The design of the system of courses and access controls should meet the requirements for federal financial aid eligibility. This includes adhering to standards such as the Federal Credit Hour Rule (P.S. 1031 dated September 1, 2023) and the Veterans Administration funding rules for veterans' education benefits.
It is also crucial to ensure compliance with system and information security regulations, such as the Graham-Leach-Bliley Act, to protect student and user data.
Courses and programs should be designed in accordance with specific Federal Financial Aid Borrower-Based Academic Year (BBAY) guidelines. This ensures that the structure and content of the courses align with the academic calendar and requirements.
Transparency in grading policies is essential. The course grading policy should be clearly stated, easily accessible at the beginning of the course, and consistent throughout the course and system of courses. This provides students with a clear understanding of how their work will be evaluated.
Upholding academic integrity is essential. The course design should exemplify the expected standards of academic integrity by providing source references and obtaining appropriate permissions for the use of instructional materials.
To ensure that instructional materials are accessible to students, program objectives, course objectives, and assignment instructions should be written at a Flesch-Kincaid (or equivalent reading level tool) grade level that is appropriate for the grade or course level being taught. Using a conversational writing style in instructor announcements and assignments, where feasible and appropriate, can enhance student engagement.
2.1.1. The system of courses and access controls should be designed so that it qualifies for federal financial aid. This includes designing toward the Federal Credit Hour Rule (P.S. 1031) standards, Veterans Administration funding rules for veterans education benefits, and system and information security requirements for protecting student and user data (Graham-Leach-Bliley Act).
2.1.2. Courses and programs should be designed toward a specific Federal Fiancial Aid Borrower-Based Academic Year (BBAY) guideline.
2.1.3. Expected response time for instructor replies is included in the course instructions and/or syllabus.
2.1.4. The course grading policy is stated clearly, available in the syllabus, and consistent throughout the course and system of courses.
2.1.5. As a general standard, program objectives, course objectives, or assignment instructions should be written at a Flesch-Kincaid (or equivalent reading level tool) Grade Level no higher than the grade/course level being taught.
2.1.6. The course adheres to the expectations of flexibility for adult learners and does not establish or expand policies not aligned with Bellevue University policies.
In designing academic programs and courses, it is crucial to ensure that the Program and/or Course Learning Objectives are appropriate for the course level and aligned with desired outcomes. These objectives should be clear, easy to read, and designed in a manner that allows accurate assessment of whether students have achieved the desired learning outcomes, both through direct and indirect assessments.
Applied learning is another important design approach that emphasizes the application of theoretical knowledge to real-world scenarios. This approach enables learners to apply their knowledge and skills gained in the classroom to authentic situations. Bellevue University has developed a unique design approach called Real Learning, which combines applied learning with active learning principles. This approach aims to provide students with a holistic and practical learning experience.
To ensure the effective implementation of active learning, a student-centered approach is adopted whenever feasible. Active Learning Design serves as the foundation for the majority of assignments in a course or program. Learning activities are designed to facilitate interactions that support active learning, creating opportunities for students to engage actively with the material.
Similarly, Applied Learning Design incorporates real-world contexts, examples, and case studies to allow students to apply abstract concepts and theories in practical settings.
Clear guidelines are established for assignment interactions and discussions, while also setting professional boundaries and expectations. Inclusiveness is a priority, ensuring that all learners have equal opportunities to participate and contribute. Requirements for student interactions are clearly communicated and stated.
Social and collaborative learning skills are encouraged, providing students with opportunities to develop essential social skills such as communication, teamwork, leadership, negotiation, conflict resolution, and perspective-taking. Assignments are designed to promote faculty-to-student and student-to-student interaction and collaboration, fostering a dynamic learning environment.
Technology plays a significant role in supporting active learning. If technology is required for a specific learning activity or assignment, clear instructions and links to the necessary technology are provided. To enhance the effectiveness of assignments, they should be developed following Gagne's 9 Events of Instruction and optimized to manage the student's cognitive load. This includes minimizing extraneous cognitive load, optimizing germane cognitive load, and managing intrinsic cognitive load using Sweller's Cognitive Load Theory. Additionally, assignments should use segmenting or chunking to deliver smaller, more digestible portions of knowledge.
Incorporating multimedia elements like videos is also beneficial. Videos used in assignments should be broken down into shorter segments, typically ranging from 6 to 9 minutes, to maintain student engagement. Interactive questions can be integrated into videos to facilitate active learning and further stimulate student participation. One design rule is to have one course objective per credit hour taught, especially in the 100-level courses. This rule helps strike a balance between the academic depth and the application breadth of the course. It also ensures compliance with the Federal Credit Hour Rule, which governs the academic pursuit time required for each credit hour. By adhering to this rule, the design of the program or course can maintain the necessary rigor and relevance while meeting federal financial aid requirements.
