The following pages were reconstructed from the Google Cache of SLPA website, August 4, 2008

Teaching Opportunities (300)

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)

Teaching Standards (10202)

Role of a TA (10149)

E-Coaches (10212)

How to Access Your Class Roster in DORI

Online Student Retention Tips






Teaching Opportunities (300)



Revision Notes: remove references to CRC; check that e-mail addresses given are still used; expand “About Duquesne” paragraph



SLPA Home > Faculty & Staff > Teaching Opportunities

Teaching Opportunities


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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
Graduate and undergraduate courses are scheduled at the convenience of adults who have many other responsibilities. Accelerated 8-week undergraduate courses are available entirely online or are held on-campus on Saturdays; 16 weeks graduate courses are available entirely online or held on-campus on alternating Saturdays.

To Apply 
We are currently gathering applications for teaching positions that may be available now or in the future.  Candidates will be contacted based upon the specific courses that need to be staffed at a given time.   Courses are offered entirely online and are also held on Saturdays at Duquesne's main campus in Pittsburgh and in the PA Capital Region. Click here for undergraduate and graduate program information.

Online Teaching Opportunities:    Please submit a CV or resume and your completed Faculty Application Form and email to Please put "Online Teaching Opportunities" in the subject line. 

Teaching Opportunities at Duquesne's campus locations:  
Pittsburgh -
 Please submit a cover letter which includes topic areas of interest along with a CV or resume, and send to  Please list "Teaching Opportunities" in the subject line.    
PA Capital Region - Please submit a cover letter which includes topic areas of interest along with a CV or resume, and send to  Please list "Teaching Opportunities" in the subject line. 

Mission Statement
The mission of the School of Leadership and Professional Advancement is to enhance people's lives and contribute to Society through the delivery of quality educational programs that extend the resources, traditions and values of the University.

About Duquesne University
Duquesne University, founded in 1878, is accredited by the Middle States Commission on Higher Education. In US News and World Report's 2003 Guide to Paying for College, Duquesne is listed in the top 25 private national doctoral universities for lowest tuitions.




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Getting Started: Instructions for New Online Faculty (10143)



Revision Notes: check with Mark & Sally for update; update CTS links



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.

  • Human Resource Tax and Personal Data Forms:
    You will receive (if you haven’t already) a packet of information containing all the requisite forms.  It is important that you complete and return those forms to us at your earliest convenience. In case you have not yet received your packet of information and need access to our online resources, please download the following forms:

Personal Data Form  (PDF Format)
Please return this form via fax (412.396.4711) or mail (School of Leadership & Professional Advancement, Attn: Sally Allen, 202 Rockwell Hall, Pittsburgh, PA 15282).

DU Account Request Form* (PDF Format)
This form will enable us to create a DU email and BlackBoard accounts. For a sample of a completed form, please click here.  Please complete and fax this form to the number indicated on the form (412.396.1125).

Instructions for using and/or forwarding your DU email to an external email account can be found at the Computing and Technology Services' website.

*This form cannot be processed until we receive your Personal Data Form. 

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

  • DU BlackBoard (Technical) Training:
    Beginning Fall 2004, the University requests that all faculty and teaching assistants who utilize BlackBoard for online instruction (or for enhancing classroom courses) complete BlackBoard training.  Before you can sign up for available training options, you will need a DU email and BlackBoard accounts (i.e. your Personal Data and DU Account Request Forms will need to be processed). 

(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:

  • University workshops that are open to all faculty and teaching assistants and consist of one four hour session; and
  • Self-guided tutorial that you can complete on your own time. We found that it takes approximately five hours to complete. This training option is recommended if your time schedule or distance from campus does not permit attending a University workshop (or if it better fits your learning style).

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.

