Faculty New Hire Online Orientation Faci

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Center for Teaching and Learning
Faculty New Hire Online Orientation
Facilitator Guide
This course syllabus is a contract between you and the Center for Teaching and Learning. It represents the
minimum expected learning outcomes for this course.
COURSE DESCRIPTION: This Faculty Orientation Course is designed to prepare faculty for the requirements and
expectations in their role as an online faculty member.
Course Outcomes:
Upon successfully completing this Faculty Training Course, the faculty participant will be able to:
1. Demonstrate proficiency in the online classroom Learning Management System.
2. Acknowledge receipt and understanding of the Faculty Handbook requirements.
3. Demonstrate a basic understanding of institutional policies and procedures.
4. Identify the elements necessary to create a student-focused classroom.
5. Demonstrate proficiency in communication that is appropriate for an academic environment.
6. Identify the elements necessary to create substantive classroom discussion posts.
7. Demonstrate proficiency with meeting the expectation for substantive feedback.
8. Identify the elements necessary to create substantive instructor guidance.
9. Explain the 12 Performance Standards listed with the Faculty Performance Model.
10. Develop an individual action plan in preparation to teach at .
Faculty New Hire Online Orientation Training Course Plan
Course Week Assigned Reading Assigned Learning Activities
Module 1 Module One: Getting Started
Faculty Requirement: Orientation Course Syllabus Acknowledgement
Faculty Assignment: Moodle Profile Photo
Faculty Requirement: Introduction Discussion Thread
Module 2 Module Two: Faculty Handbook
Faculty Assignment: Handbook Acknowledgement
Faculty Assignment: Handbook Treasure Hunt
Module 3
Module Three: Developing a Student-
Focused Class
Faculty Assignment: Developing a Student-Focused Class
Faculty Assignment: Communication Scenarios
Module 4
Module Four: Developing Substantive Class
Discussions
Faculty Assignment: Participation Scenarios
Module 5
Module Five: Creating Substantive Student
Feedback
Faculty Assignment: Feedback and Plagiarism Scenarios
Module 6 Module Six: Preparing to Teach for
Faculty Assignment: How Do You Manage Your Time?
Faculty Assignment: Faculty Signature Block
Faculty Assignment: Developing Substantive Instructor Guidance
Module 7 Module Seven: Faculty Performance Model
Faculty Assignment: Individual Action Plan
Module 8
Module Eight: s Subject Matter Knowledge
(If Required)
Faculty Assignment: Basic s Quiz

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Welcome to New Hire Orientation
Hello Faculty:
Welcome to your New Hire Orientation.
This course is a continuation of the interviewing process here at .
The purpose of this class is to acclimate you to the online classroom environment, the policies and procedures
at , and prepare you to teach. Successful completion of this course does not guarantee course assignment,
rather it means you move forward in the next phase of the hiring process.
There are numerous requirements for this course so be sure to plan your time accordingly. This course will ask
you to demonstrate your knowledge of and skills in online teaching.
Please review the following video from Mr. Mike Olson, Vice President of Academic Affairs:
EMBED VIDEO
Please also review the following video from Dr. Bruce A. Johnson, Manager of Faculty Development:
EMBED VIDEO
Training Class Attendance Policy: Failure to participate in this course will result in automatic withdrawal from
your faculty candidacy. Participation in this class consists of hands-on assignments and quizzes.
My Availability: I am available to assist you by phone and email.
• My office hours are Monday through Friday, 8 am to 5 pm CST.
• My direct number: (480) 744-0511, extension 58.
Dr. J

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Module One: Getting Started
Essential Resources for this Training Class
Hello Faculty:
Below you will find a Training Course Syllabus which will serve as a guide for this course.
If you have any questions about this syllabus, please contact me.
Dr. J
Please Download and Save: Faculty New Hire Online Orientation Training Syllabus
Module One Faculty Requirement:
Orientation Course Syllabus Acknowledgement
Hello Faculty:
You have been provided with the Faculty New Hire Online Orientation Training Syllabus.
For this requirement, please submit the last page of the syllabus, signed and dated.
If you have any questions about this syllabus, please contact me.
Dr. J

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Moodle Classroom Overview and Training Videos
Hello Faculty:
In the threads that follow, you will find a series of video which will help acclimate you to the functions and features of this
Learning Management System, called Moodle, to help prepare you to teach in this environment.
The following is a list of the videos to review:
Training Video: How to Send a Welcome Email
Training Video: Grading an Assignment from the Grade Me Block
Training Video: How to Revert an Assignment to Draft & Update a Grade
Training Video: How to Review a Student's Quiz and Edit Their Score
Also, below you will find a handout titled Moodle Assignments Tutorial, which will help prepare you for grading and
providing feedback in your online classes.
If you have any questions, please contact me.
Dr. J
Handout: Moodle Assignments Tutorial

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Module One Faculty Assignment:
Moodle Profile Photo
Hello Faculty:
For this requirement, you are asked to provide the following for your Moodle Profile.
Photo (Current, Professional Photo – Can Be a Headshot Only)
Please upload a photo for this assignment.
Dr. J
Module One Faculty Requirement:
Introduction Discussion Thread
Hello Faculty:
For this discussion requirement, you are asked to post an introduction. This should be similar to the introduction you will
post in your classroom. Consider the following as you develop your introduction:
• Share your professional background and experience.
• Share your academic accomplishments and achievements.
• Share any relevant career accomplishments and achievements.
• Share highlights of subject matter expertise and training.
• Share personal hobbies or anything else appropriate for an academic environment.
Here's a helpful suggestion: You may want to create your post within the body of a Word document first so you can take
advantage of spelling and grammar checkers, to manage the mechanics of what you've written.
Below you will find my introduction. I have maintained a professional disposition. You are welcome to include personal
information as outlined above.
Dr. J
Dr. Johnson has worked in the field of higher education and distance learning since 2005, with roles which included Chief
Academic Officer, Dean, Faculty Director, online instructor, and faculty development specialist. Dr. J also has extensive
experience with curriculum development, having developed hundreds of online courses for bachelors, masters, and
doctorate programs.
Presently Dr. J works as a Manager of Faculty Development for , with responsibility for training and developing new and
existing faculty, along with reviewing the performance of existing faculty. He has a Ph.D. in Postsecondary and Adult
Education, a Certificate in Training and Performance Improvement, and a Master in Business Administration, MBA.
Dr. Johnson writes blog posts, articles, and books to inform, inspire, and empower readers. He published over 200 online
articles about adult learning, higher education, distance learning, online teaching, and career development. Dr. J's books
include Transform Adult Education: Expert Teaching Strategies for Educators; and Transform Online Teaching: Expert
Strategies and Essential Resources Every Educator Needs.
Dr. Johnson was published in a peer reviewed scholarly journal article: Online Learning, formerly The Journal of
Asynchronous Learning Networks. He was also a featured presenter at the 21st Annual Online Learning Consortium
International Conference, October 2015.

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Introduction to
Hello Faculty:
To begin to learn more about , please visit the following links located on the website:
History of Success
https://.edu/history/
Advisory Council
https://.edu/leadership/
Dr. J

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Module Two: Faculty Handbook
Hello Faculty:
Below you will find a copy of the Faculty Handbook.
If you have any questions about this handbook, please contact me.
Dr. J
Please Download and Save: Faculty Handbook 2018
Module Two Faculty Assignment:
Handbook Acknowledgement
Hello Faculty:
You have been provided with the Faculty Handbook.
For this requirement, please submit the last page of the handbook, signed and dated.
If you have any questions about this requirement, please contact me.
Dr. J
Module Two Faculty Assignment:
Handbook Treasure Hunt
Hello Faculty:
For this learning activity, you are asked to complete the Faculty Handbook Treasure Hunt provided below.
Once this has been completed, please save and then upload it.
If you have any questions about this handbook, please contact me.
Dr. J
Please Complete: Faculty Handbook Treasure Hunt

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Faculty Handbook Treasure Hunt
Hello Faculty: For this learning activity, you are asked to complete the Faculty Handbook Treasure Hunt provided
below. Once this has been completed, please save and then upload it. If you have any questions about this handbook,
please contact me. Dr. J
Faculty must always acknowledge _______________ used, whether in classroom posts or with course materials
developed as part of course development assignments. Faculty are expected to properly model the use of
_______________ _______________ formatting guidelines.
Feedback for student written assignments must be completed within _______________ _______________ of the
assignment _______________.
Faculty misconduct that is subject to corrective or disciplinary action may include: Seeking _______________
_______________ from confidential information.
Faculty members are expected to avoid any situation that may result in a _______________ _______________
_______________ as related to their instructional performance and role as a faculty member.
Student assignments must not be accepted _______________ _______________.
Faculty must understand their classes are _______________ to ensure that all _______________ _______________
and school policies/procedures are upheld.
Faculty members MAY NOT USE their _______________ _______________ _______________, as doing so may
result in FERPA non-compliance.
Late assignments receive a _______________ % deduction for each day they are late if assignments are not posted
by 11:59 p.m. M.S.T. on the day they are due. Assignments more than _______________ days late will not be
accepted.
_______________ _______________ must include an explanation of course objectives relevant to the week’s
instruction, any professional insights the faculty can provide to the topic, and, when possible, an informal question to
promote student-reflection on prior knowledge.
Faculty are expected to foster a positive learning environment of _______________ _______________
_______________ by avoiding any language that creates an offensive environment on the basis of race, age, religion,
ethnicity, gender, or sexual orientation.
Faculty are expected to notify the _______________ _______________ team any time a student is
_______________, as a means of receiving support and assistance. It may be helpful to copy in the
_______________ _______________ with key emails sent to students.
Faculty are expected to respond to student questions and inquiries about the course and course content, whether by
_______________ or in the _______________, within _______________ _______________.
Written assignments at are assessed using a _______________.
All grade disputes should be first addressed with the _______________ _______________.
Faculty should not share _______________ _______________ _______________ _______________ information
that is considered to be propriety, confidential, company-sensitive, or a protected trade secret.
email users may not: Use their email for _______________ _______________, sending spam.

