Table of Contents
SACS Standards and Requirements ...1
Section I: UHCL Mapped Standards ...2
Section II: Appendix A: SACS Policy Statements ...7
Section III: Appendix B: THECB Distance Education Principles of Good Practices ...18
Southern Association of Colleges and Schools Commission Standards There are many interpretations of SACS standards and requirements for distance learning amongst colleges, universities and other professional organizations. For many years the UHCL Office of Online Programs have mapped requirements for quality assurance of distance learning courses/programs from the various academic communities and provided recommended best practices. This guide seeks to provide clarification of SACS distance learning policies,
guidelines, good practices and expectations. In 2012, SACS included Appendix C, a guideline for addressing distance learning in the Principles of Accreditation.
For each standard concerning specifically distance learning there are questions that SACS evaluation teams are charged with to examine the institution’s processes and practices. The questions were designed to guide/help institutions in the review of the self-assessment process. According to the SACS language used in the Principles of Accreditation, we have outlined four guiding terms that SACS uses to help institutions met the requirements for distance learning accreditation.
Policies. A policy is a required course of action to be followed by SACSCOC Board of
Trustees or the Commission’s member or candidate institutions.
Commission policies may also include procedures, which are likewise a required course of action. The Principles of Accreditation requires that an institution comply with the policies and procedures of the Commission.
Guidelines. A guideline is an advisory statement designed to assist institutions in
fulfilling accreditation requirements. As such, guidelines describe recommended educational practices for documenting requirements of the Principles of Accreditation and are approved by the Executive Council. The guidelines are examples of commonly accepted practices that constitute compliance with the standard. Depending upon the nature and mission of the institution, however, other approaches may be more appropriate and also provide evidence of compliance.
Good Practices. Good practices are commonly-accepted practices within the higher
education community that enhance institutional quality. Good practices may be
formulated by outside agencies and organizations and endorsed by the Executive Council or Commission’s Board of Trustees.
Expectations and questions related to standards and requirements of the Principles of Accreditation. Accreditation requirements are outlined and unless an “expectation” is
The QA list below serves as a guide for the UHCL online quality assurance process and
evaluation procedures and criteria for use when evaluating new distance learning courses. Each question from 1 to 38 has been mapped to specific SACS policy statements, THECB Good practices and the University of Houston online program requirements.
SECTION I
UHCL Checklist Mapped Against SACS Policy Statement, THECB and the University of Houston Requirements
UHCL QA Check list
SACS Policy Statement THECB Distance Education Principles of Good Practice Minimum UH Requirements for online programs
Appendix A Appendix B Appendix C SYLLABUS:
1 Does the course have a syllabus? Section 4 -Q9 Curriculum Section # 1 Course Information Appendix A – 1 Appendix G
2 Does it list phone number, email address and office hours of the instructor?
Section 5 –Q4 Faculty
Section # 1.1,
Section 2.5 Email
Appendix G- 1/2/3
3 Does it contain a course description?
Section 4 -Q9 Curriculum
Section # 1.1 Appendix G
4 Does it contain a course goal and learning objectives
Section 4.2 Curriculum Section # 6.1, 6.16 Syllabus Appendix A - 2./ Appendix G-5
5 Does it determine type of course as fully online?
Section 4.1 Q12 Curriculum Section # 2 Identify LMS Platform Appendix G-a
6 Are prerequisites to the course and technical skills required for the course determined on the syllabus?
Section 6 -Q7 Resources Section # 1.1 Course Information ____________ Section # 2.5 Technical Appendix A /Appendix G-4
7 Does it state the required materials such as texts or software? Section 4.2 Curriculum Section # 6.2.2 Curriculum Appendix G- 6 Appendix F a/b
8 Does the instructor list their policies on late work? (required)
Section 5 -Q4 Faculty
Section # 6.1c Appendix A-7 Appendix G-12
10 Will students need to communicate with the instructor more than once? (Email, feedback, chat rooms, bulletin boards)
Section 5 –Q4 Faculty
Section # 6.1b Appendix A -3
11 Is there a policy stated about absenteeism or non-communication?
Section 5 –Q4 Faculty
Section # 6.1c Appendix A -7
/Appendix G-10
12 Does the instructor list their policies on incompletes?
Section 4.1, 4.10
Curriculum
Section # 6.1c Appendix G-13
13 Does the instructor state the amount of time students could expect to spend on the course and activities?
Section 4.1 Curriculum
Section # 6.1b Context # 7
14 If synchronous
communication is required, is the time and date clearly stated?
Section 5 -Q16 Faculty
Section # 2.5 Content # 3
UNIVERSITY POLICIES
15 Does the instructor state their policy concerning academic honesty and cheating?
Section 4.1 Curriculum
Section # 6.1c Appendix G-10/15
16 Is the last drop date and add date listed for the semester?
Section 5 –Q4
Faculty Section # 6.1c
Context 8
17 Does the instructor state their willingness to
accommodate students with disabilities?
Section 5 – Q16 Faculty
Section # 2.5 Appendix A-10/
19 Do the students introduce themselves to other classmates? Section 5 – Q16 Faculty Section # 6.1.3/3a Curriculum Appendix A-3
20 Are there activities that encourage the student and instructor to communicate? (Email, feedback on assignments, questions) Section 5 – Q16 Faculty Section # 6.1.3/3a Curriculum Appendix A-3/ Undergraduate courses (Support end of course) evaluation. The instructor communicated effectively. HB2504 21 Are there activities that
encourage students to communicate with each other? Section 5.4/ 5 -Q16 Faculty Section # 6.1.3/3a Curriculum Appendix A-3
22 Is there a course calendar or schedule of activities and assignments listed in the web site? Section 4.10 Curriculum Section # 6.14.2/2b Curriculum Appendix G-7/ 12 Undergraduate courses (Support end of course evaluation). The instructor conducted class as scheduled. HB2504 23 Is there access to resources
outside of the course relative to links for downloading software or freeware, or encouragement to use other resources on the Internet? Sections # 6.1, 6 -Q3, 6 -Q4 Resources Section # 6.3 Pages of Content Appendix A-5/ Appendix G
24 Does the instructor use a variety of activities and assessments including self-check activities with timely feedback that are sequenced and appropriate regarding the content of the course?
