Road to Success FLC Portfolio | Christopher Patterson | FINAL

QM Specific Review Standard 1.1 & 1.2

 1.1 & 1.2 Explanation/Reasoning:

• Directions that tell learners what to do first in the course: This is rather intuitive, but perhaps a bit lacking. It should be more explicit to "tell" rather than "encourage" what to do next. I think it is easy to navigate but a little more context could be helpful on the homepage. 

• Directions that tell learners how to progress once they are done with initial activities: I believe that this information is cover in the Course Orientation Module. There are pages that discuss how to prepare for class, how to access class, and how to engage during class. There are also a number of Zoom tips that I've created that show how a student can make their online presence more professional with limited means. 

• A schedule of course activities: this is offered as a PDF document in its own module. The only way to get to this document is through the modules link in the course navigation menu, or by completing both the syllabus and course orientation modules. The schedule lists each class session's topic, what reading should be accomplished for that day, and any assignments - both daily participation and larger term assignments. Further, there are weekly modules set up in to guide the students along. In these modules there are larger descriptions of each day complete with weekly learning goals. There are assignments, links and notes about what to do and how to do it. 

• An explanation of how communication occurs in the course: This is covered in the outset of the syllabus document. Links include: Getting in touch with me, what I think about questions, my Zoom office hours, my contact information, my notes about email etiquette, and a wrap up that reinforces outreach, both early and often.

• A summary of the types of learning activities in the course:  This is reinforced during the Course Orientation module in which what will happen "day-to-day" is addressed - titled Preparing for Class (Before the Semester; During the Semester, and Engagement, respectively). These all handle what the class will be like and how best to prepare for that interaction. This content is reinforced by a description of my Instructional Philosophy & Course Design page that follows "how to prepare." All of this builds toward tips for Zooming. This module ends with a course contract that asks students to acknowledge that they have read and understand the course expectations to which they will be held.

• A summary of the types of assessments in the course: This is offered in the course syllabus. There are links to assignment descriptions for all assignments. The syllabus module has an "exit ticket" assignment in the form of a syllabus quiz.

QM Specific Review Standard 1.1 & 1.2

1.1 & 1.2 Visuals

Start Button takes you here [to start the syllabus]

The syllabus contains all remaining requirements for SRS 1.1 & 1.2

The Course Orientation follows:

The Course Calendar PDF is at the end of the opening of the course. All other module content is locked until these are two modules completed.

I have also added a video to help with navigating the course to supplement all the written text:

QM Specific Review Standard 2.2

 Course Level learning objectives are set by the department:

Individual Student Objectives:

This foundational course in critical examination of messages is meant to provide the student with the following:

• an understanding of the role of messages and ideas as both a cause and a product of human culture and history.
• basic skills and methods for uncovering the rhetorical properties of a message.
• an introduction to the field of rhetorical criticism, including its history and a survey of its most prominent approaches to critical study.

Department Objectives: Within its departmental context as a core course as well as a university writing intensive course, COMS 100B is meant to serve the following functions:

• to provide a general introduction to the study of criticism, with emphasis on qualitative approaches to message analysis.
• to develop an appreciation for the role and significance of rhetoric in shaping human thought and behavior.
• to require practice in formal, analytical writing the evaluation of at least twenty-five typed pages of critical analysis broken into at least three individually prepared assignments.

Sample MLOs:

Week 3: Understanding the "A"nalysis of Rowland's ICARE System

• Describe Rowland's Analysis process as just one step that needs to be accomplished, in relation to the larger goal of critical analysis
• Analyze multiple rhetorical artifacts to see how the application of the process changes, philosophically, when applied across different contexts.
• Discuss a more thorough understanding of the analysis process in class discussion

Week 4: Understanding the "R"esearch of Rowland's ICARE System

• Describe Rowland's Research process as the next step that needs to be accomplished in relation to the larger goal of critial analysis. 
• Classify the reseach categories that most important to critical analysis.
• Distinguish between the concepts of rhetorical barriers and rhetorical advantages 
• Explain the importance of research in identifying the rhetorical barriers and advantages
• Analyze multiple rhetorical artifacts to see how the research process changes, philosophically, when applied across different contexts.