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Under no circumstances may any faculty member _______________ _______________ _______________
_______________ the academic workload of an course/program.
Faculty should attempt to reply to _______________ _______________ _______________ in each week of their
class. Faculty must participate _______________ _______________ of _______________ days by engaging in class
discussions.
Faculty members acknowledge that all _______________ provided are _______________ property of the school and
may only be used in the prescribed courses and programs.
Faculty should also monitor the progress of their students and conduct _______________ _______________ and
follow up with students who are _______________, absent, at risk, or in need of additional support.
Faculty are expected to monitor _______________ _______________ _______________ for originality. If work
submitted is determined to be plagiarized, please contact _______________ _______________ for further action.
Any form of _______________ that threatens, demeans, or intimidates students or staff is unacceptable and subject to
_______________ _______________.
Appropriate _______________ _______________ will be determined based on the student’s _______________
_______________ and _______________ _______________.
email users may not: Transmit unsolicited _______________ _______________ material, chain mail, etc.
Faculty are expected to be present in the online classroom _______________ out of _______________ days of each
class week.
Faculty Handbook Treasure Hunt
Answer Key
Hello Faculty: For this learning activity, you are asked to complete the Faculty Handbook Treasure Hunt provided
below. Once this has been completed, please save and upload it. If you have any questions about this handbook,
please contact me. Dr. J
Faculty must always acknowledge sources used, whether in classroom posts or with course materials developed as
part of course development assignments. Faculty are expected to properly model the use of Chicago Style formatting
guidelines.
Feedback for student written assignments must be completed within 72 hours of the assignment due-date.
Faculty misconduct that is subject to corrective or disciplinary action may include: Seeking personal benefit from
confidential information.
Faculty members are expected to avoid any situation that may result in a conflict of interest as related to their
instructional performance and role as a faculty member.
Student assignments must not be accepted by email.
Faculty must understand their classes are reviewed to ensure that all academic standards and school
policies/procedures are upheld.
Faculty members MAY NOT USE their personal email accounts, as doing so may result in FERPA non-compliance.
Late assignments receive a 10% deduction for each day they are late if assignments are not posted by 11:59 p.m.
M.S.T. on the day they are due. Assignments more than three days late will not be accepted.

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Instructor Guidance must include an explanation of course objectives relevant to the week’s instruction, any
professional insights the faculty can provide to the topic, and, when possible, an informal question to promote student-
reflection on prior knowledge.
Faculty are expected to foster a positive learning environment of trust and respect by avoiding any language that
creates an offensive environment on the basis of race, age, religion, ethnicity, gender, or sexual orientation.
Faculty are expected to notify the academic advising team any time a student is struggling, as a means of receiving
support and assistance. It may be helpful to copy in the advising team with key emails sent to students.
Faculty are expected to respond to student questions and inquiries about the course and course content, whether by
email or in the classroom, within 48 hours.
Written assignments at are assessed using a rubric.
All grade disputes should be first addressed with the student individually.
Faculty should not share present or past employer information that is considered to be propriety, confidential,
company-sensitive, or a protected trade secret.
email users may not: Use their email for personal communication, sending spam.
Under no circumstances may any faculty member significantly increase or decrease the academic workload of an
course/program.
Faculty should attempt to reply to each student once in each week of their class. Faculty must participate five (5) out
of seven (7) days by engaging in class discussions.
Faculty members acknowledge that all materials provided are copyrighted property of the school and may only be
used in the prescribed courses and programs.
Faculty should also monitor the progress of their students and conduct periodic outreach and follow up with students
who are struggling, absent, at risk, or in need of additional support.
Faculty are expected to monitor all student submissions for originality. If work submitted is determined to be
plagiarized, please contact Sara McGlivray for further action.
Any form of communication that threatens, demeans, or intimidates students or staff is unacceptable and subject to
disciplinary action.
Appropriate academic adjustments will be determined based on the student’s specific disability and individual
needs.
email users may not: Transmit unsolicited commercial advertising material, chain mail, etc.
Faculty are expected to be present in the online classroom five out of seven days of each class week.

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Module Three: Developing a Student-Focused Class
Hello Faculty:
One of the opportunities you will have as a faculty member at is to be a teacher to your students. With this opportunity is
the expectation to develop a student-focused class. It is one of the required standards in the Faculty Performance Model,
which you will learn about in an upcoming module.
What a student-focused class means is that you do have control over the conditions of your classroom, even if you are not
the one who is developing the course curriculum. To learn more about how you can create a student-focused class, there
are excerpts from the Faculty Handbook to review.
The following are excerpts from the updated Faculty Handbook:
Faculty Relationships with Students
• encourages friendly and supportive interaction between faculty members and students. Faculty members should
be helpful to students in any way that is appropriate and be aware of their responsibility to be good role models.
• Faculty members are expected to exhibit the scholarly standards of their disciplines, to show respect for each
individual student, and to maintain their proper role as intellectual guides and counselors. Faculty members must
refrain from any exploitation of students for personal advantage and should always protect student confidentiality.
• Faculty members shall also avoid conflicts of interest, which arise when the faculty member takes actions or
enters into relationships that could possibly interfere with that faculty member’s performance or independent
judgment when carrying out his or her duties.
Focus on Student Success
• Students rely upon the support and guidance of their instructors. Faculty are expected to engage students early on
when newly enrolled, to ensure that they feel connected to the school and a community of learners.
• Faculty are expected to notify the academic advising team any time a student is struggling, as a means of
receiving support and assistance. It may be helpful to copy in the advising team with key emails sent to students.
• Faculty should also monitor the progress of their students and conduct periodic outreach and follow up with
students who are struggling, absent, at risk, or in need of additional support.
Responding to Student Questions
• Faculty are expected to respond to student questions and inquiries about the course and course content, whether
by email or in the classroom, within 48 hours.
• All email responses must be sent using the faculty member's assigned university email address instead of any
personal email addresses.
Maintain a Visible Classroom
• Faculty are expected to be present in the online classroom five out of seven days of each class week. During this
time, faculty are expected to participate in discussions, answer questions, post guidance and other relevant
resources, update the online gradebook, provide feedback, and maintain other relevant classroom management
duties.
Supplemental Resource: To further assist you in your development and understanding of student-focused class, below
you will find another resource to review.
If you have any questions, or you would like to discuss this further one-on-one, please contact me.
Dr. J
Handout: Developing Student-Centered Strategies
Handout: Developing a Student-Focused Class Overview

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Module Three Handout: Developing Student-Centered Strategies
Distance learning is known for its successes and its challenges. When the online classroom environment fails to connect with
students it results in low engagement and retention in the class. What works best is an environment that stimulates an
interest in learning and promotes meaningful interactions.
Who has the greatest influence when it comes to the type of class environment that is experienced, the students or their
instructor? It is the instructor who establishes conditions and students in turn respond or react to what they perceive as they
are involved in class, along with what they experience as they interact with their instructor and other students.
It is ultimately an instructor's responsibility to create conditions that promote learning and active involvement, regardless of
the learning management system and technological tools that have been (or not been) utilized. Many of the online instructors
I've worked with through my work in faculty development, especially with newer instructors, become focused on the required
contractual obligations first and this can take a majority of their time if they are working as an adjunct and have other full-time
responsibilities.
When instructors see an online classroom already set up and materials have been pre-loaded it may create a mindset for
many they have no control over the learning process. It is often a subconscious thought process and I certainly understand
from my own experience what it's like to look at a class and only feel you are there to grade papers and/or be involved in
class discussions.
What is needed with all online classes, regardless of who develops the class, are student-centered instructional strategies
which helps involve and engage students in the learning process. This requires a conscious effort and focus by instructors to
be an active participant in the process; utilizing interactions, communication, and feedback (the elements they have control
over) to encourage learning.
Online Students and Learning
A challenge for establishing a student-centered approach to online teaching is the absence of face-to-face exchanges that
humanize the learning experience for both instructors and students. This can lead to students feeling as if they are on their
own, until they develop a connection with their instructors.
Students are constantly challenged to be adaptive to changes in their classes, work with different instructors, learn new
procedures, and develop new methods of studying and learning. Instructors cannot see their students to gauge how they are
progressing in class, which means they must be on the lookout for virtual indicators as students are actively involved in the
learning process.
Instructors who are not monitoring the involvement level of their class may soon find students who have disengaged after it is
too late to initiate a successful intervention.
Student-Centered Online Learning
What makes it challenging for instructors to maintain a student-centered approach in the long run is the time required to go
above and beyond the mandatory instructional duties. Anyone who has taught an online course knows it is challenging to
balance instructional requirements, such as deadlines for feedback, while maintaining a focus on each student's individual
developmental progress.
For an adjunct this time challenge becomes even greater because they are likely working full-time while teaching on a part-
time basis. No matter what conditions the online instructor is working within they must always develop and maintain a
student-centered mindset and approach towards teaching.
A student focus is not just about putting every student first while balancing other responsibilities – it also involves considering
their progress and development as they are involved in all of the required learning activities, including written assignments.
This means an instructor must be monitoring class conditions on a regular basis, receptive to student questions or concerns,
and responsive to every virtual interaction.
An instructor who decides to only meet the minimum instructional requirements will likely find that level of instruction is not
going to be enough to produce a student-centered focus, one which encourages individualized learning and provides
personalized feedback.

