2015-2016 degree completion faculty handbook faculty handbook.pdfdegree completion faculty handbook...

2015-2016

Degree Completion Faculty Handbook

enal

yrevil

ed/er

if

School of Humanities,Religion and Social Sciences

School of Business

HealthCenter

School of Education

Biblical Seminary

School ofNatural Sciences

BH2 BH4

EAST HALL PARKING LOT

PARKING LOTNo permit required

HAMILTON AVENUE

SEMINARY GREEN

ROSEGARDEN

WarkentinPrayer Chapel

SECA3

HH7 HH9 HH11

HH1

HH2 HH4 HH5 HH6HH3

TH7 TH8 TH9 TH10

TH11

TH1 TH2TH4 TH5 TH6

TH3

MMCBTH2BTH1 BTH4

TH12

F

EJ

K

B A

G H

D

C

TH13 TH15

SECA2

MCCCC

SE

Adult Transition ProgramAIMS Hall of Math & ScienceAlumni HallAlumni PlazaArt RoomBartsch HallButler HousesButler ChurchCenter for PeacemakingCharlotteʼs Coffee CornerCommuter HouseEast Hall

ATPAIHALHALPARTBAHBTHBUC

TH8-9CCC

TH16EAH

Facilities ManagementHeaton HousesHiebert LibraryKrause HallKriegbaum HallMail CenterMarpeck CenterMcDonald HallMission Memorial Court Apts.Nachtigall HallNorth HallPacific Bookshop

FMBHHHTLKRHKBHMC

MARMCDMMCNAHNOHBKS

Sattler HallSteinert Campus CenterSchlichting HallSpecial Events CenterSEC Portable ClassroomSEC Portable ClassroomSeminary HouseStrasbourg HallStudent ExecutiveTownsend HousesWarkentin ChapelWarkentine HallWiebe Education Center

SATSCCSCHSEC

SEC A2SEC A3

SEMSTRSETH

WPCWAHWEC

NOHNorth Hall

SEMSeminary

House

WPC

Mission Memorial Court Apts.

BUTLER PARKING LOT

Center for Peacemaking& Conflict Studies

MBMSI

CommuterHouse

TH16

Permit parking only

Permit parking only

Permit parking only

Permitparking

only

Permitparking

only

Permitparking

only

Larry EcklundMemorial Garden

ALUMNI PLAZA (ALP) CAMPUS GREEN

MCDONALD HALL GREEN

TOWNSEND AVENUE

HEATON AVENUE

FRESNO MAIN CAMPUS MAP

1515

4837 4845 4867

4838 4846 4866

4846 4852 4858 4864 4870 4876 4882 4888 4894

1516

1525

4847 4853 4859 4865 4871 4877 4887

1586

S.

Ì

Ì

Ì

Ì Ì

Ì

Ì

Ì

disabled accessible building and restroom

disabled accessible

emergency poles

safety phones

AED (Automated external defibrillator)

Degree Completion Faculty Handbook 2015‐2016 Page 1

2015-2016 DC Faculty Handbook Table of Contents

The Fresno Pacific Idea __________________________________________________________ 3

Staff and Faculty Directories/Resources ____________________________________________ 5

Academic Calendar _____________________________________________________________ 8

Faculty Personnel Policies & Procedures ___________________________________________ 12

Adjunct Faculty _____________________________________________________________ 12

Faculty Qualifications ________________________________________________________ 13

Contracts and Pay Days _______________________________________________________ 13

Salary Scales ________________________________________________________________ 14

General Education & Elective Course Notes ______________________________________ 16

Enrollment Balancing ________________________________________________________ 16

Retirement Annuity __________________________________________________________ 16

Teaching Opportunities _______________________________________________________ 16

Adult Students ________________________________________________________________ 17

Academic Policies and Procedures ________________________________________________ 17

Student Learning Outcomes ___________________________________________________ 17

Attendance Policies __________________________________________________________ 18

Class Schedule Adherence ____________________________________________________ 21

Holidays ___________________________________________________________________ 21

Synchronous Learning ________________________________________________________ 22

Weather/Emergencies _______________________________________________________ 22

Devotions and Dinner ________________________________________________________ 23

Assignments ________________________________________________________________ 23

TaskStream ________________________________________________________________ 23

Turnitin ____________________________________________________________________ 24

Copyright Permission ________________________________________________________ 24

IDEA: Course Evaluation Inventories ____________________________________________ 25

Online and Blended Courses _____________________________________________________ 25

Class Representatives __________________________________________________________ 41

Grading System _______________________________________________________________ 42

Grading Rubrics _____________________________________________________________ 42


Letter Grades _______________________________________________________________ 42

Quality Points and Grade Point Average _________________________________________ 43

Credit Bearing Grades ________________________________________________________ 43

Grade Reporting ____________________________________________________________ 44

Grade Appeals ______________________________________________________________ 45

Academic Appeals _____________________________________________________________ 46

Community Standards__________________________________________________________ 46

Student and Faculty Dispute Resolution ___________________________________________ 46

Resources ____________________________________________________________________ 47

Adjunct Faculty Online Orientation _____________________________________________ 47

Regional Campuses __________________________________________________________ 47

Technology Training _________________________________________________________ 47

Hiebert Library ______________________________________________________________ 47

ID Cards ___________________________________________________________________ 47

Equipment _________________________________________________________________ 47

Curriculum/Textbooks _______________________________________________________ 48

Rooms ____________________________________________________________________ 48

Copies _____________________________________________________________________ 48

Parking ____________________________________________________________________ 48

Guest Speakers _____________________________________________________________ 48

Mileage ___________________________________________________________________ 48

Expense Reimbursement _____________________________________________________ 49

Tutoring Help for Students ____________________________________________________ 49

Syllabus Template/Requirements ________________________________________________ 50

Honorarium Request Form ______________________________________________________ 54

Mileage Application ___________________________________________________________ 54

Quick Guide for New Faculty ____________________________________________________ 56

Index _______________________________________________________________________ 58


The Fresno Pacific Idea

The Mission The Fresno Pacific Idea reflects the university’s interpretation of what it means to be a

community of learners committed to a distinctive vision of Christian higher education. The Idea serves as a center for reflection and action and as a guide for forming a vision of the future. Rooted in the past and continuously re‐shaped by the present, the Idea provides a foundation for the university’s understanding of itself and of the mission to which it is called.

In pursuing the mission, the university affirms the significance of knowledge, which is a foundation for wisdom and virtue. As a Christian liberal arts community, Fresno Pacific University is an integral part of the mission of the church. From this Christian and liberal arts center, the university seeks to engage members of its community in a collaborative search for knowledge and experience, which lead toward a perceptive and creative relationship with God, humanity, and the natural world. On this foundation, the university seeks to build and to extend the Kingdom of God by enabling persons to serve church and society.

The Fresno Pacific Idea articulates the university’s primary identity, its vision of community, and its relation to the larger world. The parts of the Idea are not mutually exclusive, but complementary. Together, they form an organic whole.

Fresno Pacific is a Christian University Fresno Pacific University seeks to be a collegium centered upon Christ and His church. It

is committed to the ideals of God’s Kingdom and to the perspective of the liberal arts in which integration of faith, learning, and action is a primary goal.

With others in the Anabaptist‐Mennonite and believers’ church tradition, the university encourages voluntary acknowledgment of the sovereignty of God, of the triumph of God’s kingdom, of the presence of God’s Spirit in the life of the church, and of the Lordship of Christ in all of life.

As an extension of the educational mission of the Mennonite Brethren Church, the university affirms the authority of the Bible over all matters of faith and life; the church as a community of redeemed people; a life of discipleship leading to holiness, witness, and service; the call to serve Jesus by ministering to human need and alleviating suffering; the practice of reconciliation and love in settings of violence, oppression, and injustice; and the development of spiritual maturity through disciplines such as prayer, study, and meditation.

All authentic knowledge and experience are unified under God. All aspects of reality are understood to be parts of a larger whole. There is no contradiction then between the truth of revelation of scholarly investigation, and of action. The university encourages members of the Fresno Pacific community toward a reflective and critical perspective on the nature of humanity and its relation to the world. Thus the liberal arts enlarge the foundation for life‐long learning and for advanced study in a discipline or profession. The university affirms that wisdom grows out of commitment to Christian faith and to the integrative perspective of the liberal arts. Both are essential to developing a holistic view of God, self, and the world.

Since education is understood to be a life‐long process, the university programs include a variety of academic and professional undergraduate, graduate, and non‐degree programs. Each program builds on the integrative foundation of the liberal arts, encouraging thoughtful reflection on those beliefs and values that contribute to personal and societal wholeness. The intersection of Christian belief, the liberal arts, and an ethic of service provide an educational perspective that leads to an examined understanding of God, self, and the world, uniting theory with practice.


Fresno Pacific University is a Community of Learners Fresno Pacific University recognizes the importance of the interpersonal dimension of the

learning process. The university believes that community grows out of common commitments, and that learning is the result of interaction between persons, ideas, and experience. Thus the university seeks to provide settings in which individuals can achieve such interaction within a community committed to learning and service. It believes that as individuals become more responsible with, and accountable to, one another, they are better able to understand themselves and to make thoughtful commitments to God, the church, and the world.

The university seeks to accept each member of the community as unique, with purpose and value. Ethnic and religious identity is affirmed as a basis for respectful pluralism. While acknowledging individual differences, the university also holds to the believers’ church expression of community as a body which transcends individualism and those cultural, national, and ethnic boundaries which separate and alienate.

Believing that the Gospel transcends the limitations of all cultures and ideologies and that inclusiveness enriches community, Fresno Pacific University welcomes those of different cultural, national, ethnic, and religious backgrounds to participate in its educational experience. The university invites those from other church traditions, both as faculty and students, to enter into dialogue and faithful practice with those in the Anabaptist and believers’ church tradition in following Christ and in sharing the university’s mission. In keeping with its voluntary church tradition, the university affirms the community formed as individuals relate to God and does not discriminate against students who cannot freely and honestly make such a commitment. The university encourages persons to serve across cultures and throughout the world as compassionate disciples of Christ and as constructive members of society.

The university believes that knowledge and understanding are formed in community; that learning takes place through dialogue and discourse between people who have different experiences and perspectives, and that such wisdom begins with humility. These understandings join teachers and students as partners in a mutual search for truth and wholeness.

The university’s belief in community expresses itself in patterns of leadership and governance that are servant oriented and participatory and which lead toward consensual decision making.

The university seeks to carry out its educational mission through faculty, students, staff, and board who participate in church and society, share a mutual respect for educational goals and community standards and are committed to enhancing the quality of the educational experience for all its members.

Fresno Pacific University is Prophetic Fresno Pacific University believes that to be prophetic is to serve the church and society

by engaging in dialogue with and critique of contemporary culture and practice. The university encourages informed reflection on personal, institutional, and societal values which contribute to developing a vision for wholeness, justice, and reconciliation. It offers leadership to the church and the world by enabling persons to extend perceptive, creative, and skillful responses to current issues; to illuminate darkness with light and dispel ignorance with wisdom and understanding. It seeks to bring an integrative, Christian ethic and perspective to present day thought and experience and to a common search for the better way.

Fresno Pacific University understands learning to be a journey; a journey of exploration, reflection, and transformation; a journey toward deepened meaning and faith growing out of creative encounter with Christ and the world. The university believes that such learning may be nurtured through many different modalities and in many different settings and that it should be encouraged to continue throughout life. Thus the university values imaginative, experimental, and


innovative ways of engaging students and faculty in the process of learning even as it seeks to remain faithful to its core values and identity.

Fresno Pacific University is a deliberate and continuing attempt to realize the vision, expressed in the Fresno Pacific Idea. The Idea gives the university reason for existence, courage for growth, and stimulus for adventure.

History The university began as Pacific Bible Institute in 1944. After a transitional junior college

phase, Fresno Pacific College received Western Association of Schools and Colleges accreditation in 1965, the same year in which the first Bachelor of Arts degrees were granted. A fully accredited graduate program in education was initiated in 1976. The growth and development of undergraduate, graduate, and professional studies programs led to renaming the college Fresno Pacific University in 1997.

Degree Completion Staff and Faculty Directories/Resources

Online Resources Resource Description Location

AFOO (Adjunct Faculty Online Orientation)

Everything you want to know about being a DC Adjunct

Moodle, under Help

Human Resources Information on direct deposit, sexual harassment training, mileage, etc.

fresno.edu/hr/adjunct‐faculty‐resources

Center for Online Learning Training and help with Moodle course shells.

