This document provides an overview of faculty responsibilities and resources for teaching distance education courses at Houston Community College (HCC). Before the semester begins, faculty must complete online training courses, develop their course in the learning management system with a model course if available, submit testing dates, and create an online orientation. During the semester, faculty should regularly communicate with students, determine attendance on the day of record, and be available to respond to student messages. At the end of the semester, faculty submit final grades. The document outlines support services available to faculty such as instructional design, technical support, and proctoring for exams.
This document provides a summary of the Autumn 2011 edition of the HE Bulletin from Bridgwater College. It includes information about partnerships and programmes offered by the college with various universities, using student feedback to make improvements, becoming a student representative, blended and distance learning options, graduation details and achievements of students, and new sports internship opportunities.
The document provides an overview of an orientation course for instructors at Ballinphort Academy. It outlines the course content which will cover the Academy's mission and policies, copyright issues, accreditation goals, financial assistance for students, instructor status as independent contractors, illness and substitution policies, collaboration among faculty, office hours, use of online resources and Blackboard, creating course materials, and new course ideas. The objective is to acquaint instructors with various instructional techniques for presenting academic materials to students online through the Academy's platform.
The document provides information about the College Board and the Advanced Placement (AP) program. It discusses the College Board's mission to connect students to college success and opportunity. It describes the AP courses and exams offered, the AP course audit process, how AP exams are graded, and how colleges typically award credit or advanced placement for certain AP exam scores. It also provides sample exam questions and outlines the topics and goals for the AP Computer Science A and AP Computer Science AB courses.
Kettering university 2015 2016 graduatecatalog-3 - copyAbhishek Bajaj
This document provides information about Kettering University, including its mission, vision, values, accreditation, history, non-discrimination policy, campus, and academic programs. Kettering University is a private university located in Flint, Michigan that focuses on experiential learning opportunities in engineering, science, mathematics, and business. It aims to prepare students for lives of leadership and service through technological innovation.
NWLP - The Brave New World - the changing face of copyrightJISC Legal
Delivered to the North Wales Libraries Partnership Copyright Workshop on 30 January 2014 at the University of Bangor, by Jason Miles-Campbell of Jisc Legal.
The document provides information about basic electrical and electronic components. It discusses resistors, inductors, capacitors, cells/batteries, generators, motors, and their characteristics. Resistors oppose current flow and lower voltage. Inductors store energy in magnetic fields. Capacitors store electric charge. Cells/batteries convert chemical into electrical energy. Generators convert mechanical into electrical energy. Motors convert electrical into mechanical energy. The document also covers international terminal markings, types of connections for resistors/motors, and applications of these components.
O documento discute as origens e o desenvolvimento da assessoria de imprensa no Brasil e no mundo. A prática surgiu no século XX com o jornalista americano Ivy Lee, que trabalhou para melhorar a imagem pública de empresas. No Brasil, a assessoria de imprensa cresceu sob governos autoritários para promover a propaganda do regime. Hoje, assessores de imprensa e relações públicas trabalham juntos para comunicar informações precisas e de interesse público aos meios de comunicação.
El documento describe los diferentes tipos de adhesivos, incluyendo su clasificación según sus componentes, presentación, uso e importancia en la industria moderna. Los adhesivos pueden ser sintéticos, de origen vegetal o animal, y se presentan como sólidos o líquidos. Cumplen un papel fundamental en sectores como las artes gráficas, el embalaje, la madera y la industria del automóvil.
This document provides a summary of the Autumn 2011 edition of the HE Bulletin from Bridgwater College. It includes information about partnerships and programmes offered by the college with various universities, using student feedback to make improvements, becoming a student representative, blended and distance learning options, graduation details and achievements of students, and new sports internship opportunities.
The document provides an overview of an orientation course for instructors at Ballinphort Academy. It outlines the course content which will cover the Academy's mission and policies, copyright issues, accreditation goals, financial assistance for students, instructor status as independent contractors, illness and substitution policies, collaboration among faculty, office hours, use of online resources and Blackboard, creating course materials, and new course ideas. The objective is to acquaint instructors with various instructional techniques for presenting academic materials to students online through the Academy's platform.
The document provides information about the College Board and the Advanced Placement (AP) program. It discusses the College Board's mission to connect students to college success and opportunity. It describes the AP courses and exams offered, the AP course audit process, how AP exams are graded, and how colleges typically award credit or advanced placement for certain AP exam scores. It also provides sample exam questions and outlines the topics and goals for the AP Computer Science A and AP Computer Science AB courses.
Kettering university 2015 2016 graduatecatalog-3 - copyAbhishek Bajaj
This document provides information about Kettering University, including its mission, vision, values, accreditation, history, non-discrimination policy, campus, and academic programs. Kettering University is a private university located in Flint, Michigan that focuses on experiential learning opportunities in engineering, science, mathematics, and business. It aims to prepare students for lives of leadership and service through technological innovation.
NWLP - The Brave New World - the changing face of copyrightJISC Legal
Delivered to the North Wales Libraries Partnership Copyright Workshop on 30 January 2014 at the University of Bangor, by Jason Miles-Campbell of Jisc Legal.
The document provides information about basic electrical and electronic components. It discusses resistors, inductors, capacitors, cells/batteries, generators, motors, and their characteristics. Resistors oppose current flow and lower voltage. Inductors store energy in magnetic fields. Capacitors store electric charge. Cells/batteries convert chemical into electrical energy. Generators convert mechanical into electrical energy. Motors convert electrical into mechanical energy. The document also covers international terminal markings, types of connections for resistors/motors, and applications of these components.
O documento discute as origens e o desenvolvimento da assessoria de imprensa no Brasil e no mundo. A prática surgiu no século XX com o jornalista americano Ivy Lee, que trabalhou para melhorar a imagem pública de empresas. No Brasil, a assessoria de imprensa cresceu sob governos autoritários para promover a propaganda do regime. Hoje, assessores de imprensa e relações públicas trabalham juntos para comunicar informações precisas e de interesse público aos meios de comunicação.
El documento describe los diferentes tipos de adhesivos, incluyendo su clasificación según sus componentes, presentación, uso e importancia en la industria moderna. Los adhesivos pueden ser sintéticos, de origen vegetal o animal, y se presentan como sólidos o líquidos. Cumplen un papel fundamental en sectores como las artes gráficas, el embalaje, la madera y la industria del automóvil.
Here are 3 potential fonts for the magazine headings based on your target audience profile and design goals:
1. Impact: A classic sans serif font that is bold and eye-catching. The all-caps style will stand out on the magazine covers.
2. Bank Gothic: A retro font with a gritty, urban style that evokes graffiti and punk rock aesthetics. The thick letterforms will grab attention.
3. Amatic SC: A stylized script font with an edgy, handwritten feel. The varied letter widths give it energy that would appeal to a young male audience.
For subheadings, a complementary sans serif like Helvetica Neue or Arial would provide clarity while
Este documento proporciona una lista de estudiantes que se graduaron en 2011 de varios cursos de ingeniería en la Universidad Federal de Campina Grande en Brasil. Incluye los nombres de los estudiantes, sus números de identificación y el curso en el que se graduaron, como Ingeniería Civil, Ingeniería de Producción, Ingeniería Química, Ingeniería de Alimentos e Ingeniería Industrial.
Este documento presenta un manual para maestros sobre relaciones humanas dirigido a alumnos de quinto grado de primaria. El manual busca promover la convivencia armónica entre los alumnos a través de diversas actividades. Explica que las relaciones humanas son necesarias para el desarrollo de cada individuo y la sociedad, y destaca la importancia de valores como la tolerancia y la generosidad para tener buenas relaciones. Además, presenta 12 actividades con sus objetivos y materiales, que abordan temas como las características positivas de
Scheme g second semester_ej_et_en_ev_ex_is_ic_iu_de_mu_ie_ed_eiAnil Bachate
The document summarizes the teaching and examination scheme for the second semester subject of Applied Science (Physics) for diploma students in computer, electrical, and electronics engineering groups. It includes the following:
- The subject has 2 theory periods, 2 practical periods per week, and is examined through a written theory exam of 50 marks and an internal practical exam of 25 marks.
