Anthropology I: Uncovering Human Mysteries
Course Description:
The aim of anthropology is to use a broad approach to gain an understanding of the past, present, and future, as well as address the problems humans face in biological, social, and cultural life. This course will explore the evolution, similarity and diversity of mankind through time. It will look at how we have evolved from a biologically and culturally weak species to one that has the ability to cause catastrophic change or amazing innovation. Exciting online video journeys to different areas of the world will also be presented in this course.
Course Details:
| Course Title (District): | Anthropology I: Uncovering Human Mysteries | ||||||||||
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| Course Title (NCES SCED) : | Anthropology | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | eDynamic Learning | ||||||||||
| Online Instructor Provided By : | Michigan Virtual | ||||||||||
| Standards Addressed : | Common Core State Standards, National Collegiate Athletic Association | ||||||||||
| Alignment Document : | https://drive.google.com/open?id=1kcDUesiJHZdusIiYss4iDAelFYJI2ZFw | ||||||||||
| Academic Terms : | Accelerated, Semester, Trimester, Open Entry / Fixed End | ||||||||||
| NCES SCED Code : |
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How To Enroll:
| Enrollment Website : | https://slp.michiganvirtual.org/ |
|---|---|
| Email : | [email protected] |
| Phone : | (888) 889-2840 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
- Explain what culture is and how and why anthropologists, like scientists, study it.
- Identify and analyze the role of language and language acquisition in culture.
- Describe the various early primates and the theory of evolution.
- Compare and contrast the way humans vary.
- Evaluate subsistence culture and the social purposes food serves.
- Interpret a variety of archaeological artifacts and their significance on societies.
- Describe the importance of kinship and how it varies among societies.
- Delineate among religious myths, practices, and moral codes.
Additional Cost: $0.0
Additional Cost Description:
None
Upon completion of this course, students will be able to...
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments | Rating | Comments |
|---|---|---|
| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. | Fully Met | |
| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. | Fully Met | |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. | Fully Met | |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. | Fully Met | |
| Multiple learning resources and materials to increase student success are available to students before the course begins. | Fully Met |
| Course Overview and Introduction | Rating | Comments |
|---|---|---|
| Clear, complete course overview and syllabus are included in the course. | Fully Met | |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. | Fully Met | |
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. | Fully Met | Provided in the Michigan Virtual Blackboard learning management system (LMS). |
| Legal and Acceptable Use Policies | Rating | Comments |
|---|---|---|
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. | Fully Met | |
| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. | Fully Met | Provided in the Michigan Virtual Blackboard LMS. |
| Privacy policies are clearly stated. | Fully Met | Provided in the Michigan Virtual Blackboard LMS. |
| Instructor Resources | Rating | Comments |
|---|---|---|
| Online instructor resources and notes are included. | Partially Met | Only includes answer keys, no resources included. |
| Assessment and assignment answers and explanations are included. | Fully Met |
| Accessing Course Effectiveness | Rating | Comments |
|---|---|---|
| The course provider uses multiple ways of assessing course effectiveness. | Fully Met | Students have the ability to rate the lesson as completed, student evaluation at end of course. Michigan Virtual also has access to additional data regarding student success and satisfaction with courses. |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. | Fully Met | Michigan Virtual evaluates their courses over a specific time frame. This course would be re-evaluated by Michigan Virtual on a rolling time frame. |
| Course Updates | Rating | Comments |
|---|---|---|
| The course is updated periodically to ensure that the content is current. | Partially Met | This course does not include dates of copyrights. |
| Certification | Rating | Comments |
|---|---|---|
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. | Fully Met | All Michigan Virtual instructors are certified in the state of Michigan, endorsed within their assigned content areas and grade levels, and highly qualified under state and federal guidelines. |
| Instructor and Student Support | Rating | Comments |
|---|---|---|
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. | Fully Met | Michigan Virtual instructors complete an onboarding course prior to teaching, annual professional development and conference attendance, participate in monthly department meetings, and are provided online resources for various instructional media. |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. | Fully Met | Michigan Virtual instructors have access to the Michigan Virtual Knowledge Base with tutorials to assist them as well as the Course Issue Tracker to request additional support for technical issues in a course. Students also have a Customer Care center that offers technical support and course management assistance. |
| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. | Fully Met | |
| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. | Fully Met | |
| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. | Fully Met | |
| Students are offered an orientation for taking an online course before starting the coursework. | Fully Met | Students are offered Michigan Virtual-specific orientation lessons and activites within all courses in addition to the Online Learning Orientation Tool (OLOT) located on the LMS homepage for students with no prior experience in taking an online course. |
| Instructional and Audience Analysis | Rating | Comments |
|---|---|---|
