Evaluation Criteria for Blended-Learning Proposals

The review committee will consider the following criteria when reviewing proposals for course redesigns under the Blended Learning Initiative. Be sure to address these elements in your proposal.

Administrative characteristics

  • number and classification of personnel who currently teach the course
  • staffing plan for the redesigned, blended course
  • whether the course is a gateway course for multiple majors
  • current cost per student credit hour

Enrollment data, especially the following:

  • current annual student enrollments in the course
  • projected or potential enrollment increases
  • current student success rates in the course

Course potential for the following:

  • cost savings per student or per instructor
  • time savings per student or per instructor
  • improved student preparation for and retention in follow-on courses

Reduction in the following:

  • in-person classroom meeting time
  • use of class sessions for transmission of content
  • duplicative faculty time for course preparation

Course design characteristics

  • potential for improved student learning
  • alignment of intended student learning outcomes with course assessments and course learning activities
  • opportunities for real-world application of learning, especially in-class and out-of-class activities that emphasize some or all of the following:
    • communication
    • analysis or evaluation
    • collaboration
    • creation
    • problem solving
  • use, where appropriate, of online learning resources such as labs, simulations, readings, instructional media, group work, discussion forums, blogs, wikis, videos, podcasts, etc.
  • appropriate level of rigor
  • accommodation for students who have disabilities
  • common assessments across sections
  • innovation or appropriate adoption of successful contemporary teaching techniques
  • skillful use of in-person class time for activities other than lecture
  • emphasis on exploration, collaboration, communication, and interactive discussion
  • use of technology to increase enrollment capacity and student learning effectiveness
  • use of a master course design that can be customized by instructors while maintaining core consistency across sections

Proposal characteristics

  • clarity of communication about your intended course redesign
  • realistic analysis of cost savings or time savings possible after the redesigned blended course is being taught by multiple instructors
  • realistic budget request for any software, hardware, or other technology to be used in the blended courses
  • assessment plan that addresses the following:
    • comparative assessment of student learning outcomes in the blended course as compared with student learning outcomes in prior versions of the course
    • comparative assessment of student learning outcomes across sections of the blended course taught by multiple instructors
    • longitudinal assessment of student learning outcomes in sections taught by the same instructors over time
  • plan for a brief instructor's guide that documents rationale behind the course design and offers teaching hints, tips, and insights to new instructors who begin teaching the course
  • plan for presentation of a case study or results report at one or more of the following kinds of events:
  • plan for continued improvement of the blended course over time
  • plan for use of freed-up faculty time or positions resulting from the course redesign