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doc12783 20260213_Final_Board_Book.pdf
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Page 1
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Page 2
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Page 3
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"text": "Ms. Tammi Dukes (2027)\nMr. Matthew Grimshaw (2030)\nMr. Edward Fields (2026), Staff Regent\nMr. Edward Hatchett, Esq. (2031)\nMr. Jason Moseley (2026)\nDr. Charles Moyer (2027)\nMr. Jonathan Rabinowitz, Esq. (2030)\nMr. Robert Ramsey, Sr. (2028)\nMs. Joan \"Toni\" Stringer, Esq. (2028)\nDr. James Obielodan (2028)"
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"text": "This policy establishes the financial aid packaging requirements for KYSU Online/Global Students enrolled in online programs at Kentucky State University. It ensures compliance with federal regulations and provides clarity on aid eligibility across multiple academic terms. This policy applies to all KYSU Online/Global Students admitted to online programs offered by Kentucky State University who seek financial aid through federal, state, or institutional sources."
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"text": "It is essential for KYSU Online students to have a well-defined drop policy that aligns with the eight-week course calendar. Such a policy would enhance students' understanding of the process of receiving a full tuition refund. Additionally, it is important for students to clearly comprehend the distinctions between dropping a course and formally withdrawing from it. This clarity will support informed decision-making and improve the overall learning experience."
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"text": "Withdrawal: This is the term used when a student decides to withdraw from a single course or all courses in a semester. It can also be used to define when someone withdraws from the university. Students will receive an earned grade of \"W,\" and the course will appear on their transcript."
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"text": "Drop Period: Students are allowed to drop a course during the first week of the sub-term without any academic or tuition financial penalty if no assignments have been submitted for that course."
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"text": "Withdrawal After an Assignment Submission: If a student submits an assignment during the course, they are no longer eligible to drop the course without formally withdrawing. If the student initiates a withdrawal after submitting an assignment, a prorated tuition refund calculation will be applied based on the percentage of time enrolled in the course."
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Page 18
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Page 21
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"text": "Academic Suspension: The required withdrawal from KSU for a specified period due to a student's failure to meet the academic standards required while on academic probation.",
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"text": "General Education/Liberal Studies Courses: Foundational courses required for all undergraduate students, such as ENG 101 and ENG 102."
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"text": "Suspended students must remain out of the University for the following semester (Fall, Spring, or Summer). To return after suspension, students must complete the KYSU Online Application for Readmission after Suspension form."
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"text": "Students must earn a grade of C or better in any courses numbered below the 100 level. These grade requirements must be met within three attempts (the initial enrollment plus two repeats). If these criteria are not met, the student will be suspended from the University.",
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"text": "Under-prepared students must show proficiency in their academic deficiency areas by the time they have completed 45 semester credit hours. Students who fail to meet this requirement will be suspended."
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Page 28
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"text": "Students readmitted after suspension or dismissal must fulfill all conditions of their reinstatement. Failure to do so will result in dismissal from the University."
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"text": "A student who has been suspended twice is on academic probation, and whose current grade-point average falls below 2.0 is dismissed from the University and must remain out of the University for one year."
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"text": "See KYSU Online Academic Appeals Procedures 1.3.17"
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Page 29
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"text": "APPLIES TO: Compensation is provided for instructional duties associated with credit-bearing courses—whether delivered in person, virtual, hybrid or online—when those duties are performed outside of an individual's regular contractual or scheduled work hours. This applies to all instructional personnel at Kentucky State University, including adjuncts, full-time faculty, and staff with teaching assignments. All compensation is subject to institutional guidelines, approval processes, and established timelines.",
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"text": "POLICY STATEMENT: Adjunct or full-time faculty overload compensation for instructional assignments is determined by course credit hours, enrollment, faculty rank, faculty contractual obligation, instructional mode and timing. Compensation is provided only for instructional duties performed outside of the regular contractual obligations for full-time faculty and outside of standard working hours for staff. For full-time faculty, this applies to teaching assignments that exceed their contractual teaching load. For staff, compensation is limited to instructional assignments conducted beyond their regular work schedule. All compensation is subject to institutional guidelines, approval processes, and established timelines.",
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"text": "Requests for overload or adjunct teaching assignments should be determined at least one month prior to the start of the semester for which the assignment is requested. This advance planning ensures sufficient time for review, approval, and integration into the academic schedule in accordance with institutional guidelines. Payment requests"
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Page 30
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"text": "Shauntee Hall was constructed in 1971 and recently renovated in 2024-2025. Its 18,500 square feet most recently housed the College of Arts and Sciences Laboratory, classrooms and offices. It has undergone a recent minor renovation to upgrade finishes and rehabilitate the HVAC and Electrical Systems. This Building is in generally good to fair condition and with some additional significant renovations can be adapted to be the new home for the School of Engineering and Technology. This renovation will make necessary renovations to the mechanical, electrical and plumbing (MEP) systems, architectural improvements of low maintenance flooring and building envelope modifications and repairs to create a for the School of Engineering and Technology. This project will also take the opportunity for minor expansion allowed under the guidelines of the 2024-2026 Asset Preservation Funds allocations.",
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Page 37
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"text": "Regent Dukes moved to approve today's agenda. Regent Hatchett seconded the motion."