Section # 4 – Q9, Q12 Curriculum Section # 6.3 Pages of Content Appendix A-8/11/ Undergraduate courses (Support end of course evaluation). The instructor provided opportunity to learn. HB2504 25 Is the course divided into
course was organized effectively. HB2504 26 Does each module have
learning objectives written from the student
perspective? Section # 4.2, 4 -Q6 Curriculum Section # 6.9.5c Standards Appendix A-2/ Appendix G-5 Undergraduate courses (Support end of course evaluation). The course goals were made clear. HB2504 27 Does each module list the
activities and assignments that go with it?
Section # 4 -Q12 Curriculum --- Section 5# - Q2 Faculty Section # 6.9.5c Standards Appendix G-7 Undergraduate courses (Support end of course evaluation). The course was organized effectively. HB2504 28 Are the activities and
assignments listed separately? Section # 4 -Q12 Curriculum --- Section 5# - Q2 Faculty Section # 6.9.5c Standards Appendix G-7
29 Does each module have activities that use the knowledge presented therein for the level of the course? Section # 4 -Q12 Curriculum --- Section 5# - Q2 Faculty Section # 6.9.5c Standards Appendix A-8/ Undergraduate courses (Support end of course evaluation). The course was organized effectively and provided opportunity to learn. HB2504 30 Do instructor materials
organized effectively and provided opportunity to learn. HB2504 31 Do the tools and media
support student engagement? Section # 4.1 Q12 Curriculum Section # 6.14.2b Curriculum Appendix A-5
32 Is the course easy to navigate, or is there a need for a navigation map to the web site? Section # 4.1 Q12 Curriculum Section # 6.9.5c Curriculum Appendix A-13 Undergraduate courses (Support end of course evaluation). The course was organized effectively. HB2504 33 Is there a place for students
to go for support? Section # 4.1 Q15 Curriculum Section # 6.3 Technical Support Appendix A-6/ Context-5
34 Is there a place for the student to evaluate the course and their satisfaction in it? Section # 5 – Q8, Q12 Faculty Section # 8.9.1 Evaluations Context-6 Undergraduate courses (Support end of course evaluation). HB2504 ASSIGNMENTS: Required in Blackboard
35 Are the directions to the assignments and activities posted easy to understand?
Section # 4.2 Curriculum Section # 6.9.5c Standards Appendix A-11 Undergraduate courses (Support end of course evaluation). The course was organized effectively and provided opportunity to learn. HB2504 36 Does the instructor list any
policies concerning how to submit assignments, uploading files or posting on the bulletin board, or talking in the chat room?
organized effectively and provided opportunity to learn. HB2504 37 Does the instructor specify
how the assignment will be graded, or provide a rubric?
Section # 4.2 Curriculum Section # 6.9.5c Standards Appendix A-9/ Appendix G-9 Undergraduate courses (Support end of course evaluation). The instructor communicated effectively. HB2504 38 Does the instructor explain
how the student receives feedback on their
assignments with regards to turn-around time for grade postings and communication? Section # 5 – Q4, Q16 Faculty Section # 6.3b Feedback for students Appendix G-13 Undergraduate courses (Support end of course evaluation). communicated effectively. HB2504
SECTION II: Appendix A. SACS Policy Statements
For the purposes of the Commission on College’s accreditation review, distance education is a formal educational process in which the majority of the instruction (interaction between students and instructors and among students) in a course occurs when students and instructors are not in the same place. Instruction may be synchronous or asynchronous. A distance education course may use the internet; one-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless communications devices; audio conferencing; or video cassettes, DVD’s, and CD-ROMs if used as part of the distance learning course or program.
Definition of Correspondence Education
Correspondence education is a formal educational process under which the institution provides instructional materials, by mail or electronic transmission, including examinations on the materials, to students who are separated from the instructor. Interaction between the instructor and the student is limited, is not regular and substantive, and is primarily initiated by the student; courses are typically self-paced.
Policy Statements
1. At the time of review by the Commission, the institution must demonstrate that the student who registers in a distance or correspondence education course or program is the same student who participates in and completes the course or program and receives the credit by verifying the identity of a student who participates in class or coursework by using, at the option of the
institution, methods such as (1) a secure login and pass code, (2) proctored examinations, and (3) new or other technologies and practices that are effective in verifying student identification.
2. An institution that offers distance or correspondence education must ensure that it reports accurate headcount enrollment on its annual Institutional Profile submitted to the Commission.
3. Institutions must ensure that their distance and correspondence education courses and programs comply with the Principles of Accreditation. This applies to all educational programs and services, wherever located or however delivered.
Guidelines in the Application of the Principles of Accreditation To Distance and Correspondence Education
With the underlying concept that the Principles of Accreditation apply to all programs of the institution, regardless of mode of delivery, institutions should consider the following guideline statements in implementing and reporting on distance and correspondence education programs.
Mission (Expectations: Section # 1)
Evaluators Questions
1. Is there evidence that the governing board has been involved in the decision to include distance education courses or programs as a part of the institution’s mission?
2. Are distance learning programs part of the mission statement of the institution? How does the mission of distance learning “fit” the overall mission of the institution?
3. Is there evidence of understanding on the part of the governing board, the administration, and the faculty concerning how extensive distance education should become?
Organizational Structure (Expectations: Section #2)
Administrative responsibility for all educational programs, including the offering of distance education courses and programs, should be reflected in the organizational structure of the institution.
Evaluators Questions
1. What is the administrative structure responsible for the quality of distance learning programs?
2. Does the institution maintain control over distance education programs?
3. Does the organizational chart for the institution indicate responsibility for distance education?
4. Does the organizational structure at the institution reflect the relationship between courses/programs offered in traditional formats and courses/ programs offered by distance education?
Institutional Effectiveness (Expectations: Section # 3)
1. Comparability of distance and correspondence education programs to campus-based programs and courses is ensured by the evaluation of educational effectiveness, including assessments of student learning outcomes, student retention, and student satisfaction. 2. The institution regularly assesses the effectiveness of its provision of library/learning
resources and student support services for distance or correspondence education students. Evaluators Questions
1. How do distance learning programs fit into the overall plans of the institution?
3. To what extent are faculty members involved?
4. Has the institution implemented a plan for the collection of data relating to its distance learning programs?
5. Is the collected data used in the planning and evaluation process? 6. Are the research activities for collecting data regularly evaluated?
7. Is there evidence that outcomes for the program have been identified?
8. Is there evidence that the effectiveness of the distance education program is regularly assessed and steps taken for improvement of the program?