  • SLPA Online Teaching Training:
    The School provides faculty and teaching assistants with assistance in creating and/or teaching online courses. We have developed “Faculty Guidelines for Online Teaching: What It Is & How To Do It,” a booklet that will help explain the process of online teaching and course creation for the SLPA.  You can download this booklet from

Once you have read the booklet, please contact David McGeehan (412.396.5128 or 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.

  • SLPA Course Paperwork:
    In order to complete your "Getting Started" process with the SLPA and begin teaching online, we will need a book order and mini-syllabus from you. You can check with your team leader about the book(s) you should order for your class.  You will receive an email from us asking you to complete an electronic book order form and you will receive a separate email asking you to generate a mini-syllabus online. Further instructions will be provided in those email messages. 

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 SLPA (10144)



Revision Notes: (none)



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:


  • Getting Started – HR paperwork, DU email and BlackBoard accounts, BlackBoard Training, online teaching training, book orders, and mini-syllabi;
  • Creating a Course – Creating an online course syllabus and customizing the online course template;
  • Teaching Online – Tips for teaching online and guidelines for the role of a Teaching Assistant in online classes.




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Online Course Template (10145)



Revision Notes: needs to be updated per latest BB course templates; include screen shot



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.

  • Student Resources. The content at the Student Resources menu button provides a brief introduction to the features of the online course.  It serves as a way of familiarizing students with different features of their online course and provides them with an introduction to online learning.


  • Announcements. The announcements area is where you can post important reminders for students. The system administrators may also post announcements (such as planned outages or the availability of the end-of-course TEQ feedback survey). 


  • Faculty. This area provides students with quick access to your contact information.


  • Syllabus. The course syllabus can consist of information such course objective and course description, but it can also consist of mini-lectures used in the course or academic integrity guidelines.


  • Class Calendar. Class Calendar is just what it says: a calendar.  It outlines all important dates and deadlines throughout the course.


  • Discussion Forums. Discussion Forums are the core of the online course. Here, students can post their introductions, answer the questions posted by the instructor, dialogue with one another, work in small groups, etc.


  • Assignments. The Assignments feature of your online course allows students to electronically submit any assignments to you. You can specify the due date for assignment completion, provide instructions, etc. Once you grade the assignment, the grade will automatically be transferred to the Grade Book feature (available in the Course Tools section of your course). 


  • Quizzes. This course area allows you to post quizzes or surveys. The grade received on a quiz will also show up in the Grade Book feature of the course. 


  • Communications.  The communications area houses course roster, email, chat rooms, etc.


  • Course Tools.  In this area of the course, students can check their grades, access a file exchange area, calendar, and the like.


  • Gumberg Library. Gumberg Library is a link to the electronic databases of Duquesne's library that students can access from their home via the Internet.


  • Technical Support. This link enables students to contact trained technicians at the help desk who can assist students with various technical issues.


  • Surveys and TEQ. This link enables students to complete the Teacher Evaluation Questionnaire just like they would in the traditional classroom. You can also upload other surveys you want your students to compete.




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Creating / Requesting a Course (10146)



Revision Notes: updated 13 August 2008.

  • In future, include link to Camtasia module on using Banner in DORI when it becomes available again.
  • Check on procedure for registering for LiveClassroom training.




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 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.) You should also see a course menu button called “Surveys.” (This may be in addition to a button labeled “Surveys & TEQ.”) These are two indicators that your course shell has had the SLPA template applied.


7. Once you are sure the SLPA template has been placed in your course site, you can begin customizing it. See this checklist. You should have your site 90-95% complete by the Course Availability Date (i.e., 5 days prior to the Course Start Date). If you plan to continue developing a part of your source site after the Course Start Date, place a notice there to indicate to students that the section is still “under construction” and they should check back later for additional information or updates.