- The syllabus is divided into three topics - basic electric circuits, semiconductor physics, and modern physics. Basic electric circuits covers Ohm's law, Wheatstone's bridge, capacitors and their applications. Semiconductor physics discusses the band theory of solids and the working of PN junction diodes and photodiodes. Modern physics focuses on
El documento describe la capa de enlace de datos, la cual se encarga de la transmisión de datos entre dos máquinas adyacentes en una red. Está dividida en dos subcapas: la subcapa de control de acceso al medio (MAC), que gestiona el acceso al medio compartido, y la subcapa de enlace lógico (LLC), que administra la comunicación a través de un enlace. La capa de enlace de datos encapsula los paquetes en tramas, añadiendo cabeceras y campos de control para la transmisión confiable entre las
NYA Spirituality and Spiritual Development in Youth WorkDiocese of Exeter
This document discusses spirituality and spiritual development in youth work. It provides context on:
1) The historical roots of youth work being intertwined with faith and values often presented in spiritual/religious frameworks.
2) Definitions of spirituality focusing on meaning, values, transcendence rather than organized religion. Spiritual development involves exploring identity, beliefs and place in the world.
3) The role of spirituality and spiritual development in youth work being to provide opportunities for young people to explore their spirituality, to partner with faith communities, and to foster spiritual development in secular settings through social justice work.
4) Key issues that need further discussion including how to provide spiritual exploration opportunities for
1. Basic hand tools for electronics servicing include screwdrivers, soldering tools, splicing tools, boring tools, cutting tools, and auxiliary tools. Common tools are slotted and Phillips screwdrivers, soldering iron, desoldering tool, long nose pliers, side cutters, wire strippers, electric drill, hacksaw, magnifying glass, and paint brush.
2. Important electronic equipment include the volt-ohm-milliammeter for measuring voltage, resistance, and current, oscilloscope for viewing signal waveforms, and signal generator for producing test waveforms. Proper maintenance of these equipment is needed
Jntuk dap-b.tech(mechanical engineering)- syllabus of b.tech iii year - i sem...Prasad Vejendla
The document provides the course structure for a Bachelor of Technology in Mechanical Engineering at Jawaharlal Nehru Technological University in Kakinada, India from 2010-2011. It includes:
1) A list of subjects covered semester-by-semester over 4 years, including the course credits for each subject.
2) Subjects covered include engineering fundamentals, thermodynamics, mechanics, design, production technology, and electives in specialized areas like robotics and alternative energy.
3) Laboratory sessions are included for subjects like mechanics, thermodynamics, production, and communication skills.
4) To graduate, students must complete a minimum of 200 credits including laboratory and project
This document provides an overview of a module on consumer electronics servicing. It includes the following:
- An introduction to electronics and consumer electronics servicing as a course, which involves repairing products like TVs, radios, and cellphones.
- Module objectives focused on demonstrating understanding and use of consumer electronics tools and equipment while observing safety practices.
- An overview of the module contents including lessons on health and safety, electricity fundamentals, circuitry, components, tools, and performance assessments.
- Details on career opportunities in consumer electronics servicing and the expected growth in jobs for repair technicians.
This document provides information on electrical and electronics instruments that can be measured by multimeters. It begins by defining a multimeter as an electronic measuring instrument that can measure voltage, current, and resistance. It describes the principles and types of analog and digital instruments. Specific instruments that can be measured include voltmeters, ammeters, wattmeters, energy meters, and instruments for measuring frequency and phase. The history of multimeter development is also summarized.
This document provides an overview of electrical measurement and measuring instruments. It discusses the essential requirements of indicating instruments, which are deflecting torque, controlling torque, and damping torque. Controlling torque methods include spring control and gravity control. Damping torque is achieved through air friction or eddy current damping. Moving iron, permanent magnet moving coil, and electrodynamic instruments are described in terms of their construction and working principles. DC ammeters and voltmeters are also briefly discussed.
1. Indicating instruments measure electrical quantities by deflecting a pointer on a calibrated scale. They use a deflection system to produce a force proportional to the measured value, a control system to limit deflection, and a damping system to prevent oscillations.
2. Permanent magnet moving coil (PMMC) instruments have a coil mounted between magnet poles that deflects proportional to current. They are used as ammeters, voltmeters, and galvanometers. As an ammeter, the coil is connected across a low resistance shunt; as a voltmeter, it is connected in series with a high resistance.
3. Moving iron instruments can measure AC using an iron core acted on by a coil
This presentation by Hooria Shahzad is about measuring instruments in which we study metre rule, measuring tape, vernier callipers and screw gauge ; construction of vernier callipers and screw gauge.
This document provides an overview of the curriculum handbook for Houston Community College (HCC). It discusses the background and context for developing curriculum at HCC, including the college's mission and values, policies set by the HCC Board of Trustees, requirements from the Texas Higher Education Coordinating Board, and accreditation standards from the Southern Association of Colleges and Schools. The handbook then outlines the process for developing both academic and workforce curriculum at HCC, describing the types of degrees and programs offered, committees involved, and resources available to faculty. It emphasizes the importance of articulation between HCC programs and other colleges/universities to ensure smooth transfer of credits.
This document provides information about the unit 102084 Inclusive Education: Theory, Policy and Practice offered at Western Sydney University. It includes the unit coordinator's contact details, an overview of the unit learning outcomes and how they relate to the Master of Teaching course, assessment details and submission requirements, and a schedule of topics and resources to be covered during the term. The purpose of the unit is to explore theories, policies and practices around inclusive education and prepare pre-service teachers to meet the diverse needs of all students in secondary schools.
Academic Recruitment Best Practices -Project Report-Final 7.8.15Brian Groeschel, MA
The document provides a summary of a project conducted by GLW Consultants for the UC Davis Academic Affairs department to develop best practices for academic recruitment. It includes:
1. An introduction describing the objectives of identifying common practices and inconsistencies across UC Davis schools to develop recruitment best practices.
2. A description of the challenges faced, including limiting participation in focus groups and the decentralized structure of academic recruiting at UC Davis.
3. The outcomes of best practices charts, tip sheets for the UC Recruit system, and a draft online toolkit.
4. Recommendations to conduct additional focus groups to develop a more comprehensive best practices list, and to organize resources into an online toolkit to increase accessibility.
This guide provides school leaders with information to help design, develop, implement, and evaluate a curriculum using Cambridge programs and qualifications. It outlines fundamental principles for curriculum planning, such as designing a broad and balanced curriculum across primary to advanced levels. The guide also describes Cambridge's curriculum framework, including the primary, lower secondary, upper secondary, and advanced levels. It discusses approaches to teaching and learning, as well as leadership, evaluation, professional development and resources to support curriculum implementation.
This document contains best practices for student services at Whatcom Community College. It includes sections on various topics such as the 5 steps for a student's first day, access and disability services, advisor training, closing the opportunity gap, and ending events with appreciations. The sections provide details on practices and programs to support students and promote their success.
This document outlines a managerial challenge facing UMUC regarding timely delivery of course materials to students. UMUC partners with MBS bookstore, but MBS frequently has student backorders due to their business model of ordering based on past sales. UMUC is implementing curriculum changes including 8-week sessions that will exacerbate this problem. A project team is proposed to research, design and establish a virtual university bookstore to deliver e-content directly to students, addressing the timely delivery challenge. The project will be managed through detailed project, operations, information systems, and financial management plans to deliver the goal on time and on budget by July 2011.
This document provides details for Assessment 1 in the PDHPE 2X unit, which examines the NSW HSC PDHPE syllabus. It consists of two parts:
1. Students will work in groups to develop teaching activities and resources for a core or option topic in the PDHPE syllabus. Each group will present their work in class over weeks 5-7.
2. Within their larger core/option group, students will form smaller focus question teams to investigate specific aspects of the topic.
The assignment aims to develop students' skills in designing engaging pedagogy that meets quality teaching standards. It will assess learning outcomes related to developing best practice teaching strategies and critiquing the PDHPE
This document provides details for Assessment 1 in the PDHPE 2X unit, which examines the NSW HSC PDHPE syllabus. It consists of two parts:
1. Students will work in groups to develop teaching activities and resources for a core or option topic in the PDHPE syllabus. Each group will present their work in class over weeks 5-7.
2. Within their larger core/option group, students will form smaller focus question teams to investigate specific aspects of the topic.
The assignment aims to develop students' skills in designing engaging pedagogy that meets quality teaching standards. It will assess learning outcomes related to developing best practice teaching strategies and gaining expertise in the PDHPE
Here are 3 potential fonts for the magazine headings based on your target audience profile and design goals:
1. Impact: A classic sans serif font that is bold and eye-catching. The all-caps style will stand out on the magazine covers.