9. Is the evaluation plan part of a broader institutional plan?
10. Has the institution developed student learning competencies for the courses/programs offered by distance education? If these are the same competencies for courses /programs offered by “traditional” methodologies, is assessment identified for distance learning students separate from students taking courses by “traditional” methodologies?
Curriculum and Instruction (Expectations: Section # 4)
1. The faculty assumes primary responsibility for and exercises oversight of distance and correspondence education, ensuring both the rigor of programs and the quality of instruction.
2. The technology used is appropriate to the nature and objectives of the programs and courses and expectations concerning the use of such technology are clearly
communicated to students.
3. Distance and correspondence education policies are clear concerning ownership of materials, faculty compensation, copyright issues, and the use of revenue derived from the creation and production of software, telecourses, or other media products.
4. Academic support services are appropriate and specifically related to distance and correspondence education.
5. Program length is appropriate for each of the institution’s educational programs, including those offered through distance education and correspondence education. 6. For all degree programs offered through distance or correspondence education, the
7. For all courses offered through distance or correspondence education, the institution employs sound and acceptable practices for determining the amount and level of credit awarded and justifies the use of a unit other than semester credit hours by explaining it equivalency.
8. An institution entering into consortial arrangements or contractual agreements for the delivery of courses/programs or services offered by distance or correspondence education is an active participant in ensuring the effectiveness and quality of the courses/programs offered by all of the participants.
9. The institution’s curriculum designed for distance learning is directly related and appropriate to the mission of the institution.
10. The institution makes available to students current academic calendars, grading practices, and refund policies.
Evaluators Questions
1. How appropriate are the delivery systems for the programs being offered?
2. Are admissions, degree completion, curriculum, and instructional design policies and procedures the same as those used for traditional campus based programs?
3. Does the institution contract for any or all of its distance learning program with an outside party to deliver instruction?
4. Do the contracts provide for quality control by the institution awarding credit for the distance learning course or program?
5. Are provisions of the agreement, contract, or arrangement clearly delineated? Is there provision for regular evaluation of the effectiveness of the arrangement?
6. Are goals and objectives, and skills and competencies for distance learning programs comparable to those expected for traditional campus-based programs?
7. Does the administrative structure for provision of distance education courses/programs appropriately involve faculty as well as administrators?
8. What role do the academic departments play in the design and coordination of courses? 9. Are faculty members in distance learning programs also involved in curriculum
development, in coordinating syllabi, and in preparing comprehensive examinations? 10. Is there appropriate technological assistance for faculty charged with developing
11. If “outside experts” develop and provide distance education courses/ programs, what is the role of the institution’s faculty?
12. Are the technological delivery modes, instructional design, and resource materials appropriate for the courses and programs? Does the technology used enhance student learning?
13. Does the institution provide adequate technology for its distance education courses and does it upgrade the technology as needed?
14. Does the institution make training in technology available to faculty members teaching distance education courses?
15. Is assistance in use of required technology provided to distance education students who need it?
Faculty (Expectations: Section # 5)
1. An institution offering distance or correspondence learning courses/programs ensures that there is a sufficient number of faculty qualified to develop, design, and teach the
courses/programs.
2. The institution has clear criteria for the evaluation of faculty teaching distance education courses and programs.
3. Faculty who teach in distance and correspondence education programs and courses receive appropriate training.
Evaluators Questions
1. What role is expected of faculty members relative to distance education courses/programs?
2. Are there policies concerning the expectations of full and part time faculty planning for, designing, and teaching distance education courses? What is the percentage of full-time/part-time faculty who are involved in courses/ programs designated as distance and correspondence education?
4. What procedures are in place to ensure communication between faculty and students? 5. What are the defined qualifications for faculty members teaching distance education
courses?
6. How does the institution ensure that faculty are qualified to teach those courses?
7. Is there evidence that the institution has considered the differences between teaching distance education courses and teaching courses offered using “traditional”
methodologies?
8. Does the institution regularly evaluate the effectiveness of faculty members who teach distance education courses?
9. Are the criteria clear for evaluating distance education faculty?
10. How does the institution orient and train faculty for teaching in these programs? 11. Does the institution make professional development activities and training available to
distance education faculty members and ensure that distance education faculty members engage in that training and professional development?
12. Is there evaluation of faculty members teaching distance education courses?
13. Is there a clear understanding among distance education faculty members concerning expectations and criteria for evaluation?
14. Does the institution publish its criteria for evaluation of and expectations concerning the teaching of distance education courses?
15. Is there evidence in faculty files of evaluation of distance education faculty members using established and published criteria?
16. What is the interaction that occurs between students and faculty in these programs and how is the quality of interaction perceived by faculty and students?
Library and Learning Resources (Expectations: Section # 6)
1. Students have access to and can effectively use appropriate library resources.
Evaluators Questions
1. What arrangements has the institution made for ensuring that students have access to appropriate learning resources?
2. Are the resources adequate to support the programs?
3. What learning resources are available to distance education students?
4. How distance education students are made aware of the available learning resources? 5. Do distance education students have access to professional assistance at times when they
are likely to need assistance?
6. How does the institution know that its provision of resources and assistance to distance learning students is adequate?
7. Does the institution make available to distance education students information concerning what will be needed to access learning resources for their enrolled distance education courses?
8. Does the institution provide regularly scheduled orientation sessions for distance education students?
9. Is data available indicating that provision of learning resources to distance education is effective and that it is regularly evaluated and improved where appropriate?
Student Services (Expectations: Section # 7)
1. Students have adequate access to the range of services appropriate to support the programs offered through distance and correspondence education.
2. Students in distance or correspondence programs have an adequate procedure for resolving their complaints, and the institution follows its policies and procedures. 3. Advertising, recruiting, and admissions information adequately and accurately represent
the programs, requirements, and services available to students.
4. Documented procedures assure that security of personal information is protected in the conduct of assessments and evaluations and in the dissemination of results.
5. Students enrolled in distance education courses are able to use the technology employed, have the equipment necessary to succeed, and are provided assistance in using the technology employed.
Evaluators Questions
Facilities and Finances (Expectations: Section # 8)
1. Appropriate equipment and technical expertise required for distance and correspondence education are available.
2. The institution, in making distance and correspondence education courses/programs a part of its mission, provides adequate funding for faculty, staff, services, and
technological infrastructure to support the methodology.
Evaluators Questions
1. Has the institution made appropriate and necessary adjustments to ensure adequate student development services for students involved in distance learning programs? 2. Is there a supervisor responsible for ensuring such services?
