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The following pages were
reconstructed from the Google Cache of SLPA website, August 4, 2008 Getting Started: Instructions for New Online
Faculty (10143) Introduction to Online Teaching in SLPA (10144) Online Course Template (10145) Creating / Requesting a Course (10146) Tips for Teaching Online (10147) Customizing the Course Template (10148) Creating an Online Syllabus (10150) |
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Teaching
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SLPA Home > Faculty &
Staff > Teaching Opportunities Teaching
Opportunities
Part-Time Faculty Opportunities
In
addition to full-time Duquesne University professors, our faculty
include part-time instructors who are academicians, executives,
managers, and other corporate or community leaders who bring a wealth of
expertise to the classroom. If you are an experienced professional with a
master's degree, college-level teaching experience, in-depth knowledge of
your field and the desire to teach at a renowned university, you are welcome
to submit a letter of interest for part-time teaching opportunities within
Duquesne University's School of Leadership and
Professional Advancement. We're
growing! As one of the leading providers of adult education, we
continue to introduce new programs and expand our current programs. We are
geared to ensuring the success of our students which means our faculty play an integral role. Leadership is at the core
of all we do. Course
Schedules To
Apply Online
Teaching Opportunities: Please submit a
CV or resume and your completed Faculty Application Form and email to facultyapps@duq.edu.
Please put "Online Teaching Opportunities" in the subject
line. Teaching Opportunities at Duquesne's
campus locations: Mission
Statement
About
Duquesne University |
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Getting
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Getting
Started: Instructions for New Online Faculty Welcome
to the faculty of the School of Leadership & Professional Advancement
(SLPA).
The following is a checklist of items we will need you to complete before you
can start teaching online for the School.
Personal Data Form (PDF Format) DU
Account Request Form* (PDF Format) Instructions
for using and/or forwarding your DU email to an external email account can be
found at the Computing and Technology Services' website. N.B.
It may take several days before both of these forms are processed. If it has
been several days since you faxed the forms and you still haven’t received
your DU account information, or you need your accounts sooner, please contact
Sally Allen at 412.396.4436 or allen@duq.edu.
(If
you have received verifiable BlackBoard training at
another institution, you can request training exemption by going to the
“training” website listed below.) To
request (and learn more about) training, please click here. There
are two training options available:
The
School also sponsors SLPA-specific training workshops that can be taken in lieu
of the above mentioned options. These workshops are provided on as-needed
basis and all faculty and teaching assistants are notified when such
workshops are scheduled.
Once
you have read the booklet, please contact David McGeehan (412.396.5128 or mcgeehand@duq.edu) to schedule a meeting.
The goal of this meeting is to help answer any questions you may have about
online teaching in SLPA. If your schedule or location does not permit a
visit to our campus, this meeting can take place over the phone. The
technical staff of the School will help you to create your online course. If
after receiving BlackBoard Technical Training you
still don’t feel comfortable creating online courses, our staff will provide
that service for you.
The
staff of the School is committed to your success. Please do not
hesitate to contact us if we can be of any assistance. |
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Introduction to Online Teaching in
the School of Leadership & Professional Advancement
Welcome
to the faculty of the School of Leadership and Professional Advancement.
Through this website, we provide you with all the resources you need to
get started, create your online course, and teach online. Please click on one
of the following links to learn more about:
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Online
Course Template The
School provides its faculty with an online course template. We designed
this template to make it easier for our faculty to design or
conceptualize their online courses. The online course template
also corresponds with the instructions found in our "Faculty
Guidelines for Online Teaching." You
can see a visual representation of our course template by clicking here. The
template consists of the following sections.
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Revised instructions based on
procedures e-mailed to faculty by Mark Prestopnik:
1. Using your MultiPass credentials, log into
the Blackboard
Services Site. (You can also get to the BB Services login page through
the “Faculty Resources” tab in Blackboard.)
2. Check your personal information displayed, and update
it if needed.