2. Bank Gothic: A retro font with a gritty, urban style that evokes graffiti and punk rock aesthetics. The thick letterforms will grab attention.
3. Amatic SC: A stylized script font with an edgy, handwritten feel. The varied letter widths give it energy that would appeal to a young male audience.
For subheadings, a complementary sans serif like Helvetica Neue or Arial would provide clarity while
Este documento proporciona una lista de estudiantes que se graduaron en 2011 de varios cursos de ingeniería en la Universidad Federal de Campina Grande en Brasil. Incluye los nombres de los estudiantes, sus números de identificación y el curso en el que se graduaron, como Ingeniería Civil, Ingeniería de Producción, Ingeniería Química, Ingeniería de Alimentos e Ingeniería Industrial.
Este documento presenta un manual para maestros sobre relaciones humanas dirigido a alumnos de quinto grado de primaria. El manual busca promover la convivencia armónica entre los alumnos a través de diversas actividades. Explica que las relaciones humanas son necesarias para el desarrollo de cada individuo y la sociedad, y destaca la importancia de valores como la tolerancia y la generosidad para tener buenas relaciones. Además, presenta 12 actividades con sus objetivos y materiales, que abordan temas como las características positivas de
Scheme g second semester_ej_et_en_ev_ex_is_ic_iu_de_mu_ie_ed_eiAnil Bachate
The document summarizes the teaching and examination scheme for the second semester subject of Applied Science (Physics) for diploma students in computer, electrical, and electronics engineering groups. It includes the following:
- The subject has 2 theory periods, 2 practical periods per week, and is examined through a written theory exam of 50 marks and an internal practical exam of 25 marks.
- The syllabus is divided into three topics - basic electric circuits, semiconductor physics, and modern physics. Basic electric circuits covers Ohm's law, Wheatstone's bridge, capacitors and their applications. Semiconductor physics discusses the band theory of solids and the working of PN junction diodes and photodiodes. Modern physics focuses on
El documento describe la capa de enlace de datos, la cual se encarga de la transmisión de datos entre dos máquinas adyacentes en una red. Está dividida en dos subcapas: la subcapa de control de acceso al medio (MAC), que gestiona el acceso al medio compartido, y la subcapa de enlace lógico (LLC), que administra la comunicación a través de un enlace. La capa de enlace de datos encapsula los paquetes en tramas, añadiendo cabeceras y campos de control para la transmisión confiable entre las
NYA Spirituality and Spiritual Development in Youth WorkDiocese of Exeter
This document discusses spirituality and spiritual development in youth work. It provides context on:
1) The historical roots of youth work being intertwined with faith and values often presented in spiritual/religious frameworks.
2) Definitions of spirituality focusing on meaning, values, transcendence rather than organized religion. Spiritual development involves exploring identity, beliefs and place in the world.
3) The role of spirituality and spiritual development in youth work being to provide opportunities for young people to explore their spirituality, to partner with faith communities, and to foster spiritual development in secular settings through social justice work.
4) Key issues that need further discussion including how to provide spiritual exploration opportunities for
1. Basic hand tools for electronics servicing include screwdrivers, soldering tools, splicing tools, boring tools, cutting tools, and auxiliary tools. Common tools are slotted and Phillips screwdrivers, soldering iron, desoldering tool, long nose pliers, side cutters, wire strippers, electric drill, hacksaw, magnifying glass, and paint brush.
2. Important electronic equipment include the volt-ohm-milliammeter for measuring voltage, resistance, and current, oscilloscope for viewing signal waveforms, and signal generator for producing test waveforms. Proper maintenance of these equipment is needed
Jntuk dap-b.tech(mechanical engineering)- syllabus of b.tech iii year - i sem...Prasad Vejendla
The document provides the course structure for a Bachelor of Technology in Mechanical Engineering at Jawaharlal Nehru Technological University in Kakinada, India from 2010-2011. It includes:
1) A list of subjects covered semester-by-semester over 4 years, including the course credits for each subject.
2) Subjects covered include engineering fundamentals, thermodynamics, mechanics, design, production technology, and electives in specialized areas like robotics and alternative energy.
3) Laboratory sessions are included for subjects like mechanics, thermodynamics, production, and communication skills.
4) To graduate, students must complete a minimum of 200 credits including laboratory and project
This document provides an overview of a module on consumer electronics servicing. It includes the following:
- An introduction to electronics and consumer electronics servicing as a course, which involves repairing products like TVs, radios, and cellphones.
- Module objectives focused on demonstrating understanding and use of consumer electronics tools and equipment while observing safety practices.
- An overview of the module contents including lessons on health and safety, electricity fundamentals, circuitry, components, tools, and performance assessments.
- Details on career opportunities in consumer electronics servicing and the expected growth in jobs for repair technicians.
This document provides information on electrical and electronics instruments that can be measured by multimeters. It begins by defining a multimeter as an electronic measuring instrument that can measure voltage, current, and resistance. It describes the principles and types of analog and digital instruments. Specific instruments that can be measured include voltmeters, ammeters, wattmeters, energy meters, and instruments for measuring frequency and phase. The history of multimeter development is also summarized.
This document provides an overview of electrical measurement and measuring instruments. It discusses the essential requirements of indicating instruments, which are deflecting torque, controlling torque, and damping torque. Controlling torque methods include spring control and gravity control. Damping torque is achieved through air friction or eddy current damping. Moving iron, permanent magnet moving coil, and electrodynamic instruments are described in terms of their construction and working principles. DC ammeters and voltmeters are also briefly discussed.
1. Indicating instruments measure electrical quantities by deflecting a pointer on a calibrated scale. They use a deflection system to produce a force proportional to the measured value, a control system to limit deflection, and a damping system to prevent oscillations.
2. Permanent magnet moving coil (PMMC) instruments have a coil mounted between magnet poles that deflects proportional to current. They are used as ammeters, voltmeters, and galvanometers. As an ammeter, the coil is connected across a low resistance shunt; as a voltmeter, it is connected in series with a high resistance.
3. Moving iron instruments can measure AC using an iron core acted on by a coil
This presentation by Hooria Shahzad is about measuring instruments in which we study metre rule, measuring tape, vernier callipers and screw gauge ; construction of vernier callipers and screw gauge.
This document provides an overview of the curriculum handbook for Houston Community College (HCC). It discusses the background and context for developing curriculum at HCC, including the college's mission and values, policies set by the HCC Board of Trustees, requirements from the Texas Higher Education Coordinating Board, and accreditation standards from the Southern Association of Colleges and Schools. The handbook then outlines the process for developing both academic and workforce curriculum at HCC, describing the types of degrees and programs offered, committees involved, and resources available to faculty. It emphasizes the importance of articulation between HCC programs and other colleges/universities to ensure smooth transfer of credits.
This document provides information about the unit 102084 Inclusive Education: Theory, Policy and Practice offered at Western Sydney University. It includes the unit coordinator's contact details, an overview of the unit learning outcomes and how they relate to the Master of Teaching course, assessment details and submission requirements, and a schedule of topics and resources to be covered during the term. The purpose of the unit is to explore theories, policies and practices around inclusive education and prepare pre-service teachers to meet the diverse needs of all students in secondary schools.
Academic Recruitment Best Practices -Project Report-Final 7.8.15Brian Groeschel, MA
The document provides a summary of a project conducted by GLW Consultants for the UC Davis Academic Affairs department to develop best practices for academic recruitment. It includes:
1. An introduction describing the objectives of identifying common practices and inconsistencies across UC Davis schools to develop recruitment best practices.
2. A description of the challenges faced, including limiting participation in focus groups and the decentralized structure of academic recruiting at UC Davis.
3. The outcomes of best practices charts, tip sheets for the UC Recruit system, and a draft online toolkit.
4. Recommendations to conduct additional focus groups to develop a more comprehensive best practices list, and to organize resources into an online toolkit to increase accessibility.
This guide provides school leaders with information to help design, develop, implement, and evaluate a curriculum using Cambridge programs and qualifications. It outlines fundamental principles for curriculum planning, such as designing a broad and balanced curriculum across primary to advanced levels. The guide also describes Cambridge's curriculum framework, including the primary, lower secondary, upper secondary, and advanced levels. It discusses approaches to teaching and learning, as well as leadership, evaluation, professional development and resources to support curriculum implementation.