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"text": "Projecting revenue of $34.7 million. Currently at $18.3 million now. Projecting will be a little below budget at $33.4 due to the increased investment they have made in scholarships and waivers to assist students with their tuition.",
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"text": "Also trying to align payroll to the original budget."
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"text": "Also paying attention to trends in terms of expenses and contracts that were renewed."
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"text": "Projecting deficit of $728,000 in the EMG budget.",
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"text": "Will come back with an amended budget in January or at the next meeting that will include a reduction whenever possible in operational expenditures."
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"text": "Regent Hatchett commented on the blank spaces in the report and the inadequate attention to uncollected student debt."
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"text": "Regent Hatchett also commented on being behind last year in net student tuition and fees collection. Collected 57.1% last year and is at 48.1% this year.",
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"text": "Dr. Bigard discussed the updates on the items that Regent Hatchett referred to as blanks."
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"text": "Regent Moyer discussed the example used by healthcare for projected bad debt.",
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"text": "Regent Moyer inquired on the relationship between bad debt and the scholarship account."
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"text": "Dr. Bigard discussed the three categories of scholarships, discounts and waivers for fees. She also discussed endowment scholarships."
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"text": "Regent Moyer commented on generally accepted accounting principles.",
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"text": "Regent Dukes commented that this is the most reliable set of numbers that they have seen in a while and they are trying to make sure they have full transparency.",
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"text": "Dr. Bigard responded that they are working on the cash flow because that is where they are seeing impact of the budget activities."
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"text": "Regent Moyer commented that he has confidence that they are making good progress on their financial reporting.",
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"text": "Regent Hatchett and Regent Moyer asked questions about the endowment and endowment interest. Dr. Bigard responded to the question as did Michael DeCourcy and Regent Oblielodan."
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Page 43
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Page 43 JSON
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"text": "improvement. Discussed the shift from internal staffing towards external service contracts. Dr. Bigard responded to the comments on the shift towards contracted services."
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"text": "Regent Hatchett commented on the two contracts worth $8.4 million to Magellan and Sway Communications that they are being asked to approve at the meeting.",
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"text": "Dr. Bigard discussed the contracts as continuing contracts and as an extension of the original. One is for the online partner and the other for marketing."
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"text": "Regent Obielodan further discussed hiring qualified faculty in each program area.",
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"text": "Regent Obielodan said housing revenue is down by about 39%; dining revenue down by 45%. Questioned how to bring those back up."
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"text": "Dr. Bigard said a couple of dorms are offline right now and when they come back online, they will be able to generate more revenue off of housing. She also discussing the study of the dining service contract and the costs. She said they are going to do a cost analysis of the service area to determine strategies needed to grow the auxiliary services."
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"text": "Regent Moyer said the audits are incomplete for FY24.",
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"text": "Dr. Bigard said they expect to receive the financial statement audit today. However, may not receive the single audit, which includes audits of grants and external revenues from federal resources."
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"text": "Dr. Akakpo said they will get their decision of the warning status at the Nashville SAC's annual visit, but the 2024 audit is a must because per policy we cannot be on warning for more than 24 months."
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"text": "The FY25 audit has already begun under leadership of controller, Dr. Hicks."
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"text": "Targeting March 2026 as the completion for that audit.",
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"text": "Regent Moyer asked if the projected 2025 audit date comports with SACS requirements.",
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"text": "Dr. Bigard said they need to get it to them by that deadline so it can be on the June agenda board meeting."
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"text": "Regent Obielodan inquired about the possibility of expedited work on their part. Dr. Bigard responded that the current FY24 was expedited."
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"text": "There was a discussion about the completion of the FY24 audit and the cost for the consultant."
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"text": "There was a discussion that violations were 16 and is down to 5, which are related to the audit."
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"text": "Regent Dukes commented that the are learning their lessons on the audits and the quality of the proper supporting audit documentation since being on the board."
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"text": "Regent Moyer asked about the difference in the amount of money spend with auditors and the amount you could expect to spend in a normal world.",
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"text": "Dr. Bigard responded we will get to keep millions of dollars."
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"text": "Regent Moyer, Regent Obielodan and Regent Hatchett both commented on the audit and Dr. Bigard and Dr. Akakpo responded."
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"text": "C. Personal Service Contracts.",
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"text": "Dr. Bigard commented on the Magellan contract stating there is one more renewal option on this agreement, should they choose to. She summarized what is included in the contract for academic operations and the implementation of the online program itself."