3. Click on the
"View My Academic Courses / Submit Requests, Add Tools, and Additional
Users" link. If you do not see a course you are expecting to teach,
check in DORI/Banner to
make sure you are assigned to teach that course. This tip sheet includes instructions (with screen shots) for
steps 1, 2 and 3. (The "Bb Resources" tab has been replaced by a "Faculty
Resources" tab.) Contact your Team Leader and/or Contact Mark Prestopnik
(412.396.1319, or 1.800.283.3853, x1319) with any questions.
4. In the drop-down menu on the next screen, select
the appropriate term. If more than one course is listed, click “select” next
to the appropriate course.
o NOTE: If you are teaching
simultaneously two or more sections of the same
course, you will be
given an option to have both sections combined in one course site. It is
recommended that you discuss with your Team Leader the advisability of doing
this. You are also encouraged to listen to a recording of a conference call
featuring Judith Boettcher, e-coach,
that is available in Blackboard at SLPA Faculty Webinars > Archives >
Strategies for Increasing Student Interaction & Managing Large Class
Sizes. Several relevant articles are archived in the same place for your
interest.
5. A multi-step process: The basic procedure is to submit
multiple requests, one at a time, then check for confirmation before
submitting another request. These multiple requests will all pertain to one
course site – for a different course/section, go back to steps 3 & 4, and
select a different course/term. Here are the kinds of requests you can /
should submit for each course section:
o Request that content be
imported from an existing site. If you created a Blackboard site for another
course you taught (in FA/07 or later), you can request that content from an
existing site be imported into the site you are requesting. It does not need
to be a site for the same course. Note: another way to copy content from one
Blackboard site that you have access to another is to use the “copy”
function. See this tip sheet. Another option is to use the “export” function
from your old site (which creates a *.zip file you can save on your hard
drive), then use the import function from within your new site. (It’s
probably good practice to do this for archival purposes after you finish
teaching each course.)
Comparison of
these three methods: Copying one item at a time will give you the most
control over the layout and organization of your new course site. Using the
other two methods (requesting that CTS perform the import or doing the
export/import yourself) will require some “cleanup” work and elimination of
duplicate items on your part.
o Request that a “program
template” be applied to your new site. NOTE:
We ask that all instructors teaching any SLPA course request that the SLPA
School template be applied. We have two different templates: one for all SLPA GRAD courses, and
a different one for all UNDERGRAD courses. Select the appropriate template
and submit a request. Note (below) the effect this has on the when
your site will be ready for you to work in it. If you have difficulty doing
this, see this tip
sheet.
o Request that specific
tools be enabled in your site. (However, you cannot request a tool for which
you have not been certified). This tip
sheet can guide you through this step of the process. Examples of tool requests:
§ If you have been
certified in using Wimba Voice Tools and/or LiveClassroom (webinar
feature), and you want to deploy these tools in your site, submit a request.
Other tools you can request include:
§ A blog
feature. This is a plug-in tool that allows students to create
journal-like entries and post them either for you (only) to see, or for other
students to see and comment on.
§ A wiki
feature enables you to create a collaborative project work space within
Blackboard.
§ These tools can be
enabled in your site even after the term or semester has begun. So you can
register for a Blackboard certification
workshop, attend the training, then log in to your Blackboard Services
account, and submit an additional request.
o Request that another user
be given access to your site. You may want to do this, for example, if
another instructor will be shadowing you so they can teach another section of
the course at a later time. Or if an e-coach, other faculty member, or your
Team Leader will be coaching you as
you teach this section, you would want to give them access to your site. You
will need to know the person’s MultiPass userID, but you will have the option of searching by
surname if you do not know their userID. Once you select
the appropriate person, you will have the option to specify a role for them
in your site. Select the type of access you would like them to have. (If you
request they be given instructor access, but they have not been certified in
Blackboard, they will automatically be given the highest level
of access for which they are
qualified.)
6. Wait! Please note that requesting your course
site and requesting the SLPA template are two distinct requests, and that
each has a work fulfillment schedule (i.e., time delay). Here’s what to
expect:
o Within a few days,
you will receive an e-mail notification (to your DUQ.edu account*) from the
Learning Technology Center when your course site (shell) has been created.