COL.fresno.edu

Schools School of Business (BUS) (559)‐453‐3671 East Hall, Second Floor

Dean John Kilroy 559‐453‐[email protected]

Assistant to the Dean TBA 559‐453‐3682

Program Director: MGT John Kilroy 559‐453‐[email protected]

Program Director: OL Randall Wallace 559‐453‐[email protected]

School of Education (EDUC) (559) 453‐5551 Wiebe Education Campus

Dean Gary Gramenz (559) 453‐[email protected]

Assistant to Dean Angela Copeland (559) 453‐[email protected]

ECD Program Director Carol Gossett (559) 453‐7101, [email protected]


LA Program Director Peggy Diane Avakian (559) 453‐5518, [email protected]

School of Humanities, Religion & Social Sciences (HRSS)

(559) 453‐4610 McDonald Hall

Dean Ron Herms 559‐453‐[email protected]

Assistant to the Dean Jodie Tally

(559) 453‐[email protected],

CRIM Program Director Jason Ekk (559) 453‐3488, [email protected]

CML Program Director Quentin Kinnison (559) 453‐[email protected]

SW Program Director Jon Clark (559) 453‐[email protected]

School of Natural Sciences (NS)

(559) 453‐2211

Dean Karen Cianci (559) 453‐[email protected]

Assistant to Dean Sean Munoz (559) 453‐[email protected]

BSN Program Director Stacy Wise (559) 453‐[email protected]

HCA Program Director Peggy Diane Avakian (559) 453‐5518, [email protected]

Degree Completion Associate Provost, Degree Completion

Cindy Carter (559) 453‐3447 [email protected]

DC Coordinator

Brittney Miller (559) 453‐3446 [email protected]

Policy Analyst & DC Operations

Shirley Warkentin (559) 453‐5573 [email protected]

Program Directors for General Education and Elective Courses Subject Area School Director Contact Information

ART HRSS Rebecca McMillen (559) 453‐[email protected]

BIB HRSS Laura Schmidt Roberts (559) 453‐[email protected]

BIOL NS Alan Thompson

(559) 453‐[email protected]

CHEM, PHYS

NS Jonathan Dick (559) 453‐[email protected]

COM‐109, COM‐111, COM‐338, COM‐342, LIT‐181, CP‐150

HRSS Eleanor Nickel (559) 453‐[email protected]


Subject Area School Director Contact Information

COM‐121, COM‐432, COM‐434

HRSS Billie Jean Wiebe (559) 453‐[email protected]

CRIM HRSS Jason Ekk (559) 453‐3488, [email protected]

ENV NS Michael Kunz


HIST HRSS Marshall Johnston (559) 453‐[email protected]

KIN NS Devin Beasley


LA EDUC Peggy Diane Avakian (559) 453‐5518, [email protected]

LANG HRSS Eleanor Nickel (559) 453‐[email protected]

LEAD BUS Susan Cox (559) 453‐[email protected]

MATH, CS NS Alan Thompson (559) 453‐[email protected]

MUS HRSS Milt Friesen (559) 453‐[email protected]

PHIL HRSS Nathan Carson (559) 453‐[email protected]

PS HRSS Bret Kincaid (559) 453‐[email protected]

PSY HRSS Elizabeth Lake (559) 453‐[email protected]

SOC HRSS Lindsey Huang [email protected]

SPAN HRSS Gina Ponce de Leon [email protected]

SPEC EDUC Megan Chaney (559) 453‐[email protected]

Regional Campuses Toll Free Number to any Campus (888)‐328‐0378 GDC Office answers and will

transfer to any campus

Main Campus Admissions Office

(559) 453‐2016 1717 S. Chestnut Ave., McDonald Hall 150

Bakersfield Campus (661) 617‐4500 11000 River Run Hwy, Suite 200

Merced Campus (209) 354‐5900 3379 G. Street, Bldg P

North Fresno Campus (559) 573‐7800 5 River Park Place West, Suite 301

Visalia Campus (559) 302‐4100 245 N. Plaza Dr.


Services Academic Advisors

Denise Baronian Lead AdvisorAssociate Director of DC Admissions


General Education Mentor

Brittney Miller (559) 453‐3446

Academic Support Center (559) 453‐5585

Assessment Director of Assessment

Patty Salinas (559) 453‐3434

Business Office (559) 453‐2034 McDonald Hall

Student Financial Services

(5590 453‐2041 McDonald Hall

Student Account Director Stacie Benedict (559) 453‐[email protected]

Financial Aid Director Gary Nicholes (559) 453‐[email protected]

DC Student Financial Services Advisor: North Fresno & Merced

TBA

DC Student Financial Services Advisor: Visalia & Bakersfield

Chad Boling (559) 453‐[email protected]

FPU Bookshop (559) 453‐2078 Alumni Hallwww.bkstr.com/fresnopacificstore

Helpdesk IT Services (559) 453‐3410 Kriegbaum Hall

Registrar’s Office (559) 453‐2037 McDonald Hall

Assistant Provost of Records

Michael Allen (559) 453‐[email protected]

Grades Thomas Cairns (559) 453‐5564

Security (Main Campus) (559) 453‐2298

DC Academic Calendar

Degree completion programs operate on a two semester system. The fall semester runs from August through January. The spring semester runs from January through June.

Fall 2015 Spring 2016

Cohort Registration

First day June 8 November 16

Last day (without late fee) July 25 January 4

Last day (with late fee) First day of class First day of class

Last day to petition registration Third class session Third class session

General Education and Elective Courses Registration

First day June 8 November 16

Last day (without late fee) Seven days prior to first day of class

Seven days prior to first day of class


Last day (with late fee) First day of class First day of class

Last day to petition registration Second class session Second class session

Term begins August 1 January 11

Term ends January 9, 2016 July 2

General Education and ElectiveCourses

Session 1 begins August 1 January 11

Session 2 begins September 15 February 22

Session 3 begins October 27 April 11

Session 4 begins November 24 May 23

Last day to accept student assignments

Three days after last day of class

Three days after last day of class

Grades Due

Session 1 10 days after class ends February 29

Session 2 10 days after class ends April 17

Session 3 10 days after class ends May 30

Session 4 10 days after class ends July 11

Commencement

Last day to apply for participation September 30 January 31

Eligibility documentation due November 1 March 15

Evaluation of honors eligibility November 15 April 10

Ceremony December 11 May 6

Holidays

Midterm Break April 4‐8

Thanksgiving November 27‐28


Faculty Responsibilities

Session 2 Sample

Week Courses Faculty Responsibility

1 Session 1 Session 2: Moodle approval by PD

2

3 Session 2: Syllabus approval by PD

4

5

6 7 days prior to start of class Session 2: Open Moodle to Students

3 days prior to start of class Session 2: Assignments may begin

1 Session 2

2

3

4

5 Thursday Session 2: Idea survey opens

6

1 Sunday Session 2: Idea survey closes

3 days from last date of class Session 2: Last day to accept assignments

2 Monday Session 2: Grades due


Faculty Responsibilities for 2016

Week Courses Week of Faculty Responsibilities

1 Spring: Session 1 1/11/2016

2 1/18/2016 Monday: Online instead of F2F

3 1/25/2016 1/26 paycheck

4 2/1/2016

5 2/8/2016

6 2/15/2016

1 Spring: Session 2 2/22/2016 2/26 paycheck

2 2/29/2016 Session 1: grades due Monday

3 3/7/2016

4 3/14/2016

5 3/21/2016 3/26 paycheck

6 3/28/2016

4/4/2016 Holiday Week‐‐no classes

Textbook Adoption Due for Fall

1 Spring: Session 3 4/11/2016 Session 2: grades due Monday

2 4/18/2016

3 4/25/2016 4/26 paycheck

4 5/2/2016 Saturday: Commencement

5 5/9/2016

6 5/16/2016

1 Spring: Session 4 5/23/2016 5/26 paycheck


3 6/6/2016

4 6/13/2016

5 6/20/2016 6/26 paycheck

6 6/27/2016

1 Fall: Session 1 7/4/2016 Monday: Online instead of F2F


3 7/18/2016

4 7/25/2016 7/26 paycheck

5 8/1/2016

6 8/8/2016

1 Fall: Session 2 8/15/2016


8/26 paycheck

3 8/29/2016

4 9/5/2016

5 9/12/2016

6 9/19/2016


Week Courses Week of Faculty Responsibilities


9/26 paycheck

1 Fall: Session 3 10/3/2016 Session 2: grades due Monday

2 10/10/2016

3 10/17/2016

4 10/24/2016 10/26 paycheck

5 10/31/2016

6 11/7/2016

1 Fall: Session 4 11/14/2016


Thursday: Online instead of F2F

11/26 paycheck

3 11/28/2016

4 12/5/2016

5 12/12/2016 Saturday: Commencement

6 12/19/2016 12/23 paycheck



Session 4: grades due Monday

Hold F2F classes on President's Day, Memorial Day, Labor Day, Veterans Day, Halloween

Faculty Personnel Policies & Procedures

Adjunct Faculty

In accordance with Fresno Pacific University Faculty Personnel Policies and Procedures, adjunct faculty serve on a part‐time basis and contract with the university to provide instruction in specific courses or for other specific assignments. They are remunerated per assignment on the basis of the adjunct salary scale. They are not expected to assume institutional service assignments. Adjunct faculty assignments are per course and augment the teaching staff by employing professionals in their respective fields when a “per course” assignment is advantageous to the program. The adjunct per course contract carries no commitment on the part of the university for the continuing of any contract, or for issuing subsequent contracts to teach or serve at the university. Adjuncts are not eligible for employment benefits except as mandated by law.

The university looks for the same qualities in an adjunct faculty member as in appointed faculty in terms of academic qualifications and Christian commitment. Persons who are not in agreement with the university’s theological orientation or who are not committed Christians may be employed only as an emergency measure to meet pressing needs that cannot satisfactorily be met otherwise.


QUALIFICATIONS

Academic Faculty candidates are expected to show evidence of success in teaching, or, in the case

of those who have not taught before, evidence of significant potential. Course assignment for adjunct faculty applicants requires the following minimum requirements from an accredited college or university:

1. Terminal degree (Ph.D.) in the academic field being taught, OR 2. Master's degree in the academic field being taught, OR 3. Master's degree in a related academic field with 24 upper division and/or graduate semester hours

in the field being taught, OR 4. Master's degree in a related academic field with 18 graduate semester hours in the academic field

being taught. 5. Certification is also needed for any certification-related courses (such as First Aid).

Christian Commitment Candidates for an adjunct faculty position are expected to be in agreement with the

university’s theological orientation; to have a personal commitment to Jesus Christ as God, Savior, and Lord; to be active in the life of the church; and to live a life consistent with their commitment to the Lordship of Christ. They should be sufficiently versed in the doctrines and ethical teachings of the Christian faith to be able to integrate them with their academic discipline.

PERSONNEL RECORDS

Pre‐employment A file is prepared for each adjunct faculty member and contains the following documents:

1. The adjunct’s curriculum vitae 2. Adjunct Faculty application form 3. Letters of recommendation 4. Official transcripts attesting the completion of the highest degree earned and any

subsequent study

Personnel File When the candidate is retained to teach as an adjunct faculty member, the candidate’s

pre‐employment file is kept in the appropriate school. Adjunct faculty members should keep the school up‐to‐date with current vita, transcripts, and contact information. Submit them to the dean’s office. The adjunct faculty member’s personnel file is subject to the same provisions as appointed faculty. These provisions are iterated in the Fresno Pacific University Faculty Handbook.

All DC Faculty

CONTRACTS AND PAY DAYS Contracts are issued at the beginning of each semester. If you fail to receive a contract,

please contact the dean’s assistant or designee. Contracts need to be returned four weeks before class begins, along with an updated syllabus.

Pay checks are mailed from the Business Office on the 26th day of the month. Direct deposit arrangements may be made with the Business Office. For cohort classes, as well as BIB, LA, and SPEC courses, contact the Dean’s assistant or designee if you do not receive an anticipated


check. For general education and elective courses (excluding BIB, LA, and SPEC courses) contact Shirley Warkentin. Pay advices are available via CampusCruiser under the MyServices tab.

1. All Degree Completion course contracts include the following language: By signing, faculty member agrees to teach the course indicated above. In addition, unless clear directions from the Program Director indicate otherwise, faculty are responsible for 1) submitting textbook adoptions 3 months prior to the start of the semester, 2) setting up the course, including the syllabus, in Moodle six weeks prior to the course start and obtaining COL approval, 3) submitting a syllabus four weeks before class begins to the lead professor or program director, 4) keeping class attendance records on CampusCruiser, 5) making regular and consistent interaction with students' online forums, 6) posting official grades via CampusCruiser by the second Monday after the last day of class, or sooner, and 7) keeping grading documentation for two semesters after the class ends. Program Directors will provide guidance about whether a syllabus and Moodle course have already been developed for use in this course. Faculty are responsible for compliance with all policies in the DC Faculty Handbook.

2. DC General Education and Elective contracts include the following additional wording: A. Blended Courses: The following wording is added: If less than seven students are

enrolled and if an online version of the course is available in the same session, this course will be cancelled and the students will be moved into the online section. If an online section is not available, the instructor may 1) teach the course with fewer face‐to‐face hours and more online hours or 2) keep the original schedule. Faculty of under‐enrolled courses will be compensated proportional to enrollment, according to the schedule in the DC Faculty Handbook.

B. Online Courses: The following wording is added: If this course becomes waitlisted with seven or more students, an instructor may request a second section be opened in the same session and if approved, the instructor will be paid for two sections. Faculty of under‐enrolled courses will be compensated according to the schedule in the DC Faculty Handbook.

ADJUNCT/OVERLOAD FACULTY SALARY SCALE

Salary Scale

NOTES

Online courses are paid at the same rates as blended courses. Payment for course development may be available. Contact the dean of the appropriate

school.