8. If you would like help getting your site ready, please do not hesitate to contact any of the following people:

o   Mark Prestopnik (412.396.1319, or 1.800.283.3853, x1319)

o   Jackie Goodwill (412.396.4934, or 1.800.283.3853, x4934)

o   David McGeehan (412.396.5128, or 1.800.283.3853, x5128)

o   Jim Wolford-Ulrich (for leadership courses: 412.396.1640, or 1.800.283.3853, x1640)


The primary assistance we offer includes:

o   “Cleaning up” the menu buttons and duplicate content areas that may result after importing from a previous site

o   Copying relevant sections of a syllabus you send us in MS Word and pasting them into the pre-defined syllabus folder in Blackboard

o   Helping you configure specific Blackboard features (e.g., using the “Assignment feature” – which nicely interfaces with BB’s Grade Book, setting up student groups, or to take advantage of BB’s discussion board’s capability to permit graded forums) or tools (such as Blogs/Journals, LiveClassroom, Voice Tools, wikis, etc).

o   Helping you configure the Grade Book in BB (provided you have clearly defined each assignment and its point or percentage weighting). Note: for a technical support person to assist with configuring your grade book, you will need to add them as an instructor to your site (step 5 above). (You can remove them after they finish.) This will result in a delay of a few days before they can begin doing the work, so some additional lead time will be needed.


Naturally, the sooner you make your request for assistance, the better. Requests that are made within 5 days of the Course Availability Date (i.e., for Fall 2008, after Wednesday, August 20), cannot be guaranteed to be completed by the beginning of the pre-week. If you need other kinds of assistance, however, please do not hesitate to ask!


* This page provides an overview of your Duquesne e-mail account. Instructions for creating an automatic forward from your account to a private e-mail account (such as AOL, Comcast, msn, etc) are here.




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Tips for Teaching Online (10147)



Revision Notes: replace references to WebCT; possibly ask eCoaches to update, and to provide a few cross-referenced links to their tip sheets




    Generally, your students will receive their login identifiers and passwords for your online course about one week prior to the class start.  Before students start logging into the course, make sure you post a message in the discussion forum area, which a) introduces you more informally than the virtual syllabus, and b) welcomes them to the course.
    We have found that an assignment which asks students to post a paragraph or two about themselves works great in the online environment (you could ask them to state their name, where they work, what they do, what their interests are, what they expect from the course, etc.).  This assignment serves several purposes: a) students get to know each other, b) it  “breaks the ice,” c) students learn how to use some of the features of WebCT prior to the course beginning, and d) students have enough time to contact technical support before the course starts should they experience any technical difficulties.
    As students post their introductions, send them a private mail message within WebCT welcoming them to your class.  Remember that for most of them, this is the first time they are taking an online class and they can experience high levels of anxiety.  It will also provide an opportunity for them to respond to you privately with any comments or questions they might have.


    Because students are not required to “physically” show up in class (which marks the class beginning), some of them might feel confused as to what to do after they post their introduction.  To alleviate any confusion, post a message in the bulletin board that announces the official start of the class and outlines the plan of action for the next week or so.
    It is important to “model” effective online behaviors for students to follow.  While most students know exactly what do to in the traditional classroom, they still don’t know what to do online. Therefore, if students are required to read the course textbook and summarize a chapter of it, you might consider “modeling” this behavior by summarizing the first chapter yourself. This will provide a framework for students to use as the basis of their assignments.
    We have found that to facilitate learning in the online environment, it is crucial to engage students in an asynchronous discussion.  Through this discussion, students can enhance their critical thinking skills by learning how to apply, analyze, synthesize, and evaluate information (as in Bloom's Taxonomy of Cognitive Goals). Post discussion questions in the discussion forum area. It is generally a good idea to keep the number of questions relatively low - e.g., one or two per week.  Furthermore, students (and faculty) find it easier to “navigate” through the discussion if you post different discussion questions as separate messages in the discussion forum area. 


    Most students in online classes do not know exactly what to do when they first experience the online learning environment.  Your frequent facilitation of the online discussion is necessary to set the right tone for the rest of the class.  Engage students in discussion by:
    •  providing formative feedback on their postings, 
    • asking them to apply, analyze, synthesize, and evaluate information, 
    • summarizing the postings of several students and posing further discussion questions, and
    • providing students with additional resources pertaining to the discussion (such as web sites, journal references, books, etc.).