The subject line will read “Blackboard Course Shell Created.” The message will
contain this warning: “IF YOU HAVE requested content to be migrated, enabling
of additional tools, or the addition of additional users, these requests may
take 3 to 5 business days to complete. We recommend that you not work in your
empty course site until the additional requests are completed. Content
migration may require you to correct any duplicate menu buttons or other
duplicate content.”
o Because we
ask that you request the SLPA course template, there will be an additional
delay of 3-5 days before your site is ready to be worked on. We recommend you
wait at least 3 days, then login to Blackboard and look
for the link to your newly-requested site. Go into the site, and click on
“Discussion Areas.” If you see discussion forums that have already been
created and contain in their names the inclusive dates of each successive
week in the current term or semester you are teaching, the SLPA template has
been loaded. (I.e., these discussion forum names are NOT in the course shell
that the LTC initially creates.)
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ONE
WEEK BEFORE THE CLASS STARTS
THE
FIRST “DAY” OF CLASS
FIRST
WEEK OF CLASS
Your
postings should be frequent so that students know that you are “there” to
help them cope with the course. Typically, you should post after every
five to six student postings.
THROUGHOUT
YOUR ONLINE COURSE
AT
THE END OF YOUR ONLINE COURSE
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Customizing
the Course
Template (10148) |
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Notes: Updated
11 August, 2008. |
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Note: To customize the template to
fit your course, use the Control Panel "menu" options listed below
– the path is given in italics. Unless noted, the navigation path assumes you
are starting from the Control Panel. Please do not hesitate to
contact the School of Leadership (slpafaculty@duq.edu;
412.396.4934) or Mark Prestopnik
(412.396.1319, or 1.800.283.3853, x1378) if you need help setting up your
course. See the list of specific types of assistance offered at the bottom of
this page.
Content Areas
> Syllabus > Course Requirements
Ask your Team
Leader for sample writing rubrics you can adapt to your course. See also CTE
resources on writing instruction and using rubrics.
Consider using a
Topical Outline template for the term or semester you are teaching. These
templates contain internal hyperlinks that make it easier for students to
stay current with what they should be doing each week. Contact Mark Prestopnik (412.396.1319, or
1.800.283.3853, x1319) if you need a current template.
Compare this example with this one, and with this rubric
(“home-grown in SLPA), read these tips from our e-coaches, or ask your Team Leader for a
sample.
A tip sheet for
modifying the Course Menu is available here.
A tip sheet on
using Link Checker is here. Also test any Course Links you created to make sure
they take students to the section of your site you intended them to go to. ·
Open all folders. When students
click to open a folder, they should not
see “Folder empty.” Folders are useful for grouping related content items
(items with files attached, links, etc). Using folders also helps minimize
having to scroll down to see all the content you have uploaded. To display
information, consider adding an “item” (and possibly placing it within a
folder) – not placing your content in a folder description field. A tip sheet
on how to add content to your Blackboard course site is here.
Look for: dates
that may have been imported from the term when you last taught the course but
are not yet updated; consistency between assignment point values and due
dates as stated in different parts of your course site (e.g., under
“Assignments” and at “Syllabus > Course Requirements”); and consistent
labels (e.g., assignment names, course menu links, and content folder names).
Course Options
> Settings > Course Availability Additional
directions on how to make your course site available to students are here. Your course site will be made available to students
by SLPA staff on the Course Availability Date (the first day of the pre-week)
– unless you request it not be made available. |
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Notes: almost
all of this is duplicated on our faculty CD-ROM (also on Einstein), e.g.,
under “Sample Syllabi” |
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If
you have already read the Faculty
Guidelines for Online Teaching (found in the Getting Started
section of this site), you may recall that a syllabus for an online course
differs from a syllabus for a face-to-face course. In those Faculty Guidelines,
we take you through the process of developing your own online syllabus;
however, here, we provide you with the examples listed in the booklet that
you can freely incorporate into your own course syllabi. Please
click on the links above to access those examples. Introduction to
the Course (10151)
N.B.