LOAD LIMIT Adjunct instructors may teach in a calendar year no more than the maximum set by the

university, currently no more than 28 units. Instructors should monitor their commitments to remain at or below this limit. Teaching beyond this limit without individual approval may result in restricted future teaching.

Level Degree Rate per Unit

I Bachelor’s $655

II Master’s BA or MA + CPA

$765

III Doctorate/Terminal Degree $925

IV Emeritus Same as above, depending on degree


LOW ENROLLMENT SALARY SCALE General education or elective course sections with an enrollment of less than seven are

paid at the rate indicated in the tables below. The applicable table will depend on the salary scale that was used on the original contract, as well as the number of course units.

DC General Education or Elective 3‐Unit Course

# of students Faculty Salary

Doctorate/Terminal Degree

Masters (BA or MA + CPA)

Bachelors

6 $2,775.00 $2,295.00 $1,965.00

5 2,775.00 2,295.00 1,965.00

4 2,400.00 2,295.00 1,965.00

3 1,800.00 1,800.00 1,800.00

2 1,200.00 1,200.00 1,200.00

1 600.00 600.00 600.00

DC General Education or Elective 2‐Unit Course # of students Faculty Salary



Bachelors

6 $1,850 $1,530 $1,310

5 1,850 1,530 1,310

4 1,600 1,530 1,310

3 1,200 1,200 1,200

2 800 800 800

1 400 400 400

DC General Education or Elective‐1 Unit Course # of students Faculty Salary



Bachelors

6 $925 $765 $655

5 925 765 655

4 800 765 655

3 600 600 600

2 400 400 400

1 200 200 200

*Subject to change.


GENERAL EDUCATION & ELECTIVE COURSE NOTES

Payment Dates For most courses payment for teaching is paid during the months the class is held.

Because payment is based on enrollment and payroll has a mid‐month deadline, general education and elective courses which begin in the second half of the month will be paid in the following month.

Low Enrollment The pay rate for low enrolled courses is indicated on the chart above. If a blended course

has low enrollment and an online version of the course is available, the blended course will be cancelled. Otherwise, faculty may teach the course in a modified or regular schedule. Modified schedules need approval from the lead instructor/program director and COL.

Waitlisted Online Courses If a course is waitlisted with 7 or more students, faculty may have the option of teaching

another section of the course and being paid for the second section. Consult with the program director or dean about whether to split the course into two sections. The program director or dean may then contact Shirley Warkentin to start the process.

Course Enrollment Balancing If a faculty member is teaching two sections of an online course in the same session and

enrollment is unbalanced, the Registrar’s Office will balance enrollment at your request or will balance it two weeks prior to class start.

RETIREMENT ANNUITY Adjunct faculty are eligible to contribute to the GSRA plan (Group Supplemental

Retirement Annuity) through TIAA‐CREF. This is not the employer matching component of the university plan, but rather the voluntary tax deferred annuity component. Contact Human Resources at 453‐2245 for more information.

TEACHING OPPORTUNITIES Instructors who wish to develop new general education or elective courses should contact

the Director of Operations for the New Course Proposal Guidelines and New Course Proposal Pathway. Contact the following people for current openings in the DC program: Instructors are scheduled up to one year in advance.

Shirley Warkentin (453‐5573) DC general education and electives Quentin Kinnison (453‐2099) Christian Ministry and Leadership courses Laura Schmidt Roberts (453‐2062) Biblical studies courses John Kilroy (453‐3683 Business Management courses Randall Wallace (453‐4534)— Organizational Leadership courses Carol Gossett (453‐7101) Early Childhood Development courses Peggy Diane Avakian (453‐5518) Liberal Arts courses, Health Care Administration

courses Jason Ekk (453‐3488) Criminology & Restorative Justice courses Stacy Wise (573‐7833) Nursing courses Jon Clark (453‐4631) Social Work courses


Adult Students The plan and design of teaching sessions should be adapted to adult learning styles, need

and abilities.

About Adult Students Source: Indiana Wesleyan University website, 3/17/2010

Adult students are motivated to learn. Adults who return to school after spending time in the work force are typically ready to give the effort needed to learn. Because of this, learning proceeds much more quickly. Accustomed to excellence at work, adults often labor to reach that same level of quality in their academic pursuits.

Adults have learned discipline. As a result of managing both professional and personal responsibilities, adults have developed discipline that helps them complete assignments within narrow time frames despite busy schedules.

Adults have broad life experiences. Students learn by relating concepts to their own experiences. Drawing on a broad background of experiential knowledge (including that acquired in the work environment) allows adults to quickly grasp ideas.

Adults desire relevance. Because working adults encounter situations where their learning may be applied daily, they are more motivated and better able to learn.

Adults have developed skill in independent learning. Adults have learned to gather information and process it independently. Thus, they grasp more knowledge and skills on their own without always relying on an instructor as a “fountain” from which all information flows.

Adults learn best when they are personally involved. The more active people are in their own learning, the better their learning. When students interact in small groups, prepare projects, and apply techniques in the workplace, their learning is deep and retention is long.

Adults have many insights of their own. When a group of adults with varied backgrounds and work experiences come together, the accumulated knowledge and wisdom supplements textbooks and the instructor’s thoughts. Discussion is highly valued.

Adults can direct their learning to fill in gaps in their knowledge. Reading and research outside the classroom allow proactive adult students to close the gaps between their current knowledge and the knowledge necessary to meet course objectives.

Adults learn well in groups. Group learning is widely recognized as an effective learning process. Peer tutor each other, offer emotional support and develop friendships, all of which result in a positive learning climate. Teamwork, cooperation and leadership skills are also fostered.

DC Academic Policies and Procedures All questions about academic policies should be addressed to the program director,

academic dean, or Associate Provost for Degree Completion.

Student Learning Outcomes (SLOs) University SLOs. The stated learning outcomes created and approved by the university

academic community. The USLOs are the shared academic commitments of the university and serve as the “academic promise” to all students who attend. They are publically stated and widely shared throughout the community.

Program SLOs. The stated learning outcomes for a program developed by that program’s faculty. The PSLOs meet the needs of the professions served by that academic discipline, are


directly aligned with the USLOs and are in concert with the university mission. These outcomes are publically stated, explicit, and may be qualitative or quantitative. Student achievement of a PSLO is demonstrated through successful performance on signature assignments completed as a part of required program courses or a capstone project. PSLOs may be found in the Undergraduate Academic Catalog or through your program director.

Course SLOs. The stated learning outcomes for a course, created by the lead instructor or course instructor and derived from the Program SLOs. The CSLOs explicitly outline each course’s academic purposes and goals. Student achievement of CSLOs is demonstrated through successful performance on specific student assignments or artifacts, scored with the use of rubrics included in the syllabus.

UNIVERSITY STUDENT LEARNING OUTCOMES The University Student Learning Outcomes (USLO) are the shared academic

commitments of the university to all students who earn a degree.

Oral Communication: Students will exhibit clear, engaging and confident oral communication – in both individual and group settings – and will critically evaluate content and delivery components.

Written Communication: Students will demonstrate proficient written communication by articulating a clear focus, synthesizing arguments and using standard formats in order to inform and persuade others.

Content Knowledge: Students will demonstrate comprehension of content‐specific knowledge and the ability to apply it in theoretical, personal, professional or societal contexts.

Reflection: Students will reflect on their personal and professional growth and provide evidence of how such reflection is used to manage personal and vocational improvement.

Critical Thinking: Students will apply critical thinking competencies by generating probing questions, recognizing underlying assumptions, interpreting and evaluating relevant information and applying their understandings to new situations.

Moral Reasoning: Students will identify and apply moral reasoning and ethical decision‐making skills and articulate the norms and principles underlying a Christian worldview.

Service: Students will demonstrate service and reconciliation as a way of leadership.

Cultural and Global Perspective: Students will identify personal, cultural and global perspectives and will employ these perspectives to evaluate complex systems.

Quantitative Reasoning: Students will accurately compute calculations and symbolic operations and explain their use in a field of study.

Information Literacy: Students will identify information needed in order to fully understand a topic or task, explain how that information is organized, identify the best sources of information for a given enquiry, locate and critically evaluate sources and accurately and effectively share that information.

Attendance Policies The university expects regular class attendance by all students. Students who do not

attend at least once during the first week of class will be administratively dropped from the course. Students desiring an excused absence should contact the instructor if there are extenuating circumstances. Degree completion students may be excused for university purposes, but they are not excused for DC course purposes.


RECORDING ATTENDANCE Each week the instructor will update the attendance roster in CampusCruiser,. Log in to

Campus Cruiser. Select the MyServices tab on top. On the left hand side, look for the Faculty heading and select Attendance. Select the appropriate term and then enter the information for each student. The choices for each student include: present, late, made up, notified absence, and absent. Choosing notified absence causes the record to be treated as absence for course purposes, but as a non‐absence for the university drop policy. Choosing absent on the first day of class will cause the student to be administratively dropped from the course. Students who are not on the list are not registered. Ask them to contact the Registrar’s Office. Do not accept work from them until they appear on the list.

CORRECTING THE RECORDS Corrections to a student’s attendance record must be made no later than two terms

following the completion of a course. After two terms, the attendance record will stand.

ATTENDANCE FOR ONLINE AND BLENDED COURSES Attendance in blended and online courses is taken by an automated system, but may be

amended by faculty. For online courses, regular attendance is defined as academically engaging with the online course material once a week at a minimum. For blended courses, regular attendance is defined as a combination of weekly face‐to‐face instructional sessions and weekly sessions of engagement with online course material. (Faculty may adopt stricter requirements.)

Non‐attendance during the first week of classes causes administrative withdrawal. For online courses, students who do not academically engage with the online course material during the first week will be marked absent and administratively dropped from the course. For blended courses, students who do not either attend the face‐to‐face instruction or academically engage with the online course material during the first week will be marked absent and administratively dropped from the course.

Academic engagement is tracked by certain types of online activities. Academic engagement in the Moodle online environment is defined as submitting assignments and/or interacting with Moodle activities. Examples of Moodle activities are assignments, blogs, chat, choice, databases, discussion forums, glossary, journal, questionnaires, quizzes, surveys, wikis, or workshops. Logging into Moodle and/or looking at resources such as videos, websites, articles, or books are not output‐type activities and will not be considered online attendance.

Automated attendance is recorded every Sunday at midnight for the previous week. Assignments done in a week other than the one when the assignment is due will not count towards attendance for any future or previous week. Students who do not participate in online activities weekly are at risk for failing the course, which may affect their academic or financial standing.

ABSENCES Each student is responsible for all academic work missed during absences. When an

absence occurs, students should contact the instructor both as a courtesy and to check for missed assignments. In an accelerated, nontraditional degree program attendance is mandatory, so there are no "excused" absences. For blended courses, an absence is defined as weekly nonattendance for all or a portion of the class session exceeding 20 minutes or weekly failure to engage in an online activity. For online courses, failure to academically engage with the online course material at least once during a 7‐day period is counted as an absence. Students who do not attend the first week of class will be administratively dropped from the course, unless the instructor grants a notified absence. A notified absence at the first class session is still counted as an absence for course purposes.


When an absence is due to illness or unexpected, extenuating circumstances, the student must inform the instructor. Two options are available at the discretion of the instructor.

1. Complete make‐up work. Doing make‐up work is expected, but does not remove the absence from the student’s record.

2. Attend another cohort that is covering the missed material. A maximum of one class per course may be made up by attending another cohort (This option may not always be available). Attending another cohort will erase the absence from the student’s record. Multiple absences cause a student to fail a course. For an online course, a student who

is marked absent within a course for more than one week fails that course. For a blended course, a student who is marked absent for more than one face‐to‐face class session OR marked absent for more than two online portions within the course fails that course. Instructors are responsible for giving the failing grade.

TARDINESS Students who miss 20 minutes or more from any portion of a face‐to‐face class session

will be marked absent. Students who are up to 19 minutes late will be marked tardy. Being tardy three times equals one absence.

LEAVE OF ABSENCE Students who will be absent for an extended period of time should refer to the leave of

absence policy in the Undergraduate Academic Catalog. After the first week, students are responsible for dropping courses they will not attend or complete. (See the Drop Policy section of the Undergraduate Academic Catalog.)

STUDENT NO‐SHOWS If a student does not show up for the first class, but is on the official roster, the student

will be administratively dropped. If students notify the instructor that they will be absent for the first class because of an emergency situation, the instructor may mark their attendance as “notified absence” for the first class only. This will keep students from being administratively dropped, but will still count toward total absences. Students who miss two or more class sessions should receive a grade of F.

SUMMARY OF ATTENDANCE POLICIES Origin Absence Result Enforcement by

1 University Policy

Absent for first session Course drop, no grade

Registrar

2 University Policy

“Notified absence” for first session, excused by university but not DC

No drop Registrar

3 DC Policy 2 absences (“notified” or not) in course

Grade of F Faculty

4 DC Policy & University Policy

2 or more absences (“notified” or not) in

course AND student drops course

Grade of W or F, depending on last day of attendance (see Academic

Catalog)

Student & Registrar


Non‐Registered Students

Faculty are expected to assist in the implementation of university policy that only registered students may attend class. Faculty should not accept assignments or give grades to non‐registered students. Follow this procedure for non‐registered students.