3. Does the institution have a sufficient number of trained student service personnel to ensure provision of appropriate support in such areas as admissions or counseling? 4. Does the institution have a sufficient number of trained academic support personnel to
ensure provision of academic assistance needed by distance education students? 5. Does the institution ensure that services are available?
6. Does the institution provide distance education students with material indicating student services and academic services which are available to them and how to access the services?
7. How does the institution identify distance education students who need academic assistance and how does it intervene to provide that assistance?
8. Is there data that demonstrates achievement by distance education students of learning outcomes established by the institution?
Facilities and Finances (Expectations: Sub-Section # 9)
The institution, in making distance and correspondence education courses/programs a part of its mission, provides adequate funding for faculty, staff, services, and technological infrastructure to support the methodology. Back to UHCL
Evaluators Questions
1. Does the budget reflect provision of funding for needs of distance education at the institution to include technology, faculty, staff, administrative personnel, learning resources, and services?
2. Are the funding needs reflected in the annual budget and in long-range budgetary projections for the institution?
3. Are the technological resources, means of delivery, and other physical resources available, maintained, staffed, and current?
4. Are there sufficient financial resources available and committed to support distance learning activities and how is it supported by the budget?
5. Is there a financial plan for maintaining the support systems needed for the programs, including upgrading systems currently being used and maintaining currency of technological delivery?
6. What arrangements has the institution made for required laboratories, workshops, etc. associated with distance learning programs?
Federal Requirements (Expectations: Section # 9) Expectation 1:
The institution is expected to provide distance education students with processes by which they can submit complaints.
Questions:
1. Do distance education students know how they may file a complaint and receive feedback on resolution of the complaint?
2. Is there a process by which a distance education student may file a complaint and receive response within a reasonable time is provided to the student upon registration?
3. Does documentation exist indicating that institutions are responsive to student complaints and to resolving the complaint within a reasonable time period?
Expectation 2:
Back to UHCL Questions:
1. Who is responsible for ensuring the accuracy of materials used for the recruitment of students? What is the process for maintaining accuracy?
2. Are recruitment materials accurate?
Expectation 3:
An institution that offers distance or correspondence education demonstrates that the student who registers in a distance or correspondence education course or programs is the same student who participates in and completes the course or program and receives the credit by verifying the identity of a student who participates in class or coursework by using such methods as (1) a secure login and pass code, (2) proctored examinations, or (3) new or other technologies and practices that are effective in verifying student identification.
Questions:
1. What are the methods used by the institution to verify student identity? 2. Are the methods adequate and effective?
Expectation 4:
The institution has a written procedure for protecting the privacy of students enrolled in distance and correspondence education courses or program.
Questions:
1. What is the procedure for protecting the privacy of students enrolled in these courses? 2. Is the procedure adequate and effective?
Expectation 5:
The institution has a written procedure distributed at the time of registration or enrollment that notifies students of any projected additional student charges associated with verification of student identity (if a charge is assessed).
Questions:
1. What is the procedure for notifying students regarding additional student charges associated with such verification?
Back to UHCL
Adopted: SACSCOC Board of Trustees: June 2010
Edited: January 2012 Reformatted: July 2014 Back to UHCL
SECTION III: Appendix B. THECB Distance Education Principles of Good Practices GUIDE FOR INCORPORATING
THE PRINCIPLES OF GOOD PRACTICE INTO ELECTRONICALLY-BASED COURSES
Introduction
The Texas Higher Education Coordinating Board, through the Distance Education Advisory Committee, commends and encourages the development of online courses and other
electronically delivered courses that enhance access to higher education throughout the state of Texas. THECB works closely with Texas College and university systems as well as with ICUT (Independent Colleges and Universities of Texas) to ensure that the quality of distance education is high. To that end, all course providers and all institutions are encouraged to use the Principles of Good Practice for Electronically Offered Academic Degree and Certificate Programs as developed by the Western Cooperative for Educational Telecommunications (WCET), a program of the Western Interstate Commission for Higher Education (WICHE) and as endorsed by
THECB. The document below is a recommended guide and evaluation to be utilized by institutions when development of a new electronically delivered course is completed. It is designed to determine whether the course confirms to the Principles.
Institutions seeking approval for distance education plans through THECB must
demonstrate that all courses adhere to the Principles. Use of a course evaluation document
such as this one is one way to demonstrate adherence to the Principles.
The document is adapted from one developed by the University of Texas System TeleCampus.
SACS Distance Education Policy Statement #
THECB Distance Education Advisory Board GUIDE FOR INCORPORATING
THE PRINCIPLES OF GOOD PRACTICE INTO ELECTRONICALLY-BASED COURSES
Course Information Section 1
Please be sure that information is accurate and complete. Title of Course, Number:
Name (s), title (s), component (s) of instructional faculty:
Name, title, phone number and e-mail of principal contact person: Is this course for credit?
Is this a non-credit course?
Prerequisite (s) and/or required academic skills/background of students: Number of students recommended:
Brief course description:
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Technical Notes: Section 2
Note: As you complete this section of the self-study, please consult with the appropriate staff at your institution.
Course Management Platform (for example, Prometheus, Blackboard, WebCT, other) Indicate which one:
Students will use a variety of browsers and hardware. Have you tested your course on a combination of browser versions and hardware platforms? (For example, Netscape 3.X on an older Pentium PC, or Explorer on a Mac running OS7.X). Please provide details.
Student Discussion/Chat:
Asynchronous (Threaded Discussion): _____ yes _____ no Synchronous (Live Chat): _____ yes _____ no
Email: _____ yes _____ no Additional Information:
Back to UHCL Audio:
Number of segments: _____ Length of longest segment: _____
Method of delivery: Streaming via RealAudio _____; QuickTime or other _____; CD-ROM _____ Transcript of Audio Included _____yes _____ no
Additional information as appropriate
Video: Number of segments: _____ Length of Longest segment: _____ Method of delivery: Streaming via Real/Media _____; QuickTime or other _____; CD-ROM _____ Transcript of Video Included: _____ yes _____ no Additional Information as appropriate
Does the program or course meet the guidelines of the Americans with Disabilities Act and specifically the Rehabilitation Act Amendments in (Section 508). For information on the actual guidelines, see the following: http://www.usdoj.gov/crt/ada/adahom1.htm or
http://www.access-board.gov/508.htm. Yes _____ No _____ Course Copyright and Permissions Section 3
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Please work with your home institution in ascertaining this and in obtaining appropriate permissions.
