WINTER 2012 - National Association of Schools of Public Affairs and ...

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Pamela A. Gibson and Pamela Trump Dunning APPENDIX A eTROY Faculty Expectations for Teaching Online GENERAL EXPECTATIONS FOR ONLINE INSTRUCTORS ��Deliver courses in a professional and organized manner, and interact with students in a constructive and encouraging manner. ��Always be responsive to student contributions and requests, following expectations set forth in the syllabus. ��Best Practices indicate that instructors should log in to their Blackboard courses on a daily basis in order to respond to student inquiries, monitor student progress, engage in student activities, and so on. eTROY recommends at the minimum logging in every 48 hours. If an instructor has not logged into his or her Blackboard courses over a 72-hour period, a reminder e-mail will be sent to their troy.edu e-mail account. Should another 24 hours pass, amounting to a total of 96 hours (4 days) without having the instructor log into their Blackboard courses, the academic supervisor will be notified to provide oversight. ��Remember: Students expect faculty to be accessible and provide timely feedback. Responsiveness of this nature also contributes to the overall sense of instructor presence. ��Instructors should respond to student questions within 24–48 hours. This includes any e-mails, discussion board questions, and voicemail. ��Instructors must inform the learner as to when they can expect a response if the instructor cannot provide a detailed response within 24–48 hours. ��Encourage participation by all students. ��Quickly identify and address problems with access to course content or the technology environment. ��Communicate to students when they can expect to receive graded feedback on assignments and exams. Best practices recommend that instructors grade and submit feedback within two business days of receipt whenever possible. eTROY recommends a 3–5 day turnaround time for grading and student feedback/posting grades. ��Contribute toward the continuous improvement of their courses through feedback received from student evaluations, quality assurance course reviews, and program reviews. COURSE DESIGN EXPECTATIONS ��Develop a comprehensive course syllabus using the eTROY Standardized Course Syllabus format and designed around one or more required textbooks or cases. Instructors receive as much 224 Journal of Public Affairs Education
Creating Quality Online Course Design latitude as possible, within the parameters set by the appropriate discipline, in developing the content of their syllabus. The Troy University syllabi information is in the Faculty Handbook. ��Instructors should provide a faculty biography within the Instructor Contact area of Blackboard, including the following: Name, Contact Information, Educational Background including degrees and area of expertise, Professional Experience, and Research Interests. ��Clearly articulate the academic requirements for the course, including course assignments, participation requirements, examinations, and evaluation rubrics. ��Develop instructional modules for each week of the course; these may include components of theory, practice, and assessment. ��Instructors should not conduct their courses as “self-paced.” All instructors should present the course content in weekly modules. eTROY does not offer self-paced online courses. ��Instructors should create a separate Discussion Board forum where students may post their biographies. This forum should be created no later than the first day of class. ��Instructors should create a separate Discussion Board forum labeled “Ask the Instructor.” This forum should be created no later than the first day of class, and questions within the forum responded to within the same 24–48 hour time frame as e-mails. ��Instructors should include a course “Site Map” within their Blackboard course to aid students in navigation of the course. The Site Map should be posted no later than the first day of class under a navigation button titled “Start Here.” The Site Map is a document that explains what each area of the course contains. ��Instructors should post a “Welcome” message in the announcements section of their Blackboard course no later than the first day of class. ��Instructors should check any instructional materials requiring the installation of software, plug-ins, codes, or other controls to determine ease of use. ��Use the Blackboard assignment and Grade Center functions to manage course assignments, providing feedback in a timely manner, defined as a 3–5 day turnaround time for grading and student feedback/posting grades. ��Instructors should post all student grades in Blackboard’s Grade Center in a timely fashion and as separate assignments. Note: The complete Expectation Document includes instructions for faculty before the beginning of a term and at its conclusion regarding, for instance, ordering textbooks, and proctoring exam directions, as well as course delivery expectations that include grading, technical support, and policy compliance. Journal of Public Affairs Education 225
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JPAE VOLUME 18 NUMBER 1 JOURNAL OF
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Journal of Public Affairs Education
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FROM THE EDITOR In the symposium in
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NASPAA Presidential Address Annual
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Leading by Example: Modeling Global
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FROM THE GUEST EDITOR FROM THE GUES
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FROM THE GUEST EDITOR A SYMPOSIUM I
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on other fronts, certainly it can h
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Picasso, P. (1937). Guernica. Pictu
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A View from the 50th Street Gate on
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Reflections of a Working-Class Acad
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Reflections of a Working Class Acad
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Reflections of a Working Class Acad
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Class Rooms Kenneth Oldfield Univer
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Class Rooms although I did, but not
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Class Rooms GRADUATE SCHOOL I was u
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Class Rooms the odds this appointee
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Class Rooms The Great Leveler, too
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Class Rooms of higher learning and
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ook (Oldfield & Johnson, 2009). The
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Didactic Changes Class Rooms Pedago
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Admittedly, it will be difficult to
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hooks, b. (2000). Where we stand: C
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Shaw, G. B. (1928). The intelligent
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What’s a Girl Like You Doing in a
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What’s a Girl Like You For exampl
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What’s a Girl Like You and operat
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What’s a Girl Like You captured t
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What’s a Girl Like You full-blown
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What’s a Girl Like You inside). I
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What’s a Girl Like You and collea
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What’s a Girl Like You toward ser
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Blue-Collar Teaching in a White-Col
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Blue-Collar Teaching Half of my fam
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Blue-Collar Teaching from physics.
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Blue-Collar Teaching lifelong dream
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Blue-Collar Teaching Before him, in
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Blue-Collar Teaching One may argue
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Blue-Collar Teaching graduation in
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Blue-Collar Teaching advantages oth
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Carrizales, T. (2010). Exploring cu
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Oldfield, K. (2010). Socioeconomic
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Moving Forward by Looking Back Gary
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Moving Forward My father married my
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Moving Forward became apparent that
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Moving Forward to Duane, because he
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Moving Forward by this contaminant.
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Moving Forward quite by chance to b
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Moving Forward Federalist 51 detail
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Moving Forward their profession, in
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Moving Forward as the study shows,
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REFERENCES Ashwander v. Tennessee V
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Techniques in Teaching Statistics:
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Many researchers have explored the
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LITERATURE REVIEW Techniques in Tea
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Techniques in Teaching Statistics b
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Techniques in Teaching Statistics T
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Techniques in Teaching Statistics l
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Techniques in Teaching Statistics i
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Table 1. Downloads of Papers at Sel
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Figure 2. Expanded Model of Researc
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Techniques in Teaching Statistics o
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Figure 3. Expanded Model of Researc
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Techniques in Teaching Statistics L
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Techniques in Teaching Statistics o
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Felbinger, C. L., Holzer, M., & Whi
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Snee, R. D. (1993). What’s missin
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Are They Connected? Exploring Acade
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Exploring Academic and Social Netwo
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Figure 2. Career Advice Network Fig
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Table 1. Descriptive Statistics of
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network density, and network recipr
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Figure 5. Academic, Career Advice,
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Open Access Digital Repository: Sha
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Sharing Student Research with the W
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Table 1. Downloads of Papers at Sel
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Table 2. Top 10 Most Downloaded App
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Analysts also determined the number
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Topical categories. As shown in Tab
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Page 233 and 234: it was achieved. The assessment of
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