UALR Distributed Learning
Guidelines and Policies
(updated: 8/29/03)
Introduction |
Top
The purpose of this document is to point out some areas to which
faculty should pay especial attention when employing information
technology in their courses. In no way does this document replace
the UALR Faculty Handbook. All policies and procedures outlined
there, and the rights and responsibilities of students and faculty,
remain the same regardless of where teaching occurs. Likewise
the same disciplinary procedures will be followed wherever the
rules are violated.
Mission Statement
| Top
The UALR mission remains that of providing the best possible
educational experience for our students. The changes in technology
for teaching and learning make it possible to achieve that mission
in more diverse ways. UALR will pursue the development of distributed
learning with the aim of reaching these three goals:
- To increase access to higher education for the people of
the state of Arkansas.
- To educate our students in the information technology application
skills that they will need to be successful in today’s
and tomorrow’s knowledge-based economy.
- To provide greater flexibility in scheduling to accommodate
the changing needs of our primarily nontraditional student body.
Definitions
| Top
Distributed learning (DL) is any educational environment
that involves technology-enabled teaching outside the traditional
face-to-face format. Some of the forms it can take are discussed
below:
- ITV (interactive television) courses: These
courses are delivered via compressed video to remote sites.
They are synchronous, live televised courses in which the faculty
member teaches to a face-to-face student group in the live section
and at the same time as teaching to a remote, off-campus location.
Students at the remote sites can interact with the faculty member
and other students via the interactive two-way audio and video
system.
Technical support at the UALR site is provided by Scholarly
Technology and Resources (STaR). The remote site is responsible
for technical support there. The ITV courses are scheduled through
STaR in one of the specialized compressed video classrooms.
Faculty who will be teaching are advised to contact STaR to
go through an orientation/training session prior to the beginning
of classes.
- Web-based courses: These courses are delivered
through the Internet and are accessible anywhere, anytime. They
may include a face-to-face orientation at the beginning of the
term and/or proctored examinations. However, there are no regular
class meetings as usually found in face-to-face courses taught
either on or off-campus.
All web-based courses should be put into the course schedule
through Off-Campus Programs, which also provides student support
for those courses. Off-Campus Programs will place a comment
in the online course schedule advising students that this is
a totally online course: "This is a WEB-BASED class
which will be taught TOTALLY ONLINE. You will need access to
a COMPUTER and the INTERNET and experience using them. For more
information about minimal requirements, please visit the Off-Campus
Program website."
Faculty interested in developing totally web-based courses should
contact Off-Campus Programs for assistance.
- Web-enhanced courses: The web is used to
deliver substantial course materials or activities. There may
or may not be a reduction of face-to-face class time. Faculty
have the option of including a comment in the online course
schedule informing students that this is a web-enhanced course
and they will need access to a computer and the Internet: The
recommended comment is: "This is a WEB-ENHANCED class.
The class meets at the regularly scheduled time and place, but
you will need access to a COMPUTER and the INTERNET for this
course and some experience using them. Your instructor will
have more detailed information for you on the first day of class."
- Telecourses Telecourses consist of nationally
produced television series that are viewed for credit by UALR
students. The courses are available on public television (AETN)
or the University Channel. The courses available on each of
these stations will vary from semester to semester. Students
are responsible for viewing the lessons. Tapes of individual
lessons may be checked out for a short time from the Off-Campus
Program office if lessons are missed. Students also attend a
limited number of class meetings to turn in assignments and
receive additional material, reviews, and tests from an instructor.
Telecourses are available to any student admitted to UALR, and
registration is through the UALR BOSS system. Tuition charges
are identical to those for traditional courses, and no differentiation
is made between telecourses and traditional courses on the student's
transcript. More information is available from Off-Campus Programs.
Program Standards
| Top
UALR will strive to offer the highest possible quality DL courses
and programs. In order to do this UALR endorses the "Best
Practices for Electronically Offered Degree and Certificate Programs"
standards adopted by the North Central Accreditation Association.
http://www.ncacihe.org/resources/electronic_degrees/index.html
These standards will be used a guideline for the development
of new electronically offered degree program and as a guide for
the self-assessment of programs.
UALR also endorses the "Principles of Good Practice"
as defined by the Southern Regional Educational Board.
http://www.electroniccampus.org/student/srecinfo/publications/principles.asp
Curriculum and Instruction
- Each program or course of study results in learning appropriate
to the rigor and breadth of the degree or certificate awarded.