This document contains best practices for student services at Whatcom Community College. It includes sections on various topics such as the 5 steps for a student's first day, access and disability services, advisor training, closing the opportunity gap, and ending events with appreciations. The sections provide details on practices and programs to support students and promote their success.
This document outlines a managerial challenge facing UMUC regarding timely delivery of course materials to students. UMUC partners with MBS bookstore, but MBS frequently has student backorders due to their business model of ordering based on past sales. UMUC is implementing curriculum changes including 8-week sessions that will exacerbate this problem. A project team is proposed to research, design and establish a virtual university bookstore to deliver e-content directly to students, addressing the timely delivery challenge. The project will be managed through detailed project, operations, information systems, and financial management plans to deliver the goal on time and on budget by July 2011.
This document provides details for Assessment 1 in the PDHPE 2X unit, which examines the NSW HSC PDHPE syllabus. It consists of two parts:
1. Students will work in groups to develop teaching activities and resources for a core or option topic in the PDHPE syllabus. Each group will present their work in class over weeks 5-7.
2. Within their larger core/option group, students will form smaller focus question teams to investigate specific aspects of the topic.
The assignment aims to develop students' skills in designing engaging pedagogy that meets quality teaching standards. It will assess learning outcomes related to developing best practice teaching strategies and critiquing the PDHPE
This document provides details for Assessment 1 in the PDHPE 2X unit, which examines the NSW HSC PDHPE syllabus. It consists of two parts:
1. Students will work in groups to develop teaching activities and resources for a core or option topic in the PDHPE syllabus. Each group will present their work in class over weeks 5-7.
2. Within their larger core/option group, students will form smaller focus question teams to investigate specific aspects of the topic.
The assignment aims to develop students' skills in designing engaging pedagogy that meets quality teaching standards. It will assess learning outcomes related to developing best practice teaching strategies and gaining expertise in the PDHPE
This document provides details for two assessments in a PDHPE unit. Assessment 1 involves students developing a lecture and handout on a core or option topic in small groups. It comprises a class presentation, handout, and individual lesson plan. Assessment 2 requires students to individually design a wiki for HSC students on the PDHPE syllabus, including blog articles, collaborative writing spaces, syllabus content, and video/website links for each core. Marking criteria emphasize well-structured, organized resources that demonstrate planning skills and incorporate a range of appropriate technologies and strategies based on theory and practice.
This subject outline provides information about the ACC501 - Business Accounting & Finance course offered at Charles Sturt University. The course is designed to introduce students to financial accounting, management accounting, and finance. It will help students understand accounting principles, financial statements, and their uses and limitations. The course will also address management accounting issues and decision-making techniques. The subject outline provides learning outcomes, contact details for the lecturer, information about assessments, required textbooks and resources, and a weekly course schedule.
This document provides the marking scheme for the Central Board of Secondary Education (CBSE) Class X examination for the year 2015. It contains marking schemes for 15 subjects including English, Hindi, Mathematics, Science, Social Science and others. The marking scheme aims to ensure fair and reliable scoring of answer scripts by providing detailed guidelines to examiners. It also aims to make the evaluation process more transparent. The CBSE develops these marking schemes and supplies them to evaluators to maintain consistency in scoring. The document is being published to give teachers and students insight into the schemes and to receive feedback to improve them.
The document provides guidance for schools implementing blended and online learning programs through iLearnNYC. It discusses important considerations for planning such as defining goals, selecting leadership and teachers, choosing instructional models, and ensuring adequate infrastructure and support. The document also covers scheduling, selecting online content, purchasing licenses, and setting students and teachers up for success in the new programs.
This document provides a learning guide for the unit Methods 2B: PDHPE 2Y. It outlines six learning outcomes for the unit and two assessments. Assessment 1 involves designing an assessment schedule, task outlines, and rubrics worth 50% of the grade. It is due in Week 4. Assessment 2 involves participating in a testing workshop during Weeks 7 and 8 worth 50% and assessing outcomes 1-6. The guide also provides contact information for academic staff and a schedule of teaching activities.
This document provides lesson plans and resources for residential life staff at Salem State University to develop educational programming around leadership development. It outlines three goals - sense of community, self-awareness, and accountability - and provides 15 lesson plans at basic, intermediate, and advanced levels for each goal. The plans include session objectives, guidelines, resources and a takeaway. The document aims to help staff design programs that teach residents skills around leadership identity, understanding experiences, and empowerment.
Manual Student Mentoring Program A2016 - S2017, no enclosuresEnikő Tóth
The document outlines the student mentoring program at VIA University College. It describes the program's organization, objectives, and roles. Key points:
- The program aims to support new students and prevent dropout through mandatory group meetings and optional individual meetings between student mentors and mentees.
- Mentors are trained students who meet with 6-8 mentees to discuss both academic and personal issues. They receive training on communication, coaching, and ethics.
- The program is administered by the Department of Student Relations and overseen locally by mentor coordinators and contact persons at each campus. Support networks are also available to students.
- The goal is for mentors to help mentees adjust to university
"Competency Based Education" presentation and the the role of innovation in the digital and knowledge based society
"Competency Based Education" Movie https://www.youtube.com/watch?v=Y1HesKOg4a0&feature=youtu.be
The document provides information about Montgomery College's catalog policies. It states that students should follow the curriculum outlined in the catalog that was active during their initial enrollment, provided they graduate within seven years. It also notes that the online version of the catalog on the college's website is the official version, and any conflicts with printed versions will be resolved based on the online version.
This document provides an overview and guidelines for students taking the Quality Assessment and Process Improvement course at Carl Albert State College. It outlines 10 learning outcomes for the course and provides information about course materials, contact information for the instructor, coursework expectations, grading, announcements, resources, technical support, academic honesty policies, disability guidelines, and tips for success. Students are expected to complete various assignments like essays, research papers, exams and discussion forums by the due dates to master critical thinking skills and quality improvement processes in healthcare.
This document provides information about the Master of Science in Multidisciplinary Studies degree program for international educators hosted by SUNY Buffalo State. The program is designed for educators with unique professional goals and requires 30 credit hours including an action research course and culminating master's project. Courses are offered on-site at international schools and cover topics like instructional strategies and curriculum design. The program can be completed over two years through on-site, online, or blended courses tailored to each school's needs and schedule.
(1) The document is the marking scheme for various subjects for the Class XII exams administered by the Central Board of Secondary Education (CBSE) in 2015. (2) It provides marking schemes and guidelines for subjects like English, Mathematics, Physics, Chemistry, Biology and others to ensure objective and fair marking of answer scripts. (3) The marking scheme is intended to help teachers and students understand the evaluation process and criteria.
The document summarizes workforce trends in Texas, the Houston region, and at Houston Community College. It notes that while the Texas and Houston economies are growing and job demand is high, traditional college enrollment and the number of high school graduates entering higher education have been declining. TRUE Initiative grants awarded to HCC helped increase enrollment in cybersecurity, commercial driver's license training, and manufacturing programs to help close workforce skills gaps. However, sustained funding is needed to continue meeting the region's workforce needs as the economy grows.
The document provides an overview of Houston Community College System. It summarizes key student demographics which show the student body is diverse with over half being students of color. It also outlines the colleges' strategic priorities which focus on student success, diversity, personalized learning, and becoming the top choice for education. Additionally, it reviews the college's governance structure and administration.
The Houston Community College Small Business Development Program has made improvements to expand opportunities for certified small businesses. The program certification accepts additional certifications from the City of Houston and now includes minority, women, disabled, and disadvantaged owned businesses. The evaluation process for small businesses has also improved to maximize their chance of competing for and winning contracts. Certified small businesses can now receive up to 15 points based on their status and level of subcontracting with other certified small businesses.
This document is the procurement operations procedures manual for HCC. It provides definitions for over 75 procurement-related terms used throughout the manual. The table of contents shows that the manual contains articles on general provisions, sources of supplies and services, procurement methods, competitive sealed bidding, competitive sealed proposals, construction procurement, contract administration and close out. The document establishes standard procedures and guidelines for HCC's procurement processes.
This document provides information about Houston Community College (HCC) for the Common Data Set. It includes contact information for HCC's Office of Institutional Research and general information about HCC such as its status as a public community college with an open enrollment policy. Enrollment numbers from 2020-2021 are provided for full-time and part-time students by gender and race/ethnicity. Graduation and retention rates cannot be provided since HCC is a two-year institution. Application information is given showing total freshman applicants and admits for 2020. Admission requirements are not listed since HCC has an open enrollment policy.