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.  

    We have also found it useful to synthesize the week's discussion in a summary.


    Online students can sometimes feel lost in the online environment.  For many of them, your class will probably be the first educational experience online.  To help them become better online learners, make sure you provide formative feedback on their progress. Private mail is particularly useful for this.
    Although you may have all deadlines listed in the calendar section of your online course, perhaps even in the virtual syllabus, you shouldn't assume that students will remember when something is due.  Just like in a regular classroom, it is a good idea to “announce” upcoming deadlines and ask students if they need further clarification of the assignment.


    Although Duquesne University, in compliance with the decision of the Provost, does not take into consideration the Teacher Effectiveness Questionnaires (TEQs) of online courses for the first two years of a faculty's online teaching in consideration of tenure or promotion, we still administer the online version of TEQs to assist you in improving your online teaching methods.  TEQs in online classes, unlike in the traditional classes, can be accessed at any time during the last week of the course.  Just like with regular TEQs, students can only fill them out once. Toward the end of your online course, you should remind your students to complete the online TEQ form. 
    At the very end of your online class, post a message in the discussion forum area announcing the end of the class.  You may also want to provide students with a mechanism for submitting any past due assignments (such as your regular email) or with information how to contact you should they have any questions about their final grades.




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Customizing the Course Template (10148)



Revision Notes: Updated 11 August, 2008.




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 (; 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

  • Post a welcome announcement
    Course Tools > Announcements
    This is what the students will see when they first login to Blackboard. Reminder: when students first enter your course site, the default view for announcements is “last 7 days.” If you want students to see your announcement for longer than 7 days, consider making it a “permanent” announcement, then specifying a “display until date.” For your welcome message, set the "Display Until" date 10 days to 2 weeks after the start of the course. A tip sheet on how to add an announcement in Blackboard is here., and another tip sheet on making sure students will see the announcement is here.
  • Consider posting an announcement with audio greeting
    Course Tools > Voice Announcements
    A tip sheet on how to create a Voice Announcement is here.
  • Complete faculty information form
    Course Tools > Staff Information > +Profile
    Add your contact and personal information. A tip sheet on how to add a faculty or TA profile is here.
  • Add info about your TA (if you have one)
    Course Tools > Staff Information > +Profile
    Add contact and personal info about your TA.
  • Insert course objectives
    Content Areas > Syllabus > Introduction & Course Objectives
    Your Team Leader can provide these. A tip sheet on how to add content to your Blackboard course site is here. Reminder: When you add a folder, keep its description short. Then open the folder, and add your content - usually items with or without file attachments, external links, course links, and (occasionally) other folders.
  • Insert text book information 
    Content Areas > Syllabus > Textbooks & Course Materials
    Content placed in this folder should duplicate what you submitted in your "mini-syllabus." Required and recommended textbooks should match what students see when they look up your course section on the DU Campus Bookstore Web site.
  • Insert Library reserve reading information and instructions
    Content Areas > Syllabus > Textbooks & Course Materials > Course Reserve Readings
    If you will be placing required readings on reserve, make the “Course Reserve Readings” folder available. Inside the folder, edit the student instructions on how to access e-Reserves and change the word “password” to the password you choose for your course reserves. Follow the other suggestions for sending reserve materials to the Library and supplying a password. See also this page.
  • Upload explanation of course assignments

Content Areas > Syllabus > Course Requirements
As the University moves toward increased assessment of student learning outcomes, consider explaining to your students how each assignment supports specific course objectives.