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Student-Centered and Student-Focused Strategies
The basic premise of student-centered teaching is the development of different learning types, which includes active learning
(getting students involved) and cooperative learning (students are interacting with each other). These approaches to learning
can be expanded upon to create student-focused instructional strategies.
#1. Prompt Student Engagement:
This applies to their participation in discussions and involvement in the class. During class discussions, try to respond to
every student at least once and when you do, ask direct follow-up questions that help to promote their higher order or critical
thinking skills. Students who are new to the learning process may report what they've read and/or add a general opinion
about the topic instead of providing an in-depth analysis.
Your involvement can help guide their thought processes and encourage them to expand upon what they've written. If you
see that students are not involved in the discussions, or there are some who are absent from class, reach out and check in
with them.
#2. Encourage the Effort Made by Your Students:
When you provide feedback for assignments and learning activities, try the sandwich method approach and start with
something positive. Then address a developmental need and conclude with a positive statement. If you have students who
are struggling, you can always encourage them based upon the effort made as that will determine if they will continue to
make an attempt. If they are doing what they perceive is their best and only receive negative feedback, they can easily get
discouraged and give up.
A common feedback challenge for instructors involves reviewing papers that are poorly written and have numerous errors
with spelling, grammar, formatting, and other mechanical issues. I've seen many instructors focus on the mechanics of the
paper to the point where the content was overlooked or barely addressed.
This can be very frustrating for a student that has spent time trying to understand and write about the course topics and more
importantly, wants to learn. The feedback process provides another opportunity for an instructor to teach and the students to
learn.
#3. Encourage Reflection through Self-Assessment:
Sometimes it is helpful to find other methods of instructions to help students learn. One method that I've employed is the use
of self-reflection techniques. If you can teach students to be reflective it will help them learn to self-assess their progress, and
in time they can develop a sense of self-empowerment rather than believe that they have no control over their outcomes. The
most common method of self-reflection is to use a journal, although many students may not find that to be an appealing
option.
As an instructor you can also provide self-assessment techniques such as a one-minute paper that will help them review what
they know about a subject. While the class may have an established structure already, and you are unable to add graded
assignments, you could offer it as an option for those students who want to experience continued development and receive
supplemental guidance.
This will take additional time on the part of the instructor as well as the students; however, for those students who accept the
activity it can prove to be a valuable learning strategy. Through the use of reflection and self-assessment you can help
students take ownership of their involvement in class and you will likely see improvement in their overall progress.
#4. Be an Example for Your Students:
As an online instructor you need to establish a highly visible and interactive virtual presence, which is also referred to as a
social presence according to the Community of Inquiry framework. Being visibly present means that you are actively engaged
in the class and class discussions, and in turn students develop a perception that you care about the class. Their level of
involvement may increase because of what they perceive about your instructional presence and it will either be confirmed or
discounted.
What I've found is that most instructors who are actively present in class are concerned about providing an extra level of
attention for their students and the students are receptive to their responsiveness. I've always found that if I set an example
as someone who is highly engaged in the class, my students follow that lead. You will likely find through your own
instructional practice that students too will follow your lead and if you are active and responsive, there is a good possibility
they will be too.

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#5. Learn to Leverage Your Subject Matter Expertise:
Just because you take a student-focused approach it does not mean that you are going to sit idly by and watch the students
interact. Your students will still need instruction and the benefit of your experience and expertise. You can share your
knowledge through class discussions when you provide a real-world context. You will likely have more industry experience
than your students, although you should never rule out the possibility students have something of value to add – even with
limited experience.
In addition, many online classes have students with a wide range of ages and this means you may have students in your
class with extensive career experience, even though they have limited academic experience.
Regardless of the experience level of your students, you can weave in examples from your background which will help to
bring the course concepts to life. You can also add in your knowledge and expertise with weekly announcements, course
posts, and written lectures. This helps guide students as they attempt to comprehend the course subjects and provides clarity
for the course topics.
#6. Always Consider the Perspective of Your Students:
As you reflect upon the progress of your students, you can ask yourself:
What are their developmental needs?
Are the instructions provided clear and concise?
Is the feedback a true reflection of their progress and does it help guide their thinking about the topic they have written about
or discussed?
It is easy to get to know the learning activities of your class well enough that you except students to respond or write in a
certain manner and while this is helpful as a general rule, learning is an individualized process and it is influenced by the
posts, materials, and resources you've provided – which needs to be reviewed by you on a regular basis.
When you provide feedback, think of students individually so you are able to provide personalized guidance rather than
canned general comments.
I remember receiving what appeared to be canned comments as an online student and to me it seemed the instructor either
didn't care about my work or was too busy to provide meaningful feedback.
Student-Centered Learning Can Be Transformational
One of the underlying theories of adult education is called andragogy, which makes a distinction between teaching children
(pedagogy) and adults. For adult students there is a need to be self-directed, which means they are directly involved and
make decisions about their involvement in class. This translates into the online environment best when an instructor is
student focused and implements student-centered strategies which are focused on the needs and development of their
students.
What student-centered teaching does is transform a virtual, distant environment into one which creates conditions conducive
to active engagement, participation, and productive interactions. It depends upon instructors to take the time necessary to
cultivate this approach to teaching, remembering that every strategy implemented must be connected to the needs of their
students. When students are at the center of the learning process, they are transformed and the class is also transformed into
an engaging and dynamic environment.
By Dr. Bruce A. Johnson

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Module Three Faculty Assignment: Developing a Student-Focused Class
Hello Faculty:
Please complete this assignment by answering the following questions in a Word document:
• What does it mean to you to develop a student-focused class?
• How do you create conditions in your classes which nurture a student-focused class?
• What student-centered strategies do you implement now?
• What student-centered strategies do you plan to implement in your next class?
• Do you have any questions about developing student-centered strategies?
Please upload your completed Word document for this learning activity.
Dr. J
Maintaining Appropriate Communication
Hello Faculty:
An aspect of online teaching that is challenging for traditional instructors at first involves making a transition from verbally
presenting their lectures to posting written messages as a new form of lecture. When an instructor prepares their class
lecture they either create notes or speak from memory, without consideration given to the mechanics of those notes or
what is going to be spoken as they are the only one who will be reading those notes.
When an instructor teaches online the mechanics matter more than ever as that is the primary form of communication and
those words now represent the instructor. This requires a change in thought process and approach to the development of
instructional materials and communication.
• The following is a sample of what might be spoken during a class lecture and how it could be written if there was
no consideration made for the mechanics of the lecture: hello class. Today were going to talk about managing
employees and we have alot to cover. A manager must learn to have patient with there employees which is
something i learned in my career. Ive also learned there is a difference between leading and managing as a
manger i worked to develop employees based on their strengths…
As you can see from this sample there are numerous errors, and these are common errors among adult students who are
used to verbal rather than written communication. This is not to imply that instructors are not proficient in writing, rather it is
meant to illustrate a shift in thinking that is required now. For example, if an instructor put this lecture into an online
classroom in this manner there would be a negative perception held by students about this instructor.
For those instructors who are proficient writers and have well-developed academic skills of their own, making this transition
would not be challenging. But there are also instructors who have not been required to submit written lectures or
participate in professional development activities which require some form of writing activity, and this presents a challenge
for teaching online. Now all aspects of written communication matter and it takes time and practice to learn to use proper
mechanics.
Another issue that comes up on occasion is the tone used by the instructor in their written communication. Everything an
instructor writes, along with everything they post, has a perceived tone and this means all communication must be
carefully thought out. If a student has challenged the instructor in some manner, the best strategy is not to respond right
away but to type out a response in another document and then edit it in a rational rather than emotional manner.