Information on copyright laws relating to the use of intellectual materials is available through institution inserts its own link to materials. (An example would be the UT System Copyright Crash Course Tutorial that is online at the UT TeleCampus. A link to this is:
http://www.telecampus.utsystem.edu ->Faculty Resources -> First Steps.)
In any case where the institution and/or course author (s) contribute copyrightable expression, the institution and/or course author (s) warrant that they are the only owner (s) of the course and have full power and authority to make this agreement; and that the course does not infringe any copyright, violate any property rights, or contain any scandalous, libelous or unlawful matter. Name (s) of copyright holders:
Have you confirmed that the course materials and any course materials not developed by the copyright holder are “fair use” or that you are otherwise exempt from liability from
infringement? Yes _____ No _____ In Process _____ If not, have you acquired permission to use or link to the materials? Yes _____ No _____ In Process _____ Additional
Information/Comments as appropriate: Back to UHCL #9 #9 #9 #9 #9 #9
Principles of Good Practice Section 4
The Principles of Good Practice for Electronically Offered Academic Degree and Certificate Programs were developed by the Western Cooperative for Educational Telecommunications and adopted by the Texas Higher Education Coordinating Board. These principles provide an outline for consideration when developing, teaching or evaluating the quality of electronic instruction. Therefore, the Distance Education Advisory Committee of THECB recommends that all
instructors complete this Guide as an assurance that all courses offered through distance learning in Texas meet these guidelines. It is not necessary for you to provide a positive answer to each question. However, those questions for which you report a negative answer may well represent areas in which should provide additional information/rationale for that decision.
Assumptions of the Principles of Good Practice Section 5
1. The program or course offered electronically is provided by or through an institution that is accredited by an accrediting agency recognized by the Texas Higher Education Coordinating Board and authorized to operate in the state where the program or course originates. 2. The institution’s programs and courses holding specialized accreditation meet the same requirements when offered electronically.
3. The “institution” may be a single institution or a consortium of such institutions. 4. These principles are generally applicable to degree or certificate programs and to courses offered for academic credit.
5. It is the institution’s responsibility to review educational programs and courses it provides electronically and certify continued compliance with these principles.
6. Institutions offering programs or for-credit courses are responsible for satisfying all in-state approval and accreditation requirements before students are enrolled.
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Principles of Good Practice: Curriculum and Instruction Section 6
1. The course results in learning outcomes appropriate to the rigor and breadth of the degree or certificate awarded. Yes _____ No _____
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2. The course offered electronically is coherent and complete. a. Necessary course materials are identified. Information on how to purchase or obtain materials online or via phone is provided, if necessary. Yes _____ No _____
b. If students are not required to meet on campus, they can complete the course without physically visiting the institution offering the course. (i.e. all necessary instruction and support infrastructure is in place to serve the off-campus student.)
Yes _____ No _____
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c. The course includes:
Note: A positive response is not required for every item below. This section should be used as a checklist and should be dependent upon the course content and the target audience.
• Introduction Yes _____ No _____ • Course Title Yes _____ No _____ • Course prerequisites Yes _____ No _____ • Syllabus includes:
Course number and title Yes _____ No _____ Instructor name/contact number Yes _____ No _____
Required text including purchase information Yes _____ No _____ Learning objectives Yes _____ No _____
Descriptions of lessons/modules Yes _____ No _____ Information on course assessment Yes _____ No _____
Links to appropriate library and other learning resources Yes _____ No _____ Policies and Procedures of the course Yes _____ No _____
Calendar of all assignments Yes _____ No _____ • Pages of content
Graphical and multimedia elements Yes _____ No _____ PDF and other downloadable files Yes _____ No _____ Links to other web sites Yes _____ No _____
Interactive exercises Yes _____ No _____ Evaluation instruments Yes _____ No _____
Link to online conference or chat Yes _____ No _____ • Technical support information or link Yes _____ No _____ • Technical requirements for the course Yes _____ No _____
3. The course provides for appropriate interaction between faculty and students and among students.
a. Interaction with and among students is achieved through (check all that apply): Asynchronous discussion _____ Synchronous chat _____ Team projects _____ Individual email _____ Group email _____ Audioconference _____ Interactive Video (ITV) _____
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b. Feedback for students on assignments and questions will be provided in a timely manner and guidelines for feedback are defined or outlined in the syllabus or course menu. Yes _____ No _____
Additional information as appropriate:
c. When teaching the course, the faculty member (s) will be available to support and communicate with the students and oversee student projects and evaluation. Yes _____ No _____
d. Students have the opportunity to interact with each other and with faculty and administrators outside of class to build a learning community.
Yes _____ No _____
4. Courses offered electronically are offered on the campus of the institution where the programs or courses originate.
a. Is this course part of the institution’s course inventory? Yes _____ No _____
b. Did this course obtain approval through the regular approval process used for all courses? Yes _____ No _____
5. Academic standards for all programs or courses offered electronically will be the same as those for programs or courses delivered by other means at the institution where the program or course originates.
a. The course provides students with clear, complete and timely information on course goals and objectives.
Yes _____ No _____
b. The course specified necessary technology competence and skills. Yes _____ No _____
c. This course meets the institutional standards for content, reflective learning, competencies, etc. as other courses?
Yes _____ No _____ Back to UHCL d. Student learning online is comparable to student learning offered at the campus where the program or course originates?
#16 #13 & #14 #8 #6 & #7 #7 #7 #6 & #7 #6
Principles of Good Practice: Institutional Context and Commitment Section 7 1. The course and associated technology requirements are consistent with the institutional technology policies. Yes _____ No _____
2. Course announcements and catalog entries provide appropriate information about the course and services associated with the course. Note: If 50% of the course content is delivered electronically or off-campus, it must be listed as a distance learning course in the official schedule of courses and in all promotional materials.
Yes _____ No _____
3. Enrolled students have reasonable and adequate access to the range of student services and student rights appropriate to support their learning.
Financial Aid: Yes _____ No _____ Library Resources: Yes _____ No _____ Counseling: Yes _____ No _____
Special Student Services Yes _____ No _____ Career Services Yes _____ No _____
Technical Support Yes _____ No _____
4. The institution has admission/acceptance criteria in place to assess the extent to which a student has the background, knowledge and technical skills required to undertake the program or course. This would include, if appropriate, prerequisite technical and/or content background. Yes _____ No _____
5. The institution provides your and your co-developers (when applicable) support services specifically related to teaching via an electronic or distance format.