This document contains the bylaws of the Board of Trustees of Houston Community College. It establishes ethics policies for trustees and senior staff, including a code of conduct. It has been amended over 30 times since its initial adoption in 2010 to update various sections. The bylaws cover topics like the board's powers and authority, committees, meetings, and operations. It aims to ensure high ethical standards and proper governance of the college.
This document outlines Houston Community College's regulation regarding ensuring equal access to technology resources for individuals with disabilities. It establishes guidelines for making the college's websites and digital content compliant with Web Content Accessibility Guidelines 2.0 Level AA. It defines key terms and roles, such as designating the ADA/Section 504 Coordinator as responsible for handling requests regarding inaccessible online content. The regulation applies to all college employees and users of technology resources, and states that inaccessible content must be made available in an equally effective alternative format upon request.
This document summarizes the bylaws of the Board of Trustees of Houston Community College. It outlines ethics policies for board members and senior staff, including standards of conduct, prohibited communications during the bid process, and requirements for disclosing conflicts of interest. The bylaws establish that board members must act in the best interests of the college, maintain confidentiality, and avoid undue external influence. Board members and senior staff are prohibited from certain communications with bidders during the bid period and from accepting related political contributions.
1. The document is a memorandum from the Chancellor of Houston Community College to the Board of Trustees regarding new reporting requirements under Texas law for incidents of sexual harassment, assault, dating violence or stalking.
2. It provides details on the requirements of Texas Education Code Section 51.253(c) which mandates that the Chancellor submit a report to the Board and post publicly on incidents reported and their dispositions.
3. Attached is the first report submitted by the Chancellor to the Board as required, providing summary data on 4 reports received under the relevant section of the Code and 1 report regarding failure to report from January to March 2020. The 3 investigations were still ongoing.
1) The document outlines Houston Community College's policy prohibiting discrimination, harassment, sexual harassment, sexual assault, dating violence, stalking, and retaliation.
2) It defines key terms like employee, sex or gender, and sexual harassment. It also defines prohibited conduct covered by the policy.
3) The policy establishes reporting procedures, including mandatory reporting requirements for employees, and designates the Title IX Coordinator to handle reports of sex discrimination.
This document outlines Houston Community College's policy on sex and gender discrimination, including sexual harassment and retaliation. It defines discrimination and prohibited conduct, and establishes procedures for reporting, investigating, and resolving complaints. It designates the Title IX Coordinator and states that any employee receiving a report must notify them. It also provides examples of corrective actions that may be taken following investigations.
This document outlines the bylaws of the Board of Trustees of Houston Community College. It was originally adopted on January 1, 2010 and has been amended numerous times, with the most recent amendment on February 5, 2020. The bylaws cover topics such as ethics and standards of conduct for trustees and staff, the powers and responsibilities of the board, elections, meetings, committees, and board operations. The purpose is to provide internal governance and management for the board and its activities in accordance with applicable laws.
The Houston Community College System's (HCC) total assets decreased by $5.4 million from fiscal year 2018 primarily due to spending $19.4 million to complete capital improvement projects, reducing restricted cash and investments. Total liabilities increased by $76.4 million mainly due to changes in pension and other post-employment benefit assumptions. HCC's net position increased by $3 million to $393 million for fiscal year 2019 despite higher pension and other post-employment benefit expenses. Non-operating revenues increased by $8 million.
This document is Houston Community College's 2019 Annual Clery Security Report, which provides crime statistics and safety policies for the college as required by law. It summarizes crime data for 2018, including reports of crimes such as burglary, assault, and dating violence. It also outlines the college's policies for reporting crimes, making timely warnings, and preparing the annual disclosure. The report provides definitions of Clery-defined crimes and lists contact information for campus safety authorities.
The document is Houston Community College's updated 2019 procurement plan listing 63 anticipated solicitations for goods and services projected to be sourced during the year, grouped by month. It notes that additional needs may be added and that official solicitation notices will be posted on the procurement website. It also outlines prohibited communication policies for proposers during the "blackout period" between advertisement and contract execution or cancellation.
This document provides information about Houston Community College for a Common Data Set. It includes contact information for the college, basic facts such as the types of degrees offered and academic calendar, enrollment numbers broken down by gender and race/ethnicity, persistence and graduation rates, and retention rates. Houston Community College is a public, coeducational institution located in Houston, Texas that offers associate degrees and certificates on a semester system with an undergraduate enrollment of over 57,000 students as of fall 2018.
The document provides tips on how to recognize email scams by learning to spot suspicious elements like generic salutations, alarmist messages, grammatical errors, requests for personal information, and emails that do not come from official college domains. Examples are given of phishing emails disguising themselves as being from Houston Community College but with email addresses from outlook.com, gmail.com, and foreign domains, as well as links that do not match the displayed text. Readers are advised to be wary of these types of suspicious emails.
The document summarizes construction spending to date totaling $342,687,622 on capital improvement projects. Of the total spending, $126,116,612 or 37% went to small, women, minority, disadvantaged, or historically underutilized businesses. The largest portions of protected spending went to small businesses at $107,526,338 or 31% of total spending and women-owned businesses at $22,593,825 or 7% of total spending. The document then lists individual subcontractors and the amounts they were paid in relation to their protected business classifications.
The document summarizes spending to date on a Capital Improvement Program construction project totaling $325.7 million. Of the total spending, $116.4 million or 36% went to small, women, minority, disadvantaged, or historically underutilized businesses. The top categories were: total SBE spending of $98.7 million (30% of total), total MBE spending of $36.7 million (11% of total), and total WBE spending of $17.2 million (5% of total). The document also lists individual subcontractors or vendors that worked on the project, indicating if they were certified in various business categories.
The document summarizes construction spending to date totaling $337,398,887 on a capital improvement program. It shows that 37% of total spending, or $123,246,981, went to small/women/minority/disadvantaged businesses. Specifically, 31% ($104,701,271) went to small businesses, 6% ($21,156,816) to women-owned businesses, and 13% ($42,320,345) to minority-owned businesses. The document also provides a breakdown of individual subcontractor payments by business type.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Pride Month Slides 2024 David Douglas School District
De faculty handbook_spring2014vs3
1. DISTANCE EDUCATION
FACULTY HANDBOOK – Spring 2014
Table of Contents
General Information .................................................................................................... 2
Distance Education Goals .......................................................................................... 3
Faculty Responsibilities
Before the Semester Begins ........................................................................... 4
During the Semester ....................................................................................... 7
End of Semester .............................................................................................. 10
DE Departmental Services .......................................................................................... 10
Other DE and HCC Faculty Resources ...................................................................... 13
2. 2
General Information
HCC Administration Building, 3100 Main Street, 3rd Floor, Houston, Texas 77002
Mail Code 1740
General Number: 713-718-5275
FAX: 713-718-5388 (fax)
Website: http://de.hccs.edu
Office Hours
Monday – Thursday: 8:00 am - 6:00 pm; Friday: 8:00 am – 4:30 pm
* Limited staff weekday evenings until 10:00pm and Saturday: 9:00am – 5:00pm
Distance Education Information Lines
713-718-5275
Option #1 General DE-Related Questions
Option #2 Course Login Assistance
Option #3 Technical Support
Option #4 Student Services/Counseling
Administrative Staff
Lorah Gough, Director, Distance Education ............................................... 713-718-8811
Cindy Sullivan, Secretary III ......................................................................... 713-718-8740
Eva Gonzalez, DE Program Coordinator ...................................................... 713-718-5152
Shirley Smith, DE Associate .......................................................................... 713-718-5318
Patricia Jensvold, Counselor ..………………………………………. ............... 713-718-7281
William Trevino, Advising Manager …………………… ……… ..................... 713-718-7296
Deborah Hardwick, Online Tutoring Manager ............................................ 713-718-5340
Shaynee Fine, Tutor III …………………………………………………............. 713-718-7397
Doug Sutherland, Sr. System Administrator (DE) .......................................... 713-718-5310
Mary Beth Schillaci, DE Faculty Liaison ......................................................... 713-718-5252
Student Services Staff
decounseling@hccs.edu ............................................................................... 713.718.5275, #4
Tiffany Green, Advisor .................................................................................... 713-718-5449
Jessica Nipp, Advisor ...................................................................................... 713-718-5279
Adia Major, Advisor ………………………………………………………….. ...... 713-718-5457
Touhid Chowdhury, Advisor ........................................................................... 713-718-7406
Israel Salazar, Advisor ..................................................................................... 713-718-5073
Randi Sprouse, Advisor ................................................................................... 713-718-8914
Susan Minchew, Advisor (Part-time) ............................................................. 713-718-7008
Nima Salehi, Advisor (Part-time) .................................................................... 713-718-5279
Technical Support Staff
Mohammad (Faisal) Shabbir, System Administrator .................................. 713-718-5341
Ramiro Chapa, Hardware/Software Technician ........................................ 713-718-5271
Instructional Support Specialists (ISS)
Julian Cabrero, Instructional Support Specialist, Testing ............................ 713-718-7415
Judy Carson, Instructional Support Specialist .............................................. 713-718-5121
Ayesha Gates, Instructional Support Specialist ........................................... 713-718-5286
Support Staff
David Chiles, Office Assistant ........................................................................ 713-718-5247
3. 3
Distance Education Goals
The goal of the Distance Education Department is to offer Houston Community College students the
opportunity to earn college credit through alternative, technology-based methods of instruction
and learning. As a professor in distance courses, your role will be to provide these students with the
same high-quality instruction they would receive in the physical classroom.