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You will learn more about the requirement to maintain appropriate communication when you study the standards which are
part of the Faculty Performance Model. For now, let's review some excerpts from the Faculty Handbook.
The following are excerpts from the updated Faculty Handbook:
Faculty Conduct
• Faculty are expected to demonstrate respect for all students, at all that times, and with all interactions and
communication, through their personal demeanor and conduct.
• Faculty are expected to foster a positive learning environment of trust and respect by avoiding any language that
creates an offensive environment on the basis of race, age, religion, ethnicity, gender, or sexual orientation.
• Any instances of misconduct will be subject to appropriate disciplinary action, including but not limited to dismissal
from the school.
Faculty Communication
• Faculty are expected to communicate and express themselves clearly and effectively when engaging with
students. Your online demeanor, including the tone of your communication and the attitude you hold about your
students, is vital to your position.
• Any form of communication that threatens, demeans, or intimidates students or staff is unacceptable and subject
to disciplinary action.
Manage the Mechanics of All Communication
• Faculty are expected to post messages and send emails which are consistently suitable for an academic
environment, professional in nature, and are clear, error-free, and well formatted.
Additional Notes:
• Avoid the use of “See the Syllabus” as a standard response to students and instead, provide detailed and
meaningful assistance.
You will explore the subject of communication further with the next learning activity.
If you have any questions, please contact me,
Dr. J
Handout: Maintaining Appropriate Communication Overview

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Hello Faculty:
For this assignment, you are asked to evaluate the following Communication Scenarios.
For each Communication Scenarios, please indicate if it was appropriate for an academic environment, why or why not,
and how you would correct it.
Once completed, please upload your saved document.
Dr. J
Please Complete: Faculty Assignment: Communication Scenarios
Faculty Assignment:
Communication Scenarios
Hello Faculty: For this assignment, you are asked to evaluate the following Communication Scenarios. For each
Communication Scenarios, please indicate if it was appropriate for an academic environment, why or why not, and
how you would correct it. Once completed, please upload your saved document. If you have any questions, please
contact me. Dr. J
Communication Scenario #1
I don’t understand your question. LOL If you look at the textbook it will show you how to assemble that . ;-) Faculty,
Student:
Unfortunately thats the late policy. Exceptions aint allowed.
Once you are out of the hospital, try to get caught up. K?
Faculty

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Student: Did you read the assigned chapter? The answer is in their. I want students to learn how to find the answers
on their own so they do well in school. If you still cannot find it, let me know. But you have to try first.
Faculty
Hello Student:
This is a challenging question you’ve. Would you like to talk by phone and go over the specific steps?
Faculty,
Module Four: Developing Substantive Class Discussions
Substantive Class Discussions
Hello Faculty:
There is one aspect of online teaching which allows you monitor the progress of your students, watch how your students
are comprehending the course materials, share your subject matter expertise with students, and engage with students as
a teacher. This aspect I am referring to is the weekly class discussion. You have an opportunity to something more than
compliment students on the posts they have made and instead, you have an opportunity to engage them in the course
topics, stimulate their intellectual curiosity, and prompt their critical thinking skills.
First, let's look at the information provided in the Faculty Handbook as a review. The following are excerpts from the
updated Faculty Handbook:
Discussion Forums
• Each week, posts a topically relevant prompt to the threaded discussion forum as a formative assessment of
student progress toward achievement of course objectives. Each student must post a minimum of one reply and
respond to two-to-three of their classmates.
• Faculty can use this tool to demonstrate substantive interaction by responding to student posts with insight and
feedback and asking additional questions to encourage critical and extending thought.
• Faculty should attempt to reply to each student once in each week of their class.
• Faculty must participate five (5) out of seven (7) days by engaging in class discussion.
The following provides additional guidelines for instructor participation:

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Substantial Participation:
• Ask Follow-Up Questions
• Build Upon Student Comments
• Help Students Connect Course Concepts to the Real World
• Provide Intellectual Insight Based Upon Practitioner Experience
• Demonstrate Content Knowledge and Subject Matter Expertise
What Does Not Count as Participation:
• Anything Administrative in Nature, Related to Policies and Procedures
• Answers which do not prompt a continued discussion, such as a tip or highlight about a particular topic.
• Short responses which only serve to encourage students, such as "Good Job".
• Utilizes supplemental resources as a means of creating substantial posts and replies, creating relevant messages,
and linking the course concepts to real-world issues, problems, case studies, and scenarios.
ABCs for Faculty Participation
A class discussion is the heart of any class, in any learning environment, as it can engage the mind and prompt further
thinking about the course subjects. This is a time when students can explore the topics and interact with other students,
provided they are encouraged to do so in a safe and welcoming environment.
There are several inherent challenges with class discussions and the first is encouraging students to post messages when
some may naturally shy away from conversations, which requires prompting them to be involved. The second challenge is
keeping students on topic and this is a balancing act that instructors address by carefully guiding the direction of the
discussions. When students do participate they become actively involved by working with concepts rather than just reading
about them.
The method of faculty participation I recommend is: ABCs for Faculty Participation
A = Acknowledge something the student has written as you develop your instructional discussion response to the student.
B = Build upon what the student has written by sharing your subject matter expertise and insight. You can add in
supplemental materials and anything else relevant to the discussion topics.
C = Conclude with a follow-up question. This will help to ensure the conversation continues. Without a meaningful follow
up question, students may not respond to your post and the this means the thread will stop without any further discussion.
If you want to know how your students are processing the information they are reading about the assigned topics, and
comprehending the meaning of what was read, their responses to your discussion posts can help provide you with a visual
status. This allows you to ask questions to prompt their thinking and engage their critical thinking skills.
You will explore the subject of classroom discussions further with the next learning activity.
Dr. J
Handout: Substantive Class Discussions

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Sample Discussion and Participation Tips and Strategies to Share with Students
Hello Faculty:
Below is a copy of a post I have shared with my online students to help them develop substantive participation posts. You
are welcome to use it in your own online classes as is or modify it and adapt it.
Dr. J
Tips for meeting the participation requirement:
Responses need to state more than "I agree" or "I see your point." Effective responses relate what was read to personal
experience, so feel free to comment, critique, and suggest. Think about quality and frequency as you strike up a
conversation with your fellow classmates.
Your discussion question responses need to be substantive. In other words, your messages must demonstrate that you
have contributed something relevant to the discussion. This requires posting more than an opinion or general overview of
the topic; you need to take time to formulate a reply.
Here are some techniques that will help you create substantial discussion question postings:
• Think of your discussion question answers as an assignment, which requires the development of a well-written
and insightful response.
• Use critical thinking skills to analyze the topic and provide support for your analysis from the assigned readings.
• Apply what you’ve read and learned to your work as a student and/or your career. Are there any relevant issues or
problems that you could address now through a new solution?
• Share new ideas with the class and ask the other students to provide you with their perspective and feedback.
• Summarize what you’ve learned based upon your understanding of the materials and ask yourself: What were the
highlights of reading? Were there any “aha” moments? Are there any points you would like to ask your instructor
or other students about for further clarification?
Manage the mechanics of your postings.
This is another challenge for many students: posting messages that do not contain errors. Students who are used to
communicating in short phrases through text messages may struggle with learning to write in complete sentences or
thoughts. There are important considerations to keep in mind before you post your message, along with techniques you
can use to create well-formatted postings.
Here is a checklist that you can follow:
• Be sure to check your spelling and grammar before the message is posted. An effective technique is to type your
response first in a Word document so that you can utilize the spelling and grammar checkers.
• Use a professional tone and avoid being too casual. Read the post aloud as a means of self-checking it.
• Don’t post a reply if you experience an emotional reaction to the message. Give yourself time to review the
message and decide if you can respond in an objective manner.
• Keep track of the due dates for the discussion question responses. Use a calendar to track the number of
messages posted throughout the week. Students often lose points for not fully meeting the participation
requirement.
• Create your postings through the use of an outline, with an introductory sentence, the body of your posting, and
then an overall wrap up.
• Unlike discussions in a tradition classroom, the online discussion board gives you an advantage of being able to
allocate time and prepare your responses in advance. Allow yourself time to conduct research and develop a well-
written message.

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Participation postings must add value to the discussions.
This gets to the heart of engaging other students in an online conversation. One approach is to imagine that you are sitting
in front of another student; how would you talk to this student? Visualizing an actual conversation is a helpful starting point
for students to use. Here are some techniques that will help you create meaningful participation postings:
• Avoid the use of short comments, such as “I agree,” for your reply because that adds little value to the discussion.
• Agree or disagree with another student, but always explain your position.
• Use another student’s response as a building block and add additional thoughts, ideas, perspectives, or
suggestions in your reply.
• Always end with a question, as this is the most effective method of creating a conversation and generating a follow
up reply. Asking for clarification about something another student has written is a way to engage them in a
discussion as well.
• Keep your replies focused on the required topics by sharing information from the assigned reading or other
sources you’ve found.
• Discuss a career-related problem that can be addressed by something you’ve read, either in the readings or
another students’ message.
• Relate the topics and theories to the real world and provide examples from your career or work experience.
Development of effective online communication through discussion board threads requires a commitment of time and
thought to write substantive and well-formatted responses. As you engage other students in a discussion, you are likely to
find that you have an opportunity to enhance your own understanding of the topics because you are sharing ideas,
experiences, and perspectives. Creating great discussion board postings can be a fun way to learn and at the same time
feel connected to your online class.