Yes _____ No _____
6. The institution provides training for you and your co-developers who teach via the use of technology.
Yes _____ No _____
What training have you and your co-developers received (check those that apply): a. General technology skills workshops _____
b. Web-course development and delivery workshops _____ c. Other training _____
7. The institution provides support for you and your co-developers as they revise the course. Yes _____ No _____ Back to UHCL
8. The institution provides adequate equipment, software, and communications access to you and your co-developers to support the interaction with students, other faculty and other institutions or services.
#9 N/A #9 #9 #9 #9
9. Courses offered electronically may also be offered on the campus of the institution where the programs originate. Indicate below the status of this course as it relates to on-campus sections of the same course.
a. A separate section of this course is sometimes taught on campus. Yes _____ No _____
10. Will this course be a part of or in addition to the assignment of you and your co-developers?
Yes _____ No _____
Principles of Good Practice: Evaluation and Assessment Section 8 1. Students will be given an opportunity to evaluate this online course.
Yes _____ No _____
2. Student achievement in the course will be assessed. Yes _____ No _____
3. The effectiveness of the course will be evaluated by students at regular intervals. Yes _____No _____
1. You and your co-developers will use the results of assessment to make necessary revisions of this course at regular intervals.
Faculty and Institutional Commitment/Approval
This signature page must be completed and returned along with the answers to the self-study. It should be completed and signed by the instructional faculty and the appropriate dean or vice president.
Faculty Commitment Back to UHCL
The answers to the questions in this self-study are accurate and truthful. All efforts have been made to ensure that copyright permissions have been obtained. All efforts have been made to comply with institutional policies regarding technology and other learning resources.
Signature: ____________________________Printed Name _______________________ Signature: ____________________________Printed Name _______________________
Departmental Approval (if appropriate)
The answers to the questions in the self-study are consistent with departmental policy. Signature: ____________________________Printed Name_______________________ Title: ________________________________Date: _____________________________
Institutional Commitment (Dean or, if appropriate, Vice President)
The answers to the questions in the self-study are consistent with college and/or University policy.
Signature: ____________________________Printed Name_______________________ Title: ________________________________Date: _____________________________
Completed self-study will be housed in the Office of the Vice President for Academic Affairs or an office designated by the VPAA and used as part of the institutional plan for distance
education activities as required by state law and coordinated through the Distance Education Advisory Committee of THECB.
Adopted: ________________
SECTION IV: Appendix C. Minimum UH Requirements for Online Programs
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Courses taught through Distance Education at the University of Houston are strongly encouraged to follow the quality standard guidelines provided through Faculty Development and
Instructional Support (FDIS), Distance Education (DE), and with support of Academic Affairs. This set of guidelines provides clarification of State of Texas regulations concerning the delivery of Distance Education courses, University of Houston policy and definitions regarding distance delivered courses, determination of quality, and resources available to support both students and faculty.
SACS (Southern Association of Colleges and Schools) policy statement regarding Distance Education provides the underlying concepts for the implementation of quality delivery of all University of Houston programs and courses. The best practices statement can be found on the SACS website at the following
URLhttp://www.sacscoc.org/pdf/Distance_and_correspondence_policy_final.pdf
This document describes guidelines and recommendations needed to implement quality online courses.
DEFINITION OF DISTANCE EDUCATION:
At the University of Houston, a course delivered through Distance Education is defined according to the Texas Higher Education Coordinating Board definition.
Chapter 4 §4.103 (9) Texas Higher Education Coordinating Board (THECB) rules define a Distance Education course as:
“...a course which the majority of the instruction occurs when the students and the instructor are not in the same physical setting. A course is considered to be offered by DE if students receive more than ½ of the instruction (51%) at a different location than the instructor. A DE course can be delivered synchronously or asynchronously to any single or multiple location(s) through electronic, correspondence, or other means. The course may be formula funded or offered through extension, and it may be delivered to on-campus students and those who do not take courses on the main campus.”
The University of Houston defines distance education classes as follows:
Online classes have the bulk of the material delivered online (Blackboard, etc.). Face-to-face
sessions are discouraged but acceptable up to 15% of instructional time (maximum of four 1 ½ hour meetings during a long semester). All required meeting days, times, and locations should be included in the class footnotes so students are aware of this requirement prior to registration.
Hybrid classes at the University of Houston combine traditional classroom instruction with a
COURSE SCHEDULING PROCESS:
Distance Education courses are “owned” and scheduled by the college and academic departments, but are to be taught using distance learning technology delivered through Blackboard or other campus supported technology.
Courses developed for electronic delivery, either hybrid or fully online, must be scheduled University of Houston classes and must meet all the same course content requirements. Faculty wishing to offer Distance Education classes must contact their Department Chair for permission to deliver a class through Distance Education.
Distance Education classes are scheduled by the colleges, using the appropriate coding to identify the mode of delivery and location of the class. The office of University Outreach (Distance Education) will review the schedule for accuracy.
College and Departmental schedulers are aware of the coding needed to schedule distance classes appropriately, but the instructor should confirm that their classes have been coded properly. Any special information about the course, mandatory meeting dates, alternative delivery modes, i.e. different LMS other than Blackboard, should be listed in the footnote. Information on Blackboard is generally not available to students until the first day of class. Instructors may request early log on for their students by sending an email to
[email protected]. Distance Education provides student access to course syllabi and other documents prior to the start of the semester though the Pathway to Distance Education. Any instructor not using Blackboard needs to notify students seven days before the start of the academic semester. Any instructor teaching a distance course may post documents to the Pathway site to better prepare their students for the start of the class. Faculty with courses listed as an online format will be contacted a few weeks prior to the semester beginning to upload their information to the Pathway to Distance Education. More information is available on the DE website at http://distance.uh.edu/instructors/index.html.
QUALITY CONTENT CREATION AND DELIVERY GUIDELINES:
A quality distance education course should include all elements found in the Course Guideline Evaluation document (Appendix A). This document is used by the Faculty Development and Instructional Support (FDIS) team to review online course delivered through Distance Education. The review focuses strictly on course logistics and design, not content. UH adheres to the quality principles established by SACS, the Western Interstate Commission for Higher Education, and endorsed by the THECB.
FDIS staff members are available to provide feedback to every instructor teaching an online course. This feedback will help the instructor to develop their online course to meet the minimum recommendations of quality. These recommended guidelines are provided in this document in Appendix A.