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"text": "Has projected revenue of $8.4 million and projected expense of $7.6 million and that includes the SWAY agreement. Net revenue of $788,000."
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"text": "Dr. Dailey also discussed the contract with the model goal of 90/10 where 90% of your investment is reinvested in the program and 10% is revenue generating. He said the ultimate goal is 80/20 and if you're extremely productive, it's 70/30."
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"text": "Dr. Bigard said they elected to implement the maximum increase of $420 last year for this current fiscal year. Going into 26-27, they are not going over $210 for tuition. Dr. Dailey also discussed the tuition."
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"text": "Regent Dukes brought up a consent agent of the meeting minutes in their board book that includes June 27 meeting, August 28 meeting, October 9^{th} meeting. In addition to that the interim policies of the personal service contract for Magellan; service contract for Sway Communications; tuition and fees for 2026-2027; and the Center for Advancement Digital, Engagement, Entrepreneurship and Transformation presented in the committee meetings.",
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r0c2 (50%): “Contracted Traditional / Hybrid Courses (per sem.)”
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"text": "The Office of Online Education appoints or approves Subject Matter Experts (SMEs). They are credentialed faculty who are the primary source of academic expertise for the content in an online course."
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"text": "contracted Instructional Designers during the course development process on matters requiring academic expertise and faculty involvement."
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"text": "KYSU Online offers courses in the asynchronous online modality. As asynchronous, the courses do not require students to remotely participate in learning activities at specified times. This accommodates the needs of online students and their general preference for flexibility. Asynchronous requirements further support the ability of students in various time zones to engage academically with the course material. Exceptions to the asynchronous requirements of courses must be formally requested from the Office of Online Education at the outset of the course development process. The Office of Online Education will review the request and consult with the Online Advisory Committee as needed. Consideration will be given to the request's impact on the educational experience of students, the delivery of learning outcomes, and the logistics of the proposed synchronous requirements. This process serves as an internal control to prevent differences in advertised and actual requirements."
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"text": "The calendar system is “the method by which an institution structures most of its courses for the academic year.”[p68.8.2] Kentucky State University operates according to a standard term calendar system consisting of two semesters and a summer session. An academic semester is a period of time that shall consist of no fewer than fifteen (15) calendar weeks and no more than eighteen (18) calendar weeks of instructional time. The inclusion of breaks or holidays within any",
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"text": "The academic calendar, consisting of two semesters and a summer session, is depicted below, along with academic terms and subterms for the online programs. The fall is in the top third of the image; the spring is in the middle. The summer is in the bottom third. Since the summer session is shorter than a typical semester, subterms B and C overlap."
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223 · HEADING
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229 · FOOTER
Page 71 JSON
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"text": "Term A is a semester-length online term. As shown in the image above, term A runs in parallel with the traditional semester for residential programs. In the fall, this is referred to as Fall A; in the spring it is called Spring A. There is no term A in the summer. The separate online term helps differentiate semester-length online course offerings from residential, hybrid, and virtual course offerings for the residentially-based programs. The separate online term also helps with enrollment processes and data management by distinguishing online course sections from those offered in other modalities at the same time. Internships and dissertations for online students might be listed in term A depending on program needs."
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"text": "Adjunct faculty may be recruited for specific work in the online programs. Unlike full-time faculty, the adjunct faculty do not hold contracted teaching load in the residential programs. When an adjunct faculty member carries an online course load, they will be considered an online faculty member (in addition to any status on the residential campus, such as a residential adjunct instructor). As online faculty, they report to the relevant administrators, such as Faculty Mentors and SMEs, concerning online courses. Adjunct faculty are paid per the rates listed in Section 2.3 – Faculty Compensation. See also Section 1.3.3 – Online Faculty.",
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"text": "The Office of Online Education will offer adjunct faculty opportunities for workload as online faculty using the Adjunct Workload Agreement form, before the start of each term or subterm."
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"text": "load assignments consider the requests and preferences of each adjunct faculty member. In some circumstances, an adjunct faculty member might be asked to complete additional duties beyond the scope of their part-time teaching load, such as administrative support of the online programs, service as an SME, or curricular assessment. Other assigned duties are tracked by the Office of Online Education. Adjuncts are compensated for additional duties per the established rates. See Section 2.3 –Faculty Compensation.",
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"text": "Adjunct faculty are not hourly employees of the University. They are paid a flat rate per course and other duties. However, to comply with regulations relevant to the part-time status of adjunct faculty members and benefits administration, the university will use adjunct faculty workload information to track adjunct hours of service."
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"text": "The term adjunct hours of service refers to the average calculated time per week a part-time adjunct faculty employee works. Since adjunct faculty are part-time employees, adjunct hours of service must be tracked to confirm that their workloads, in fact, remain below a calculated average of 30 hours per week, which is the threshold for full-time employment under the Affordable Care Act."