  • Create links for students to use when submitting each assignment
    Content Areas > Assignments
    Select "Assignments" from the drop-down menu (in the upper right) and click "Go." A tip sheet on how to add an assignment in Blackboard is available here.
  • Provide any rubrics that you use to give feedback on student writing
    Content Areas > Syllabus > Writing Guidelines

Ask your Team Leader for sample writing rubrics you can adapt to your course. See also CTE resources on writing instruction and using rubrics.

  • Give due dates for each assignment 
    Content Areas > Syllabus > Topical Outline & Due Dates

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.

  • Describe how each assignment will be assessed
    Content Areas > Syllabus > Learning Assessment
    Include here a list of all assignments or required work (such as weekly online postings) for which credit can be earned. Summarize when each assignment is due, how many points each is worth, and how or where in Blackboard students should submit it. If you are using Blackboard’s Gradebook, make the item called “Checking your Course Grade / Standing” available.
  • State your expectations for quality, quantity & frequency of student online postings
    Content Areas > Syllabus > Online Discussion Guidelines

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.

  • State that academic integrity & proper citation are important to you 
    Content Areas > Syllabus > Academic Integrity
    Personalize this section – so students know this is not just "boiler plate" material found in all syllabi.
  • Set up grade book
    Assessment > Gradebook
    Enter name and description of each assignment, place each assignment in a category, assign weightings.
    Note: using the Assignment feature (at Content Areas > Assignments) will do this for you automatically. This tip sheet provides an overview of basic Blackboard grade book functions. This page illustrates how to adjust certain grade book settings.
  • Set up tests / quizzes
    Content Areas > Quizzes > +Test
    Add any quizzes or tests you wish students to take.
  • Delete "Quizzes" from main course menu (if you are not using this feature)
    Course Options > Manage Course Menu

A tip sheet for modifying the Course Menu is available here.

  • Modify Discussion Forum names (if desired)
    Course Tools > Discussion Board > Modify
    E.g., you can change "Week 1" to the name of a topic (if you want to organize your course topically instead of chronologically), or you can edit to include start and end dates (e.g., "Week 1 – Aug 30 – Sept 5"). Several tip sheets on using Blackboard’s new discussion board can be accessed here. Access an overview of Blackboard’s discussion forums here. Watch a viewlet on configuring discussion forums here.
  • Post first week's discussion questions
    Note: access discussion forums using the "Discussion Area" course link on the main menu – NOT from the Control Panel. Select +Thread. Adult students who lead busy lives also appreciate having discussion questions 1 or 2 weeks in advance, so they can be thinking about them and managing their work load proactively.
  • Test all links.
    Course Options > Link Checker

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.

  • Proofread all text.

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).

  • Make your course site available to students.

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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Creating an Online Syllabus (10150)



Revision Notes: almost all of this is duplicated on our faculty CD-ROM (also on Einstein), e.g., under “Sample Syllabi”



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)

Course Objectives (10153)

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.

Textbooks (10154)

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.

About Your Faculty (10155)

Example 1:  About Your Faculty

Assistant Professor of Leadership Studies
Division of Continuing Education
204 Rockwell Hall, Duquesne University
Pittsburgh, PA 15282
Phone (412) 396-5839; Fax (412) 396-4711, E-Mail

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.

Learning Evaluation Methods (10156)

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:
Reading others' postings in the Discussion Forum;
Actively participating in the ongoing “class” discussion in the Discussion Forum (you should post at least twice a week);
Actively participating in and contributing to your small group project.

    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
      A-   90-92
      B+  87-89
      B    83-86
      B-   80-82
      C+  77-79
      C    70-76
      D    60-69
      F     59 and below

[NOTE: This grading scale is for undergrad courses only. Graduate courses use a different scale.]

Assignments (10157)

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:


Therefore, if I am sending you my second paper the file would be called CiniCIP2.doc.

Paper #1 - Due October 9, 2004 at noon
In parts I and X of your text, the chapter authors all discuss the changing environment of the 21st century and the leadership necessary for the new millennium.  Choose an organization you are familiar with, and, referring to the ideas in parts I and X, write a paper to brief this organization's leadership on (a) the factors in the external environment that will impact the organization in the near future, and (b) recommendations regarding how the leaders of the organization can prepare to meet these external challenges.