Please check with your team leader for the updated course objectives that
meet the requirements of the Learning Outcomes Assessment process established
by the School.
Example
1: Course Objectives At
the conclusion of this course, students will be able to: discuss
the meaning of leadership as an evolving concept; compare
and contrast classical and contemporary models of leadership; articulate
a new paradigm of leadership that views the development of effective
followers as crucial to the leadership equation; analyze
the organizational context in which leaders must function; assess
their own leadership skills; and apply leadership
knowledge and skills to specific organizational challenges. Example
2: Course Objectives Upon
the completion of the course, the student will be able to: understand
strategic application of information technology; establish
an organizational framework for technology implementation; identify
best practices in the use of information technology; understand
how existing and future technological developments can be leveraged for
competitive advantage; and integrate prior knowledge
of business functions into a larger technology paradigm for an organization.
Example:
Textbooks One
text is required for the course and is available online through MBSDirect: Hickman,
G. R. (1998). Leading organizations: Perspectives for a new era.
Thousand Oaks, CA: Sage. This
is a recently-released, edited text filled with articles that discuss some of
the very latest ideas in organizational leadership. You will find it
useful to retain this book to refer to throughout the entire MLLS program.
Example
1: About Your Faculty MARIE
A. CINI, Ph.D. Dr.
Cini oversees the Organizational Leadership
curriculum in Duquesne University's Saturday College, an innovative academic
program designed for adult students who wish to pursue a Bachelor's
degree. As part of this curriculum, Dr. Cini
piloted the first course taught entirely online (using conferencing software)
at Duquesne University in the spring of 1996 and continues to teach
online. In addition, Dr. Cini teaches
leadership courses in the Master of Arts degree program in Leadership and
Liberal Studies, also offered in a Saturday format at Duquesne. Dr.
Cini's current research interests focus on
leadership development in adults. She has also conducted research on
the psychological factors that draw individuals to groups and organizations;
on newcomers to groups; on faculty perceptions of their experiences teaching
in traditional and in accelerated formats; and on student satisfaction and
learning in distance formats. Her
work has been published in Career Development Quarterly, The Journal of
Personality and Social Psychology, The Journal of Public Management and
Social Policy, The Journal of Leadership Studies, and A Leadership Journal:
Women in Leadership-Sharing the Vision. Dr. Cini
has also developed and delivered leadership development curricula as part of
a team to a variety of organizations including AT&T, the Department of
Housing and Urban Development, and the Federal Reserve Bank. Dr.
Cini earned her Ph.D. in social psychology from the
University of Pittsburgh in 1994, with emphases in group processes and
research methodology. Her awards include the 1993 Dissertation Research
Award from the American Psychological Association Science Directorate and the
Sloan Graduate Fellowship from the University of Pittsburgh. She has
also been elected to numerous honorary societies and has received
commendations for outstanding teaching. (Dr. Cini
now works in Seattle, WA – this is an example.) Example
2: About Your Faculty George
H. Updegrove George
is an educator and consultant with 30 years of experience. He has
provided direct consultation services to over 100 domestic and international
organizations. George earned his bachelor's and master's degrees in
psychology and sociology. He accomplished Air Force Institute of
Technology post-graduate behavioral study at the University of Texas and Duke
University. With expertise in leadership and organizational
development, his work has taken him to 23 nations. George
has created and delivered numerous leadership development programs and has
written articles for professional journals and other publications. He
designed and implemented a highly acclaimed executive leadership curriculum
as faculty member, and Chief, Leadership and Management Studies, at the
prestigious Air War College for senior U.S. and international military
officers. In
1985 he retired from the Air Force with the rank of colonel. After
retirement from the Air Force he was Vice President and COO of American International
Medical Systems in Mobile, Alabama, before coming to Pittsburgh as a Senior
Consultant with Development Dimensions International. In 1996 he
decided to relinquish full time work. He has been teaching in the
Saturday College graduate and undergraduate programs since 1994. At
Duquesne University, he is presently working as principal consultant with the
Division of Continuing Education, Center for Leadership Development, serving
business clients in the greater Pittsburgh area.