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"text": "The method of calculating adjunct hours of service must fit the definition of a “reasonable method.”[p74.6.2] One reasonable method is described in the Federal Register:",
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"text": "[T]he Treasury Department and the IRS have determined that, until further guidance is issued, one (but not the only) method that is reasonable for this purpose would credit an adjunct faculty member of an institution of higher education with (a) 2[p74.7.2] hours of service (representing a combination of teaching or classroom time and time performing related tasks such as class preparation and grading of examinations or papers) per week for each hour of teaching or classroom time (in other words, in addition to crediting an hour of service for each hour teaching in the classroom, this method would credit an additional 1[p74.7.3] hours for activities such as class preparation and grading) and, separately, (b) an hour of service per week for each additional hour outside of the classroom the faculty member spends performing duties they are required to perform (such as required office hours or required attendance at faculty meetings). [p74.7.4]",
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"text": "The current academic year corresponds to the stability period. In the stability period, the employee's benefit status, which had been previously established for their position, remains stable, regardless of fluctuations in their hours worked. The stability period is generally 10 or 11 months."
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Page 75 JSON
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"text": "The measurement period is the most recently completed stability period used during the administrative period to calculate the average weekly adjunct hours of service."
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"text": "Once per year in the administrative period, the average weekly hours of service in the measurement period are calculated for each adjunct using a “reasonable method.” The university will use the “look-back measurement method.” Per the Federal Register,"
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"text": "The proposed regulations provide a method, referred to as the look-back measurement method, under which employers may determine the status of an employee as a full-time employee during a future period (referred to as the stability period) based upon the hours of service of the employee in a prior period (referred to as the measurement period). [p75.4.2]",
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"text": "In the administrative period, the Office of Human Resources will evaluate adjunct hours of service during the measurement period to determine the appropriate actions to take for benefits administration in the stability period. Any part-time faculty employee (i.e., adjunct faculty member) averaging 30 or more hours of service during the measurement period will be contacted by Human Resources to review health insurance coverage options for the subsequent stability period."
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"text": "Faculty workload is covered in Section 2.11 of the Faculty Handbook, but that Handbook does not distinguish any specific duties associated with KYSU Online from general faculty work completed in support of the traditional programs. Additionally, given the KYSU Online Faculty Workload Policy,[p75.7.3] which prohibits full-time faculty from using online course load to satisfy their full-time teaching load obligations (apart from pre-approval from the Provost), further guidance is needed to relate online faculty workloads to the existing framework used for residentially-based programs. Online courses are offered in subterms; the compressed course delivery timelines impact faculty workload, which requires guidance beyond the Faculty Handbook. Moreover, additional guidance is needed to track the adjunct hours of service for benefits administration. [p75.7.4]",
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"text": "Full-time faculty workload at Kentucky State University traditionally has been measured in credit hours for course instruction or administrative release and in workdays for various aspects of faculty service and overload. Both credit hours and workdays relate to approximations of faculty time spent working in a semester or contract period. These approximations of time (whether hours or workdays) are predicated on the relationship between course credit hours and time spent in academic engagement with students during a semester, which is a minimum of 15 weeks of academic engagement in a semester. The table below presents this system of values and assumptions used in credit hour and time-based faculty workload calculations at Kentucky State University."
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"text": "= 15 semester weeks of academic engagement. ²⁶\n= 1 hour of instruction AND 1 hour of grading/preparation PER semester week FOR 15 semester weeks. This equals 30 faculty work hours per credit.",
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"text": "= 900 overload/adjunct compensation, up to 2700 per course apart from summer incentive compensation for residential courses.",
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"text": "For full-time faculty, office hours are triggered for residential courses at a rate of 2/3 faculty office hours PER credit hour PER semester week in addition to the hours of instruction and grading/preparation.",
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"text": "Relating faculty workload to time spent working is unavoidable to an extent because of the credit hour system. One weakness of this relationship, however, is the potential to inadvertently convey an association between faculty work hours and compensation. This is undesirable since neither full-time nor part-time adjunct faculty are classified as non-exempt, hourly employees. So, it is helpful to disjoin workload from time spent working by implementing an atemporal metric to quantify faculty workload. Additionally, the assumptions and system of calculations in the table above do not readily lend themselves to various conversions, such as determining the workload represented by non-credit-bearing work or projects paid at a flat rate."
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"text": "Therefore, building upon the historical approaches to faculty workload at Kentucky State University, this section details KYSU Online’s standard unit of tracking faculty workload: faculty workload units (abbreviated as WLU). Faculty workload units (WLU) facilitate compensation; they are not directly tied to course instruction (as are credit hours), and they disjoin compensation from time-based approximations of faculty work (such as workdays and work hours). Faculty workload units (WLU) meet the needs of KYSU Online by accommodating different faculty types (full-time and part-time), different types of work (e.g., instructional, non-instructional, special assignments), different units of quantifying the work (e.g., credit hours, workdays, flat rate stipends), different timeframes in which the work is completed (e.g., semester, subterm), and different purposes for tracking the work (e.g., monitoring overload caps, overload pay, adjunct benefits thresholds). The remainder of this section explains KYSU Online’s use of faculty workload units."