Although the role of distance education faculty is often perceived as passive because students do
not interact with the professor face to face, it is actually the proactive, energetic, engaging, and
empathetic person who often makes or breaks the course for the student. The most important
qualification a professor brings to a distance education course is the knowledge of the course
content and the ability to communicate this knowledge to the students in an interactive and
engaging manner. But a distance education professor should also have a number of the following
personal characteristics to enhance the teaching role:
•
•
•
•
•
•
•
•
•
•
•
•
a positive attitude towards distance education courses
an understanding of the special needs of adult learners
a good working knowledge of the learning management system
excellent interpersonal skills
excellent writing skills
good telephone communication
a working knowledge of email
adaptability and versatility
excellent organizational skills
an ability to use interactive technologies
a commitment to timeliness in responding to students
an interest in trying new forms of communication with students
Although the professor’s specific duties in teaching distance courses will be somewhat different from
those in the classroom, the ultimate goal is to provide quality education to our students. Just as our
students must have the self-discipline for home study, our professors must have the flexibility in their
teaching to serve these students well. This guide is designed to familiarize you with the Distance
Education program at HCC and to make your experience as a professor of distance learning a
positive one for both you and your students.
4. 4
DE Faculty Responsibilities
Before the Semester Begins…
New Distance Education Professors
To teach a distance education course for the first time at HCC, a professor must have completed
four courses included in the Teaching and Learning Program:
• Orientation to DE at HCC
• Discovering and Integrating Library Services
• Copyright Literacy in the Academic Environment
• Eagle Online 2
All classes are offered online. Enrollment is available on the Teaching and Learning website at
http://www.hccs.edu/ctle
Application to Develop a DE Course
Whenever you are interested in teaching a distance education course that you have never taught
before, you will be responsible for submitting an application to the Distance Education department.
The DE Application form is found on de.hccs.edu > Faculty Services>Getting Approved to Teach DE.
Please read the information on the page carefully and check the deadlines for submission of the
application. Proof of training is also required.
The application form includes signature lines for Department Chair and Program/Discipline Chair.
These signatures are required for the Distance Education Office to approve any course
development. In lieu of hand-written signature, an email approval from the Department chair will
be accepted (the application form and proof of training must be attached to the email). Please
note: As a first-time DE professor at HCC, you will be approved to teach one course only.
Syllabus
The syllabus is a legal document in the State of Texas. Please make sure that it contains information
that is correct, current and complete. The official “Sample Course Syllabus” should be used as a
model. It is found on the Center for Teaching and Learning website at http://www.hccs.edu/ctle
In addition to the content from the “sample course syllabus” DE Faculty must include a statement
regarding the DE Student Handbook. This statement can be found at de.hccs.edu> Faculty
Services> DE Faculty Handbook>Syllabus Inclusions.
It is also a state law that every HCC faculty member post a syllabus and CV for each section of
each course taught on a public website. HCC uses our public Learning Web for this purpose. The
Learning Web is located at http://learning.hccs.edu. Information on how to get an account and
how to post a syllabus and CV is located on the same site under the “support” link at the top right of
the web page.
Textbooks
Textbook selection is regulated by HCC Policy and Administrative Guidelines E.2.5 “Adoption and
Use of Instructional Materials.” Please review these before recommending/ordering books.
Distance Education students may want to order their textbooks online rather than going to an HCC
bookstore, so please include the link to the HCC bookstore in your syllabus:
http://hccs.bncollege.com and the ISBN of your textbook in your class syllabus. Please be advised
that the bookstore has decided to house all DE textbooks at the HCC-Central Bookstore. If students
do not order their DE textbooks online, their other options are: (1) to visit the HCC-Central bookstore,
purchase and receive their books immediately, or (2) to visit any HCC bookstore and order the texts
5. 5
to be shipped to that location from the HCC-Central Bookstore. Books are generally shipped from
HCC-Central to other bookstore locations within 24-hours.
Developing Internet Courses
Developing an online course is not just preparing a syllabus with reading assignments and
constructing tests based on the readings. A successful online course organizes the content in a
manageable and logical way and provides opportunities for active learning with regular feedback.
The professor must develop strategies appropriate to this mode of instruction, and these strategies
often require the use of tools such as self-tests, links, discussion forums, groups and the addition of
other multimedia. Communication among students and between professor and student is planned
for and built into the course during the development phase.
In 2011, HCC adopted an intensive instructional design strategy that places a strong emphasis upon
learner-centered instruction. To learn more about this strategy and how to include its principles in
your course go to the TLR website at http://www.hccs.edu/ctle
HCC Online Model Courses
There are many DE Courses that have been developed using the Intensive Instructional Design Team
Process. These courses are available to every faculty member. If a model course exists for the class
you are teaching, and you are teaching that class for the first time, you must begin by downloading
that model course. It will provide you with an excellent start on your course development. Model
courses can be downloaded and then restored into Eagle Online 2. Once in Eagle Online 2, faculty
may adjust and personalize the course content. For more information go to the DE website > Faculty
Services>HCC Online Model Courses. These courses are on the HCC Intranet (MyHCC), so a
username and password (same as HCC email) is required to access the page. The instructions for
download and restoring the course(s) are on the same page as the course downloads.
Communication with Students
Frequent communication and interaction with DE students is essential. The professor must be
available for the students to contact regularly throughout the semester. As you prepare your
syllabus, remember to provide information to the students on how to contact you. You should
provide appropriate phone numbers and an email address. It is also helpful to let them know when
you will be responding to their email messages (for instance, Monday-Friday, within 24 hours, but not
on the weekends).
Evaluation of Students
It is recommended that DE professors evaluate the work of students and provide grades at least five
times a semester and through a variety of methods. In addition to exams, these graded assignments
may include research projects, essays, homework exercises, quizzes, journals, or other appropriate
assignments.
HCC encourages all professors to include writing assignments in their courses. You may choose to
have essay questions on the exam or extra writing assignments. Do not use multiple-choice exams
as the only means of grading your students.
Calendars
All DE faculty will receive a calendar at the beginning of each semester, with certain week-ends
designated as on-campus testing week-ends. The calendar identifies which dates are available for
testing.
6. 6
Testing Services/Proctoring Form
Before the semester begins, faculty will need to enter exam dates and times into this online DE
Testing form. All DE faculty who use DE testing services must proctor one time for each section that
they are teaching. Proctor dates will also be entered on this form. A link to the form will be emailed
to DE faculty 4 weeks before the semester begins.
Orientations
All DE faculty must prepare an online orientation for each course. An in-person orientation may also
be requested for the students. The professor is responsible for two parts of the six-part online
orientation: the Professor’s Greeting and the class Syllabus. Other parts of the orientation (including
an orientation to Eagle Online) are generic and are provided by the DE Department. The link to the
Orientation Builder is http://de2.hccs.edu/ob
Note that the Attendance Requirement section, which is posted by the DE Department, states that
students are required to participate actively in the class in order to be counted as in attendance on
the official date of record. However, it is up to you to specify in your greeting and/or your syllabus
what task or assignment will fulfill this requirement in your class.
Instructions on how to upload the greeting and syllabus are provided by the technical support staff.