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Student Writing Resources
Hello Faculty:
One of the aspects of online teaching which can take time involves coaching students about their academic writing skills.
This will become evident first as you interact with students during online class discussions.
Here at , we are in the process of developing an online Writing Center. For now, a Writing Center Handbook has been
developed. A copy of this handbook is provided below.
Let's review the features of this handbook.
The handbook begins with an overview of academic writing. What is Academic Writing?
• Academic Writing, despite its name, is not difficult to master with time and practice. Academic Writing is a formal
approach to writing, one which requires you to change how you communicate as the audience you are writing to
has changed. Instead of communicating in an informal manner, as you would to family and friends, you now need
to structure your writing for an academic or classroom environment. This includes what you write for your written
assignments, along with how you communicate when you post messages in a discussion board or send an email.
You are welcome to quote this introductory message and refer back to it within your first instructor guidance.
Next is an Academic Writing Process students can follow when they have a written assignment to complete. The
handbook provides an explanation of each of the steps, which are listed as follows:
• Step #1. Brainstorming (Note-Taking Strategies are provided.)
• Step #2. Pre-Writing (A four-step process is provided.)
• Step #3. Writing (This describes the process of transforming an outline into a written paper.)
• Step #4. Editing, Revision (There is a list of questions provided to help with the revision process.)
Next are Tips for College-Level Writing. You may find some of these tips helpful when you provide feedback as there
are common errors discussed, such as announcing, telling versus showing, and the use of first person.
There are Tips for Tutor.com and Using the Online Library provided.
The handbook continues with a very important section titled What is Plagiarism?
The section that follows is especially important as it addresses types of plagiarism, Accidental Plagiarism and
Intentional Plagiarism.
As a faculty member, these types of plagiarism are important to know as accidental plagiarism is often a teachable
moment; whereas, intentional plagiarism is usually grounds for academic sanctions.
The next section is important for students to follow as it provides tips regarding How to Avoid Plagiarism.
The section that follows is one that you can share with your students if they have a written assignment or discussion
question that will require them to find sources. While we want students to use the online library as the first option, we
realize many students will conduct an Internet search first. This section is titled How to Assess Academic Sources.
Regardless of where students look for sources, it is important for them to have a method of evaluating those sources.
There is a process provided within this handbook and each step is explained for the following list.
• Step One: Determine the Goal of Your Assignment
• Step Two: Assess the Credibility of the Author and the Source

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• Step Three: Conduct an Objective Assessment of Information within a Source
The section that follows next is one that has become an issue in recent years, and one which we must address as a
school. The section is titled Fake News. Within this section there are indicators provided to help you and your students
determine if an online source may be a source of fake news.
The final section of the handbook is dedicated to Chicago Style. This is the required style for citing sources and
developing academic papers at . There are two types of Chicago Style methods and has implemented the Author-Date
System. What you and your students will find particularly helpful is the section titled Reference List Citation, In-Text
Citation Examples.
The handbook is provided below.
Dr. J
Handout: Student Writing Resources Overview
Handout: Writing Center Handbook 2018
Module Four Faculty Assignment: Participation Scenarios
Hello Faculty:
For this assignment, you are asked to evaluate each of the scenarios presented below.
These are hypothetical classroom discussion responses which were posted in a hypothetical online classroom discussion
board.
Note: While these are not necessarily within your subject matter expertise, you are going to consider how you would
respond to the quality and content provided by the student.
Your Task: For your written evaluation of each of these scenarios, please indicate the following:
• How would you rate the quality of each scenario?
• How would you begin to develop a response for each scenario? (You do not need to develop a response, only
provide an overview of how you might develop a response. For example, would you utilize the ABCs and if so,
how would you begin to set it up?)
• Would you need to coach a student privately for any of the scenarios?
Once completed, please upload your saved document.
If you have any questions about this learning activity, please contact me.
Dr. J
Please Complete: Faculty Assignment: Participation Scenarios

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Faculty Assignment: Participation Scenarios
Hello Faculty:
For this assignment, you are asked to evaluate each of the scenarios presented below. These are hypothetical
classroom discussion responses which were posted in a hypothetical online classroom discussion board. Note: While
these are not necessarily within your subject matter expertise, you are going to consider how you would respond to the
quality and content provided by the student.
Your Task: For your written evaluation of each of these scenarios, please indicate the following:
• How would you rate the quality of each scenario?
• How would you begin to develop a response for each scenario? (You do not need to develop a response, only
provide an overview of how you might develop a response. For example, would you utilize the ABCs and if so,
how would you begin to set it up?)
• Would you need to coach a student privately for any of the scenarios?
Scenario #1
Discussion Prompt: Describe an innovative new smartphone and how you would market it based upon unique
features of the product. Would you be able to market this phone to every different generation?
Student Response: Today I will introduce a smartphone in which I believe will change the game forever. I have come
with a plan so that the phones will sell to Baby Boomers, Generation X, Generation Y, and Generation Z. I’m excited to
introduce the Fruit smartphone! This phone is going to change the game of smartphones, so let me tell you how it will
change the game of smartphones. Let me explain a little a bit about the Fruit smartphone and then I’ll go into how it
will sell to each of the four generational categories. The smartphone comes as different shapes of fruit, so the
customer can pick their favorite fruit and that's what shape their smartphone will come in. Also there is a wide
selections of colors to pick from. No matter where you live the smartphone is adaptable for all kinds of weather. It’s
also waterproof and can survive up to ten foot drop without being damaged.
Your Evaluation:
Scenario #2
Discussion Prompt: Develop a response to the following questions: Are functional needs always satisfied at the
same time as psychological needs? Or is it possible one can be satisfied by itself, exclusive of the other? To develop
your response, evaluate one of the following items: Food: Snack Chips, Food: Soda, Starbucks, Great Clips, Longhorn
Steakhouse, Macys, Walmart
Student Response: Longhorn Steakhouse – Obviously, this god awful place serves a functional need of satisfying
ones hunger. And, most likely doing a real number on ones bowels. Anyhoo, I think the place attempts to fill
psychological needs by one saying “Hey, look at me! I’m fancy because I’m eating steak.” There is some prestige
and sense of accomplishment in taking the family out for a nice steak dinner. However, that will all subside the next
day when your toilets are clogged.
Your Evaluation:

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Scenario #3
Discussion Prompt: Develop a response to the following questions: If you were responsible for developing a
marketing campaign, and your role was to analyze the business-to-business buying decision process, would you use
the traditional business-to-business buying decision process model or would you consider the need to update the
traditional business-to-business buying decision process model? What are the reasons for your decision?
Student Response: The traditional model has been great, but it’s time that the traditional model to gets updated. The
traditional model is just a little too outdated for today's market. The traditional model doesn’t really fit into today's
market and that a reason why it needs to be updated. With technology constantly changing and getting better. Also
how people are shopping more online and using social media.
Your Evaluation:
Scenario #4
Discussion Prompt: Develop a response to the following questions: If retail and restaurant stores had the four
strategies in place that create and deliver value, along with a sustainable competitive advantage, why are so many
closing? Can marketing strategies overcome the ongoing trend with retail and restaurant stores closing? If so, what
would it take? Pick one retail store chain or restaurant that still has locations open and share an example of how you
would market it to keep it open, to prevent it from closing.
Student Response:
Sustainable competitive advantage can be described as a company or organization providing a superior or providing a
favorable long-term position over its competitors. It is a company's or organization's abilities that make it difficult to be
duplicated. There are four methods relating to sustainable competitive advantage. Those include cost leadership,
differentiation, defensive strategies, and alliance. If companies and organizations have in place to create and deliver
value, they should not be closing.
But, this does not seem to be the case with so many companies and organizations closing going out-of-business. If the
companies and organizations are going-out-business, I believe it is because they are unable to compete with one
another. While cost leadership is set up for companies and organizations to deliver the lowest cost, it does not always
help. When companies and organizations begin to lower their prices to compete, they begin to lose money and
eventually go out-of-business. Moving on, marketing strategies could help overcome this ongoing trend if and only if
they have strong marketing strategies to bring individuals back. Due to Amazon blossoming, it has really hurt
companies and organizations. For companies and organizations to make a comeback, marketing strategies will need
to be improved such as in the advertising department. There are so many companies that I have never heard about at
23 years old because they do not advertise.
The retailer that I chose to give an example on how I would keep it alive is JCPenney's. I am a frequent shopper at
JCPenney's but I do a lot of their online shopping and have it shipped to my home. I understand that it is quite
expensive to send out flyers every time a company or organization does a sale. But, I have noticed with JCPenney's
that almost everyday when I log into my account they advertise 'if you spend over this dollar amount, you will save this
amount'. So, if I was the marketing person for JCPenney's, I would advertise the deals on other websites to gain the
business. Advertisement is what will bring the individuals to shop at the company or at the organization. Along with
advertisement, customer service online, in person, or over the phone should be at top level to give the individuals the
best experience possible. I believe that many companies and organizations do not care about their customer service
representatives because they believe the individuals will continue to return.
Your Evaluation:

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Module Five: Creating Substantive Student Feedback
Substantive Student Feedback
Hello Faculty:
Another one of your critical functions as a faculty member at involves the feedback you provide your students. When you
provide feedback, you aren't just assigning grades for completion of required learning activities, you are taking time to
provide developmental commentary which can help your students make corrective actions, be inspired to put in their best
effort, understand why they did well and those areas where improvements can be made, discover the transformative
nature of learning.
There are two forms of feedback for you to provide each week: Feedback for discussions and feedback for written
assignments. While you may have feedback to provide for other learning activities, such as presentations, the primary two
forms of feedback you will provide each week are for discussions and assignments.
For both forms of feedback, discussions and assignments, expects faculty to use a rubric as a means of providing an
objective breakdown of how points were earned.
For written assignments, the rubric is only one part of the feedback provided. The most important part of written
assignment feedback is the commentary provided within the paper itself. This is when you can share your subject matter
expertise, guide the student's development, point out errors with the mechanics of what was written, and ask questions to
prompt the student's thinking about the topics.
A word of caution about commentary: When you inset comments, be careful about using a red font as this can symbolize a
red pen and seem punitive in nature. Also, try not to just focus on the mechanics of what was written, even if the paper is
poorly written. An over-emphasis on academic writing can discourage the student. Instead, try to find the most important
issues to address and focus most of your commentary on the subject matter.
Let's continue now with a review of the expectation for feedback at .
You are going to learn about the Faculty Performance Model in an upcoming Module. Within this Faculty Performance
Model is the following standard for faculty to uphold:
Standard: Provided Substantive Feedback
The criteria for this standard are stated as follows:
• Feedback addressed the content and mechanics of what was written.
• Feedback prompted critical thinking through questioning and insight.
• A completed rubric and commentary was utilized for assignments.
• A completed rubric was utilized for discussion feedback.
To better understand these criteria as an expectation, the following is an excerpt from the updated Faculty Handbook:
Assignment Feedback
Faculty must include substantive, detailed feedback with all faculty-graded assessments. Feedback should explain any
deductions in points, correct learner-misunderstandings, and highlight examples of extending or advanced critical thinking.
Faculty should invite students to reply to feedback via the email or direct-message.
Timely and substantive feedback is crucial to the success of your students.
Feedback for student written assignments must be completed within 72 hours of the assignment due-date.

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• Feedback must address both the content and mechanics of what was written.
• Feedback should prompt critical thinking and encourage students to explore the course topics further through
questioning techniques, commentary provided within the student's paper, and insight based upon your
professional knowledge and expertise.
• Feedback must be provided through the online classroom and not by email.
• Student assignments must not be accepted by email.
Providing Student Feedback
• For all written assignments it is expected that faculty will download and save a copy of the student's paper, insert
commentary directly into the paper, and return the completed paper to the student when points are entered into
the online gradebook.
• Feedback should acknowledge the student's strengths and address developmental areas in a supportive and
caring manner.
Standard: Provided Substantive Feedback
• Provides detailed and substantial feedback for written assignments which addresses strengths of the assignment,
the content of what was written, the mechanics of the paper, and areas of development.
• Utilizes a completed rubric, along with commentary inserted into the student’s paper, for written assignments.
• Utilizes a completed rubric to provide feedback for discussion question responses and participation posts.
• Sends email reminders to students for missing assignments and missed discussion question response posts.
Let's now continue to explore what it means to provide substantive feedback.
What Does Substantive Feedback Mean in Practice?
Assignment feedback serves as written communication between the instructor and student. An instructor can model
effective written communication through feedback that is clearly stated and well written. Feedback is most effective when it
addresses the student’s developmental needs. Instructors have an ability to encourage the student’s progress when a
supportive approach is taken and the feedback is customized to each student and his or her specific needs.
Without the instructor's physical presence, the tone of the feedback becomes important and a positive feedback style has
an ability to create a strong working relationship and reduce any potential resistance to the developmental suggestions
provided. In contrast, a student will be discouraged when the feedback provided is a generic, canned response or the
feedback has a negative tone and is focused strictly on the areas of weakness.
When students do not seem to be responding to the feedback provided there are several questions for an instructor to
consider. First, is it possible that your students are not reading the feedback? In contrast, are students reading the
feedback but intentionally ignoring it? Or is it possible those students who are struggling do not fully comprehend what was
written? If students are struggling from a developmental perspective they may be frustrated about the outcome, confused
about expectations, unable to understand how to improve their performance, or they might be afraid to ask questions.
There are techniques which can be utilized to encourage student responsiveness. A very effective method of engaging
students is to utilize questions that ask students to reflect upon their work and progress made to date. The use of thought-
provoking questions may prompt critical reflection and it can also establish a basis for meaningful dialogue between the
student and their instructor.
For students who do not respond to the questions it may be helpful to post follow-up questions and ask them to respond
directly. Another technique that can be implemented is the use of a self-check, which asks students to evaluate their own
progress prior to completion of an assessment so that they can be provided with developmental guidance. The online
discussions also provide you with an indicator of how students are progressing in their understanding and comprehension
of the course topics.

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While these techniques may require extra effort on the part of an instructor, the purpose of providing substantive feedback
is to help students learn to be actively involved in the process of learning and responsive to the developmental feedback
provided.
Providing Assignment Feedback in the Online Classroom
At present, the Moodle platform does not have the capability for uploading a paper to return to a student following the
standard described above.
The current workaround for you to use is described as follows:
#1. Download and save a copy of each student’s paper to your computer.
#2. Insert commentary directly into each student’s paper, addressing both the content and mechanics of what has been
written.
#3. Insert a rubric at the end of the student’s paper and complete it, providing a detailed breakdown of how points were
earned.
#4. Once these steps have been completed, and the student’s paper has been saved, you are now ready to return the
paper to the student. To do so, upload the paper to Google Docs. Then create a link or URL.
#5. Visit the online gradebook, click Grade, then enter the number of points earned, and commentary within the Feedback
Comments box.
#6. Create a link for the student to retrieve their paper by clicking on the Link button and inserting the Google Docs link you
have created.
The following is an example of what this would look like once the steps have been completed.
Dr. J
Handout: Substantive Student Feedback Overview

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Module Five: Creating Substantive Student Feedback
Understanding Plagiarism in Practice
Hello Faculty:
When students are developing discussion responses and written assignments they often look for sources to inform their
work, especially when the topic is new to them. Students, especially newer students, often believe that they can "borrow"
information without having to acknowledge the use of that information in any manner. What faculty are finding on a regular
basis are incidents of plagiarism, along with other forms of academic dishonesty. It is expected they will uphold academic
standards so it is important to understand the many types of violations that are possible, and proactively teach students
how to produce original work.
The following is an excerpt from the new Writing Center Handbook. This will help you as an educator better understand the
issues surrounding plagiarism and how to teach your students to avoid it.
What is Plagiarism?
As an student, you are expected to complete your own work and follow the school’s code of conduct, which includes a
policy for Academic Integrity. This means anytime you submit an assignment, including written papers, projects, tests, or
other required learning activities, you are expected to submit your own thoughts and ideas. While you certainly understand
it is dishonest to copy someone else’s answers for a test, or copy an entire paper from something you find on the Internet,
you might not realize exactly what plagiarism means, the different forms of plagiarism, along with the required guidelines.
What is plagiarism? Plagiarism occurs when you use the words of an existing author or authors without giving the
author(s) credit. Whether you quote the source directly or paraphrase, which means changing a few words around, you
need to acknowledge you are using someone else’s idea by giving the author credit within your paper, project, or whatever
type of learning activity you are using the information within. If you do not acknowledge the source or sources you have
used, you are claiming those words as your own and this is a case of plagiarism.
Types of Plagiarism: There are three primary types of plagiarism which you need to be aware of as a student:
Accidental Plagiarism: Accidental plagiarism is the least severe form of dishonesty because it may have been
unintentional. An example of accidental plagiarism would be a situation where you forgot to include an in-text citation
within the body of the written paper, but you did include your source in a reference list at the end of the paper.
A general rule to follow is this: Every time you use the words of an existing author, whether directly or paraphrase, you
need to include two citations. The first is an in-text citation and the other is a citation within the reference list at the end of
the paper.
Intentional Plagiarism: This occurs when you knowingly submit a paper that is not your own. There are several ways
students try to disguise it, which includes leaving out in-text citations and a reference list, rewording someone else’s ideas,
and/or putting their name on an existing paper they did not write. Whether the entire paper was copied from another
source, or the paper was copied from several existing papers, it is still plagiarism. This is the most severe form of
academic dishonesty and typically results in academic sanctions, such as a failing grade or formal action under the
school’s Student Conduct policy.
Self-Plagiarism: This occurs when you reuse a paper which was written and submitted in a prior class. It is also called
recycling and includes the reuse of large, identical portions of work you wrote for another class without obtaining
permission from your current instructor.
Is there ever a time when a citation is not required? The answer is yes, for instances when you are writing a factual report
which involves gathering factual information. In addition, you do not need to include a citation for anything which is
considered common knowledge, such as facts, events, and people who are commonly known, along with common
phrases and sayings.