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Page 77
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r2c2 (0%): “cr_r”
r2c4 (33%): “WLU = cr_r × 2”
r6c4 (50%): “$ ^{{31}}WLU = \ / \450 $”
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"text": "[p77.7.1] The abbreviation for credit hours (cr) has a subscript letter “r” denoting that these are credit hours of contracted teaching from which a faculty member is released; the equivalent workload is directed towards other duties, such as administrative assignments, committee leadership, or special projects.",
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"text": "[p78.11.1] The Faculty Handbook articulates this as 48 workdays of overload per year. It is unclear whether this should be understood as 24 workdays of overload per semester (fall and spring) or as 19.5 workdays of overload per semester (fall and spring) and 10 more workdays of overload in the summer session. The overload is comprised of teaching (capped at 6 credit hours per semester) and other overload (which is quantified in workdays). The credit hours are converted to workdays equivalents based on a 1/3 ratio (3 credit hours is the equivalent of 9 faculty workdays).",
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"text": "These values and the system of tracking workload in faculty workload units (WLU) accommodate more than just course workload. Like full-time faculty, adjuncts also can carry other assignments quantified in faculty work hours (fwh), faculty workdays (fwd), or stipends for completed work. Adjunct workload policies can be articulated simply with faculty workload units (WLU), as in the table below."
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"text": "Generally, less faculty workload units (WLU) teaching than full-time faculty requirement.",
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"text": "[p79.6.1] The denominator value of 15 relates to the standard number of weeks of academic engagement per credit hour.",
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"text": "[p79.7.1] The multiplier value of 10 relates to the standard number of faculty work hours in a faculty workday.\n[p79.7.2] Rate per WLU up to 6 WLU per course; rate per non-course WLU.",
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"text": "[p79.8.1] This formula calculates the WLU represented by an amount of compensation that is not otherwise triggered by a WLU value. It facilitates tracking of faculty workload (or overload) represented by a stipend or flat amount of compensation for workload.",
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"text": "[p79.9.1] The “reasonable method” for calculating adjunct hours of service involves different calculations depending on the type of faculty workload. For credit-bearing workload, the ratio is 2.25 adjunct hours of service for every credit hour of a course. For non-credit-bearing workload, the ratio is 1 adjunct hour of service for every hour of adjunct faculty work.",
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"text": "Average less than 30 adjunct hours of service per active semester weeks over the look-back period, as calculated during the administrative period.\n1 WLU is 1.125 adjunct hours of service (ahs) per semester week\n1 WLU is 1 adjunct hours of service (ahs) per semester week",
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"text": "Like full-time faculty, adjunct faculty can carry workload for residential and online programs. KYSU Online uses the values and system for tracking faculty workload units (WLU) to determine workload capacity for adjuncts and to project average adjunct hours of service."
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"text": "Since KYSU Online offers courses in subterms, workload calculations must factor in the compression of a semester-length course into a subterm. This has an amplifying effect on calculations of adjunct hours of service. In other words, if an adjunct delivers the WLU in half the number of semester weeks, there is a corollary doubling of the adjunct hours of service in each delivery week. This is important because the average adjunct hours of service per week, which is calculated during the look-back period, only considers active weeks. So, the same workload can lead to different ahs calculations depending on how it is distributed across terms and subterms."
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"text": "Online faculty are compensated at a standard rate of $450 per workload unit (WLU) up to 6 WLU per course, apart from low-enrollment and over-enrollment pay adjustments. See the pay scales in the document, KYSU Online Faculty Workload Procedures, for additional details. Not every WLU triggers compensation (e.g., meetings and office hours). The average online course is 3 credit hours, which is 6 WLU. This rate is prorated if a course enrolls fewer than 12 students. Pay will be calculated based on the total enrollment of the course after the add/drop date. Human Resources will issue payment to online faculty after final grades have been posted. Non-instructional duties that trigger additional compensation will be paid at the end of each term. Payment is made separately from any payroll the employee might receive for duties as, e.g., a full-time faculty member or a full-time staff."
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"text": "The KYSU Board of Regents approved a Faculty Evaluation Process, which involves an annual faculty review in three areas according to a standard rubric: teaching effectiveness, high-impact practices in scholarship, and university and community service. In addition to this regular"
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"text": "Once per academic year, each online faculty member will engage in an assessment of online instructional practices. This evaluation aims to facilitate continued growth as an online faculty member in the instructional practices emphasized by KYSU Online."