CONTEXT
Each course offered through Distance Education adheres to the following assumptions: 1. Online (electronic delivery, distance delivery) programs or courses meet the same requirements and rigor as those delivered by other means at the university.
2. Instructors should serve as the subject matter expert and work with the Instructional Designers who will assist with the navigation, design, and logistics of their course. This service will
provide feedback to certify alignment with this UH guideline for online delivery.
3. Any specific information including dates and meeting times should be included in the Course Notes in PeopleSoft so that students are informed of class attendance expectations prior to registering for the course.
4. Faculty teaching online and scheduled through Distance Education are provided support services related directly toward the technology used for developing, designing, and teaching the course through the Instructional Designer teams located either in colleges or from the Central Design team. (Appendix D)
5. Students enrolled in Distance Education courses are provided reasonable and adequate student services (including technology services) in support of their distance courses.
6. All online courses will be evaluated using the University protocol and procedures for measurement and administered as an end of term student evaluation. These evaluations will be administered through the Learning Assessment group on campus and delivered through the instructor’s course in Blackboard.
7. Based on Sloan C and SACS guidelines, a course requires a minimum of three hours of student work a week, per unit including class time and/or demonstrated competency prorated for short-term, laboratory, and activity courses.
8. Course announcement and electronic catalog scheduling provide complete and appropriate information regarding all aspects of the course.
9. Faculty and students participating in DE work have at least minimum technology skills as outlined in Appendix B.
10. Every course being delivered online will have a course information form (Appendix F) on file with Faculty Development and Instructional Support at the beginning of each semester.
UH APPENDIX A
Minimum Requirements for Online Courses:
Each Online course delivered through DE should include the following information:
1. A syllabus is provided in the course and includes all information required by the University. (Appendix G)
2. Learning outcomes and objectives are obvious and available to the student in the online course.
3. The course provides a means of interaction between faculty and student; and students with other students when appropriate for the course.
4. If a TA is the instructor for the online section, students are given communication guidelines and an opportunity to communicate with the instructor-of-record as well as the TA.
5. Students are provided complete information regarding the nature of the faculty/student interaction, the technology competencies required of the students, and the technology needed to adequately complete the course (computer access).
6. Information regarding support services available on campus is provided. This includes links to the library, to tutoring, and technology support.
7. Policies and procedures for class attendance and participation are clearly identified. 8. Assignments and assessments are clearly provided.
9. Grading procedures are clearly identified.
10. Minimum ADA compliance is adhered to in the online course. (Guidelines provided in
Appendix E)
1. Expectations for feedback on assignments and questions are clearly outlined for the student. 2. Any copyrighted material meets “fair use” guidelines. (Guidelines provided in Appendix C) 3. Instructions for using the course are easy to understand and follow.
4. Etiquette expectations are provided in the course with consequences assigned for not adhering.
5. University of Houston Student Code of Conduct is provided and clearly identified. 6. University of Houston Academic Dishonesty Policy is provided and clearly identified.
UH APPENDIX B
MINIMUM TECHNOLOGY SKILLS FOR FACULTY AND STUDENTS
These skills are the minimum skills needed for anyone to be successful while participating in an online course environment. Both Faculty and Students have support available to them to
troubleshoot issues that arise with the technology, but a successful experience requires the following skills:
1. Capable of sending and receiving email; 2. Capable of attaching files to an email message;
3. Capable of finding information regarding browser, operating system, tool versions for troubleshooting
4. Recognize and be able to use hyperlinks; 5. A working knowledge of Microsoft Office;
8. Scan for and remove computer viruses;
9. Capable of using discussion board or chat online;
10. Capable of typing in a URL in the address bar of a browser; 11. Capable of doing an internet search.
MINIMUM HARDWARE REQUIREMENTS FOR TEACHING AN ONLINE COURSE
Faculty teaching an online course must have access to the following requirements before teaching an online course:
1. Browser used on computer must be a browser compatible with current version of the appropriate LMS (Learning Management System).
2. Pop-up blockers must be disabled.
3. Must have a reliable DSL, cable or better Internet connection. Dial-up modems are no longer acceptable as a means of accessing the course content reliably.
4. Must have access to a regular email account (personal or University) for updates and information regarding the course maintenance.
5. Java Plug-in must be compatible with current version of the appropriate LMS. 6. Cookies must be enabled.
7. Currently supported operating systems: Windows 2000, XP, Vista or Windows 7; Mac OS X
UH APPENDIX C
COPYRIGHT AND INTELLECTUAL PROPERTY
Every instructor of an online course is responsible for obtaining permission to use copyrighted material as appropriate for the situation. Copyright and Fair use policies are very tedious and difficult for everyone to understand and dissect. If you are not sure, your best resource is your librarian. If there is a question about copyright use, you should not use the material. Be responsible and use common sense in knowing what should be used online.
The following are some common examples:
If there is a textbook available to students, for sale by the author, you should not copy the text and put it online for the students. If you want the students to have access to an electronic version to purchase, then talk to the publisher.
It is not permissible to copy an entire movie that is on the market for students to rent and distribute this to your students online.
It is not legal to copy from the same chapter, book, or journal every week during a semester. The UH Library website gives very good information and support for Fair Use of Electronic and Print Reserves. The URL for this is: http://info.lib.uh.edu/services/reserves/copy_guideline.html. Fair Use defined by the Copyright Law of the United States of America, Title 17, Sec. 107. “Notwithstanding the provisions of section 106, the fair use of a copyrighted work, including such use by reproduction in copies or photo records or by any other means specified by that section, for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright.” TEACH ACT -- Technology, Education and Copyright Harmonization Act of 2002
This ACT was created to amend some of the inequities between what has been allowed and legal to use in a traditional classroom, and what is allowed for display and use of students in an online class.
The concept of “reasonable portions of video and audio clips” is accepted as the guideline for both online and classroom use. What constitutes “reasonable” is not entirely clear, but most 10 universities operate under the guideline of the law allowing “an amount comparable to that typically displayed in the course of a live classroom setting”. This is generally interpreted to mean that if the course is available only to registered students online (i.e.… behind a password protected site) then whatever is needed to teach an objective face-to-face and used as related to the teaching of the content is accepted to be appropriate to provide to an online student.
If you use copyrighted material, you are not allowed to keep using it semester after semester. Once the semester is complete, the material should be removed from a course and not used the very next semester without permission from the author.