Cohort Courses

Class Meeting Faculty Responsibility

1 1. Compare the official roster on Campus Cruiser with attendance. 2. Direct non‐registered students to contact the Registrar’s Office or their

advisor (even if they say they have registered.)

2 1. Notify non‐registered students, that they are still not registered. 2. Do not accept assignments or give grades to non‐registered students.

3 Tell non‐registered students to no longer attend.

4 Inform Registrar if a non‐registered student attends ([email protected]).

General Education and Elective Courses Class Meeting Faculty Responsibility

1 1. Check official roster and ask non‐registered students to leave. There is no late

registration for weekend courses. 2. Do not accept assignments, or give grades to non‐registered students. 3. If student claims to have registered, have them follow up with Registrar’s

Office on next business day.

2 Inform Registrar if a non‐registered student attends.

Class Schedule Adherence 1. Attend each class session identified on the teaching contract. If an adjunct faculty

member cannot attend a class session due to serious illness or other unforeseen extenuating circumstances, the faculty emergency procedures below should be followed.

2. Classes should begin on time and may not be dismissed early. 3. Hold class on the days scheduled for the course. Any changes to the class schedule must

be approved by the program director (for cohorts) or the Associate Provost of Degree Completion (for general education and elective courses), as well as the regional campus (if a room is needed).

Holidays: Beginning Spring 2016 Beginning in 2016, holidays will be handled in the following manner:

Holidays DC Class Schedule

Martin Luther King Day, July 4 Monday cohorts will not meet f2f, but will have asynchronous online assignments instead. (No assignments need to be due on the holiday.) University offices and centers are closed.

Presidents Day, Memorial Day, Labor Day Monday cohort classes will meet; centers will be open with limited staffing. All other university offices are closed.


Holidays DC Class Schedule

Thanksgiving Day and Friday following Thursday cohorts will not meet f2f, but will have asynchronous online assignments instead. (No assignments need to be due on the holiday.) University offices and centers are closed.

Christmas Eve Courses end prior to Christmas Eve. New courses do not begin until January 9, 2017. University offices and centers are closed from Christmas Eve day through January 1.

Week of April 4 Break between classes. University offices and centers are open.

Week of September 26 Break between classes. University offices and centers are open.

Synchronous Learning If an instructor in a DC blended or online course requires a synchronous online activity,

then the following will apply: 1. Online synchronous learning meeting times must be scheduled and made available to

students prior to the opening of registration. 2. Online synchronous learning meeting times must be scheduled in the syllabus. 3. Synchronous learning platforms must have budget approval from COL. 4. Alternative asynchronous activities must be made available to students whose schedules

do not allow them to take part in synchronous activities. Moreover, there should not be a grading penalty for students choosing the asynchronous option.

Weather/Emergencies

REGIONAL CAMPUS EMERGENCIES In the event that a class cannot meet due to extreme weather or safety issues at a regional

campus, the assistant director for operations or the evening operations manager will do the following:

1. Assess the situation and determine class cancellation by 3:00pm on the day of class. 2. Notify the faculty of record if classes are cancelled. 3. The regional campus staff will access the class roster and proceed to call the cohort

representative in each cohort. It is then the responsibility of the cohort representative to call the students in the class.

4. The regional campus staff will leave a message to inform the students on the door of the class by 5:00pm.

5. The instructor will contact the students by way of CampusCruiser by 4:00p.m., giving students the make‐up instructions. The make‐up work should be equivalent to the missed class work.

FACULTY EMERGENCIES In the event that an instructor cannot teach due to an emergency situation, the follow

should take place. 1. Faculty member reports pending absence to the program director. 2. Program director gets a substitute, if possible, otherwise the following should take place.

a. Program director notifies the campus that the class is cancelled.


b. The regional campus staff will access the class roster and proceed to call the cohort representative. It is then the responsibility of the cohort representative to call the students in the class.

c. The regional campus staff will leave a message to inform the students on the door of the class by 5:00pm.

d. The instructor will contact the students by way of CampusCruiser by 4:00p.m., giving the make‐up instructions. The make‐up work should be equivalent to the missed class work.

Devotions and Dinner 1. Take the first ten minutes of class to have a devotional/prayer time. Each week FPU University

Pastor Angulus Wilson and the Office of Spiritual Formation create a devotional video especially for the students at the regional campuses. Faculty may wish to use one or more of these 4‐minute videos during the class devotional time or dinner time. Faculty may wish to prepare a question or two for students to discuss.

2. Take a working dinner break. Dinner break should be 20‐30 minutes, depending on the size of the class. Cohort members should eat together with guided discussions about course‐relevant material to facilitate community bonding. Food, plates, and utensils are to be clearly labeled and put away. Perishable food should be disposed of.

Carnegie Hours (Instructional Hours) Faculty should assign 15 hours per week of class assignments for a normal six‐week, three‐

unit course. Faculty also need to include an additional three hours per week of online interactive instructional activities.

Pre‐Course and Post‐Course Assignments Faculty may give preparation assignments up to but not before three calendar days prior

to the first date of class. Also, faculty may accept post‐class assignments (such as final or summative papers, projects, etc.) up to but not later than three calendar days after the last date of class. These parameters maximize learning in the first class meeting, allow the development of summative final papers, safe‐guard faculty grading time, and minimize work‐load overlap as students move quickly from one course to another.

APA STYLE GUIDE The Publication Manual of the American Psychological Association, 6th Edition, has been adopted as the official style guide for degree completion courses. If a style guide is required, it should be APA. Exception: CML uses Turabian.

TASKSTREAM/SIGNATURE ASSIGNMENT TaskStream is an electronic assessment system which supports student learning by

addressing university, program, and course student learning outcomes in summative program assignments. Signature assignments are evaluated using faculty‐developed rubrics. Syllabi for courses with program level summative assignments should clearly identify the signature assignment and contain the following note to students: The signature assignment should be submitted to TaskStream. Login and TaskStream training materials are located on the TaskStream homepage on CampusCruiser. The evaluation scoring options range from 0 to 4 at the hundredths place and include comment boxes. Evaluations should be returned to students directly from TaskStream. All faculty members have a personalized homepage in TaskStream where rubric


criterion‐level reports are available within 2 weeks of evaluation. Faculty login directly to the TaskStream system from the TaskStream homepage on CampusCruiser.

There are a number of training materials for students and faculty available on the TaskStream home page on CampusCruiser. After logging into CampusCruiser, click Academics at the top menu line and then TaskStream on the second menu line. Training material links are on the left hand side of the screen. Faculty who desire personal training should contact [email protected]. When a signature assignment is submitted by students to TaskStream, it is automatically submitted to Turnitin. On the TaskStream homepage on CampusCruiser, under Faculty>>Tutorial Videos, see “How to Access Turnitin Originality Reports in TaskStream.”

TURNITIN/PLAGIARISM CHECK Turnitin is a web‐based plagiarism detection and prevention service. Complete Turnitin

instructions can be found on the Intranet at turnitin.com. The university recommends that all written assignments be submitted through Turnitin if they are not submitted through TaskStream. This is valuable for teaching students how to quote and cite, as well as clarifying the meaning of plagiarism. It is useful for catching violations of academic integrity and a time‐saver that can be used very effectively as a teaching tool with minimal effort.

ASSIGNMENT PROCESSING

When returning papers to students, FERPA privacy policies must be followed. Instructors may use Moodle or email to return assignments or personally hand out papers placed in sealed envelopes or folded and stapled so that grades do not show. Graded papers may be returned to students through the regional campus front desk following these guidelines:

Turning in Assignments, from Student to Instructor

Primarily students will turn in assignments directly to the instructor during class, via Moodle or through CampusCruiser email. If those options are not possible, assignments need to be placed in sealed envelopes and clearly marked with:

o Instructor’s name and cohort o Item must clearly state “Instructor (provide name) will pick up.” o Student needs to notify instructor that homework was dropped off. o Faculty should pick up assignments within two weeks. After that time the

assignments will be sent to the appropriate school (e.g. papers for OL will be sent to the School of Business.)

Returning Assignments, from Instructor to Student

Assignments will primarily be returned directly from instructor to students during class, via Moodle, or via CampusCruiser email.

If those options are not possible, homework must be in a sealed envelope and clearly marked with student’s name and cohort.

o Item must clearly sate “Student will pick up” or “Please return item to cohort folder.”

o Items will be date‐stamped and have 2 weeks to be picked up. After that time the assignments will be sent to the appropriate school (e.g. papers for OL will be sent to the School of Business.)

o Students may also supply faculty with a stamped, self‐addressed envelope for mailing assignments they wish returned.

Copyright Permission Follow academic copyright laws. The academic dean’s office will submit copyright

permission requests to publishers. The Hiebert Library has extensive electronic periodical databases which students can access online.


IDEA: Course Evaluation Inventories Course evaluations are administered online, using the IDEA system. The IDEA Student

Ratings of Instruction is FPU’s primary instrument for student feedback on course and instructional satisfaction and effectiveness, offers data for faculty consideration and improvement of teaching and for faculty evaluations, and provides an indirect measure of student learning. Students will receive an email with the link to complete the survey before the last class meeting day. Faculty will also receive an email with a link to complete the Faculty Information Form (FIF). Check this video for information on completing the Faculty Information Form (FIF): youtube/Q2AZ3R7iM‐s. Contact the appropriate school if you have questions.

ADMINISTERING COURSE EVALUATIONS IN CLASS Please set aside the last 15 minutes of the final class session to complete the IDEA

evaluation in class. Prior to this class date it would be good to remind the students to bring a lap‐top to class to complete the evaluation (if they are unable to do so they can still complete the survey at home). Students will have received an email with the link to the survey; simply have them access the link to complete the survey. The students will be able to complete the survey at any time while the survey remains open (usually 1 week after the class ends).

Online and Blended Courses

CampusCruiser and Moodle Campus Cruiser is the official portal for official university communications, e‐mail, grade

reporting, and attendance reporting. It is the mandatory means of E‐mail communication with students. Official grades and attendance are posted via CampusCruiser. Official class rosters are available through Campus Cruiser. Your log‐in ID and password is sent to the email address you listed on your application. Contact the Helpdesk with any problems you encounter, 453‐2254.

Moodle is the university’s supported learning management system. Moodle houses course activity other than email. The course syllabus, assignments, online reading, discussion forums, links to videos, etc. are posted on Moodle, using the template adopted by the university or the template modified by the program. Every DC course is either blended or online. Both types of courses make use of the Moodle environment. Faculty are expected to interact with students’ online activities by providing consistent and timely feedback. (See also Online and Blended Courses section below.)

All FPU online and blended courses must be developed and taught in accordance with criteria stipulated by the Center for Online Learning (COL) and the Online/Blended Course Development and Approval Pathway approved by the Faculty Senate. Online and blended course quality is based on criteria approved by the FPU Online Advisory Committee, the program director or lead instructor, the dean, the faculty member, and by standards for excellence in online education from the Sloan‐C Consortium http://sloanconsortium.org/ and iNACOL http://www.inacol.org/research/nationalstandards/. All DC courses are either blended courses or online courses. Three hours of online instruction is included each week for each 3‐unit blended course. Courses are prepared on the Moodle development site prior to review.

Online/Blended Teaching Orientation and Training All DC faculty are required to complete the Introduction to Teaching with Moodle course.

It is offered online through the COL website (col.fresno.edu). It is available whenever needed.


Various workshop sessions are available throughout the year. Please visit the COL website at http://col.fresno.edu for schedules and registration. Faculty are also encouraged to contact the Center for one‐on‐one consultation and support.

Online/Blended Course Development and Review Process Program directors, lead professors or deans determine which faculty member(s) in their

department will design and develop an online/blended Moodle course. Approved online/blended courses may be used as masters from which to clone additional sections for online/blended instruction. Adjuncts are encouraged to include personalized material, while also delivering the approved core components including, but not limited to: course description, primary text(s), SLOs, signature assignment, and signature assignment scoring rubric. Current courses are in the process of transitioning to various levels of standardization.

Online/blended course reviews are conducted using the Online Course Review Rubric available from the Center of Online Learning at col.fresno.edu and abbreviated below. Faculty are expected to work closely with the staff at the Center for Online Learning during the online and blended course development process.

All FPU online and blended course sections must be submitted for review and receive approval for online delivery prior to being released to students. Faculty are expected to submit their online/blended course for review in the Moodle2 development site, 6 weeks prior to course start date. Once approved, the course is moved by COL to the Moodle 2 Production site where students may access it.

ONLINE & BLENDED COURSE REVIEW RUBRIC

Purpose: The Center for Online Learning has developed an Online Course Development Guidelines and Review Rubric and an online course review process to provide faculty with recommendations on what a high quality online course looks like and constructive feedback on the design and instruction of their online or blended course. The Online Course Development Guidelines and Review Rubric represents adult learning research and national standards such as those established by the Quality Matters Program™ for the delivery of quality online and blended courses. This rubric is intended as an adaptable tool for developing online and blended courses as well as for reviewing the various components of an online and blended course. Expected benefits are: Constructive feedback regarding course design and effectiveness, a process for online instructional improvement, faculty growth in the areas of teaching with technology, and opportunities for faculty collaboration through peer interaction and learning communities.

