We anticipate significant demand for this class based on the wider deployment of renewable energy resources. Many of the perspective students need to take this course via our APOGEE Distance program.
Please include a statement a regarding accessibility of course material in the Provisions for Course Content Interactions section of the proposal. Here are examples you can modify and use:
Accessibility Statement Example 2 (add to Provisions for Course Content Interactions section of the proposal)
The professor will meet with an instructional designer at the Center for Teaching Excellence (or department/college ID staff) to ensure that the course materials posted on Blackboard incorporate basic accessibility features. The course syllabus includes an accessibility statement that encourages students with disabilities to register with the Office of Student Disability services; should a student with a registered disability enroll in the course, the professor will work with the Office to make any additional accommodations appropriate to that student’s needs
Accessibility Statement Example 2 (add to Provisions for Course Content Interactions section of proposal)
All documents including syllabus and description of assignments will be provided in both accessible Word and PDF formats. For instance, documents will have proper headings, alternative text, and properly labeled links where necessary. Likewise, PowerPoint slides will be made accessible by providing alternative text where necessary, ordering textboxes and other recommended ways of making PPTs accessible. Recorded lectures (if a part of the course) will be accompanied with transcripts in accessible Word and PDF formats.
Call me at 777-0460 or email me at firstname.lastname@example.org if you have questions.
Steve Adams, Ph.D.
Distributed Learning Support Services
ELCT 554 | Comments
The face-to-face language throughout the syllabus is very confusing. If this course will not be delivered face-to-face, as indicated on the form, that language needs to be removed from the syllabus.
If the course can be taken pass/fail, language needs to be added to the syllabus to indicate what is required to receive a "pass." If not, the grading approach at the beginning of the 'form' needs to be modified to indicate graded course only.
The syllabus with time allocations is very difficult to follow. The module-by-module schedule is best displayed in table format.
There needs to be a stronger clarification of what the different assignments are for graduate students and how failure to successfully complete these assignments could affect the final grade. There appear to be different point allocations for undergraduate and graduate assignments, but there does not appear to be a clear explanation as to how these assignments (homework and project) were fundamentally different (beyond receiving different point allocations). Furthermore, while there is a statement - "Projects for graduate students will focus on higher-level design or synthesis skills such as design of protection and control systems" - it is not clear exactly how this is different from the undergraduate assignment.
There needs to be a statement on rubrics.
There needs to be a statement on how exams are secured.
There needs to be a description of how course communication will be conducted and what the turnaround time will be for emails, posts, assignments, etc.
We have worked with Dr. Weisenburg and we believe that all concerns have been addressed.