Example:
Learning Evaluation Methods Your
grade will be based on these components: 1.Concept
Integration Papers [TWO (2) of THREE (3) are required. Each one is worth
15% for a total of 30% of your course grade.] You will be asked to integrate
your class readings with your or others' leadership experience(s) in these
papers. Specific guidelines for these topics can be found under
“Concept Integration Papers.” Several guidelines for writing any paper
for me can be found under “Guidelines for Writing Papers.” 2.
Participation (40%) Participation means three major things in an online
course:
See “Online Discussion Guidelines” for further instructions. 3.
Leader Interview (10%) Class members will select and conduct an interview
with a person they either know or have heard or read about who, in their
estimation, is an excellent leader. I will post each interview summary
so that we can all read one another's summaries and benefit from this shared
learning. See “Instructions for Interview” for specific instructions. 4.
Small Group Project (20%) You will be assigned to a cyber-group of about 4
people. Your group will work together throughout the semester to design
an organization using ideas from the Hickman text. See “Small Group
Project” for specific details. Your
final grade will be determined by the following scale:
A 93-100 [NOTE: This grading scale is for undergrad courses only. Graduate courses use a different scale.]
Example
1: Assignments (Papers) Please
turn in TWO of the following three papers. You MAY turn in all three-ONLY
your top TWO grades will be used in calculating your final grade. Please
send me your papers in the form of a Word attachment to a private email
message within WebCT. Please name your files:
YourlastnameCIP#.doc. Therefore,
if I am sending you my second paper the file would be called CiniCIP2.doc.
Paper
#2 - Due October 30, 2004 at noon Paper
#3 - Due November 13, 2004 at noon Just
as in face to face classes, students can work in small groups in the online
classroom. Here is an example of how one group project is designed:
Each
of you will be assigned to a small group (team). Each team will consist
of approximately 4 people (depending on the overall size of the class). If
you click on the Forum button in the Discussion Forum, you will be able to
view the forums to which you have access. In that list, you should see
“Team 1,” “Team 2,” “Team 3,” or “Team 4.” That is your team for the
small group project. I will also post the members of each team in a
message in the “Ask the Instructor” forum in the Discussion Forum for the
class. You
should immediately get acquainted with your team members. Feel free to
adopt a team name of your choosing. If you want, tell me the name and
I'll change your forum title to your team's name. When you post
messages to your team's forum, only you and your team members will see those
messages. As the instructor, I will see them, too. However, the rest of
the class won't see your team's messages; they will only see the messages
from their respective teams. Your
mission is the following-- It
is the year 2010. You and several trusted colleagues decide to leave
your present jobs and start your own organization. Using ideas from the
Hickman text, describe your organization, starting with a vision, mission,
and values. What will your organization do? What is your
leadership philosophy? How will you hire and develop employees?
What other aspects of the book do you feel are crucial to weave into your
organizational plan? Be sure to discuss the concept of social
responsibility -- is it a concern for you in this organization? If so,
how will you build social responsibility into your work? Describe your
organization in a 5-7 page paper (one 5-7 page paper for the team). This
project should be turned into me in the form of an email attachment from ONE
group member. The file should be called “Yourteamnameproj.doc.”
Therefore, if you tell me to rename your team the “Stealers” you should send
me a file called Stealersproj.doc.
Example:
Writing Guidelines The
following are just a few tips about writing good papers. Please see the
Online Writing Help Center and Help for Cini's
Assignments for more thorough information. Your
papers (and any written assignments) should be: Papers
should be approximately: 5-7
pages long in order for you to develop your ideas adequately (unless I
specify a different page length in my instructions). Your
papers should have: a) an introduction, b) paragraphs that develop and
support your ideas, and c) a conclusion that summarizes the paper. Please
adhere to MLA style (in-text citation of ideas) and include a Works Cited
page at the end. Your
papers will be graded according to these criteria. I have listed these
criteria under Learning Evaluation Methods.