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How to Avoid Plagiarism
The following is information provided within the handbook which you can use to help teach your students about avoiding
plagiarism: The most important step you can take as a student to avoid plagiarism is to make certain you submit your own
words and if you use the words of an existing author, acknowledge the source or sources of those words.
The following suggestions will help you avoid plagiarism as a student at :
• Plan your time and be prepared for upcoming deadlines, whether it is assignments, discussions, or other learning
activities.
• Budget your time wisely by using the Writing Process, which includes steps to help you manage your writing
assignment, from pre-writing to editing.
• Seek help and ask questions whenever you need assistance. Your first option is always your course instructor.
You also have Tutor.com available, depending upon the type of writing assistance needed.
The final advice given to students is summed up as follows:
• Follow the guidelines for working with sources, which includes being familiar with the Chicago Style guidelines.
There are guidelines for citing sources and developing a reference list. Please see the examples provided within
this handbook. If you have any questions, be certain to ask your instructor.
Other Forms of Academic Dishonesty
Another form of academic dishonesty is self-plagiarism and that occurs when a student has reused a paper from a
previous class without first seeking their instructor's approval. Other types of academic dishonesty include copyright
infringement, collusion, and cheating. Collusion and cheating occur when a student has asked someone else to help them
complete their paper or they have done the work for them. This is harder to check in an online environment and an
instructor cannot issue a sanction without definitive proof.
Your Responsibility
It is important to check the originality of student papers through an Internet check. You develop a feel for your students'
writing ability, especially through interactions within a discussion board, and one of the first signs of plagiarism occurs
when the tone and/or word choice used in the paper is vastly different from typical discussion responses observed.
Another indicator that can be found within students' papers are different font sizes and colors, along with hyperlinks
embedded in some of text.
Academic Policies: Academic Integrity
The following is an excerpt from the catalog: "Plagiarism is the presentation of someone else’s ideas or work as
someone’s own. As such, plagiarism constitutes fraud or theft. Plagiarism or academic dishonesty in any form is a grave
offense and will not be tolerated by the Institute.
If an instructor or staff member of the Institute or its affiliates determines there is sufficient evidence of academic
dishonesty on the part of the student, the instructor or staff member may exercise one or more of the following options:
• Require the work be rewritten
• Issue a lower or failing grade for the assignment
• Issue a lower or failing grade for the course
• Report the dishonesty to the Institute’s compliance officer
If academic dishonesty is reported, the Student Services department will initiate hearing proceedings that may result in
disciplinary action such as probation, suspension, or expulsion of the student from the Institute or its affiliates."

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For additional information, please refer to: Academic Integrity
Dr. J
Handout: Understanding Plagiarism in Practice

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Hello Faculty:
For this assignment you are going to work with feedback scenarios in the attached handout. You do not need to download
and save each scenario as a separate paper. This Faculty Assignment can be completed in one document. For each
scenario you are asked to evaluate the assignment and provide feedback. If there are plagiarism incidents, please indicate
how you would address those incidents based upon the protocols and procedures provided. A sample rubric is provided.
The purpose of this Faculty Assignment is for you to work with the faculty guidelines as outlined in the overview provided
in the prior thread. The type of commentary you insert will be based upon your experience as an online faculty member.
There is a blank rubric provided within the handout for you to use with each scenario.
Please upload your completed handout as a Word document for this learning activity. If you have any questions, please
contact me.
Dr. J
Please Complete: Faculty Assignment: Feedback and Plagiarism Scenarios
Below you will find hypothetical student assignment submissions. You do not need to download and save each
scenario as a separate paper. This Faculty Assignment can be completed in one document.
Instructions: For each scenario you are asked to evaluate the assignment and provide feedback. If there are
plagiarism incidents, please indicate how you would address those incidents based upon the protocols and procedures
provided. A sample rubric is provided. Please upload your completed Word document for this learning activity.
The purpose of this Faculty Assignment is for you to work with the faculty guidelines as outlined in the overview
provided. The type of commentary you insert will be based upon your experience as an online faculty member. There
is a blank rubric provided for you to use with each scenario. Please upload your completed handout as a Word
document for this learning activity.

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Feedback Scenario #1
Points
Possible
Points
Earned
Comments
What is the importance of writing, both
academically and professionally?
20 ___
Why is integrity important in writing? 20 ___
How can you avoid plagiarism? 20 ___
Each 50 words minimum 20 ___
Mechanics Points
Possible
Points
Possible
Comments
Rules of grammar, sentence structuring, and
punctuation are followed.
10 ___
Proper Spelling is Used 10 ___
Total Points 100 ___
Late Penalty ___ ___
Final Score 100 ___
FEEDBACK SCENARIO #1
Instructions: What is the importance of writing, both academically and professionally?
Why is integrity important in writing? How can you avoid plagiarism? Each 50 words minimum
Student Response
The importance of writing both academic and professionally is for a better communication to the recipient. You’ll be
prepared to have a message or passage to have the correct punctuation and grammar along with words that are
spelled correctly. When you’re either writing an essay or even just a simple email you’ll have knowledge to sound
professional on both counts.
Writing your passage with integrity you’ll be able to have confident on your writing that you’ll be submitting. That will
also have your reader secured to know you’re honest with what you’re sending in. When writing with integrity your
work will avoid the stages of the reader to think if you used someone else’s work. Also you’ll have a clear mind in
nowing your work is yours and you put all the work into it.
I avoid plagiarism by using the correction punctuation when using someone else’s quotes or phrases. When taking a
quote from an author I always put there link to find the page or there name with the book it was from. Even then when I
do my work I like to keep it real with what I know and if it’s mandatory for me to use a passage or quote from an auther
then I will. I will use the corrected punctuations when doing whatever.

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Points
Possible
Points
Earned
Comments
After conducting a self-assessment, what type of
leadership style are you matched to?
20 ___
Describe your chosen leadership style. 30 ___
Describe how this leadership style interacts with
groups.
30 ___
Mechanics Points
Possible
Points
Possible
Comments
10 ___
Final Score 100 ___
Student Assignment Submission:
I have analyzed my strengths and decided I am a transformational leader. Transformational leadership is a leadership
style that can inspire positive changes in those who follow. Transformational leaders are generally energetic,
enthusiastic, and passionate. Not only are these leaders concerned and involved in the process; they are also focused
on helping every member of the group succeed as well.
The concept of transformational leadership was initially introduced by leadership expert and presidential biographer
James MacGregor Burns. Transformational leaders help followers grow and develop into leaders by responding to
individual followers' needs by empowering them and by aligning the objectives and goals of the individual followers,
the leader, the group, and the larger organization.
Groups led by this type of leader tend to be both successful and loyal. They give a lot to the team and care deeply
about the groups ability to accomplish its goals. Turnover tends to be quite low as transformational leaders are able to
inspire a great deal of committment in their followers. I will continue to develop my skills as a transformational leader
and listen to those who I lead.

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Points
Possible
Points
Earned
Comments
What is the difference between a leader and a
manager?
20 ___
Explain how you are a leader and how you are a
manager.
30 ___
Is it better to be a leader or a manager? Explain
your answer.
30 ___
Mechanics Points
Possible
Points
Possible
Comments
10 ___
Final Score 100 ___
Student Discussion Response Submission:
Being a leader is much different than being a leader. I can be a good manager but that does not mean I know how to
be a leader. As a manager I know how to schedule weekly tasks and make certain there are enough people available
to cover each of the shifts. It is very procedural in nature. This is vastly different than being a leader to this group of
employees. Leaders paint a picture of what they see as possible and inspire and engage their people in turning that
vision into reality. I try to be a role model to my employees and help inspire them by embracing the organizational
values and creating a sense of purpose in what they do each day.
Source: 9 Differences Between Being A Leader And A Manager
https://www.forbes.com/sites/williamarruda/2016/11/15/9-differences-between-being-a-leader-and-a-
manager/#69a775344609

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Points
Possible
Points
Earned
Comments
What strategy do you use for brainstorming and
why?
20 ___
Describe the type of brainstorming technique you
use.
30 ___
What other types of brainstorming might be
effective for you to use?
30 ___
Mechanics Points
Possible
Points
Possible
Comments
10 ___
Final Score 100 ___
Student Discussion Response Submission:
I like to use a mind map for brain storming. "A mind map is basically a diagram that connects information around a
central subject. I like to think of it like a tree, although it has more of a radial structure. In any case, at the center is
your main idea, say, poetry, and the branches are subtopics or related ideas, such as types of poetry, famous poets,
and poetry publications. Greater levels of detail branch out from there and branches can be linked together." I feel this
is the best approach for organizing my thoughts and ideas.