Overview: 1) Course Review Summary: This page provides a summary of the course review results.

2) Course Review Rubric: The rubric contains seven (7) sections related to the evaluation of

course design and online instruction. Each section of the rubric contains several criteria and

a reviewer feedback column for reviewer comments regarding the strengths of the course

and recommendations for improvement

I. Course Organization & Design

II. Syllabus

III. Interactivity & Engagement


IV. Course Materials

V. Assessment

VI. Course Technology and Media Value

VII. Accessibility & Compliance

Course Review Summary

This page includes general information about the course and an evaluation summary. The evaluation rubric defines the essential standards required for a quality online or blended course. Quality criteria are based on national standards (iNACOL, OLC) and address the design and development of course content and activities required for students to effectively interact with the course materials and activities in an online format.

Course Information

Course ID:

Course Title:

School: BUS SOE HRSS NS SEM CE

Delivery Method: Online Blended

Course Developer:

Reviewer:

Review Completion Date:

Review Summary

A course meeting ‘minimum criteria’ in all rubric criteria sections is approved for ‘online delivery’. A rubric score above ‘2’ indicates the item ‘meets minimum criteria’. A rubric score of ‘2’ and below indicates the item ‘does NOT meet minimum criteria’ for online delivery. A course ‘not meeting minimum criteria’ is returned to the program director for revisions. Once revisions are received by COL and meet the ‘minimum criteria’ standard, the course is approved for ‘online delivery’.

Rubric Section Meets ‘minimum criteria’ Does ‘NOT meet minimum’ criteria


1. Course Organization & Design

2. Syllabus

3. Interactivity & Engagement

4. Course Materials

5. Assessment

6. Course Technology and Media Value

7. Accessibility & Compliance

Overall Comments:

Online Course Review Rubric

SECTION I: COURSE ORGANIZATION & DESIGNCourse provides essential course information, orients students to the content, and is logically sequenced to support learning.

CRITERIA 0.00‐1.00 Not Evident Marginal/Not

Evident

1.01‐2.00Approaches Criteria Needs

Attention

2.01‐3.00Meets Minimum

Criteria Acceptable

3.01‐4.00 Exceeds Criteria

Exemplary

Course Header Course information is clearly listed and easily accessible to students.

Essential elements are minimal or missing, exhibiting lack of course context for students.

Course Header section includes some essential elements, but other elements are either missing or incomplete.

Course Header section includes Course ID #, title, and catalog description. Course related documents and resources (syllabus, announcement forum, course orientation, templates, forms, etc.) are listed and complete.

Course Header section includes Course ID #, title, catalog description and an image/video relevant to course content. Course related documents and resources (syllabus, announcement forum, course orientation, templates, forms, etc.) are attractively listed, complete, and use labels as sub‐headers to organize information and resources.

Instructor Profile Block Instructor contact information is easily available to students.

No contact information is provided.

Most basic contact elements are provided, but one or more are missing.

Instructor Profile block is complete, containing an appropriate (professional‐looking) photo of the instructor along with basic contact information (email and phone #).

Instructor Profile block is complete, containing an appropriate (professional‐looking) photo of the instructor along with basic contact information (email, phone #), and includes alternate forms of information (e.g. virtual office hours, Skype, GoogleHangout) for faculty contact.


Course Orientation Provides a clear starting point and welcome for students.

Course orientation is missing.

The course orientation (text‐based) is limited. Elements of the course overview and/or ‘getting‐started’ instructions are vague, incomplete, or missing.

A text‐based course orientation is provided, giving students a complete overview of the course ‐ outlining major course topics, describing the overall purpose and structure of the course, and listing clear instructions on how to get started with the course.

A video‐based (narrated screencast) course orientation is provided, giving students a complete overview of the course ‐ outlining major course topics, describing the overall purpose and structure of the course, and listing clear instructions on how to get started with the course.

Navigation & Design Content is organized and logically sequenced to support learning.

Course is disorganized, difficult to navigate, and not professional in appearance. Course has not been organized into any structure and/or materials are not sequenced in a logical order of completion or appear incomplete. Course resources and activities appear randomly placed and no purposes for learning are communicated. Requires excessive scrolling.

Course navigation and design is not intuitive, lacks logical sequencing, and is inconsistent throughout. One or more of the essential design elements (module titles, labels, logical sequencing of course materials and activities) are inconsistent throughout or are missing, interrupting the navigation and flow of the course. Course design requires excessive scrolling due to lengthy texts and/or overly large amounts of content segments.

Course navigation and design is intuitive, logical, and consistent throughout the course. Modules or weeks are clearly labeled with titles. Within a week or module, course materials are well‐organized and presented in a logical and ideal order of completion. Similar or repeated content items are presented in a consistent order and format each week for ease of navigation. Labels are used as sub‐headers to organize content and activities. Course design avoids excessive scrolling by embedding lengthy texts and overly large

Course navigation and design is intuitive, logical, and consistent throughout the course. Modules or weeks are clearly labeled with titles. Within a week or module, course materials are well‐organized and presented in a logical and ideal order of completion. Similar or repeated content items are presented in a consistent order and format each week for ease of navigation. Labels are used as sub‐headers to organize content and activities. Course design avoids excessive scrolling by embedding lengthy texts and overly large content segments in linked pages. For blended courses ‐ major topics/activities covered in the F2F portion of a blended course are clearly identified, providing context of the full course content for each week/module. Course is aesthetically pleasing and has a highly


content segments in linked pages. For blended courses ‐ major topics/activities covered in the F2F portion of a blended course are clearly identified, providing context of the full course content for each week/module.

professional appearance.Weekly modules contain subject‐appropriate graphics, enhancing the visual appearance and navigation of the course. Links to resources contain subject‐relevant titles (e.g. Video: Cultural Analysis Lecture – vs. Lecture). Links to activities contain subject‐relevant titles and are numbered (e.g. Activity 2.3: Research Article Analysis Paper – vs. Assignment 1, Assignment 2).

SECTION II: SYLLABUS Syllabus includes clear information and policies regarding calendar of topics, expectations, and grading criteria.

CRITERIA 0.00‐1.00 Not Evident Marginal


Attention


Criteria Acceptable


Elements of Distinction

Course Calendar of Topics Provides a clear overview of topics covered in the course.

The course content deviates significantly from the syllabus course calendar (or vice versa). There is a significant mismatch between the topics listed in the syllabus and the topics or content displayed in the course. Topics are not easily or clearly identified, making it difficult for students to get a sense of the content covered in the course.

There are inconsistencies between the topics listed in the syllabus course calendar and the topics listed in the course. Topics may generally reflect similar content, however some adjustments need to be made either to the syllabus, the course, or both to obtain a closer match.

Syllabus contains a complete course calendar that is easy to follow, listing major topics covered during each week or module. Weekly modules in the course match and are consistent with the course calendar in the syllabus, allowing students to easily navigate content between syllabus and course for each week. For blended courses – a clear distinction is

Syllabus contains a complete and highly detailed course calendar that is easy to follow, clearly listing major topics covered during each week or module, including a detailed list of all related content materials for each week or module – readings, videos, websites, etc. Weekly modules in the course match and are consistent with the course calendar in the syllabus, allowing students to easily navigate content between syllabus and course for each week. For blended courses – a clear distinction is made in the syllabus between the F2F and online portion of


made in the syllabus between the F2F and online portion of the course – each section identifying resources/topics/activities covered, providing context of the full course content for each week/module.

the course – each section clearly identifying resources/topics/activities covered, providing a complete context of the full course content for each week/module.

Course Policies Course and University policies are clearly stated and available to students.

Course, grading, and current university academic policies (or link to) are not included. Student success expectations and/or instructor feedback timeframe are missing.

Course, grading, and current university academic policies (or link to) are included in the syllabus, but are not clearly identified and require searching. Student success expectations and/or instructor feedback timeframe may not be clearly defined.

Course, grading, and current university academic policies (or link to) are included in the syllabus – they are clearly written and identified or indexed, making it easy for students to find. Course policies include student success expectations regarding online participation, decorum, and netiquette; instructor expected response time for email and response time for assignment feedback (how quickly will the instructor respond to emails; grade submitted assignments?); as well as assignment submission procedures (e.g. file type, uploading).

Course, grading, and current university academic policies (or link to) are included in the syllabus – they are clearly written and identified or indexed, making it easy for students to find. Course policies include student success expectations regarding online participation, decorum, and netiquette; instructor expected response time for email and response time for assignment feedback (how quickly will the instructor respond to emails; grade submitted assignments?); as well as assignment submission procedures (e.g. file type, uploading). A link (http://registrar.fpu.edu/catalog) to the current university academic policies is clearly posted on the course home page (e.g. in course header section), in addition to the syllabus. All graded items for each module/week are numbered (e.g.1.1, 1.2, 2.1, 2.2) in the syllabus, making it easy for students to track assignments due each week.


SECTION III: INTERACTIVITY & ENGAGEMENT Course provides opportunity for students to introduce themselves and various ways to interact with one another.



Attention


Criteria Acceptable



Student Introductions Students are asked to introduce themselves to the class allowing for a common start to build community.

An introduction forum or icebreaker activity is not provided.

Course includes an Introduction Forum or icebreaker activity, but instructions for what to include in the introduction are minimal or missing.

An Introduction Forum or icebreaker activity at the beginning of the course invites students to introduce themselves to the class. Clear instructions are provided for what should be included in the introduction.

An Introduction Forum or icebreaker activity at the beginning of the course invites students to introduce themselves to the class. Clear instructions are provided for what should be included in the introduction. The Introduction provides for alternate introduction formats, asking students to introduce themselves using multi‐media tools and/or video.

Student Collaboration Learning activities provide opportunities for students to collaborate with one another and actively engage in the learning environment.

Students are not provided opportunities to collaborate with classmates. There are no guidelines for student collaboration. Students to not critically discuss or collaborate on the content presented to them.

Students are provided limited opportunities to collaborate and interact with classmates. Discussion guidelines and prompts are vague or too general, failing to promote active collaboration, dialogue, or critical thinking analysis among students.

Students are provided opportunities to collaborate and interact with classmates through class or group discussion forums throughout the course. Discussion guidelines and prompts are clear and well‐crafted, promoting active student dialogue and critical thinking directly related to course content (vs. just individual student postings of simple answers).

Students are provided opportunities to frequently collaborate and interact with classmates through different types of learning activities such as class or group discussions, small group projects, peer review activities, group presentations, rotating leaders. Discussion guidelines and prompts are clear and well‐crafted, promoting active student dialogue and critical thinking directly related to course content (vs. just individual student postings of simple answers. Rubrics provide student collaboration requirements and grading criteria. Students are provided with a variety of collaboration tools (e.g.,


chat, blog, journal, Google Hangout, Adobe Connect).

SECTION IV: COURSE MATERIALS Instructional resources and activities represent a variety of learning styles.



Attention


Criteria Acceptable



Module Overview Students are introduced to and guided through the content in each module.

A module overview is missing. It is unclear how students should move through the learning module.

Weekly module overview is provided but severely limited. One or more of the essential elements (topic, purpose, learning outcomes, task list) may be vague, incomplete, or missing. Student instructions for how to move through the module are vague.

A text‐based module overview is provided at the beginning of each module, briefly outlining the topic, purpose, and learning outcomes for the week. Overview includes clear instructions on how to begin the module and how students should use the materials, providing students with a ‘big picture’ of what they will cover and which assignments they need to submit in a given module.

A video‐based (narrated screencast) module overview is provided at the beginning of each module, briefly outlining the topic, purpose, and learning outcomes for the week. Overview includes clear instructions on how to begin the module, including a specific task list, providing students with a ‘big picture’ of what they will cover and which assignments they need to submit in any given week. A learning guide or checklist is provided within each module to guide students. This guide instructs students on how to use the materials and clearly explains the learning activities and expectations for the activities. Module overview may include various multimedia elements (narrated PPT, screencast, diagram, text, etc.).

Content Resources The presentation of instructional materials represents a variety of

Content resources lack diversity in terms of presentation and learning styles (e.g. text‐based only).

Course includes minimal or insufficient content resources. Instructional materials rely heavily on textbook

Course includes a variety of content resources. Instructional materials are presented in a variety of ways (e.g., lecture notes, lecture capture or

Course includes a variety of content resources. Instructional materials are presented in a variety of ways (e.g., lecture notes, lecture capture or tutorials, outlines and organizers, multimedia, external links, resources, articles, journals, narrated


learning styles.

resources with limited enrichment from the instructor in terms of lecture notes, tutorials, outlines, and organizers, etc. Instructions for how students should engage with the resource are limited or vague.

tutorials, outlines and organizers, multimedia, external links, resources, articles, journals, narrated PPTs, image‐based presentations, videos, audio, websites, graphs, slideshows, animations, video‐recorded lectures) providing a rich learning environment. Content resources are appropriately labeled and have instructions for how students should engage with the resource.

PPTs, image‐based presentations, videos, audio, websites, graphs, slideshows, animations, video‐recorded lectures) providing a rich learning environment. Content resources are appropriately labeled and have instructions for how students should engage with the resource. Students are provided opportunities to contribute to the course resources becoming co‐creators of the learning environment. Suggested or optional references are provided for continued study.