Paper #2 - Due October 30, 2004 at noon
Suppose that the CEO of your employing organization comes to you to tap your expertise in leadership.  She wants you to start a “corporate university” that focuses on leadership development throughout the organization.  Referring to ideas from Parts III, IV and VIII in your book, develop for her (a) a definition of leadership for your organization, and (b) a plan for the leadership development program.

Paper #3 - Due November 13, 2004 at noon
Using ideas from Parts II, VI, and VII, describe and discuss your employing organization (or another that you are familiar with) in terms of its (a) structure and design, and (b) culture.  How does the current structure and culture benefit the organization and its constituents?  How do they detract from its overall effectiveness?

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:

Example 2:  Assignments (Group Project)

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.

Writing Guidelines (10158)

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:
word-processed and
with one-inch margins and
a 10 or 12-point font size.

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.

Your papers should have a logical flow, with smooth transitions between ideas. They should also be free from grammatical, punctuation, and spelling errors.

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.

Due Dates (10159)

Example:  Due Dates

These assignments and their due dates are also listed on your Course Calendar.


Sept. 11-Sept. 17

Post introductions in “Introductions” forum

Sept. 19-Sept. 24 

Discuss Section I from Hickman online




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,
c) asking questions about the material for clarification, d) asking others if they have similar experiences or examples, and the like.

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
I believe that our environment in general has dramatically changed with the development of technology.  Technology is propelling a tremendous amount of change outside of organizations as well.  While Hickman supports her
implications for change concerning the business/organization environment, I don't believe that she provides adequate proof that society has never before
experienced such a quantity and quality of change in leadership.

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.

Example 2
I completely agree with Hickman’s assumption that “the environment of leadership is changing quickly and dramatically”.  Never have leaders and managers been faced with such a myriad of obstacles like changing work environments and diverse workforces as they are right now. Leaders must balance the needs of the organization with the desires of the workforce and that balancing act often leaves the leader stretched too thin.  As Hickman writes, “this environment requires leadership that continuously assesses the external environment for the purpose of identifying or creating opportunities and lessening potential threats to the organization.”  As Mr. Spock stated in a popular Star Trek movie, “The needs of the many outweigh the needs of the few, or the one.”  The point being that good leadership often results in sacrificing ones’ goals, preconceptions, and ideas in order to further the organization.  Bennis and Nanus put it succinctly when they wrote, “Leadership in the twenty-first century is not a job for wimps, but then, it never was.”  

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?

Example 2:  Online Discussion Guidelines

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;
Each posting will be worth up to 3 points;
There are seven weeks during which you will participate in the ongoing discussions, yet you will be graded only for five (out of seven) weeks (this should give all of us an opportunity to get more comfortable in this environment).

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
I disagree with the statement that people don’t share information.  This is company specific.  Does anyone else disagree?
(Comment: no content, no critical thinking, and no significant contribution to the discussion)

1 point
Hi folks:
I agree with the statement that people don’t volunteer information.  We implemented this new system in my company and people are reluctant to use it because of internal competition between functional departments.  It doesn’t make too much sense since we are all working toward a common goal and it’s driving the senior management crazy.  They formed a team to deal with this information.
(Comment: this posting uses information from the case study but doesn’t offer evidence of critical thinking in synthesizing the information from the case study with the real life situation).

2 points
Davenport argues that “managers prefer to get information from people rather than computers” (122).  His argument is founded on the assumption that humans can add context and interpret information that managers receive.  I have found, however, that my manager prefers to get information from me AND from the computer.  While occasionally he asks me to interpret my reports, he really appreciates the fact that all of my reports are readily available online so that he can view them at any time.  I only add context and interpret those reports once every month (or more frequently if the information in the report looks odd).  I think that the medium for report delivery, therefore, cannot be generalized by a single statement but depends greatly on the manager’s preferences and report structure.
(Comment: This posting uses the case study material to challenge some common assumptions.  It provides evidence of critical thinking and applies the IT theory to the workplace.)