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"text": "This section presents the Subject Matter Expert model for online courses at KYSU Online. It explains how the SME’s duties relate to different phases of an online course lifecycle. SMEs are integral to the development and redevelopment of online courses; they maintain the primary course shell of online courses; they are responsible for coordinating textbook updates; and they engage with online instructors to drive continuous improvement of online courses."
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"text": "Since online courses are delivered entirely through the Learning Management System, and since students engage the content asynchronously, the content within the LMS essentially stands in place of the instructional content represented by lectures in a traditional/residential course. Therefore, apart from regular face-to-face interaction with faculty in a classroom setting, students must encounter a well-designed, easy-to-navigate online course that facilitates their learning. Developing an effective online course is time-consuming and requires more advanced proficiency with the LMS. When multiple sections of the same online course are needed, the student experience can vary greatly depending on the ability of the instructional designer and the amount of time allocated to developing the course in the LMS."
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"text": "KYSU Online aims to deliver a consistent educational experience to students in different online sections of the same course. Their experience should also remain consistent from term to term, as the general layout and elements of various online courses should be familiar. Moreover, there should be consistency (or parity) between online and residential versions of the same class. A consistent student experience will also reduce the burden on faculty to assist students in locating instructional content within the LMS."
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"text": "Toward this end, KYSU Online will implement a Subject Matter Expert (SME) model in its online programs. The SME model is an approach to differentiating the roles of online faculty in developing and maintaining the content of online courses; it ensures consistency across multiple sections of an online course. This model positions KYSU Online to implement standards of consistent instructional design while minimizing the burden on faculty to become instructional designers. This model also supports assessment and accreditation reporting."
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"text": "The SME model is a more formal approach to the traditional, informal collaboration among faculty members in a department who teach sections of the same course in a residential setting."
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"text": "At other points, a faculty member might cover a residential course usually taught by a colleague on sabbatical; the covering faculty member might inherit and incorporate the syllabus, the textbooks, the assignments, and the lecture notes of their colleague rather than redesigning the course from scratch."
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"text": "The same spirit of collegiality and collaboration undergirds the online programs. However, the online modality of courses, the subterm schedule, and the unique needs of online students require a more formalized approach to faculty collaboration than what might occur less formally in a residential department."
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"text": "The SME model formalizes faculty collaboration by designating one credentialed faculty member as the SME for one online course. The SME collaborates with the Office of Online Education, program coordinators, online faculty, and instructional designers to select content, arrange modules, develop assignments, write the syllabus, and ensure alignment with learning outcomes."
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"text": "The SME of a course has access to a development shell of a course in the Learning Management System. This development course shell is where content updates are made, and input from other faculty is incorporated. Once changes are completed in the development course shell, the Office of Online Education reflects the changes in a primary course shell. The primary course shell is the official version of the online course that is copied to create the appropriate number of sections needed each subterm. Therefore, each section of the course is identical upon copy and reflects the work of the SME in the primary course shell. After the course copy occurs, credentialed online faculty are assigned to each section as the online instructors. They may supplement the course materials with optional instructional materials and activities, but they may not alter the course content. Nor can online faculty change the assignments in their section. Online instructors cannot add or remove course requirements."
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"text": "See also the document, KYSU Online SME Model for Online Courses, and the document, KYSU Online Course Content Management Procedures."
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"text": "KYSU's Office of Online Education oversees the appointment of credentialed faculty as SMEs for specific courses. This process involves collaboration with the academic department, faculty, and other relevant parties engaged in course development. Some full-time faculty will be appointed as SMEs, and their service in this role is included within the scope of their full-time faculty contracts with Kentucky State University. In some cases, adjunct faculty will serve as SMEs. Full-time and adjunct faculty can serve as SMEs for multiple classes simultaneously, contingent upon other workload. Depending on the nature and extent of the workload represented by a SME assignment, the Director of Online Education can submit a proposal to the Provost to formulate a SME agreement detailing the rationale for additional compensation for a SME's scope of services."
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"text": "The SME for each course is the primary representative of the Office of Online Education at the course level. As directed, the SME will work with program coordinators, the Director of Online Education, and the Online Advisory Committee to maintain sufficient parity between the online course and other modalities. For example, assessments of learning outcomes may require coordination between faculty teaching residential and online modalities. The academic department and the Director of Online Education should ensure that the SME has appropriate involvement in department meetings and assessment planning to ensure efficient coordination of objectives in online sections. Additionally, if the residential faculty votes to modify a learning outcome shared by multiple courses, they should ensure effective coordination with the Director"
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"text": "of Online Education and the Online Advisory Committee, who will involve the program coordinator and SME of the affected online courses as needed. The department administrators must exercise particular care to ensure information-sharing with colleagues who are SMEs and may not be present on campus to participate in administrative meetings."