Example:
Due Dates These
assignments and their due dates are also listed on your Course Calendar. PLEASE
NOTE: ALL ASSIGNMENTS ARE DUE ON THE DATES LISTED. LATE ASSIGNMENTS WILL BE
DOWNGRADED ONE-HALF GRADE FOR EACH DAY (INCLUDING SUNDAYS AND HOLIDAYS) THAT
THEY ARE OVERDUE. THIS POLICY IS IN PLACE IN ORDER TO BE FAIR TO STUDENTS WHO
DO HAND IN THEIR WORK ON TIME.
Online Discussion Guidelines (10160) Example
1: Online Discussion Guidelines One
of the areas that is a struggle for some students
new to the online environment is what to actually say in their
discussions. So I'm providing some pointers here. Although
small talk (e.g., weather, sports) is sometimes useful, it should not be the
content of your messages in the discussion area. “How 'bout them
Steelers” won't count for a lot in your participation grade! :-) Your
comments should address the week's reading. This can include a)
agreeing or disagreeing, b) relating examples from your own experience that
are relevant, Always
let us know what particular material in the book you are referring to--give
us page numbers, but be sure to quote, paraphrase or summarize--so we don't
have to go back and read the exact part of the text. Support your
opinions and ideas with examples, experiences, other readings, or the book's
material. When
drafting your online discussion postings, concentrate on the content and
logic of your response. I am not concerned about the occasional typo or
misplaced comma. I have found it useful to compose longer postings in a
word processor (such as MS Word) which enables you to spell and grammar check
your posting. Then, you can “cut” and “paste” the
posting into BlackBoard. To
make this even clearer, I've included some examples of good postings that
follow these criteria: Example
1 The
model outlined of 21st Century Leadership (page 7) has not developed solely
due to computer technology. The leadership model is one that has been
developing and evolving since the Industrial Revolution. As workers
became more knowledgeable, leaders were forced to move from a more classical
style of organization and adopt a more human resources approach. While
technology may have played a part in this transition, I have to think that it
was primarily a result of improved educational opportunities for the middle
and lower classes. The common folk acquired more rights and just got smarter. I
don't believe that Hickman supports any implication that our society has
never before experienced such dramatic changes in leadership. This may
be so for myself as an individual but certainly not
for society. If we look back in history, we can find many examples of
events that served as a major proponent for ynamic
change (quantity and quality). FDR's decision to enter WWII served as a
major catalyst for enormous change in our society, including leadership in
business. Women left their homes to work, in fact, some never returned
in the same inept capacity. African-Americans finally were able to serve
side-by-side with whites in the military, Eleanor Roosevelt fought for
women's rights during this period, and conglomerates such as Alcoa were
forced to relinquish their position and open up markets to other
ventures. The war also prompted the development of new technologies,
and enhanced production and communication methods.
One
important aspect of change that leaders are faced with includes the shrinkage
if not the removal of middle management. In previous eras leaders were
insulated from the daily workforce and the resulting issues by middle
managers. However, in today’s changing business environment leaders are
being forced to confront issues head on and to incorporate the ideas, needs,
desires, and talents of the general workforce. As Bennis
and Nanus state, “decisions are shaped far less by
leadership authority than by collaboration, shared values, and mutual
respect”. What
do others think?
Most
of you probably wonder how your online discussion (or participation) will be
graded. As you already know, you are required to log into the course at
least four (4) times a week and contribute to the ongoing discussion.
Just like in a regular classroom, each one of your comments will be
graded. For example, when you raise your hand in the classroom and
voice your opinion of a certain matter, your instructor makes a metal note
about the quality of your response and takes it into consideration when
determining the participation portion of your grade. By the same token,
you will be graded for each bulletin board posting. DON’T PANIC!!! This
system really isn’t designed to lower your final grade. Here’s how it
will work: Each
week you will have 4 postings; For
example, let’s imagine that each week you accumulate only 8 points.
