

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Final Project Report 20

TOTAL 225

Grading Scale

Add grading scale for course. See example scale below.

A 93-100% B- 80-82% D+ 68-69%

A- 90-92% C+ 78-79% D 63-67%
B+ 88-89% C 73-77% D- 60-62%
B 83-87% C- 70-72% F 0-59%

Getting Started with this Course (QM 1.1, 1.2):

Moodle Learning Management System

Will you be using Moodle in your course? If so, add a statement describing how you intend to
use Moodle. Will it only be used to post grades or will students submit assignments on the
platform as well?

Example statement: Students are responsible for checking Moodle for course readings,
assignments, and announcements. Work that is passed in late because of not checking Moodle
is the responsibility of the student. You are also required to check your grades on Moodle to
verify that the correct grades are recorded for your completed work.

Logging into Moodle

Birmingham-Southern College uses the Moodle Learning Management System (LMS). To get
started with the course, do the following:

1. Log onto the BSC access point by going to: moodle.bsc.edu.

2. Enter your BSC username and password.
3. The Moodle dashboard will open, and your courses will be displayed in the middle of the
screen.
4. Select your course to begin.
5. The course welcome page will open. Read the welcome section and follow the
instructions for getting started.

You will need your BSC User Name and Password to log in to the course. If you do not have or

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don’t know your User Name, contact the IT Help Desk at 205-226-3039 or helpdesk@bsc.edu.

Additional Course Information

Add additional course information that didn’t fit in any of the previous sections here.

Course & College Policies (QM 1.2, 1.3, 1.4, 5.3, 5.4, 7.2, 8.2):
Use this section to instruct students on course and College policies. Feel free to use the
provided text for inserts required by the Office of the Provost.

Attendance

Post your attendance policy here.

Assignments

Insert your assignment policy including: when assignments are due, how to make-up missed or
late assignments, how they are to be turned in, when the student can expect feedback and a
grade, and how grades will be posted.

Academic Integrity

Adhere to the honor code at all times: As a member of the student body of Birmingham-
Southern College, I recognize my responsibility to the traditions of the institution, to my fellow
students and to myself. I recognize the significance of the honor system. I pledge that I have
read and understand the Constitution of the Honor Council, including the Honor Code, and
agree to be bound by its provisions.

Additional information on the honor code and violations can be found in the Birmingham-
Southern Student Handbook and at https://www.bsc.edu/campus/studev/honor-
council/index.html.

Netiquette

1. Check your email often--this is the method the instructor will use most often to
communicate with you.
2. Adhere to the same standards in your digital communications as you would for
traditional written language.
3. Use clear and concise language.
4. Remember that all college level communication should have correct spelling and
grammar.
5. Be cautious when using humor or sarcasm as tone can be lost in an email or discussion
post.
6. Using all capitals is the equivalent of SHOUTING and considered RUDE.

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Student Grievance Policy

Students should follow the complaint process as outlined in the current Birmingham-Southern
College Student Handbook.

Accessibility/ Americans with Disabilities Act

Birmingham-Southern College complies with Section 504 of the Rehabilitation Act and the
Americans with Disabilities Act. Students with disabilities who seek accommodations must
make their request by contacting the Office of Accessibility in-person, via email
(accessibility@bsc.edu), or by calling 205-226-7909. The Office of Accessibility is located in the
Counseling and Health Services Suite of Norton Center Room 241. Students who are registered
with the Office of Accessibility are responsible for providing faculty with a copy of their
accommodation letter and scheduling a meeting to discuss how their approved
accommodations will apply to this course. Visit the Office of Accessibility website for
additional information or contact Angela Smith at awsmith@bsc.edu.

Title IX

Birmingham-Southern College is committed to the creation and maintenance of a safe learning

environment for students and the campus community. The College forbids any type of sexual or
gender-based misconduct among its students, faculty, and staff. The College encourages all
members of the academic community to report suspected sexual and gender-based misconduct
to the appropriate authorities so that it can be investigated, remedied, and eliminated. Such
misconduct is prohibited whether the actor is a student, faculty member, staff member,
contractor, visitor, or other member of the College community. BSC forbids retaliation against
any person who has opposed, reported, or participated in an investigation concerning
sexual or gender-based misconduct. In accordance with federal policy all College employees are
required to report information related to discrimination and harassment which includes, but is
not limited to, sexual assault, relationship violence, stalking, and sexual harassment. For this
reason, if you tell a faculty member about a situation of sexual harassment or sexual violence or
other related misconduct, the faculty member must share that information with the Dean of
Students or Campus Police.

As a student you can report allegations of sexual misconduct to Campus Police or the Dean of
Students. You can find more information about the college policies in the Birmingham-
Southern College Student Handbook.

Birmingham-Southern Student Handbook

Inclement Weather

Inclement weather or other events beyond the control of the College that might cause risk or
danger to students, faculty, and staff may occasionally result in changes to normal College

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operations, including cancellation of classes or events; the calendar schedule may be adjusted.

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