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"text": "Beyond course development completed by third-party instructional designers in collaboration with SMEs, the SME is the primary individual responsible for developing, maintaining, and redeveloping an online primary course shell. All course developments and redevelopments are done by KYSU-approved Subject Matter Experts (SMEs), which could be a full-time faculty or adjunct faculty. Each course will be assigned a SME, and only the SME can change course content after seeking approval from the program coordinator and Director of Online Education."
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"text": "Requests for course developments and redevelopments will be submitted through an online form, which can be accessed in consultation with the Office of Online Education. Once the SME completes the form, it will route to the program coordinator and Director of Online Education, who will open a development shell, which will become the primary course shell once development is complete. Once access has been granted to the development shell, the SME is responsible for ensuring that course content is aligned with the course learning outcomes. They must consult with their program coordinator to ensure the proper outcomes are listed for the course."
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"text": "The SME must meet all development and redevelopment deadlines leading up to the online subterms in which the online course will be launched. These development deadlines are set by the Office of Online Education with reference to the course copy schedule for each online subterm. In general, the SME must complete development, redevelopments, and changes ten (10) weeks prior to the launch of the course in a subterm. Major updates would include changes to the course instructional content, course syllabus, or substantive changes to the course assignments."
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"text": "When the SME has completed the course development, redevelopment, or changes, the program coordinator and Director of Online Education will review the development shell. They will evaluate the course for consistent design, alignment with learning outcomes, and support of regular and substantive interaction (RSI). This review should be completed at least eight (8) weeks before the targeted launch date, which allows time for the SME to adjust the course to the feedback of the reviewers, as needed. All changes must be finalized at least six (6) weeks prior to the launch date of the course to avoid interfering with the course copy process. Once all changes to the development shell are finalized, the Office of Online Education will convert the development shell into the primary course shell. The primary course shell becomes the version of the course from which individual sections are created each time it is offered."
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"text": "Once an online course has been developed, the initial SME will continue to oversee the ongoing maintenance of the course content in the primary course shell. In some circumstances, this initial SME might not be able to continue with SME duties, in which case the Office of Online Education will appoint a new SME to oversee the course content after the course has been designed."
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"text": "opposed to redevelopments. For example, after a course is offered, instructors might suggest adjustments to questions on assessments or clarifying instructions for an assignment. The SME will receive this feedback and implement needed changes in the primary course shell."
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"text": "The SME is also responsible for collaborating with online faculty and Faculty Mentors to review critical indicators of course health. The data will come from several sources in ad hoc or regular reports. Relevant items to review will include,"
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"text": "Feedback and suggestions from faculty instructors.",
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"text": "Feedback from Faculty Mentors.",
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"text": "The SME will implement improvements in the primary course shell to ensure the online course is as effective as possible. All changes to development course shells must be completed six (6) weeks before the beginning of the subterm in which it will be deployed. This will allow for the changes made in the development shell to be copied to the primary course shell, which will then be used in course copy to create sections of the course. Course copy begins four (4) weeks before the subterm start date."
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"text": "3.1.2.4 Course Updates for Textbook Changes",
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"text": "SMEs must select electronic textbooks to be integrated directly into the LMS. Exceptions for printed resources must be approved by the Office of Online Education through the process described in the policy for Course Developments and Redevelopments."
},
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"text": "If a course requires an update due to a textbook edition change of the current textbook, then the SME will request a course development shell by contacting the Office of Online Education. Once the Office of Online Education provides access to the development shell, the SME will update the course test banks, chapters, appropriate reading prompts, etc. The updates must be completed at least six (6) weeks before the next term, but the bookstore needs to be informed about a textbook change five (5) months in advance."
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"text": "Note: When textbook-related changes are made to an online course, the bookstore must be informed five (5) months in advance, and changes made to the online course must be completed in the development shell at least six (6) weeks before the next term."
},
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"text": "After a course has been updated in the development shell, the program coordinator and Director of Online Education will review the updates. The program coordinator will ensure that learning outcomes are met and that the course meets RSI standards. The program coordinator must have all reviews completed five (5) weeks before the next term. If the program coordinator finds"
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"text": "corrections that need to be made, the SME will have one (1) week to make appropriate updates (i.e., four (4) weeks before the subterm start date)."
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"text": "See the document, KYSU Online Course Content Management Procedures, for full details on the course development, redevelopment, and changes procedures and timelines."
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"text": "3.1.2.5 Manage the Course Syllabus",
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"text": "The SME for each online course is the “keeper” of the syllabus for the online course with particular focus on the instructional components of the course. As such, the SME must ensure that the information in the syllabus is accurate, current, and sufficiently coordinated with residential counterparts. The SME will work with the program coordinators and the Office of Online Education to ensure that the course syllabus conforms to the standards of KYSU Online. See 3.2 – Online Course Syllabus for more details.",
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"text": "Each online course must include a syllabus posted in the LMS at the beginning of each online course before students gain access. The SME will maintain the syllabus in the primary course shell, and the syllabus will be consistent across each online section of a particular course. For this reason, the syllabus should include essential information about the course rather than section-specific details about the online faculty in each section."