That’s an average of 2 out of 3 points possible on each discussion posting
(You MUST post four times a week). During the course of the term, you
will accumulate 56 (8x7) points out of 60 total points (12x5), thus still
earning 93.33% of your participation grade. Likewise, if you get stuck
working long hours during one week and don’t have a lot of time to devote to
the class, you can still make up for it. Most
of you will find that you will post more frequently than four times a
week. Some students in online courses post as many as 20 messages each
week. While I strongly encourage discussion, I will take into
consideration only 4 best postings during each week. So, let’s say you
post 10 times during week 2. I will only take into consideration your 4
best posting for the purposes of the calculation of the final grade. The
TA will be grading your postings and will occasionally send you an email
keeping you up to date on your progress. Each posting can be worth up to 3
points. Here’s how points work: 0
points 1
point 2
points 3
points |
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Revision
Notes: I
believe these are under consideration for revision by Michael Forlenza |
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1.
I will provide SLPA with requisite paperwork (such as signed contract, book order,
syllabus, and grades) on time and by using SLPA’s web-based system. 2.
I will initiate class discussion early in each week (or discussion period),
as specified in the course syllabus. 3.
I will log in at least four times each week (on different days) and post
substantive thoughts in one or more discussion threads. 4.
I will respond to each student e-mail within 48 hours, even if only to
promise a subsequent response within a time frame I specify. 5.
I will provide qualitative feedback on written student assignments within 1
week of the date submitted. (For grad courses offered in Fall and Spring,
within 10 days) 6.
I will inform the SLPA office / advisors of any student who has not posted a
message within the first seven days of the course (i.e., starting from the
Saturday published in the calendar as the course start date). 7.
I will inform the SLPA office / advisors in a timely manner of any student
who appears to be struggling academically. 8.
I will encourage students to complete the mid-course survey and will follow
up with students on the feedback received. 9.
I will provide each student's course standing to him or her at least twice
during the term (i.e., roughly after 1/3 of the course has elapsed and again
after 2/3 of the course has elapsed). 10. I will
encourage students to give me feedback at the end of the course using the TEQ
process. 11. I will
complete a "faculty self-assessment" questionnaire at least annually
and submit it to my Team Leader / the Assistant Dean no later than one week
after submitting my course grades. |
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Revision
Notes: this
is old and very basic. We have a TA position description on Einstein (DU
Faculty / TeachingResources); use “associate,” not
“assistant” |
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Online Teaching
in SLPA > Teaching Online > Role of a TA The Role of a Teaching Assistant
in Online Classes
The
role of a teaching assistant (TA) in online courses must change from
that found in traditional, face-to-face courses in order to accomodate the new course presentation context.
Some suggestions about possible roles for the teaching assistant are the
following:
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E-Coaches
(10212) |
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Revision
Notes: check
on plans for toll-free calling; include link to tip sheets (?) –
http://www.designingforlearning.info/services/writing/ecoach/inventory.htm
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We
are pleased to announce a new online faculty support service in the School of
Leadership & Professional Advancement (SLPA). Effective immediately,
faculty teaching online courses in SLPA have access to eCoaches:
Dr. Rita Marie Conrad and Dr. Judith V. Boettcher. Rita Marie and
Judith are national experts in the area of instructional design and online
teaching. As a team, they will be available to answer any questions a faculty
member might have regarding the online instruction in SLPA. E-mail
Support
850-321-4170 or 703-587-8892 Call 703-587-8892 Note:
eCoaching is available outside these hours if
appointments are requested. Plans are in place to provide toll free calling
for faculty. |
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Revision
Notes: |
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To access your Class Roster:
IMPORTANT NOTE: Under the Family Educational Rights and Privacy Act (FERPA), student contact information (as well as information about their enrollment status, academic standing, program or progress) is confidential. You may only use such information for academic purposes. |
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