Distance Education faculty should submit completed orientations through the online orientation
builder at least 11 days prior to the first day of class because students need to access it starting10
days before the class begins. DE will send out a reminder (via the DE listserv) and a link to the
Orientation Builder about 1-2 weeks before the deadline. As a first-time faculty, you will be
automatically added to the DE listserv. If you do not receive messages from the listserv prior to
beginning of your first semester teaching DE, contact any one of the technical staff listed at the
beginning of this document.
The last part of the six-part orientation is a DE Student Data Form. Its submission indicates that the
student has completed the online orientation requirements. All DE students are required to
complete an orientation for each DE course they are enrolled in. Once the student submits the
Data Form, a copy is automatically emailed to you for your records. This email will come to you from
a sender called “HCC_DE_Robo_Tech” and you are encouraged to retain the emails for your
records. The Data Form will not only signal that the student has completed orientation, but it will also
contain the student’s most current contact information.
In addition, there is a section at the bottom of the Data Form that allows the student to write
questions or concerns. Please respond to these just as you would to any email sent to your Inbox.
Remember, if the student discloses a disability at any point during the semester and you have not
received an Approved Accommodation Letter regarding the student’s disability, please refer
him/her to the HCC Disability Services for guidance:
http://www.hccs.edu/district/departments/accessibility/
7. 7
During the Semester…
Student Messages
All online communication with students should be within Eagle Online, not to your private e-mail
address. In that way, all messages from and to students, as well as all assignments submitted, are
secured within your course and can be accessed not only during the semester, but also in the future
(for example, in the event of a grade appeal).
You are responsible for checking for student messages and responding to them on a regular
schedule, preferably every weekday and weekends if you choose or as necessary. You should
announce your communication policy in your syllabus.
During the semester, check for student messages and return calls or e-mails within a 24-hour period.
Whatever your policy, be sure students are informed about it. The most common complaint of
students who call into the DE department is that professor has not replied to their e-mail messages.
Day of Record – Marking Class Attendance in PeopleSoft
The Day of Record class rolls are submitted online in PeopleSoft. You will not need to mark weekly
attendance. You will only mark one date for attendance in DE classes. Attendance will be based on
what you determine as “active participation”. You must let your students know how you will
determine attendance in your syllabus.
Active participation can be accomplished by a student’s response to any of the following:
1) quiz/test on either the syllabus or another assignment (e.g. early reading assignment, selfassessment) - graded or not
2) essay response to an instructor's prompt - diagnostic or graded
3) discussion response to an instructor's question (e.g. asking students to identify themselves and
explain expectations for the course) - graded or not
4) email communication with the instructor (i.e. student notifies the instructor about technical
difficulties or other extenuating circumstances and explains how/when these problems will be
resolved).
Be aware that marking a student as “absent” will cause the student to be withdrawn (once the
Registrar’s office receives the roll and inputs it into PeopleSoft – this can take several days). If you
want to block student's access to the class during this period of time, you can do so by going to
"Assign roles" in the administration menu on your course homepage, and remove the student's name
from the list of students. If you later decide to allow the student to remain in the class, you can add
the student back into the class and the work done by that student will also return.
Student Withdrawals
Withdrawals are the same for DE and in-person classes. Students should withdraw from a class
through the Student Center in PeopleSoft.
Students should check the HCC Academic Calendar by term for final withdrawal deadlines for
regular and second start terms. Classes of other duration (mini-term, flex-entry, 8-weeks, etc.) have
different final withdrawal deadlines. Students should contact the HCC Registrar's Office to
determine the withdrawal dates if they are not posted on the HCC Calendar.
Class Attendance
Although it is the responsibility of the student to withdraw officially from a course, DE professors also
have the authority to block a student from accessing Eagle Online, and/or to withdraw a student for
8. 8
excessive absences or failure to participate regularly. Your policy related to this should be clearly
stated in your syllabus.
Final Grade of FX
Students who stop attending class (participating) and do not withdraw themselves prior to the
withdrawal deadline may either be dropped by their DE professor for excessive absences or be
assigned the final grade of “FX” at the end of the semester. Students who stop attending classes will
receive a grade of “FX”, compared to an earned grade of “F” which is due to poor
performance. Logging into a DE course without active participation is seen as non-attending.
A grade of “FX” is treated exactly the same as a grade of “F” in terms of GPA, probation,
suspension, and satisfactory academic progress. However, students who receive financial aid but
fail to attend class, as shown by your assigning an "FX" as their grade, will be reported to the
Department of Education and may have to pay back their aid.
Students with Disabilities
Student Responsibilities:
Students with a documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc) who
need to arrange reasonable accommodations must contact the appropriate HCC campus
Disability Counselor at the beginning of each semester. Instructors are authorized to provide only
the accommodations requested by the Disability Counselor. See the HCC Accessibility website for
more information: http://www.hccs.edu/district/departments/accessibility/
Students are strongly encouraged to contact a Disability Counselor before the start of each
semester and to request accommodations early, at least one week prior to a quiz or exam, to allow
sufficient time for accommodations to be arranged. Once accommodations are approved, the
Disability Counselor will email the student a PDF copy of their accommodations letter for them to
forward to their DE instructor(s), either to the Instructor’s HCC email or through the Eagle Online 2
learning management system.
Instructor Responsibilities:
Instructors must accept and should confirm receipt of the accommodations letter from the student.
Instructors are responsible for providing the approved accommodations exactly as noted on the
accommodations letter, no more or less, and must do so in a timely manner. Instructors should not
provide the accommodations retroactively (i.e. allow students an accommodation for a previous
assignment prior to when the accommodation was issued).
Instructors who require on-site exams MUST:
o Arrange for the ADA student to test at a Distance Education Testing Location if the student
requires Extended Time and/or a Special Chair. 3100 Main is not a testing location for ADA
students.
o Arrange for the ADA student to test at a College Campus Testing Center if the student requires a
Distraction Limited Environment, Reader/Scribe, and/or Assistive Technology. Distance
Education testing Locations do not offer Distraction Limited Environment, Reader/Scribe, and
Assistive Technology accommodations. The 3100 Main System building is not a testing location
for ADA students.
Instructors are responsible for providing the College Campus Testing Center with the exam and
adhering to the College Campus Testing Center’s procedures. Assigned ISS can assist with testing
arrangements (times, date, location, test drop off and pick up).
9. 9
For questions regarding Distance Education Testing Locations or College Campus Testing Center
arrangements, please contact your assigned Instructional Support Specialist.
For assistance or concerns about the actual accommodation issued, contact the College Campus
Disability Support Services Office listed on the accommodation letter.
For assistance setting up “Extended Time” in Eagle Online, contact DE Tech Support at 713-718-5275
option 3 or complete the Faculty DE Help form
Early Alert
Early Alert is an online retention initiative available to faculty teaching DE courses.
Utilize the Early Alert referral form found by signing into your HCC People Soft Student System
account.
Early Alert makes it easier for DE faculty to refer "at risk" students to a DE counselor for attention. If
the system is utilized, many student issues will be addressed at the beginning of the semester,
thereby enabling the DE counselor to intervene early with student academic or psychosocial issues.
Once a faculty member completes the form, it is immediately routed to the DE Advisors. After an
Advisor makes contact with the student, the Advisor will provide feedback to the professor as to the
status of the issue, as appropriate. Faculty are encouraged to begin using Early Alert as early as
necessary each semester and continue using the form as needed throughout each term. *Early
Alert should not be used for students who have never logged in prior to the official date of record.
Instead they should be marked as never attended on your roster.
If you have questions or concerns about using Early Alert, please contact decounseling@hccs.edu.
Exams
Exams can be administered either online or in-person. The DE Department offers testing services
over specific weekends for faculty choosing to administer in-person exams. At the beginning of
each semester, faculty will receive an email linking to the “DE Testing Information Form”. This form is
used by faculty to mark the dates of their in person exams and proctoring dates. DE faculty who
choose to have in person exams must proctor at least one time during the semester for each DE
class.
For in-person exams, to allow adequate time for the DE office to duplicate and process your exam,
exams should be delivered to the DE office at least 10 days before the testing weekend. The exam
may be sent as an email attachment.
Each exam is color-coded to indicate if students are allowed to use notes, textbooks or calculators
during the exam, so be sure to provide all such information when you submit your exam.
If you use a different exam for make-ups, this exam must be provided to the Distance Education
Department in advance of the make-up test dates.
Grading Exams
A Scantron machine is available in the Distance Education Department for your use.