Student Activities The use of a variety of learning activities represents a variety of learning styles.

Course lacks variety in activities from week to week (e.g., each week students read a chapter, and take a quiz with little else to do). Instructions for how students should complete the activity is limited or missing.

Course makes an attempt at including various activities, but instructions (or prompts) for how to complete the activities lack sufficient clarity or detail for students to effectively complete the activity.

Course includes a variety of learning activities, allowing students to interact with the content and each other. Activities are not limited to a single type (e.g. exclusive use of discussion forums asking students to respond to a question or the readings and reply to other students) but include a variety of activity types (e.g. discussion forums, research paper, electronic poster, case study analysis, virtual presentation, media project,

Course includes a variety of learning activities, allowing students to interact with the content and each other. Activities are not limited to a single type (e.g. exclusive use of discussion forums asking students to respond to a question or the readings and reply to other students) but include a variety of activity types (e.g. discussion forums, research paper, electronic poster, case study analysis, virtual presentation, media project, audio reflection, journal, quiz, surveys, polls, etc.). All activities contain clear, detailed, instructions (or prompts) for how to complete the activity. Course makes effective use of and creatively integrates relevant Web 2.0 tools in


audio reflection, journal, quiz, surveys, polls, etc.). All activities contain instructions (or prompts) for how students should complete the activity.

learning activities, allowing students to respond to content and interact with others in alternate and creative ways.

SECTION V: ASSESSMENT A variety of appropriate assessment types allow students to evaluate their learning and progress in the course.



Attention


Criteria Acceptable



Learning Assessment The type of assessments selected appropriately measure the stated learning objectives.

Activities to assess students’ learning or skill attainment are missing.

Assessment of learning is limited to mostly one type of assessment (e.g. quiz at end of each week; simple discussion forum each week), leaving students with limited opportunities to demonstrate learning. Instructions for how to complete the assessment activity may be vague.

Course includes various assessment types, allowing for diverse learning styles and providing varied opportunities for students to demonstrate their content knowledge and/or skill attainment (quizzes, tests, discussions, essays, projects, surveys, web‐based projects/productions, etc.) All assessments contain instructions (or prompts) for how to complete the assessment.

Course includes various assessment types, allowing for diverse learning styles and providing varied opportunities for students to demonstrate their content knowledge and/or skill attainment (quizzes, tests, discussions, essays, projects, surveys, web‐based projects/productions, etc.). All assessments contain clear, detailed, instructions (or prompts) for how to complete the assessment. Regular self‐check opportunities (formative assessments or ‘low‐stakes testing’) are provided for students to gauge their own learning (e.g. ungraded quizzes, games, peer review). Rubrics or a list of criteria with associated point values is included for major written assignments and learning


activities (discussion forums).

Grading The grading schema outlined in the syllabus is consistent with the course grade book.

There are severe deficiencies in the grading schema. A significant mismatch exists between graded items listed in the syllabus and those in the course. Graded items are not easily identified, either in the syllabus or the course. Graded items may be missing point values, making it impossible for students to accurately track their progress.

The grading schema between the syllabus and the course grade book is inconsistent. Some graded items listed in the syllabus do not fully match graded items and/or calculations in the course grade book. Some graded items listed in the syllabus are not reflected in the course grade book or vice versa. Graded items may not have a point value assigned to them or the point value is inconsistent from what is listed in the syllabus. Final grade calculation may not be consistent with the grading formula listed in the syllabus. For blended courses – only graded items from the online portions are listed, but are

The grading schema between the syllabus and the course grade book is consistent. All graded items listed in the syllabus are easily identified in the course grade book. All graded assignments have a point value assigned to them, matching the point value in the syllabus. Final grade calculation reflects and is consistent with the grading formula in the syllabus, making it easy for students to track their progress in the course. For blended courses ‐ this includes graded items for the F2F and online portion of the course.

The grading schema between the syllabus and the course grade book is consistent. All graded items listed in the syllabus are easily identified in the course grade book. All graded assignments have a point value assigned to them, matching the point value in the syllabus. Final grade calculation reflects and is consistent with the grading formula in the syllabus, making it easy for students to track their progress in the course. For blended courses ‐ this includes graded items for the F2F and online portion of the course. Graded items appear in a numbered sequence in the course grade book in the order in which they are due for each module (e.g., 1.1, 1.2, 2.1, 2.2) making it easy for students to track their progress in the course.


missing from the F2F portion.

SECTION VI: TECHNOLOGY Technology tools and media are appropriate, varied, and functional.



Attention


Criteria Acceptable



Technology and Media Selection The technology tools and media are appropriate for the stated learning objectives.

The technology and any media selected severely deficient in supporting student engagement. Information and instructions on how to use the technology tools or how to view the media are missing.

The technology and any media selected are ineffective in the delivery of the course content and supporting student engagement. Information and instructions on how to use the technology tools or how to view the media are limited. Presentations are long and not broken into topical chunks (15‐20 min recommended). Slides use only text.

The technology and any media selected are effective in the delivery of the course content and supporting student engagement. Clear information and instructions are provided on how to use the technology tools or how to view the media. Longer presentations are broken into topical chunks (15‐20 min recommended). Slides use a mix of graphics and text.

The technology and any media selected are effective in the delivery of the course content and supporting student engagement. Clear information and instructions are provided on how to use the technology tools or how to view the media. Longer presentations are broken into topical chunks (15‐20 min recommended). Slides use a mix of graphics and text Written content in each module is reinforced through the use of related images, graphics, audio, and/or video to frame the context of the topic. Students are provided opportunities to use the course technology or Web 2.0 tools to create and demonstrate their learning.

Technology and Media Functionality The technology tools and media are functional and

Selected multimedia elements lack quality, significantly affecting the navigation of and engagement with the content. Course contains

Most selected multimedia elements meet minimum standards for quality, however there are some inconsistencies throughout

Selected multimedia elements (audio, video, images, animations…) meet minimum standards (clear quality, consistent size, optimized for efficient loading).

Selected multimedia elements (audio, video, images, animations…) meet minimum standards (clear quality, consistent size, optimized for efficient loading). Recordings (audio/video) have a good volume and are


accessible to students.

many broken links, disconnected media streams, and/or improperly uploaded files throughout.

(e.g. inconsistent size, volume, inefficient loading, long presentations). Course contains some broken links, disconnected media streams, and/or improperly uploaded files throughout.

Recordings (audio/video) have a good volume and are clear. All links, resources, and media elements (media streams, uploaded files) included in the course are functional (no broken links). Windows open in appropriate frames or pages, allowing for a smooth and non‐confusing experience for students.

clear. All links, resources, and media elements (media streams, uploaded files) included in the course are functional (no broken links). Windows open in appropriate frames or pages, allowing for a smooth and non‐confusing experience for students. Selected media elements and resources (e.g. YouTube videos, web‐based presentations) are embedded into the course rather than linked, keeping students from having to navigate to an external source.

SECTION VII: ACCESSIBILITY & COMPLIANCECourse provides a flexible learning environment with equivalent alternatives to text, auditory, and visual content and reflects the university’s Accommodation policy



Attention


Criteria Acceptable



Course Accessibility The course reflects the university’s Accommodation Policy and online materials are compliant with current ADA requirements.

No references to current ADA requirements are apparent in the course.

The course introduction module may provide a link to the university’s Accommodation Policy for students (https://www.fresno.edu/student‐life/student‐services/disability‐services). However, course menus,

The course introduction module provides a link to the university’s Accommodation Policy for students. (https://www.fresno.edu/student‐life/student‐services/disability‐services). Course menus, internet links, and file names are descriptive and enable vision‐impaired students

The course introduction module provides a link to the university’s Accommodation Policy for students. (https://www.fresno.edu/student‐life/student‐services/disability‐services). Course menus, internet links, and file names are descriptive and enable vision‐impaired students to use screen reader software. All images have alternate text. Text alternatives are provided to accommodate students who may be using screen


internet links, and file names are not descriptive or do not have meaningful names (e.g., a link may state ‘Click Here’ rather than ‘Quiz 1’).

to use screen reader software.

reader software. Text‐based files have high contrast font/background colors. Audio and video lectures are accompanied by a text transcript or audio captioning.

Credit Hour Equivalence The course content reflects the credit hour equivalence stated in the syllabus.

There is a severe discrepancy between the course content and the workload (units) listed in the syllabus.

The course content appears limited and not an accurate reflection of the workload (units) listed in the syllabus. For blended courses – an outline of topics may NOT be listed for the F2F portion of the course, failing to provide a full context of the entire course load.

The course content is reasonably reflective of the workload (units) listed in the syllabus. For blended courses – an outline of topics is listed for the F2F portion of the course, providing context of the entire course load.

The course content is highly reflective of the workload (units) listed in the syllabus. For blended courses – an outline of topics is listed for the F2F portion of the course, providing context of the entire course load. Course content is exceptionally well organized, clearly identifying the work/activities completed for the F2F and online portions of the course.

Grammar The course text is representative of excellent academic writing and quality.

Course text is of exceptional poor quality.

Course text (assignment and activity directions, prompts, explanations, etc.) contains numerous writing errors (grammar, spelling, mechanics).

Course text (assignment and activity directions, prompts, explanations, etc.) contains some writing errors (grammar, spelling, mechanics).

Course text (assignment and activity directions, prompts, explanations, etc.) is free of writing errors (grammar, spelling, mechanics).


End of Rubric


DC Class Representatives A class representative is chosen by faculty in conjunction with the Program Director during the first

course of a new cohort. (General Education and Elective courses do not have class representatives.) The regional campus should be informed of the person chosen. The student representative serves in a liaison capacity communicating and representing student‐related interests or needs to the faculty and staff and representing institutional concerns to students. The representative receives a stipend each semester. Faculty are responsible for the following until a class representative is chosen.

Class Representative Responsibilities 1. Provide liaison between the regional campus office and class by picking up materials, and

correspondence prior to class (before 6 p.m.), distributing them, and returning materials to the front desk at the completion of the class. Check with your campus for specific instructions for your location.

2. Attend all scheduled classes or functions scheduled for the group.

3. Serve as assistant to the professor or other faculty members teaching the class (distribute materials; assignments; coordinate the schedule for dinner/refreshments; assist with announcements; give the attendance sheet to the faculty.) While assisting the professor/faculty member, the class representative will be handling confidential material. All attendance records, memos, correspondence, financial aid forms and business office material are to be distributed by the class representative. No other student should have access to the materials listed. It is the responsibility of the class representative to maintain the confidentiality of the material in the class folder and to return the class folder as soon as possible after class.

4. Collect assignments that are turned in, group the papers together, and make a note as to who needs to receive the assignment.

5. In the case of an emergency cancellation of class, call each class member.

6. See that the meeting room is set up properly for the class (such as projectors, chairs and whiteboard pens).

7. Make sure the meeting room is in good condition after the class meets.

8. See that absentees get the materials or communications distributed during their absence.

9. Assist in monitoring the progress of the program by providing feedback and assisting with the formal evaluations.

10. Assist with announcements of important dates or events.

11. Help coordinate social activities or events scheduled for the group (informal gatherings, holiday festivities, birthdays, graduation)

12. Represent the group for the Alumni Office.

13. Provide feedback to the program director for class‐wide concerns.

14. A student representative receives a $100 stipend per semester for serving as class rep in the group they are registered with while enrolled in the DC program. This amount will be credited to the student rep’s account at the end of each semester.


The Grading System

Grading Rubrics

Faulty‐developed rubrics associated with signature assignments evaluated in TaskStream can also be used for grading purposes. This option may ease dual grading and assessment responsibilities. It is accomplished by equating the average rubric score with a percentage equivalent and multiplying that equivalent by the total number of assignment points for entry into the grade book. Faculty may design their own percentage equivalents, modify, or use the TUG‐DC‐GRAD sample provided on the TaskStream homepage, which can be found on CampusCruiser under the Faculty heading.

Letter Grades The alpha grading system with plus and minus is used. The alpha grades are given numerical

weighting for the purpose of determining grade point averages. Each letter is defined as follows:

A Superior The student has demonstrated a quality of work and accomplishment far beyond the formal requirements and shown originality of thought and mastery of material. The A+ grade is not recognized as a valid grade in grade point average calculations and are not recorded on the student’s transcript.

B Above Average The student’s achievement exceeds the usual accomplishment, showing a clear indication of initiative and grasp of subject.

C Average The student has met the formal requirements and has demonstrated good comprehension of the subject and reasonable ability to handle ideas.

D Below Average The student’s accomplishment leaves much to be desired. Minimum requirements have been met but were inadequate.

F Failure The student has not met the minimum requirements.

CR Credit Used upon completion of thesis, internship and for other specified courses.

NC No Credit The student has not achieved the minimum expectations of scholarship or credit in terms of the course objectives. The NC is not to be used in situations in which a grade of F is justified. It is not used in computing grade point averages.

I Incomplete Given only in extenuating circumstances. Work must be completed by the end of the succeeding term for traditional undergraduate and graduate students. For degree completion students, work must be completed within 30 days from the end of the class.

IP In Progress To be used for certain theses, practica and internships.

W Withdrawal Grade given to those who drop classes during the scheduled drop period.