3 points
This case study states that “managers prefer to get inofrmation from people rather than computers” (Davenport, 122).  The reasoning behind this statement is the assumption that humans can add value to a report by adding context and interpreting it.  For example, Giant Eagle’s district manager might not immediately understand why the sale of beef is significantly down only in one store in the district.  The store manager might find it necessary to explain it to the district manager as the customers’ reaction to the recent E. colli outbreak in the local nursing home.
However, I find that my manager prefers to get the information from me and from the computer.  He is a devoted manager who works late and appreciates the option of having all reports readily available online.  He only asks me to interpret those reports occasionally (about once a month) or when the information in the report looks odd.  Thus, while I can provide context to those reports, the computer can provide convenience.
It may be, howver, that the preference for a certain delivery medium is manager specific.  Does anyone report to a manager who doesn’t want to get computer reports despite the convenience computers can provide?
(Comment: this posting synthesizes the case study material, explains it, and applies it to a real life situation.  It shows evidence of critical thinking and facilitates further discussion of the issue.  It shows good writing skills despite a few typos.)

Back to Creating a Course




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Teaching Standards (10202)



Revision Notes: I believe these are under consideration for revision by Michael Forlenza



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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Role of a TA (10149)



Revision Notes: this is old and very basic. We have a TA position description on Einstein (DU Faculty / TeachingResources); use “associate,” not “assistant”



Online Teaching in SLPA > Teaching Online > Role of a TA


The Role of a Teaching Assistant in Online Classes


Role of a TA
Teaching Standards
Back to Online Teaching in SLPA

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:


  1. TAs take responsibility for tracking students and their “appearances” online. If someone is not logging on, the TA would take responsibility for tracking the student down (by email, phone, etc.) The office staff of the School can provide TAs with requisite information.
  2. TA could email each student one or twice per week with comments on the student’s contribution.
  3. TA can review student paper drafts and give both content and form recommendations.
  4. TA can grade discussion entries under professor’s guidelines.
  5. TA can support group projects with comments, recommendations, general guidance.
  6. TA should plan on becoming Blackboard-certified as a way to support both students and faculty.
  7. TA should become an active part of the online discussions so his/her presence is obvious to students.




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E-Coaches (10212)



Revision Notes: check on plans for toll-free calling; include link to tip sheets (?) –



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
The email address for eCoaches is  The eCoach will get back to you within 24 to 48 hours via e-mail or phone. Please be sure to include a phone number where they can reach you in case the topic is best discussed by phone.

Phone Support

850-321-4170 or 703-587-8892
during the following hours:
Wednesday - Friday  10:00 AM - 3:00 PM EST

Call 703-587-8892
Fridays 3:00 pm to 7:00 p.m.
Most Saturdays 10:00 to 3:00 p.m.

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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How to Access Your Class Roster in DORI



Revision Notes:  Add link to Camtasia demo module when it is available



To access your Class Roster:

  1. Log in to DORI using your MultiPass Credentials

  2. Click the "Self Service Banner" tab

  3. Click the "Faculty & Advisors" link

  4. Click the "Faculty Menu" link

  5. Click the "Class List" link

  6. Select the appropriate term, click "Submit"

  7. Select the appropriate Course/CRN, click "Submit"

  • Email your entire class by clicking the “Email Class” link located below the course roster. 

  • Email students individually by clicking the envelope beside their respective name (at far right).

  • Look up the telephone number(s) on record for a particular student by clicking on the student's name.

  • Determine who a student's advisor is by clicking on the "Student Information" link (at the bottom) after you have clicked on the student's name. Here is contact information for each advisor, should you need to contact an advisor about one of his or her students:

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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