- A degree or certificate program or course offered electronically
is coherent and complete.
- The course provides for appropriate interaction between faculty
and students and among students.
- Qualified faculty provide appropriate supervision of the
program or course that is offered electronically.
- Academic standards for all programs or courses offered electronically
are the same as those for other courses delivered at the institution
where the programs originate.
- Student learning in programs or courses delivered electronically
should be comparable to student learning in programs offered
at the campus where the programs originate.
Role and Mission
- The program or course is consistent with the institution's
role and mission.
- Review and approval processes ensure the appropriateness
of the technology being used to meet program or course objectives.
Students and Student Services
- The program or course provides students with clear, complete
and timely information on the curriculum, course and degree
requirements, nature of faculty-student interaction, prerequisite
technology competencies and skills, technical equipment requirements,
availability of academic support services, financial aid resources,
and costs and payment policies.
- Enrolled students have reasonable and adequate access to the
range of student services and resources appropriate to support
their learning.
- The institution has admission and acceptance criteria in
place to assess whether the student has the background, knowledge,
and technical skills required for undertaking the course or
program.
- Advertising, recruiting and admissions materials clearly
and accurately represent the program and the services available.
Faculty Support
- The program or course provides faculty support services specifically
related to teaching via an electronic system.
- The institution assures appropriate training for faculty
who teach using technology.
- The program or course provides adequate equipment, software
and communications to faculty for interaction with students,
institutions and other faculty.
Resources for Learning
- The program or course ensures that appropriate learning resources
are available to students.
- The program or course evaluates the adequacy of, and the
cost to students for access to learning resources. It also documents
the use of electronic resources.
Commitment to Support
- Policies for faculty evaluation include appropriate recognition
of teaching and scholarly activities related to programs or
courses offered electronically.
- The institution demonstrates a commitment to ongoing support,
both financial and technical, and to continuation of the program
or course for a period sufficient for students to complete a
degree or certificate.
Evaluation and Assessment
- The institution evaluates program and course effectiveness,
including assessments of student learning, student retention,
and student and faculty satisfaction.
- At the completion of the program or course, the institution
provides for assessment and documentation of student achievement
in each course.
- Program or course announcements and electronic catalog entries
provide appropriate information.
More information about these principles can be found on the SREB
web at
http://www.electroniccampus.org/student/srecinfo/publications/principles.asp
Course Standards
| Top
UALR also endorses a set of best practices for individual DL
courses. These are based on accepted standards of best practice
for teaching and learning regardless of the medium through which
that occurs. There is a general consensus that quality web-based
or web-enhanced courses involve:
- Encouraging student-faculty interaction and contact
- Students can contact faculty easily and are assured of
receiving a prompt response (e.g., within 24 to 48 hours)
- Faculty interaction with student encourages engagement
and provides sufficient data to assess student achievement
of learning objectives
- Encouraging student cooperation and interaction
- Student feedback to each other should be substantive,
constructive, and meaningful
- Encouraging active learning
- Student responses to prompts should be substantive
- Assignments encourage use of critical thinking strategies
- Students interact with, write about, and are asked to
incorporate what they are learning into their experience
- Giving prompt feedback
- Students are given frequent feedback regarding their
progress in the course
- Emphasis on time on task
- Course requires frequent, periodic, and substantive work,
including contact with the course site
- Students are given guidelines on how much time they should
expect to work on each segment of the course
- Communication of high expectations
- Learning objectives communicate collegiate level learning
appropriate to the course level (introductory, advanced,
graduate)
- Course content and requirements are as demanding as a
face-to-face course with similar content
- Respect for diverse talents and ways of learning
- Provide alternative ways of learning for student
- Provide alternative ways of assessing student achievement
- Letting students know what to expect
- Information regarding the objectives, assessment deadline,
grading policies, needed technology to succeed, etc., are
clearly stated and easy for students to find
- Making effective use of the technology
- Technology used is appropriate for the learning objectives
- Technology used is appropriate for the discipline
- Support is provided for students who need assistance
with the use of the technology
Faculty Responsibilities
| Top
All current policies outlined in Faculty Handbook apply
regardless of whether the course is conducted face-to-face or
through some distributed learning modality. In addition, instructors
using the latter should adhere to the following guidelines:
- The same grade appeal procedures and timelines will be followed.
Phone calls or e-mails can count as contact. However, it is
prudent to record all such contacts at the time to ensure due
process for all parties.