UH APPENDIX D
CONTACT INFORMATION
FACULTY DEVELOPMENT AND INSTRUCTIONAL SUPPORT (FDIS)
http://eto.uh.edu/fdis http://twitter.com/fdis_etuo [email protected]
832 842-2147
Contact: Tammy Hoskings, Director FDIS ([email protected])
Back to UHCL UH APPENDIX E
ACCESSIBILITY GUIDELINES
The Center for Disabilities is an excellent resource for faculty when students need
accommodations for any course, face-to-face or online. Information on the Center can be found on the following website: http://www.uh.edu/csd/
Even in an online course, a student must go through the Center for Disabilities to provide proof of need for accommodations. A student may not simply tell an instructor “I have a disability and need more time to finish my assignments or assessments”. The student must have the Center approval before it is necessary to provide any special provisions to the online course.
If in doubt what provisions are needed and how the provisions can be accommodated, please contact the center for help.
There are a few minimal guidelines for a successful online experience. Keep in mind there are many types of disabilities, and some can easily be provided if kept in mind when the course is being created:
1) What is referred to as an ALT Tag needs to be added to every graphic in an online course. This is simply a way to read a description of the graphic for those who cannot view it. Any of the instructional designers will be able to assist faculty to learn how to apply an ALT TAG to an online graphic.
2) Color-blind students cannot differentiate colors in a figure. Do not use color to indicate a distinction. If you must use a color for setting information apart from other information, be sure to describe what is being done in text format. For example, “pay careful attention to the next sentence” placed before colored text would help the student understand there is a difference. 3) If there is audio which is important to the learning for the student, then a text version of the audio should be made available. If an instructor has a script of the audio lecture, this can be used. Faculty should check with the Center for Disabilities for help with captioning.
5) The standard white or light colored background is very important for students with visions problems. Colored or dark backgrounds are almost never acceptable in an online course and do not meet ADA compliance.
UH APPENDIX F
COURSE INFORMATION FORM Back to UHCL
Every course developed for online delivery will have on file with FDIS (Faculty Development
and Instructional Support) an electronically submitted Course Information Form. This form can be filled in by the faculty member teaching the course, or it can be submitted by the Department, or Instructional Designer for the college. This will be submitted no later than the first day of class for the semester.
The form is available at: http://eto.uh.edu/fdis/course_info/fdis_course_info.php The form consists of the following information:
1) Official Catalog Title of the course
2) Name of Faculty Teaching the course (if this a TA identify name of faculty of record) 3) Contact Information of Faculty (or faculty of record) teaching course
4) If Applicable, name of TA for course
5) If Applicable, contact information of TA for course 6) Course Description (Catalog description)
7) Technical information a. Platform for course delivery i. Blackboard
ii. Website
iii. Other (identified)
b. Technology to be used for delivery other than Course Learning System (choose all that apply) i. Media Site lecture capture (archived)
ii. YouTube Lectures iii. Streaming Media iv. Video conferencing v. Wimba
8) To the best of your knowledge, does the course meet the guidelines for ADA (American Disabilities Act) or Rehabilitation Act Section 508?
a. Yes b. No
UH APPENDIX G
University of Houston Syllabus Recommendations (UH Center for Teaching Excellence website: http://cte.uh.edu)
purposes of complying with HB2504, each syllabus is required to be posted on the UH website through the UH System web portal. Faculty can log in using their PeopleSoft account number and password. After logging into your PS account, navigate to “Self Service” then to “Faculty Center”. The syllabus upload link is located on the right hand column of your teaching schedule. This is required only for undergraduate courses and these syllabi must include:
a. Course and instructor identifiers.
b. Major assignments/exams: Minimally, you must list all major course assignments and their weight in the final grade for any assignments worth 10% or more. Back to UHCL
c. Required readings: List the Title, Author, and Year of all required readings for the course. d. Recommended readings and list of discussion/lecture topics: List the Title, Author, and Year of all recommended readings for the course.
e. List of discussion/lecture topics: Include here all main lecture topics for the semester (dates optional).
The following items are recommended to be included on your syllabus.
1. Semester and year of course. 2. Course number, title, and location.
3. Instructor’s Information: Contact information, office hours and location and TA information if applicable.
4. Course Description and prerequisite information. 5. Learning Objectives with aligned outcomes. 6. Required and recommended materials:
a. Textbook information: title, author, edition, ISBN, and available electronic version. b. Additional materials included with-textbook (i.e. web site access codes).
c. Other reading or software materials that are accessible online or through the Interlibrary Loan. 7. Schedule of Assignments, Exams and Deadlines.
8. Examples and consequences concerning student ethics and code of conduct (especially plagiarism).
Course grading system including final grading scale information. 10. Attendance/tardiness policies/conduct policies.
11. Participation expectations and policies that is consistent with the University of Houston DE definition.
14. Final Exam information.
15. UH policy information such as accommodations for students with disabilities, religious holidays, and absence due to UH sponsored activities and academic honesty.
16. A statement to the fact that you reserve the right to adjust schedule as needed. Back to UHCL
17. Student expectations and etiquette how students should conduct themselves in a DE course.
SECTION V: Appendix D. UHCL Online Course Quality Assurance Checklist
ASSIGNMENTS
Are the directions to the assignments and activities posted easy to understand?
Does the instructor list any policies concerning how to submit assignments, uploading files or posting on the bulletin board, or talking in the chat room? Does the instructor specify how the assignment will be graded, or provide a rubric?
Does the instructor explain how the student receives feedback on their assignments with regards to turn-around time for grade postings and communication?
SECTION VI: Appendix E. HB 2504: 2014 Compliance Report
As required through the passage of House Bill 2504 and subsequent rules by the Texas Higher Education Coordinating Board, Texas State University-San Marcos submits the following report to document compliance with all provisions of the legislation and rules related to "Public Access to Course Information."
Overview
The university’s HB 2054 Web site is located at http://hb2504.txstate.edu/ and is accessible by one link from the university’s home page. The Web site provides useful information and demonstrates the university's commitment to accountability, transparency and open
communication with students, parents, legislators, the public, and all stakeholders. On this site, users easily find:
1. For each undergraduate classroom course offered for credit by the institution, a syllabus and a curriculum vita for the instructor of record;
2. For each academic department, a departmental budget report;
3. For work-study employment opportunities, a link to current job openings; and 4. In early 2011, summarized end-of-course student evaluations of faculty for each
undergraduate classroom course.