Evaluation for Greater Learning Student Survey System (EGLS3)
The EGLS3 online student survey provides DE faculty with feedback on the effectiveness of their
teaching, as well as allowing college-wide comparison in key areas. DE faculty are encouraged to
embed this as a topic within their course, and to remind and encourage students to participate in
taking this survey during the time frame it is provided, beginning the 14th week of the semester.
10. 10
End of Semester…
Final Grade Sheets
The end-of-the-semester procedures are identical to those for regular in-class courses. The professor
enters final grades into the online process grade roster and returns the completed grade sheets to
the Department Chair along with any other materials required by your Academic Department.
Incompletes
The professor decides whether to allow students to receive an “Incomplete.” The professor must
make arrangements for students taking an “I” to complete their assignments within six months. After
the deadline, the “I” becomes an “F.”
Faculty should contact a DE Eagle Online administrator via the DE Faculty Help form regarding
changing the status of a student so he/she can continue working in Eagle Online after the semester
officially ends.
Online Course Back Ups
It is required that faculty make backups of their courses, in case of accidental deletion or
corruption. Training is provided in the Eagle Online training classes. You can find the links to the
training from the DE website > Faculty Services > Training Links.
Departmental Services
Instructional Support Specialists (ISS)
All distance education professors are paired with a DE staff member known as an Instructional
Support Specialist (ISS). If a professor does not know his or her ISS assignment, he/she should
contact Eva Gonzalez at 713.718.5152, eva.gonzalez@hccs.edu for assistance.
The ISS provides various types of support to DE students as well as DE professors throughout each
semester.
Student services:
• When a student is having difficulty contacting his/her DE professor, the ISS provides assistance in
referring that student to the best contact information for that professor. For Adjunct Professors
without an HCC phone number, you may want to use the ISS phone number as a telephone
contact.
• The ISS are cross-trained to serve as generalists in answering student questions regarding a
variety of HCC information.
Faculty Services:
• The ISS provides clerical-type support services to DE faculty. Such services include copying
syllabi, exams, mailings to students, etc.
• ISS is responsible for ensuring that approved testing accommodations are met for students with
disabilities during testing weekends. It is up to the professor to notify the ISS about the student’s
needs.
• ISS mails exams to the approved proctors of students who do not live in Houston
11. 11
•
•
ISS reserves rooms for testing review sessions, only when such sessions are held at 3100 Main.
Professors needing rooms at other locations should refer to the process of room reservations at
their campus.
ISS specializes in providing Testing Support Services to all DE faculty who use paper/pencil exams,
as well as to some DE faculty who require proctored online exams.
Technical Support Staff
The DE Department provides both help desk services (24/7) through a contracted outside source
and technical support within the department by its staff of technicians. Contact information for the
help desk is on the DE homepage>Faculty Services>Faculty Resources
The distance education technicians provide a variety of services to faculty upon request through
the DE Faculty Help Form:
• Assistance in copying and/or uploading a course
• Putting HCC Online Model courses into a course shell for a professor. See the DE Intranet
website for more information
• Assistance in the uploading of publisher e-packs
• Technical troubleshooting
• Responding to problems that the help desk forwards to them as "escalated problems" that
the help desk is unable to resolve.
• Assisting faculty with signing up for the DE ListServ (de-web)
The DE Intranet website has more information about: Software site licenses, Model Courses, DE
listservs, and additional digital resources.
Student Services – Counseling and Advising
The function of Distance Education Counseling and Student Services is to provide guidance and
advisement services to distance education students at HCC.
Distance Education Counselors/Advisors are available to assist students from the point of
inquiry/admission to graduation. DE faculty are encouraged to include contact information for DE
Counselors in their course syllabus.
Counseling consists of the following services: academic retention initiatives (early alert, academic
probation and suspension, 3peaters, behavioral intervention), ADA information, stress and anxiety
management, and community resource information. Personal counseling and career assessment,
planning, and exploration, as well as crisis intervention, are also provided. In-person, confidential
sessions can also be scheduled to provide brief counseling and community referrals to address
personal concerns affecting academic success.
Advising services consists of the following: information regarding admission next steps (preenrollment sessions, SmarterMeasure, orientation); reviewing placement tests, AP and prior
assessments to determine student placement in courses; information and planning for degrees and
certifications; course selection and information regarding the enrollment process, Associate of Arts
and Associate of Science transfer planning, graduation procedure, and campus resources.
Students should request counseling and advisement through the AskDECounseling help form found
on the de.hccs.edu homepage or directly through this link:
http://de-counseling.hccs.edu/StudentSignIn/
Please do not give students individual advisors’ or counselors’ contact information; refer them to the
online form.
12. 12
The majority of all services are provided via email and telephone; however, students can request
face-to-face sessions at the DE Office located at the HCC Administration Building, 3100 Main Street,
3rd floor, or at any other HCC location upon request.
Counselors and advisors respond to student inquiries within 24-business hours.
For assistance to you as faculty, please email decounseling@hccs.edu
or call 713-718-5275 option #4
Testing Services
Staff will duplicate exams and deliver the exams to testing centers. Trained aides are scheduled
and supervised by the testing coordinator. After exams are completed, they are available to be
picked up by the professor at 3100 Main the Tuesday after the testing weekend. In the event that
the Monday following a testing weekend is a holiday, tests will be available for pick-up on
Wednesday.
Make-up Exams
Make-up exams can be scheduled through the Distance Education Office for any Thursday during
DE office hours. Please note that this option is for make-ups only, not as an alternative testing date
announced to all students. Professors using the Thursday make-up testing option will be required to
submit each student's name (how far in advance?) in an email to their Instructional Support
Specialist in the Distance Education Office.
Records
The Distance Education Office keeps records of Distance Education enrollments, attrition rates, and
student demographics.
13. 13
Other DE and HCC Faculty Resources
Additional DE Information:
To get comprehensive information about the Distance Education department, its staff, the services
they provide, and how to contact them, visit the DE homepage at http://de.hccs.edu.
See "Faculty Services" on the left menu.
DE Orientation page
To see a list of the DE courses by semester, which includes the syllabi, go to the DE homepage
(de.hccs.edu) and Click on How to access online courses and mandatory orientations
AskOnline
HCC offers 24-hour access to tutors online. Students can get free help with papers not only for
English classes, but for any class that requires writing. Papers can be submitted for advice, with a 24hour turn-around at http://hccs.askonline.net/
Students can also receive online tutoring in specific subject areas.
Students access Online Tutoring by clicking on the “Online Tutoring” button at the top header inside
an Eagle Online course or clicking the Online Tutoring link on the DE homepage. Students log in with
their W-number (email account name) and password. Instructions, including a short video, are
provided to make them familiar with the capabilities of this service.
Turnitin
Turnitin is an anti-plagiarism software that is used within Eagle Online by choosing Turnitin
assignments under Activities when you develop your topics.
Library Services
Our HCC librarians have made a special effort to reach out to Distance Education students,
allowing them to communicate with a librarian by email, live-chat, Instant Messenger, and phone;
to use databases and e-books from home; to request transfer of books to a campus closer to the
student's home, etc. The link to the Library is provided within the class homepages:
http://library.hccs.edu/home
Libline
One of the links at the above library webpage is called Libline. They call it their "lifeline for distance
students." See http://libline.blogspot.com/
Software Site Licenses
HCC has purchased or acquired through agreements licenses to some very useful software
applications like Respondus Assessment Tools and LockDown Browser, SoftChalk Lessonbuilder, and
Impatica for Powerpoint (compresses files).
Additionally, information on how to access the Dallas TeleLearning Digital Resource Repository is
posted on this same site.
The software is posted on HCC’s Intranet in the DE section. You can get directly to the site by
clicking here then selecting the Software Site License Access link (requires a log-in: Use your AD
(email) ID and password.)
14. 14
See the DE Website: Edutube
Like YouTube, HCC’s Edutube is a place to house and share video, audio, and PowerPoint files with
colleagues and students (or to the Public, if desired). Every faculty member has an account and
can log-in with their AD (email) ID and password. Training is also on the website at
http://edutube.hccs.edu/
HCC’s ITunesU
Like YouTube and Edutube, HCC also has its own iTunes site to publically house videos. This site
separates videos by college/system. The “free” software, Apple iTunes, is required to view the
videos. Accounts are created upon request (by form). See http://itunes.hccs.edu for more
information and to view the site.