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. | Fully Met |
| Course, Unit and Lesson Design | Rating | Comments |
|---|---|---|
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. | Partially Met |
| Instructional Strategies and Activities | Rating | Comments |
|---|---|---|
| The course instruction includes activities that engage students in active learning. | Fully Met | |
| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. | Partially Met | The course is reading-centric and does provide students limited ways to access and interact with the material. |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. | Fully Met | |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. | Fully Met | Instructors cannot add additional assignments or change lessons due to standards addressed, but can add resources for enrichment. |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. | Fully Met | There is a lot of reading in this course, which may be suitable for higher hs grades |
| Communication and Interaction | Rating | Comments |
|---|---|---|
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. | Fully Met | |
| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. | Fully Met | Michigan Virtual instructor guidelines ensure such interaction through welcome letters, instructor introductions, and regular progress reporting. |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. | Partially Met | There is the opportunity for a lot of student-instructor interactions, but less for student-student interaction. |
| Resources and Materials | Rating | Comments |
|---|---|---|
| Students have access to resources that enrich the course content. | Partially Met | Some supplemental tools provided and instructors can add content, but there is not much to enrich the content. |
| Evaluation Strategies | Rating | Comments |
|---|---|---|
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. | Fully Met | |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. | Fully Met |
| Feedback | Rating | Comments |
|---|---|---|
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. | Partially Met | Assessments are ongoing and frequent, but are not extremely varied. |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. | Fully Met |
| Assessment Resources and Materials | Rating | Comments |
|---|---|---|
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. | Fully Met | |
| Grading rubrics are provided to the instructor and may be shared with students. | Fully Met | Rubrics are provided in the course content areas. |
| The grading policy and practices are easy to understand. | Fully Met | The information is provided by individual teachers with some requirements by Michigan Virtual that are shared in policies. Rubrics, however, are provided for individual assignments. |
| Course Architecture | Rating | Comments |
|---|---|---|
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. | Partially Met | Instructors cannot alter content provided by the course vendor, but Michigan Virtual instructors are permitted to add supplemental materials as needed via the Blackboard LMS. |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. | Fully Met | The calendar within the learning management system permits adjustments to the pacing guides, though Michigan Virtual has established start and end dates for fall, spring, summer, and trimester enrollment terms. |
| User Interface | Rating | Comments |
|---|---|---|
| Clear and consistent navigation is present throughout the course. | Fully Met | Consistency is seen in the lessons. Lessons follow a predictable pattern for students. |
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. | Partially Met | There is a lot of reading in the course and the formats do not overlap. |
| Technology Requirements and Interoperability | Rating | Comments |
|---|---|---|
| All technology requirements (including hardware, browser, software, etc...) are specified. | Fully Met | Communicated in the syllabus, the Michigan Virtual website, and the Blackboard LMS. |
| Prerequisite skills in the use of technology are identified. | Fully Met | |
| The course uses content-specific tools and software appropriately. | Fully Met | |
| The course is designed to meet internationally recognized interoperability standards. | Fully Met | |
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. | Fully Met | Communicated within the Michigan Virtual Acceptable Use Policy (AUP) through the website and the LMS. |
| Accessibility | Rating | Comments |
|---|---|---|
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). | Fully Met | This rating is based upon limited testing of select WCAG 2.0 principles and guidelines. Further testing may be necessary to ensure full compliance. |
| Data Security | Rating | Comments |
|---|---|---|
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). | Fully Met | Course is password protected; the privacy policy is communicated in the Blackboard LMS. |
Review Conducted By: Michigan Virtual
Date of Review:
07/11/2019
NSQ National Standards for Quality Online Courses
| Rating | Comments | |
|---|---|---|
| A1. A course overview and syllabus are included in the online course | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. |
| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. |
| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. | Fully Met | All Michigan Virtual course offerings contain a quick access widget on class homepages displaying the instructor's name, photograph, contact information, office hours, and personalized messages. Additionally, instructors post a welcome letter for students in their Getting Started module describing further biographical and professional information. |
| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. | Fully Met | Michigan Virutal's Student Orientation to Online Learning lesson content, linked in the Getting Started module common to all course offerings, describes in detail expectations and responsibilities for learners as well as for their instructors. Additionally, the course quick links located on the class homepage includes a link to Michigan Virtual policies, including policies for academic integrity, acceptable use, accommodations and web accessibility guidelines, anti-bullying, terms and conditions for dropping a course, student privacy, and purchasing terms and conditions. |
| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. It is the responsibility of schools or parents/guardians enrolling their students to provide them with the necessary hardware and internet access. However, if the course requires additional software downloads, then this information is provided to students within the technology requirements description and/or in additional guidance located in the Getting Started module of the course. |
| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. |
| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. Additionally, the course quick links menu located on the class homepage includes a link to Getting Help, detailing who to contact for various common needs, a link to the online Knowledge Base articles maintained by Michigan Virtual, and contact information for the Michigan Virtual Customer Care Center. |
| A8. Learners are offered an orientation prior to the start of the online course. | Fully Met | All Michigan Virtual students complete the Student Orientation to Online Learning module, containing introductory lessons and four assessments, prior to beginning their other coursework. Additionally, all courses include as their first activity an introductory discussion board as an opportunity to engage with the instructor and other classmates. |
| Rating | Comments | |
|---|---|---|
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* | Partially Met | Stated in syllabus, but not stated in course content in the learning management system. |
| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. | Fully Met | |
| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* | Fully Met | |
| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* | Fully Met | |
| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* | Fully Met | |
| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* | Fully Met | |
| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. | Fully Met | Each unit is structured the same with 5-6 lessons of reading and pictures, followed by an audio podcast of the lesson which can be downloaded, critical thinking questions, sometimes a lab that directs students to interesting articles or videos, an activity, flashcards to practice the terminology, a quiz, and 2 discussion questions. |
| B8. The online course is free of adult content and avoids unnecessary advertisements.* | Fully Met | |
| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. | Fully Met | |
| B10. Documentation and other support materials are available to support effective online course facilitation.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. | Fully Met | |
| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. | Partially Met | Partially met. The criterion description of "engagement" includes class discussions. Each unit includes 2 discussion assignments. The Intro to Discussion Board assignment specifies that students should post and respond to at least 2 peers. This expectation is not made clear for the subsequent discussion assignments. |
| C3. The online course is organized by units and lessons that fall into a logical sequence. | Fully Met | |
| C4. The online course content is appropriate to the reading level of the intended learners.* | Fully Met | "The Flesch-Kincaid Grade level was in the range of 13-14 for a portion of the text from unit 1, which would be 12 grade to college level, or difficult to read. This would likely be an upper-level or honors class, so maybe this is appropriate. There does appear to be scaffolding and new terms are defined within the text." |
| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. | Fully Met | All Michigan Virtual students complete the Student Orientation to Online Learning module, containing introductory lessons and four assessments, prior to beginning their other coursework. Additionally, all courses include as their first activity an introductory discussion board as an opportunity to engage with the instructor and other classmates. |
| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. | Fully Met | |
| C7. The online course provides regular opportunities for learner-learner interaction. | Partially Met | "It is unclear whether there is an expectation for interactive discussion board posts. Responding to 2 peers is mentioned in the first discussion instructions, but it is not mentioned in any of the subsequent discussion board assignments. No collaborative assignments." |
| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* | Fully Met | |
| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* | Fully Met | "This is from the Unit 1 Activity Instructions: ""Considering Culture--Anthropologists study culture, so let’s see what that actually looks like."" If this counts as a narrative, I would say the standard is met. This is from the Unit 2 Activity Instructions: ""Thinking Ahead--If evolution has taught us anything, it is that everything changes...Choose at least five elements of humans that you think will be the next evolutionary change."" The unit 3 objectives are duplicates of the unit 1 objectives, so the Activity narrative doesn't align, but there is still a narrative that still corresponds to the unit. The same is true of unit 4 (wrong objectives, but the Activity narrative aligns with the content of the unit. Units 4-10 are steps in writing a research paper. Each activity includes a narrative that corresponds to the objectives of its unit." |
| Rating | Comments | |
|---|---|---|
| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. | Partially Met | "The unit 3 objectives don't seem to match the content covered in the unit 3 quiz. Unit 2 and unit 4 cover different content but have identical objectives." |
| D2. Valid course assessments measure learner progress toward mastery of content. | Fully Met | |
| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* | Fully Met | |
| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* | Fully Met | |
| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* | Not Met | "Unit 3 is about culture, and the unit 3 Activity rubric evaluates students on a culture-focused activity, but the unit 3 objectives are identical to the unit 1 objectives. Unit 4 is about culture, and the unit 4 Activity rubric evaluates students on a culture-focused activity, but the unit 4 objectives are identical to the unit 2 objectives. Many of the Activity rubrics are very general, but these might be fine when applied to particular assignments. Instructors give specific feedback when a point on a rubric is not met, and this should be adequate.Unit 3 has the wrong objectives (they belong to unit 1), but they almost seem to correspond to unit 3 Critical Thinking Questions (there is no Lab in unit 3). Unit 4 objectives are about evolution (and they shouldn't be since unit 2 is about evolution), so they don't align with the Critical Thinking Questions or the Lab. Unit 8 is about family and the objectives align with the various assessments, except for the Lab, which focuses on Egyptian mummification. I can't find any lesson in unit 8 that references mummification. Seems out of place." |
| Rating | Comments | |
|---|---|---|
| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* | Fully Met | |
| E2. The online course design facilitates readability.* | Fully Met | |
| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* | Partially Met | "I found a table in 8.01 that appears to be an image on the page, rather than an interactive table. Did not see alternative means to multimedia. " |
| E4. Course multimedia facilitate ease of use.* | Not Met | The unit navigation and content viewability is limited when viewed in full screen. I am able to scroll through the pages, but I can only view the content on the upper half of my screen. The lower half is not populated. |
| E5. Vendor accessibility statements are provided for all technologies required in the course.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. | Fully Met | Student data within Michigan Virtual's learning management system are password-protected and require single sign-on from a secure student information system in full compliance with FERPA requirements. |
| F2. The online course tools support the learning objectives or competencies.* | Partially Met | Partially met. Several of the mentioned tools are built into the course, but there is not necessarily a statement with them: "Clear information and instructions are provided regarding how the tools support the learning objectives." |
| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* | Partially Met | Instructor role permissions within Michigan Virtual's learning management system permit instructors to add supplemental content and external resources both within lessons and announcements. Additionally, the learning management system permits online accommodations including text-to-speech tools, extended testing time, provision of multiple attempts, and scoring exemptions for extenuating circumstances. Course content is desgined, however, to meet state and national content standards alignment and provide a guaranteed and viable curriculum to all enrolled learners, and therefore there are restrictions on instructor permissions to modify the scope and sequence of course assessments. |
| F4. The course allows instructors to control the release of content.* | Partially Met | Michigan Virtual provides for flexible pacing and asynchronous delivery of its online course offerings. In order to maximize these opportunities for personalized learner preferences and flexibility concerning frequency or timing of individual learner availability or participation in courses during academic terms, with few exceptions, all course content is made available at all times throughout the term, and generally only midterm or final exams are password protected. Conditional release of content is intentionally avoided or used sparingly within Michigan Virtual course design and instructional delivery models. |
| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* | Fully Met | Michigan Virtual ensures that the gradebook items are pre-populated in its course offerings, and the association of grade items with individual assessments, and the inclusion of grade categories, progress check calculations, and total point scoring established prior to the enrollment of learners. |
| Rating | Comments | |
|---|---|---|
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. | Fully Met | Michigan Virtual regularly examines enrollment trends, student performance data, student completion rates, student responses to end-of-course surveys, and technical support requests to continuously examine the quality and effectiveness of individual course offerings. |
| G2. The online course is reviewed to ensure that the course is current. | Fully Met | All Michigan Virtual course offerings offered by third party content providers undergo formal evaluation and review for their degree of alignment to course design and content standards, including the currency of content where appropriate. |
| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. | Fully Met | Michigan Virtual maintains a continuous cycle of monitoring course functionality through multiple support ticketing systems for internal and external users, annual reviews of performance and perception data, as well as a 3 to 5 year cycle of updating, replacing, or retiring course versions in an effort to maintain currency. |
Review Conducted By: Michigan Virtual
Date of Review:
09/28/2021
Unit 1: Studying Humans
Unit 2: Human Evolution
Unit 3: Looking at Culture in Context
Unit 4: Culture and Language: Why Humans are Special
Unit 5: Environment and Culture
Unit 6: Material Culture - How Humans are Handy
Unit 7: Religion - What We Believe
Unit 8: Family Ties and Social Bonds
Unit 9: Information and Enculturation
Unit 10: Anthropology in Current Cultures
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|
Students can use email or the private message system within the Student Learning Portal to access highly qualified teachers when they need instructor assistance. Students will also receive feedback on their work inside the learning management system. The Instructor Info area of their course may describe additional communication options.
| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 22-23 | 108 | 103 | 95.37% | |
| 21-22 | 84 | 77 | 91.67% | |
| 19-20 | 88 | 71 | 80.68% |
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube.
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/