UW Unauthorized Withdrawal This symbol indicates that an enrolled student attended up to two class sessions and did not officially withdraw from the course (i.e., the student did not submit an official drop form). For purposes of grade‐point average computation this symbol is equivalent to an F.

NR No Report Indication (to be used only by Registrar) that as of the deadline for submitting grades, none had been received. See “Grade Reporting.”

Faculty may use pluses and minuses when grades fall between two categories. Note: a plus may not be used with a grade of A.


Quality Points and Grade Point Average (GPA) For each unit in which the student is enrolled, he or she will receive quality points as follows:

Grade Quality Points

A 4.0

A ‐ 3.7

B+ 3.3

B 3.0

B ‐ 2.7

C+ 2.3

C 2.0

C ‐ 1.7

D+ 1.3

D 1.0

D ‐ 0.7

F 0.0

A student’s grade point average is obtained by dividing the total number of quality points earned by the total number of units undertaken, excluding courses in which the grades CR, I, IP, NC, NR, W and AU. Transfer units are not counted in calculating the GPA on the Fresno Pacific University transcript. Only FPU credits counted toward a degree are used in calculating the cumulative GPA.

Credit Bearing Grades

Generally, DC students must earn a C– or higher to receive credit for a course. Specific program requirements are given below. Business Management

Students must earn a C– or higher to receive credit for their business management courses. Exceptions: Students may receive credit for BIB‐314 and BIB‐451, as well as any other general education or elective course with a D –. Christian Ministry and Leadership

Students must earn a C– or higher to receive credit for their Christian Ministry and Leadership courses. Exceptions: Students may receive credit for BIB‐314 and BIB‐436, as well as any other general education or elective course with a D –. Criminology and Restorative Justice Studies

Students must earn a C– or higher to receive credit for their criminology and restorative justice studies courses. Exceptions: Students may receive credit for BIB‐314 and BIB‐449, as well as any other general education or elective course with a D –. Early Childhood Development

Students must earn a C– or higher to receive credit for their early childhood development courses, as well as BIB‐314, BIB‐438, and any other co‐requisite or pre‐requisite courses. Exceptions: Students may receive credit for other general education or elective courses with a D – Health Care Administration

Students must earn a C– or higher to receive credit for their health care administration program courses. Exceptions: Students may receive credit for BIB‐314 and BIB‐446, as well as any other general education or elective course with a D –.


Liberal Arts

Students must earn a C– or higher to receive credit for their liberal arts program courses. Exceptions: Students may receive credit for BIB‐314 and BIB‐438, as well as any other general education or elective course with a D –. Nursing

Students must earn a C or higher in all nursing, general education, and elective courses to receive credit, including BIB‐314 and BIB‐446. Organizational Leadership

Students must earn a C– or higher to receive credit for their organizational leadership courses. Exceptions: Students may receive credit for BIB‐314 and BIB‐451, as well as any other general education or elective course with a D –. Social Work/Social Welfare

Students must earn a C‐ or higher to receive credit for their social work courses. Exceptions: Students may receive credit for BIB‐314 and BIB‐449, as well as any other general education or elective course, with a D ‐.

Grade Reporting

SUBMITTING GRADES 1. Grades are due by Monday of the second week following the last class session of a course. They

should be posted in the official grading area of Campus Cruiser. If grades are not received on time by the registrar, an NR (No Report) will be entered on the student’s transcript.

2. If students are missing from the grade roster, students may have a financial hold on their account and as a result are not permitted to register. Remind students to take care of their financial aid/registration responsibilities.

3. Faculty may not enter a grade of W or I on the Grade Roster. 4. Faculty must submit the Incomplete Grade Request form signed by both the faculty member and

the student prior to the last class session. Submit form to the Registrar’s Office. 5. Upon notification of the posting of the grade roster, the Registrar’s Office verifies the grades and

posts the grades to official university records. 6. After a grade has been reported to the university’s registrar, the grade cannot be changed unless

a written grade change form and an acceptable reason for the change are submitted to the registrar by the professor with prior approval of the program director.

7. Faculty are required to keep documentation which supports grades assigned for a minimum of one year.

ISSUING A GRADE OF INCOMPLETE

Incomplete grades are to be issued only in the case of absence from classes due to unexpected and unavoidable circumstances, such as serious illness, accident, or death in the immediate family, which have made it impossible for the student to complete all course requirements as scheduled.

Even though it is the student’s responsibility to initiate the incomplete form, and get faculty approval, faculty may wish to let students know of their responsibility when circumstances described above occur.

A grade of incomplete is not to be issued for unsatisfactory work or failure to submit work through negligence. Requests for a grade of incomplete are not approved in cases where students have not completed work due to lack of time. Students are eligible to receive a grade of incomplete only when they


have demonstrated effort toward meeting course requirements, and when completion of the course work appears reasonably attainable.

1. Students may request a grade of incomplete by obtaining a Request for Grade of Incomplete form from the Registrar’s website, completing the form, and turning it in to the instructor prior to the completion of the course. If the instructor agrees to give the student a grade of incomplete, the instructor will inform the student of the work to be completed and the scheduled completion date for a grade to be posted for the incomplete.

2. Both the student and the instructor must complete and sign the Request for Grade of Incomplete form. The instructor is responsible for returning the form to the Registrar, prior to the last day of class.

3. On the Request for Grade of Incomplete form, the instructor will be asked to report a grade (in addition to the grade of incomplete) which has been earned on the basis of work completed by the last day of the course. This is the grade which will be posted to the transcript should the course work not be completed by the end of the time extension identified on the Request for Grade of Incomplete Form. The maximum time to finish an incomplete is 30 days.

4. When the student completes the contracted set of remaining requirements approved by the instructor or the completion deadline arrives, the instructor is responsible for authorizing the Registrar to replace the grade of incomplete with the final grade earned If the instructor fails to inform the Registrar’s Office of a final grade by the deadline, the student’s Incomplete will expire to the default grade provided by the instructor when the form was initially submitted (typically, a grade of F). In order to provide a final grade the instructor should fill out and submit the “Grade Change Petition” Form and mark the Incomplete grade update section of the form. The Registrar’s Office will then post the final grade to the student’s record.

Grade Appeals Process In general, grades represent the faculty member’s professional judgment of a student’s

performance in a course, and as such, are final. However, students have the right to ask a faculty member for an explanation of any grade received and may appeal a grade when they perceive that a final grade was biased, arbitrary, or capricious. In those instances, students must follow the Grade Appeal Process outlined below.

GENERAL PRINCIPLES 1. Students are encouraged to seek advice in matters of concern about grades from their faculty or

academic advisor. 2. Grade appeals can be made only in instances where procedural issues or biased, arbitrary, or

capricious grading are in question, specifically any one of the following: a. An obvious error in calculation. b. The instructor has applied more exacting standards to the particular student. c. The grade was given on some other basis than performance in the course. d. The grade represents a substantial departure from the instructor’s announced standards.

PROCESS Grade appeals may not be made more than two terms after course completion.

1. The student should attempt informal resolution of grade concerns with the instructor. Typically, this step is all that is necessary to resolve any disagreements. This step is only to be waived if the student believes she or he cannot meet with the instructor.

2. In the event that informal resolution is not satisfactory to the student, the student has the burden of proof to show that the grade was based on factors listed in General Principles (2) above. The student submits a written request for a grade appeal to the program director or other appropriate campus administrator within six weeks of the official posting of the grades by the Registrar’s


Office. The student must include evidence pertinent to the General Principles (2) above in support of the grade appeal request. If there is no program director or if the program director is the instructor, the student submits the appeal to the school dean.

3. The program director or school dean provides the instructor with a copy of the appeal request. Within 15 days, the instructor responds in writing to the program director or school dean, explaining the basis for the grade. Please note that days during faculty off‐contract periods (e.g. summer) are not counted.

4. Within three weeks of the grade appeal request, the program director or school dean appoints a grade appeals panel consisting of three faculty members. The panel will reach a decision to either uphold the grade or change it. This decision is sent to the program director or school dean who informs the instructor, student, and Registrar’s Office if necessary. The panel’s decision is binding.

Academic Appeals

A request for an exception to a published university academic policy must be made in writing and initiated through the Registrar’s Office, using the Academic Petition form unless petitioning transferability of courses or accuracy of grades. Transferability should be petitioned using the Substitution/Transfer Request form. Grades appeals should follow the Grade Appeals Process outlined above. All documentary evidence in support of each application for academic exception should be submitted with the written request. Each case will be decided on its own merits. All exceptions and waivers are subject to review by the appropriate academic official or committee for consideration and decision. Students are encouraged to maintain their own personal copies of all paperwork submitted.

Community Standards/Student Behavior Degree Completion is a program designed to meet the academic needs of adult students. Any

person or activity which detracts from the educational environment or adult student learning is prohibited. Standards may be found in the Undergraduate Academic Catalog in the Community and Academic Standards section.

Student and Faculty Dispute Resolution To resolve student grievances about an instructor’s action related to teaching effectiveness, course

requirements, or general conduct, Fresno Pacific University encourages students to discuss their concerns first with the instructor. If the student and the instructor are unable to resolve the issue satisfactorily, or the student does not feel comfortable speaking directly with the instructor, the student should contact the program director and submit the grievance in writing, preferably within three weeks of the incident in question.

The program director will attempt to resolve the issue. If the program director is unable to resolve the issue to the satisfaction of the student, the student will be referred to the dean for a final resolution.

Questions regarding a grade received by a student are handled according to the grade change policy listed in the Fresno Pacific University Catalog and this handbook.

Student grievances about a staff member’s actions should be submitted in writing to program director within three weeks of the incident in question. If the program director is unable to resolve the issue to the satisfaction of the student, the student will be referred to the Dean for a final resolution.


Resources Academic assistance is available through the schools, while equipment is available through the

regional Campus where you are teaching.

AFOO: Adjunct Faculty Online Orientation A self‐orientation is available for faculty at a Moodle site. Just about everything faculty want to

know about being a degree completion adjunct is found on the Adjunct Faculty Online Orientation site, which is accessed via Moodle. Look for it in your list of classes.

Regional Campus The first time you teach at a regional Campus, contact the administrative assistant for access/lock‐

up procedures as well as other unique Campus procedures. Office hours are

Monday—Thursday, 8:30am‐6:30pm

Friday, 8:00am‐6:00pm

Saturday, occasional Each Campus has technical staff to assist during the evening. A security system is in place at each Campus.

Technology Training If students or faculty need help in using common software, including the MSOffice Suite, free video

training clips are available on the Atomic Learning website: highed.atomiclearning.com. Username: FPU, Password: sunbirds.

Hiebert Library For information about library hours and other matters, you may access the library webpage at

fresno.edu or you may call Anne Guenther at 453‐2121.

ID Cards Faculty are asked to wear their official FPU identification card to each class session. Holders are

available at the Campus. You may have your photo taken at any regional Campus or the Cashier’s Office on the main campus. You may bring this card to the Hiebert Library and have them activate it as a library card. Lunch is only $3 in the Steinert Campus Center when you bring your FPU ID card.

Equipment Available in most classrooms

Training is available from regional Campus staff. On the main campus, you must take the online training and you will need to request a key from the GDC office, MCD 150. Training is available online: enter media cabinet in the search box on the fresno.edu website.

Podium Overhead projector TV/VCR/DVD players White Boards

Available Upon Request Reserve well in advance, before the semester begins. Contact the regional campus. Video conference machines Smart Boards in select rooms Portable computer lab or fixed computer lab on the main campus


Curriculum/Textbooks Contact the program director for master syllabi or master Moodle shells. Contact the publisher

for desk copies of textbooks. Publishers may verify that you are an adjunct at fresno.edu/adjunct‐faculty. If the publisher requires that the book be mailed to the Main Campus, include the box number of the school.

Fresno Pacific University 1717 S. Chestnut Ave. Fresno, CA 93702 Add the appropriate box number: School of Natural Science #32 School of HRSS #2301 School of Business #2303 School of Education #2001 Each course has standard textbooks. Changes to textbooks must be approved by the Lead

Instructor or Program Director and submitted to the FPU bookstore three months before the semester begins. Use the textbook adoption link at www.bkstr.com/fresnopacificstore/home.

Rooms You may have students rearrange tables and chairs, but they must be returned to the original

configuration at the end of the class. Faculty may not change the location of their class without approval from the Program Director (for

cohort classes) or from the Associate Provost of Degree Completion (for general education and elective courses). Changes in room assignments must be approved by the program director/dean and then requested from the regional campus.

Copies Copies may be made in McDonald Hall, your school, or at the nearest regional Campus. Staff will

be glad to show you how to operate the copy machine and give you the appropriate copy card. Only minor jobs should be done at the North Fresno Campus (up to 50 pages).

Parking Parking permits are not required at the regional Campus or in the Steinert Parking Lot on the main

campus at any time. Parking permits are not required on other main campus lots after 4:00pm on weekdays and all day Saturday and Sunday.

Guest Speakers The university pays a stipend of $60.00 (for up to 3 hours) to guest speakers, who have been

approved by the program director. Higher amounts must be approved by the dean, who will set an hourly rate. The honorarium request form follows. Submit to the Dean’s assistant or designee.