- Sometimes links that you might include in your course materials
will take students to sites with ads or other solicitations.
It would be prudent to warn students of such a possibility and
that the link to that site does not constitute a recommendation
or endorsement by UALR.
- We all talk about "back-up" but how often do we
actually do it? Remember that when your course materials exist
in electronic format only, they are vulnerable to breakdowns
at several points in the production, storage, and delivery process.
Frequent and complete back-ups of course content, interaction,
and assignments is wise. It is recommended that you also follow
your unit’s policy regarding how long you retain assignments,
tests, and other materials that have a bearing on student grades.
- If some form of e-pack is being used, it is the instructor’s
responsibility to explain to the students where and how they
can obtain access codes. It is important for instructors to
realize that students may be charged by the publisher for these
access codes—in addition to other textbook or materials
charges.
Course Syllabus | Top
In addition to the items mandated by the Faculty Handbook,
instructors of DL courses should include the following in their
syllabi:
- A clear statement of virtual office hours, lead-time and
preference for responding to students’ queries via e-mail,
phone, the web, or by other means.
- A clear statement of hardware, software, and information
technology skills expected of students to participate in the
course. Just as for any other course, it is important that the
instructor is explicit about expectations for students in the
course description and in the syllabus. This includes not only
what type of equipment students will need or what type of Internet
connection, but also the instructor’s expectations regarding
student expertise in software applications. Along with other
course requirements, students need to know if they will need
to use the internet or certain software applications as part
of course assignments.
- A link to the UALR network use policy so students are advised
of their rights, responsibilities and restrictions regarding
use of the UALR network.
- An additional statement about plagiarism that includes materials
obtained through the Internet and the consequences.
- An expanded definition of classroom disruption that includes
"flaming," ‘spamming,’ and other forms
of electronic/e-mail harassment and a statement regarding the
consequences for such disruption.
- Recommendations that students should make at least electronic
copies of everything submitted.
- A link to FAQ list for distance students.
- A clear explanation of what will be considered "nonattendance"
and thus possible grounds for removal from class or reduction
of grade.
- The following statement regarding students with disabilities:
"It is the policy and practice of UALR to make all
web information accessible to students with disabilities. If
you, as a student with a disability, have difficulty accessing
any part of the online course materials for this class, please
notify the instructor immediately."
UALR E-mail
and Communicating with Students | Top
Student e-mail accounts are created within 24 hours of class
registration and are an official means of communication with students.
Important university-related information will be sent to individual
e-mail accounts. Students are responsible for regularly reading
e-mail messages. Types of communication include but are not limited
to financial aid information, inclement weather closings, e-bills
and payments deadlines, registration information and library notices.
The UALR E-mail System can be accessed at http://mail.ualr.edu.
Therefore you are encouraged to communicate with your students
through their UALR e-mail addresses.
Using
Technology to Transmit Student Information | Top
Electronic communication has made it easier to communicate with
students and also to transmit information to and about them. E-mail
cannot be counted upon to occur in a secure environment. It is
important to exercise caution about the contents of e-mail and
access to files and machines in which confidential information
about students might reside.
Caution is especially important when considering posting directory
information, class lists, grades, or any personal identifying
information (including photographs) about students to school,
department, lab, or class web pages to which there could be public
access. Individual communication with students as well as work
done by the student is considered student information. Whenever
possible, student information should only appear in an environment
to which only those who must have access actually do have access.
Here are a few more important guidelines:
- clarify with students who will and should have access to the
class website and who should not.
- clarify with the students that student information to which
they are privy as a class participant is confidential and should
not be shared with non-class members.
- do not post student information (including photos) to website
open to the public without the students permission.
- remove class lists, student work and email discussion from
the class webpages at the end of the term.
- obtain permission if you want to keep student work on the
course or other website after the end of the course.
ADA Web Accessibility
Policy | Top
In compliance with the Americans with Disabilities Act, it is
the policy of the University of Arkansas at Little Rock to make
all UALR Web page information accessible to persons with disabilities
in order to provide them with effective communication through
the Internet. Communication should be, to the extent possible,
as effective as it is for persons without disabilities. This includes
all information departments, faculty, or staff present to the
public over the Internet. For the most current version of the
policy, visit the following website: http://www.ualr.edu/aus/web_policy.htm
Assistance in meeting these standards for your web materials
can be found several places across campus. For more information,
visit the following websites:
Deadlines &
Guidelines for Creating Distance Courses | Top
Creating a distance education course involves a
significant investment of time and energy on the part of the instructor.