Active Learning Definition: Active learning is any learning activity in which the student participates or interacts with the learning process, as opposed to passively taking in the information (such as listening to lectures or reading course materials).
Applied Learning Definition: Applied learning is a design approach in which learners apply knowledge and skills gained from theory in the classroom to real-world, authentic scenarios.
Real Learning: A Bellevue University design approach that combines or integrates applied learning with active learning principles.
Assignments should allow students to make connections and relate to the course material, reinforcing their understanding and application of concepts. To cater to diverse learning styles and preferences, a variety of instructional materials and methods are employed throughout the course, ensuring a comprehensive and engaging learning experience.
2.2.1. A student-centered active learning approach will be used when and where feasible.
2.2.2. Active Learning Design will be used as the basis for the majority of assignments in a course or program.
2.2.3. Active Learning: Learning activities provide opportunities for interactions that support active learning (where feasible).
2.2.4. Applied Learning Design: Real-world contexts, examples, and case studies (or other applied learning types) are used to illustrate and place into practice abstract concepts or theories (when and where appropriate).
2.2.5. Instructional materials represent up-to-date theory, practice, and content. Textbooks (if used) are no more than two versions old.
2.2.6. The system of courses demonstrates respect for time by providing clear timelines for assignment submissions and has clear and easy-to-read procedures for requesting scheduling accommodation needs where possible (and within regulatory guidelines).
2.2.7. Clear guidelines are established for assignment interactions and discussions. Professional boundary expectations are established, communicated, and respected.
2.2.8. Assignment design ensures that all learners have equal opportunities (inclusiveness) to participate and contribute, and requirements for student interactions are clearly stated.
2.2.9. Social and collaborative learning skills should be used (when and where appropriate) to help students develop a range of social skills, such as communication, teamwork, leadership, negotiation, conflict resolution, and perspective-taking.
2.2.10. Assignments are designed to promote faculty-to-student and student-to-student interaction and collaboration.
2.2.11. If technology is required for a specific learning activity or assignment, the link to that technology is included with clear and easy-to-understand instructions.
2.2.12. Assignments should be developed and designed to follow Gagne’s 9 Events of Instruction.
2.2.13. Assignments should be developed and designed in a manner that optimizes the student’s cognitive load (for example, minimize extraneous cognitive load, optimize germane cognitive load, and manage intrinsic cognitive load) using Sweller’s Cognitive Load Theory).
2.2.14. Assignments should use segmenting or chunking to deliver smaller, bite-size chunks of knowledge.
2.2.15. Videos used in assignments should be broken down into short (6 to 9 minutes) segments.
2.2.16. To facilitate active learning, designers should develop videos with interactive questions throughout the video.
2.2.17. Assignments allow students to make connections and relate to the material covered in the course.
2.2.18. A variety of instructional materials and methods are used in the course.
2.2.19. Program and/or Course Learning Objectives are appropriate for the course level, are aligned with desired outcomes, are clear and easy to read, and designed in a manner that ensures assessments (direct and indirect) accurately measure whether students have achieved the desired learning outcomes.
2.2.20. As a general design rule, there should be one course objective per credit hour taught. This general rule helps balance the rigor (academic depth), and relevance (application breadth) of the course with the amount of academic pursuit time dictated by the Federal Financial Aid Credit Hour Rule.
The importance of clarity in assessment and evaluation for students cannot be overstated. Rubrics or equivalent grading documents are included to explain how participation will be evaluated, ensuring transparency in the evaluation process. Assessments are also aligned with the goals, objectives, and outcomes of the course, measuring the achievement of the stated learning objectives. This alignment allows students to see the connection between what they are learning and how their knowledge and skills are being evaluated, providing meaningful feedback on their progress and achievement.
A comprehensive approach to assessment, evaluation, and feedback cycle is employed to ensure students receive valuable feedback on their progress and achievement. Both formative and summative feedback are utilized for all learning activities, regardless of whether they are graded or ungraded. This enables students to improve their understanding and skills throughout the course continuously. Additionally, rubric grading and feedback are implemented for all assignments, whenever feasible and appropriate. This method provides students with clear expectations and criteria for evaluation, allowing them to understand how their work will be assessed and how they can further enhance their performance.
2.3.1. It is clear to the student how performance in an assessment will be evaluated. Rubrics or equivalent grading documents are included to explain how participation will be evaluated.
2.3.2. Assessments are aligned with goals, objectives, outcomes, and measure the achievement of the stated learning objective.
2.3.3. Formative and/or summative feedback should be used for all graded or ungraded learning activities.
2.3.4. Rubric grading and feedback should be used for all assignments (where feasible and appropriate).