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Module Six: Preparing to Teach for
Time Management
Hello Faculty:
Managing the demands of your work as a faculty member requires a significant investment of time, energy, and effort at
times. You are often balancing many responsibilities as you need to find time to participate in class discussions, complete
feedback requirements, and ensure other faculty responsibilities are completed by the due dates. The development of an
effective time management plan involves finding tools and techniques which can help you meet your faculty requirements.
What follows is an approach you can use to evaluate your time, along with tools and techniques to help you manage it
effectively.
Review the Current Use of Your Time
Before you decide what time management tools you need, it would be helpful to analyze the use of your time now. Take
one day during the week and map out your day in 30-minute increments. Next, record all activities during that day and
keep notes as you complete the chart to help you remember every choice or decision you made about the use of your
time. This is a method you can also use periodically to review the effectiveness of your current time management plan.
After the day has concluded, ask yourself the following questions:
1. Did I complete all the planned weekly tasks on time?
2. Were there any periods of stress encountered during this time?
3. Were there any tasks or projects that were not completed?
4. Did I allow enough time for planning?
5. Did I allow enough time for my faculty responsibilities?
6. Did I allow enough time to complete my tasks effectively, or would more time have allowed me to do better?
Once you've identified what needs to be accomplished each week, and reviewed your current plan, you can choose tools
and techniques which help you make the most of your time.
Time Management Tools & Techniques
• Focus on your goals: What do you want to accomplish each week? Start with a clearly defined goal to help you stay
motivated. If your goal is to complete all of your tasks and have enough time to do well, schedule plenty of time throughout
the week to accomplish it.
• Establish priorities: What are the most important tasks each week? Determine a priority level for each of your tasks and
then work on the task that has the highest priority first. Your level of priorities may be established by due dates and the
degree of difficulty for each task.
• Schedule a specific time: Allocate time for all of your tasks. This is especially important for the more difficult tasks, so
break down large projects into smaller ones that can be easily managed. For example, schedule a block of time to provide
feedback, participate in class discussions, and complete other faculty duties.
• Use time management tools: Consider what tools can assist you with the development of an effective strategy. For
example, would the use of a calendar, to-do list, planner, or a schedule help you keep better track of your tasks? Also, can
you set up reminders through your phone? Do you have an online calendar that you can synch with your phone? Many
people utilize technological tools to help keep track of their tasks for the week.

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• Avoid time wasters: Have you discovered any activities which are unnecessary and could be eliminated? Often, people
find it necessary to make tradeoffs in order to complete what is necessary or required. If you have an important task to do
and the deadline is approaching, you may need to postpone activities that are not as important.
• Be alert for procrastination: Being organized is an effective strategy to avoid procrastination. If you know what needs to
be done you are less likely to put it off, especially if you make a commitment to follow your time management plan. You'll
recognize that you are procrastinating when you miss scheduled tasks and deadlines.
• Plan ahead: Begin to work on tasks early in the week to avoid missing deadlines and the possibility of stress. If you wait
until the last minute to complete your tasks you are not likely to do your best and you may experience anxiety.
• Look for pockets of time: Is it possible to work ahead during unexpected periods of available time? When you have free
time available, you can use this to catch up, get ahead, or review your current plan.
• Avoid multitasking: If you try multitasking, it may seem as if you are being highly productive when in fact, working on
multiple tasks or projects can divide your attention and result in getting less done. This is especially disruptive to the
feedback process when your full time and focus is needed for the task.
• Analyze the use of your energy level: During what time of day do you feel the most productive? If it is possible, match
the time of day that you have the most energy to the most difficult or complex tasks because they will require the most
concentration and focus.
• Prepare for stress: Recognize sources of potential stress and then monitor your response to that stress. If you begin to
feel stress, review your plan and make certain you have allowed adequate time to complete your tasks and if necessary,
make adjustments to your plan. You can schedule downtime and other activities to help alleviate stress.
You will explore time management further with the next learning activity.
Dr. J
Handout: Time Management Overview
Module Six Faculty Assignment: How Do You Manage Your Time?
Hello Faculty:
For this assignment, please answer the following questions in the worksheet provided.
• How do you currently manage your time to meet the faculty requirements?
• What time management strategies would you recommend if you were talking to a new faculty member who asked
for advice?
• Are there any new time management strategies you would like to implement?
Please upload your completed handout as a Word document for this learning activity.
Dr. J
Handout: Module Six Faculty Assignment: How Do You Manage Your Time?

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Faculty Signature Block
Hello Faculty:
When you set up a signature block there is a standardized process for doing so, as shown below.
Faculty Email Signature Block
Faculty Name
Faculty
()
Office: 480-314-2102
Cell: OPTIONAL
Email: faculty.name@.edu
Website: www..edu
Important Notes Regarding the Faculty Email Signature Block:
• The word "Faculty" is used for all faculty at . does not use any other titles. This includes Professor, Adjunct,
Instructor, or anything similar.
• Optional Items: Time Zone, Degrees, Nicknames
• Prohibited Items: References to Other Schools, Anything Distasteful or Inappropriate for an Academic
Environment, and Pictures (Other than the Logo)
You will submit your signature block template for review in the next learning activity.
If you have any questions about this requirement, please contact me,
Dr. J
Module Six Faculty Assignment: Faculty Signature Block
Hello Faculty:
Please create your signature block based upon the standard provided in this module and copy it into a Word document.
Once you have finished it, upload your completed Word document for this learning activity.
Dr. J

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Substantive Instructor Guidance
Hello Faculty:
Your role at is designated by your title, which is that of faculty member. However, the work you perform within the
classroom is that of instruction. In essence, you are still an educator for the students at , or someone who helps teach the
course concepts and facilitate a learning process. One of the instructional duties you will perform each week is the
development of Instructor Guidance. This is similar to the development of a weekly lecture for a traditional classroom. It
provides you with an opportunity to address the learning objectives, assigned course topics, and provide your knowledge,
subject matter expertise, and professional experience. Through your weekly guidance you can help prepare your students
for the required learning activities. This is also an opportunity to share tips, strategies, and supplemental resources.
The following is an excerpt from the updated Faculty Handbook:
• Beginning in 2018, requires all instructors to post a weekly "guidance" in their courses. Instructor Guidance must
include an explanation of course objectives relevant to the week’s instruction, any professional insights the
instructor can provide to the topic, and, when possible, an informal question to promote student reflection on prior
knowledge.
The first time you write weekly guidance for one of your class weeks, it can be challenging. Begin with the assigned topics
and consider how you can activate the prior knowledge held by your students. What this means is you should never
assume your students know nothing about the topics. Consider prompts that can help them apply different aspects of the
topic to their own experience and background in some manner. Share your own experience, subject matter knowledge and
expertise, and what you have learned, along with any tips, strategies, and suggestions you believe would be helpful.
Before long, the Instructor Guidance writing process will become much easier for you.
What you will discover is after the first version of your Instructor Guidance, you will become acclimated to the process. As
you teach your class, which includes participating in discussions and providing feedback for assignments, there will be
additional tips, strategies, resources, and information to provide within this guidance. In addition, as you develop your own
subject matter expertise, there may be new information to post within your guidance. In other words, developing Instructor
Guidance is an ongoing process, not a one-time event.
To help you develop your weekly Instructor Guidance, I recommend you use the Outline Method. There is a handout
attached with instructions for using this method. You will find it is a helpful approach for organizing your thoughts and ideas
prior to starting the writing process.
If you have any questions about development of Instructor Guidance, please contact me.
Dr. J
Handout: Outline Method Handout
Handout: Substantive Instructor Guidance Overview
Module Six Handout: Outline Method
The Instructor Guidance writing process is best completed through the development of an outline. The purpose of an
outline is to help you take your ideas and organize them prior to the actual writing process. You can use the method
below to help you develop an outline for your Instructor Guidance.

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Step One: Write an objective statement, also called a thesis statement. What is the required topic or topics for this
class week? Write your objective statement based upon the required topic or topics. What do you want to convey with
your Instructor Guidance this week?
Objective Statement:
Step Two: Write out sentences which describe your topic and serve as the main points for your Instructor Guidance.
You can free-write these sentences based upon your subject matter expertise and knowledge of the subject, along
with additional research you have completed.
Topic Sentences:
Step Three: Organize your topic sentences. You can simply mark the sentences in numerical order based upon a
logical progression necessary to meet the objective statement.
Step Four: Create an outline starting with an introductory sentence(s), followed by topic sentences and subtopic
sentences, and ending with a concluding sentence(s).
I. Introductory Sentence(s):
A. _____________
B. _____________
C. _____________
II. Topic Sentence(s)
D. _____________
E. _____________
F. _____________
a. _____________(Sub-sentence)
b. _____________(Sub-sentence)
c. _____________(Sub-sentence)
III. Topic Sentence(s)
G. _____________
H. _____________
I. _____________
a. _____________(Sub-sentence)
b. _____________(Sub-sentence)
c. _____________(Sub-sentence)
IV. Topic Sentence(s)
A. _____________
1. _____________(Sub-sentence)
2. _____________(Sub-sentence)
3. _____________(Sub-sentence)
B. _____________
C. _____________
V. Concluding Sentence(s):

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A. _____________
B. _____________
C. _____________
Module Six Faculty Assignment: Developing Substantive Instructor Guidance
Hello Faculty:
There are two parts to this assignment within the handout provided below.
The first part of this assignment asks you to answer three questions.
The second part of this assignment will provide you with an opportunity to practice writing Instructor Guidance.
Dr. J
Handout: Module Six Faculty Assignment: Developing Substantive Instructor Guidance
Faculty Assignment: Developing Substantive Instructor Guidance
Hello Faculty:
There are two parts to this assignment.
The first part of this assignment asks you to answer three questions.
The second part of this assignment will provide you with an opportunity to practice writing Instructor
Guidance.
Dr. J

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