It is recommended that faculty start the planning process for
course development at least six months prior to the course being
offered for the first time. Given the increasing demands for assistance
in creating web-enhanced or web-based courses in particular, support
units may set deadlines and guidelines for providing assistance
to faculty in this process. You are advised to contact such support
units (e.g., Off-Campus Programs and STaR) as soon as you know
you will be developing a distance education course and no later
than six months prior to offering the course for the first time.
Distance Education
Course Scheduling Procedures | Top
The decision to offer a course through distance
education (either through ITV, or as a web-based or telecourse)
begins at the department level. Each program or college has its
own procedures for determining which courses will be offered.
UALR policy requires that a syllabus be on file for all courses
regardless of delivery mode. All credit courses offered through
distance learning must be listed in the undergraduate or graduate
catalog, unless approved as a Special Topics course.
Web-based or telecourses should be offered through
the Off-Campus Programs (OCP) office. Scheduling of these courses
must be done in collaboration with that office so as to best serve
our distance students. OCP will be responsible for entering those
courses into the BANNER system—along with a comment indicating
to students which type of class it is. OCP will ensure that arrangements
have been made to provide academic (e.g., testing or library access)
and student support (e.g., registration, financial aid, advisement
or orientation) to the distant learners. Except for COB, ITV courses
are scheduled through Scholarly Technology and Resources (STaR)—as
is the video classroom in Dickinson Hall.COB schedules their own
ITV classes in the designated classroom in the Reynolds Building.
Faculty
Support and Development | Top
Web-based or other distance education courses are
normally taught on an in-load basis. To assist them, UALR provides
faculty with a variety of support. This includes technical support
to maintain campus infrastructure, assistance in adapting technology
to classroom use, and assistance in curriculum development and
design. Support and assistance can be obtained through Computing
Services (http://online.ualr.edu/fsrc/),
Project PACE to help faculty with web accessibility issues (http://www.ualr.edu/pace/)
and the Scholarly Technology and Resources office (http://www.ualr.edu/factech/).
Faculty may also apply for support from Off-Campus Programs (OCP)
to develop a specific online course or program (http://www.ualr.edu/occp).
Information about application procedures can be found online at
(http://www.ualr.edu/factech/occp_application.html).
Policy
for Proctoring Examinations in Distance Education Courses |
Top
The purpose of proctoring an examination, delivered on-campus
or by distance education, is to ensure the credibility of the
examination process and to reduce the possibility that academic
dishonesty or cheating will occur during an examination. The person
who proctors an examination is referred as a "proctor".
Whenever possible, a representative of the University of Arkansas
at Little Rock proctors exams. The University may enter into agreements
with University of Arkansas system units, other post-secondary
institutions across the state, or elsewhere, to serve as an examination
center.
Definitions
2.1 Examination Center – An examination center is defined
as a post-secondary institution with which the University of Arkansas
at Little Rock has entered into an agreement to proctor examinations.
2.2 Proctor – A proctor is defined as person of trust or
authority who meets the specific guidelines for a proctor and
agrees to proctor an examination for the University of Arkansas
at Little Rock.
Students
Students Residing Within Arkansas
Students who live within 60 miles of an examination center must
write their examination at one of the centers. Students are not
required to use the center closest to them. Students who live
more than 50 miles from an examination center may take their examination
closer to home provided they arrange for a volunteer who meets
the proctor guidelines, and who is willing to proctor their examination.
Students Residing Outside of Arkansas
While highly desirable, students who live outside of the state
of Arkansas are not required to take their examination at the
center closest to them. Students residing outside of Arkansas
will be required to secure a volunteer proctor who meets the specific
guidelines (below) and who is willing to proctor their examination.
International Students
International students and U.S. students living overseas (e.g.
military personnel and dependents) will take their examinations
at an approved post-secondary institution or teaching center.
International and U. S. students living overseas will be required
to secure a volunteer proctor who meets the specific guidelines
(below) and who is willing to proctor their examination.
Disability Accommodations
Proctors must be willing to provide approved testing accommodations
based on a disability. Testing accommodations for students with
disabilities are determined in advance through UALR Disability
Support Services. Students should contact DSS within the first
week of the semester when possible, preferably prior to the start
of the semester, and provide documentation that supports accommodation
requests. Students may contact DSS later in the semester, but
accommodations will begin from the point at which the student
provides documentation supporting accommodation requests.
