The CVC Course Design Rubric

The CVC-OEI Course Design Rubric contains the online course design standards developed and adopted by the CVC-OEI. The Rubric is intended to establish standards relating to course design, interaction and collaboration, assessment, learner support, and accessibility in order to ensure the provision of a high-quality learning environment that promotes student success and conforms to existing regulations.

In the development of these standards, the CVC-OEI team was fortunate to have access to significant work already undertaken in this area by @ONE, the CCC Distance Education Coordinator’s group, the Academic Senate for California Community Colleges (ASCCC), and the CCC Chancellor’s Office (CCCCO) along with a variety of other local college and nationally established standards.

CVC Course Design Rubric

Direct link to the CVC Rubric Homepage

CVC Rubric "How to" Guide

The CVC has provided a detailed guide that explains all 44 elements of the rubric. In the "how to" site you will learn the "What and How," "Tips and Examples," and guidance for "Reviewers."

Access and Bookmark: CVC Rubric "How to" Guide Canvas Course

CVC Rubric Self-Evaluation Questions

The following list of questions includes links to the "How to" guide for further guidance.

Section A: Content Presentation

I’ve included unit objectives in the individual learning units/modules. And my objectives include demonstrable learning outcomes and are written in language that is student-centered.
I’ve set up navigation and content flow that are easily determined by the user, including a clear starting point.
I’ve presented content in visibly distinct learning units or modules. I’ve consistently structured and sequenced my learning units or modules, allowing students to better anticipate and manage their workload.
I’ve chunked page content in manageable segments using descriptive headings and subheadings that facilitate online reading and enhance student understanding of the material.
I’ve used Canvas tools to reduce the labor-intensity of learning and streamline access to materials and activities for students.
I’ve used a variety of media (e.g., text, audio, video, and/or graphics) throughout the course.
I’ve included instructions for learners to work with content in meaningful ways (e.g. guiding students to take notes during a video, explaining the purpose of an external resource, etc.), and those instructions are directly embedded with the content or activity. I have not included content as direct links within a module.
I’ve provided individualized learning opportunities, such as remedial activities or resources for advanced learning.
Learners have the opportunity to give anonymous feedback to me regarding course design and/or course content at or after course completion.
Institutional and instructor policies relevant for learner success (e.g., academic honesty, add/drop, late work, grading, etc.) are included and easy to find.
I’ve included clearly labeled links to institutional services, such as disability resources, online tutoring, online counseling and online readiness.
I’ve provided an explanation of technology support and ensured relevant contact information and/or links are easily found.

Section B: Interaction

I initiate contact prior to or at the beginning of the course and provide multiple resources to help students successfully get started.
I’ve included regular instructor-initiated contact using Canvas communication tools in my course design.
I encourage students to initiate contact with me through easily accessed contact information that includes expected response times.
I’ve provided and encourage opportunities for student-initiated interaction (non-graded and unstructured) with other students that contribute to a student-centered learning environment.
I’ve included opportunities for regular effective contact among students (e.g., discussions, group projects, peer review) to build a sense of community among learners.
I’ve provided guidelines explaining required levels of student participation (i.e., quantity and quality of interactions) along with a rubric or equivalent grading document explaining how participation will be evaluated.

Section C: Assessment

I’ve developed assessment activities that lead to the demonstration of learning outcomes . Where possible, I’ve designed assessments to mimic authentic situations to facilitate learning transfer.
I’ve ensured that assessments align with the unit objectives .
I’ve included both formative and summative assessments.
I’ve included multiple assessments throughout the course and provide students with timely feedback.
I’ve included rubrics or descriptive criteria for desired outcomes in all or most of the assessments.
I’ve provided instructions that clearly explain to students how to successfully complete each assessment.
I’ve included a clear description of how meaningful, timely feedback on assessments will be provided.
I’ve included opportunities for student self-assessment, with feedback.

Section D: Accessibility