Mileage Faculty members are paid mileage to teach away from their home campus. A mileage form is

available from the web page of the Business Office on the FPU intranet. It should be given to the Dean’s assistant or designee. Include the course number and city on the form. Only use the form provided by the Business Office. In addition, Human Resources requires that you complete the Application to Use Own Car for University Purposes. Drivers must carry the appropriate amount of auto insurance. This form is found in the appendix. This policy may be changed with a thirty day notice.


Expense Reimbursement Expenses that are pre‐approved by the program director may be reimbursed by submitting

receipts to the Dean’s assistant or designee in the appropriate school.

Tutoring Help for Students Students who exhibit poor writing skills should be referred to the tutors at the regional campus or

to the Academic Support Center: 559‐453‐5585. The campus responds within 48 hours of a student’s submission of a paper for review. SOS tutors are also available at the campus to help students with Moodle and other online learning issues. The SOS tutors also provide bi‐weekly training workshops for Moodle and are available to assist faculty with online learning questions.


Syllabus Template/Requirements

Faculty must submit a syllabus for the course they are contracted to teach to the appropriate program director or lead instructor at least four weeks before the course begins. The Assistant to the Dean has access to sample or master syllabi for specific courses if needed. Once your syllabus is approved by the program director or lead instructor, you may post the syllabus on Moodle so that students see it one week prior to the beginning of the course.

Adjunct faculty teaching in the Organizational Leadership Program are required to use the syllabus and faculty guide developed by the full‐time faculty.

As the following template shows, each syllabus must identify the course learning outcomes, the schedule of assignments students must complete to achieve the learning outcomes, required homework hours, and the manner in which the instructor will evaluate learning outcome attainment.

To achieve consistency, the DC syllabus template should be used for all courses. Ask your program director or lead instructor for an electronic copy of the syllabus template. A copy follows.


[First Section: all elements required, in the order presented here.]

Online or Blended Course Syllabus

Semester/Year: Units:

Instructor: Office Hours: Office Location: Phone number: Email:

Length: xx weeks (First/Last day of class) Schedule

All classes meet on Time:

Delivery Mode: ___100% Face to Face ___100% Online _X_Blended (Combination of Face to Face and Online

Course Description From University Catalog, including prerequisites (where applicable)

Student Learning Objectives

Course SLOs – linked to Program SLOs (where applicable) [Second Section: the following categories are required--the order is optional. Other elements may be added, at the professor’s discretion: course introduction, educational philosophy, etc.] Course calendar – including topics covered, assignments, readings, tests, etc.

Direct Instructional Hours Independent Work

Week Face to Face Weekly Topic and Class Time

*Estimated Online Direct Instruction Assignment (3

hrs/wk)

*Estimated Homework Assignment (15 hrs/wk)

1

4 hrs

x hrs

x hrs

x hrs x hrs

2

4 hrs

x hrs

x hrs

x hrs x hrs

3

4 hrs

x hrs

x hrs

x hrs x hrs

SCHOOL OF XXXXXXXXXXX

1717 S. Chestnut Ave.

Course Title


4

4 hrs

x hrs

x hrs

x hrs x hrs

5

4 hrs

x hrs

x hrs

x hrs x hrs

6

4 hrs

x hrs

x hrs

x hrs x hrs

Total Class Hrs

Total *Estimated Online Hrs

Total *Estimated HW Hrs

Total Carnegie Hrs (Class + Online + HW) = “Supplementary Course Materials may be accessed through Moodle: [link] ………….”

*Estimated Hours for Online Instruction and Homework will vary depending upon individual reading or writing styles, interest levels, and previous training. Some students will complete assignments in less time, others in more time. Grades are not calculated on the basis of the number of hours spent on assignments. They are assigned based on the quality of the completed assignment submitted to the instructor. Required/recommended texts and supplementary materials

Assessment and grading system for major assignments Include the following:

Description of assignments % of course grade Percentages for A, B, C, D, etc. Grading policies: Signature Assignment and Assessing Rubric

Course/classroom policies

Include course and classroom policies unique to this course – i.e. late assignment policy.

University Policy and Procedures Students are responsible for becoming familiar with the information presented in the Academic Catalog and for knowing and observing all policies and procedures related to their participation in the university community. A summary of university policies may be found on the university website at http://registrar.fpu.edu/catalog. Credit Hour Chart Samples for use in Syllabi See Credit Hour Worksheet—“Provost Page” FPU Intranet Sample #1 Estimated Coursework Time

READING Hours Text 1 Text 2 ASSIGNMENTS Assignment 1


READING Hours Assignment 2 REVIEW FOR EXAMS Review 1 [Expand table by inserting rows: Select a row, right click, & select insert.] TOTAL ESTIMATED ASSIGNMENT HOURS FOR COURSE

Sample #2 Estimated Coursework Time

Weekly Reading (3 hours per week) Hours 45 Presentation Preparation 4 Research Paper (2 hours per page) 30 Exam Preparation Mid-term 4 Exam Preparation Final 8 [additional lines as needed] Total Homework Hours (30 hours per unit) 91

(End of syllabus template)


APPLICATION TO USE OWN CAR FOR UNIVERSITY PURPOSES

I VOLUNTEER TO DRIVE MY PERSONAL VEHICLE FOR UNIVERSITY PURPOSES. MY VOLUNTEER DRIVER INFORMATION IS LISTED BELOW:

1. California Drivers License Number: _____________________________

2. Vehicle Year: ______ Vehicle Make: ____________________________

3. Number of Seat Belts: _______

4. Vehicle is in Safe Operating Condition: Yes____ No_____

5. Insurance Policy Number: ____________________________

6. Insurance Policy Limits: $_______ Bodily Injury & $________ Property Damage

PLEASE ATTACH A COPY OF YOUR DRIVERS LICENSE AS WELL AS THE DECLARATION RECOMMENDATION PAGE FROM YOUR INSURANCE POLICY.

IN ACCORDANCE WITH CALIFORNIA LAW, THE INSURANCE ON A SPECIFIC VEHICLE IS THE PRIMARY COVERAGE IN THE EVENT OF AN ACCIDENT OR LOSS. I HAVE READ THE ABOVE STATEMENT AND FULLY UNDERSTAND THAT MY PERSONAL AUTO INSURANCE IS THE PRIMARY INSURER OF AN ACCIDENT OR LOSS DURING THE COURSE OF MY TIME WITH THE UNIVERSITY. ____________________________________ Drivers Name ____________________________________ Drivers Signature ____________________________________ Address ____________________________________ City, State Zip Submit to Human Resources


Quick Guide for New Faculty

PREPARATION

Adjunct Self‐Orientation (AFOO)

Contact Lead Instructor

Contract Program Director

Moodle Training

Human Resources

Contract

Syllabus

Textbook Adoption

CampusCruiser/Email

Supplies/Equipment/Copies

Technology Help

ID Card

Classroom IN CLASS

Attendance

Class Representative

Class Schedule, Devotions, Dinner, and Breaks

Online Interaction

Evaluation AFTER CLASS

Official Grading

Mileage

Summary of Evaluation PREPARATION

Adjunct Self‐Orientation Just about everything you want to know about being an FPU adjunct is found on the Adjunct Faculty Online Orientation (AFOO) site in Moodle. Go to the site (or pages 5‐7 of the DC Faculty Handbook) to find your lead professor and program director and then contact them. Contact Brittney Miller with any questions (Brittney.Miller @fresno.edu). Moodle Training All DC courses are either blended or online. Course information, including the syllabus should be placed in a Moodle shell. Completing Introduction to Teaching with Moodle is required

prior to receiving a contract for any DC course. Contact the Center for Online Learning for course development assistance, training, and approval. Visit the website: col.fresno.edu. Human Resources Information Information on direct deposit, sexual harassment training, and mileage is available online at fresno.edu/hr/adjunct‐faculty‐resources Contract You should receive a contract before you begin teaching. Remuneration information is also found in the DC Faculty handbook. The contract will list the school to which your course belongs, the program director of the course, and the lead instructor, if applicable. Both are available to answer academic questions. Syllabus Contact the dean’s assistant for a sample syllabus, an assigned syllabus, or for the university syllabus template. School of HRSS: Jodie Tally,

[email protected] School of Natural Science: Sean Munoz,

[email protected] School of Business: TBA School of Education: Angela Copeland,

[email protected] Textbooks Submit your textbook requirements to the FPU bookstore. Contact the program director or lead instructor, for a list of the standard textbooks. Visit a publisher’s website for desk copies. Alternate textbooks must be approved by the program director or lead instructor three months in advance of the semester start. CampusCruiser You will receive information about this FPU portal via the email address listed on your application. University and student email is sent


to your fpu.edu account. Attendance for blended courses and final grades are posted via CampusCruiser. You may wish to forward this email to another account. Supplies/Equipment/Copies Check with the regional Campus where you will teach for information on the equipment in your classroom. Limited photo copies can be made there. Contact the program director or lead instructor if you wish to be reimbursed for supplies. Technology Help Contact the HelpDesk 559‐453‐3410 for any technology questions you may have. Help is also available at the front desk of each Campus. ID Card Have your photo taken at the front desk of a regional Campus. For each class session, you should wear your ID in a holder provided by the regional Campus. Classroom Classrooms are assigned by each regional campus. Signs will be posted near the front desk. IN CLASS

Attendance For blended courses, you are required to take attendance each class session in CampusCruiser via the MyServices tab. For the online portion of courses, attendance is automated via your weekly Moodle activities. Attendance is recorded at 11:59pm every Sunday night.

Class Representative Non‐cohort classes do not have student class representatives. Cohorts are assigned class representatives in the first course of a program. Class schedule, Devotions, Dinner You must meet the full class time (usually 6:00pm to 10:00pm.) You should plan for a 10‐minute devotional, and a 20‐30 minute working dinner break. Working dinner breaks include dinner conversation questions or videos related to course topics. Also include a 10‐minute break each hour. You may not change the schedule in any way without prior approval from the Associate Provost for Degree Completion. Online Interaction Faculty are expected to interact with students’ online activities at least twice weekly to provide consistent and timely feedback and to encourage students’ learning and growth. Evaluations On Thursday of the fifth week of class, students will be asked to complete an online evaluation of the course. AFTER CLASS

Official Grading Enter final grades via the CampusCruiser, MyServices tab by the second Monday after class ends. The last day to accept student work is 3 calendar days after the last day of class. Mileage If you teach at more than one location you may request mileage reimbursement from the dean’s assistant or designee. (Policy is under review.)


Index

Absence, student, 19 Academic appeals, 46 Academic calendar, 8‐9 Adjunct qualifications, 13 Adult student characteristics, 17 AFOO, 47 APA Style Guide, 23 Assignments, 23‐24 Attendance policies, 18‐21 Blended courses, 25‐40 CampusCruiser, 25 Campuses, 7 Carnegie hours, 23 Class representatives, 41 Community standards, 46 Contracts, 13‐15 Copies, 48 Copyright permission, 24 Course development, 26‐40 Course evaluations, 25 Deadlines, 8‐12 Devotions, 23 Dinner, 23 Directories, 5‐8 Dispute resolution, 46 Emergency procedures, 22‐23 Equipment, classroom 47 Faculty responsibilities charts, 10‐12 Fresno Pacific Idea, 3‐5 Grading, 42‐46 Guest speakers, 48 Hiebert library, 47 Hiring policies, 12‐13 History, university, 5 Holidays, 9, 21‐22 Honorarium form, 54 ID cards, 47 IDEA (course evaluation inventory), 25 Idea, The Fresno Pacific 3‐5 Instructional hours, 23

Leave of absence, 20 Library, 47 Load limit, 14 Low enrollment, 15‐16 Mileage form, 55 Mileage, 48 Moodle, 25 Online courses, 25‐40 Online resources, 5 Orientation, 26‐29 Parking, 48 Plagiarism check, 24 Program directors, 5‐7 Quick guide, 56‐57 Regional campuses, 7 Registration, lack of student, 21 Resources, 47‐49 Retirement annuity, 16 Rooms, 48 Rubric, course development, 26‐40 Salary scales, 14‐15 Schedule adherence, 21 Schools, 5‐6 Services, 8 Signature assignments, 23‐24 Staff, 5‐8 Student learning outcomes, 17‐18 Syllabus template and requirements, 50‐53 Synchronous learning, 22 Tardiness, student, 20 TaskStream, 23‐24 Teaching load limit, 14 Technology training, 47 Textbooks, 48 Training, 26‐27 Turabian, 23 TurnItIn, 24 Tutoring, 49 University history, 5 University student learning outcomes, 18 Waitlists, 15

.

Main Campus1717 S. Chestnut Ave.

Fresno, CA 93702 559-453-2000

Regional CampusesNORTH FRESNO CAMPUS

5 River Park Place West, Suite 303 Fresno, CA 93720

559-573-7800

VISALIA CAMPUS 245 N. Plaza Dr. Visalia, CA 93291

559-302-4100

BAKERSFIELD CAMPUS 11000 River Run Blvd., Suite 200

Bakersfield, CA 93311 661-617-4500

MERCED CAMPUS 3379 G St., Building P

Merced, CA 95340 209-354-5900

fresno.edu

2015-2016 degree completion faculty handbook faculty handbook.pdfdegree completion faculty handbook...

Documents