Proctors
Whenever possible, a representative of the University of Arkansas
at Little Rock proctors exams. The University may enter into agreements
with University of Arkansas system units, other post-secondary
institutions across the state, or elsewhere, to serve as an examination
center. The University of Arkansas at Little Rock reserves the
right to reject proposed proctors. Off-Campus Programs will provide
assistance for proctors and students with problems or requiring
assistance.
Proctor Guidelines
The purpose of these guidelines is to establish criteria for
the selection of proctors and to assist in the supervision of
examinations not held on the campus of the University of Arkansas
at Little Rock. They include:
Qualifications – Wherever possible, a proctor should be
a full-time employee of University of Arkansas at Little Rock,
a University of Arkansas system unit, or other post-secondary
institutions. This may include faculty (regardless of rank), full-time
staff members, or an appropriate designate. Where the examination
is not taken within Arkansas, other acceptable persons may include
the full-time faculty or staff of a post-secondary institution
(including community colleges and technical institutions) or secondary
school, and persons of trust and authority within the community
(clergy, police chiefs, judiciary, etc.). The University of Arkansas
at Little Rock reserves the right to reject proposed proctors.
Conflict of Interest - To eliminate conflict-of-interest problems,
relatives, friends, neighbors, co-workers (including immediate
supervisors), persons living at the same address of the student,
or other University of Arkansas at Little Rock students, cannot
proctor exams.
Physical Presence - Examinations must be written under the direct
supervision of the proctor. Only those materials specifically
permitted during the examination are allowed in the student’s
presence.
Procedures for Proctoring an Examination
Selection of a Proctor - No later than three weeks from the first
class day of the semester, the student identifies the method of
testing (examination center, individual proctor) to be used during
the course. Where the individual proctor method is employed, the
student will arrange for the proposed proctor to submit a letter
of agreement, written on official letter-head, that identifies
the proposed him or her, his or her academic qualifications, position
and institution, as well as agreement to proctor this specific
student. The University of Arkansas at Little Rock will notify
the prospective proctor and the student of the acceptance or rejection
status of the prospective proctor as soon as possible.
Requesting an Examination – No later than two weeks prior
to the scheduled date of the examination, the examination and/or
proctor’s access code will be provided to the proctor. The
proctor and the student will arrange: (1) a time and date for
the examination in cases where the examination date is flexible
or (2) a time for the examination to be taken in cases where a
specific 24-hour window has been scheduled.
Proctoring the Examination - Proctors will arrange a suitable
location for students taking the examination. This location may
include, but is not limited to, classrooms, meeting rooms, computer
laboratories, and personal offices. Care will be taken to ensure
that the physical conditions are amenable to examination taking
(quiet, good ventilation, well-lighted, etc.). Ensuring student
compliance with open / closed book restrictions are the responsibility
of the proctor. Proctors will be physically present during the
examination that they are proctoring.
Returning of Examination Materials – The proctor is responsible
for sending all examination materials to the University of Arkansas
at Little Rock within 24 hours of the examination being completed.
Examinations taken in electronic format (i.e., computer-mediated)
will be submitted immediately upon completion. Examinations that
are not delivered through electronic formats must be copied by
the proctor and retained until notified by the University of Arkansas
at Little Rock that the original materials have arrived safely.
At that time, the proctor will destroy any such copies.
Where none of these procedures are practicable, students will
be required to contact the Office of Off-Campus Programs for help
in determining a suitable examination location and acceptable
proctor.
Exam Proctoring Fees
Some proctors may request a fee to proctor examinations. Students
are responsible for all expenses incurred for this service. Similarly,
students may be required to pay proctoring fees to the institution
that is proctoring their exams. While the University of Arkansas
at Little Rock does not charge a fee to proctor examinations when
taken at the University of Arkansas at Little Rock or at any University
of Arkansas system unit, some out-of-state post-secondary institutions
may do so.
Copyright | Top
All members of the UALR intellectual community understand
the importance of intellectual honesty and respect for the intellectual
property rights of others. However, the new information technology
sometimes blurs the boundaries of what is considered "fair
use." It is important for faculty to keep abreast of the
latest guidelines for fair use of materials obtained from the
Internet and for placing other materials on the Internet for teaching
purposes. It is also important to be informed regarding and to
adhere to the license rules and restrictions on the use of software
or library resources that the University has made available for
members of the University community to use.
Tech-Enhanced Course
Materials and Intellectual Property Policies | Top
In October 2001, the UA System Board passed Policy
210.2 in response to concerns about the development of tech-enhanced
course materials (TECMs) for distance learning. The Policy defines
"distance learning" as "...two-way communication
between a teacher and student separated by a geographical distance
or time using technology for the purpose of facilitating and supporting
the education process." They then define "tech-enhanced
course material" (TECM) as "...materials utilizing electronic
transmissions to accomplish such an activity."
The Board saw the development of quality TECMs as
an important part of quality distance education in Arkansas, but
it was not clear how existing policies concerning copyright and
patents applied. It was recognized that the production of quality
TECMs would involve the investment by the university of considerable
resources. In the Preamble to Policy 210.2, the UA Board states
that: "The objective of this policy is to protect the copyright
rights of both the faculty member and the University in TECM and
to encourage the offering of quality distance learning programs."
They go on to state that "...it is important to address the
issues raised by the creation, use and distribution of various
forms of TECM and clarify the rights and responsibilities of each
of the parties involved."
UA System Board Policy 210.2 was the product of
this attempt to clarify the rights and responsibilities of all
parties involved in the development of TECMs. Individual campuses
were then given the responsibility to apply the Policy to their
individual situations. How this policy would apply to UALR was
the subject of much review and discussion by several faculty and
administrative groups. The UALR Faculty Senate adopted the final
version during its April 2002, meeting. Chancellor Hathaway approved
his policy in May 2002, and it was forwarded to the UA System
Office.
A complete explanation of the policy and the relevant procedures
and forms can be found through the following link: http://www.ualr.edu/factech/tecm_intro.htm
Acceptable
Use and Network Security Policies | Top
"Information technology (IT) has the ability
to distribute and examine a vast array of material with unprecedented
speed. One requirement however, remains constant: all information
technology use must fully respect the rights of the University
and IT community members. This Acceptable Use Policy is designed
to guide faculty, staff and students in the acceptable use of
network and information systems provided by the University of
Arkansas at Little Rock (UALR). More importantly, it is meant
as an application of principles of respect using UALR computer
resources, other computer users, and for the medium itself.
The UALR community is encouraged to make innovative
and creative use of information technologies in support of education
and research. Consistent with other University policies, this
policy is intended to respect the rights and obligations of academic
freedom as well as to protect the resources of the University.
The University campus network is an open network
and therefore cannot protect individuals against the existence
or receipt of material that may be offensive to them. Those who
make use of electronic communications are warned that they may
come across or be recipients of material they find offensive.
Those who use email and/or make information about themselves available
on the Internet should be forewarned that the University cannot
protect them from invasions of privacy and other possible dangers
that could result from the distribution of personal information.
IT and network facilities of the University are
finite and limited. These facilities should be used wisely and
carefully with consideration for the needs of others. When used
appropriately, these tools can enhance dialog and communications.
When used inappropriately or unlawfully, these tools can infringe
on the rights of others.
Current use of IT parallels familiar activities
in other media and formats and existing University policies already
provide guidance. Using electronic media in the place of standard
written correspondence, for example, does not fundamentally alter
the nature of the communication, nor will it alter the guiding
policies. University policies, which already apply to freedom
of expression, privacy and related matters, apply to electronic
expression as well. This IT Appropriate Use Policy (AUP) addresses
circumstances, which are new or at least unfamiliar in the IT
arena and augments rather than replace other applicable University
policies. "
For the complete text of the policy, visit the following
website: http://netsecurity.ualr.edu/Policies/NSP/NSP-AP1.htm
"The University may restrict the use of its'
IT and network systems when faced with evidence of violation of
University policies, federal or local laws. The University reserves
the right to limit access to its networks and IT systems. The
University may limit access to material posted on University owned
IT systems that is deemed inappropriate or not in keeping with
the educational, research and community service missions of this
University.
Systems Administrators are authorized by the University
Network Security Policy to apply certain penalties to enforce
applicable policies. Such penalties include temporary or elimination
of access privileges, which may apply to networks and other IT
services or facilities."
Course Evaluations
and Assessment | Top
All courses should be included in program assessment
activities regardless of the mode of delivery of instruction.
Likewise, all courses should be included in student evaluations.
Programs may use their regular student evaluation forms or adapt
them for the particular distributed learning environment. Student
evaluations of web-based courses are performed by Off-Campus Programs,
with the results summarized and distributed to the instructor
and unit head.
LM (8/29/2003)
Fac-Tech Resources