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"text": "3.2.1 Syllabus Procedures",
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"text": "The procedures related to the syllabus in an online course parallel the procedures related to course content changes more broadly."
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"text": "The SME for each course should work with Instructional Designers to create a syllabus using the template established for KYSU Online. The syllabus template supports a student-centered delivery of online courses through consistency – appearance, order, and terminology. The syllabus must comply with relevant departmental policies and procedures. See 3.1.2.5 – Manage the Course Syllabus.",
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"text": "the Course Syllabus.",
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"text": "Revisions to the syllabus in online courses must be coordinated with the course SME. Suppose an instructor notes an error or outdated information. In that case, they should notify their faculty mentor to propose a revision to the course syllabus and coordinate any further actions with the appropriate SME. The SMEs will notify the Office of Online Education of their intent to change a syllabus. In most cases, a course development shell will be created. Then after the changes in development shell are approved, they are transferred to the primary course shell to be reflected in course copy thereafter."
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"text": "Review of course syllabi is ongoing. Online faculty should inspect the syllabus in their online courses in Week 0 after the course sections have been copied from the primary course shell but before students can access the system. This is primarily for quality control. Instructors should notify their Faculty Mentor if they spot anything needing to be adjusted in the course syllabus."
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"text": "SMEs are primarily responsible for ensuring that the information in the syllabus matches the information in the online course pages within the LMS. Additionally, SMEs must confirm that the course documents relevant to each assignment match the assignment details listed in the syllabus. SMEs must also stay abreast of any changes made to the textbooks and learning materials that would require changes to the information in the syllabus. For example, when a new textbook edition involves changes to headings and page numbers, the SME should ensure that the syllabus reflects information that matches the version of the textbook students use."
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"text": "The SME works with the Office of Online Education whenever a syllabus review is needed. Reasons for special syllabus review could include assessment and accreditation efforts, coordinating online courses with residential counterparts, and auditing syllabi to comply with the specified template and policy statements."
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"text": "The syllabus should include the following information, which should be presented in the language recommended by the Office of Online Education and other offices where relevant. The information should be incorporated into the KYSU Online syllabus template so that standard information appears consistently from course to course. [p88.5.2]",
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"text": "The syllabus should include the basic information for the course. This includes the course title, number, and credit hours. This should be consistent with the information maintained by the Registrar and what is displayed in the Catalog. The syllabus should also identify the modality of the course as “online.”"
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"text": "The syllabus should include the official course description from the academic catalog. It should also list the official prerequisites per the catalog and/or the Registrar."
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"text": "The syllabus should include course learning outcomes or objectives. These learning outcomes should match the learning outcomes of the same course in other modalities, such as traditional or hybrid sections."
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"text": "SMEs should consult with the Office of Online Education about including program learning outcomes in the syllabus. Doing so can help students appreciate the ways in which the course and its components (i.e., the parts of the degree program) contribute to their acquisition of program objectives and their development of graduate-ready knowledge, skills, and abilities (i.e., the totality of what the degree represents)."
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"text": "The course learning outcomes and program learning outcomes should be distinguished with numbers or letters in such a way that these can be aligned with assignments in the syllabus and in the course schedule. For example, each course learning outcome could be designated with a capital “C” followed by the number of its place in the list of course learning outcomes (e.g., C1, C2, C3, etc.). Each program learning outcome could be designated in this same way, using a “P”"
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"text": "[p88.14.1] See Section 2.11.2.2 of the Faculty Handbook for corresponding guidelines for course syllabi in traditional and hybrid course modalities.",
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"text": "instead (e.g., P1, P2, P3, etc.). SMEs and Program Coordinators are responsible for establishing and updating these alignments in the course as they see fit."
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"text": "The syllabus should list the full bibliographic information of each required textbook and learning resource, including the ISBN. The details should match what is on file with the bookstore for the course. It might be appropriate to include brief comments about whether the resource is provided within the LMS, such as in the case of electronic resources integrated directly into the course pages."
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"text": "The syllabus should describe the instructional methods briefly. This might include a description of the learning activities in each module, such as video lectures, reading, discussion forums, or video conferences."
},
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"text": "3.2.2.6 Assignments",
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"text": "The syllabus should include a description of each assignment, its point value, and a reference to the course learning outcomes to which the assignment relates. When the assignments related to instructions posted elsewhere in the online course (whether as a file or a course page), the syllabus to refer students to these resources for further guidance on the assignment. Both the description of the assignment and the course schedule should identify the Module due date of the assignment (e.g., due at the end of Module 7)."
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"text": "The syllabus should include an explanation of the grading scale, including the total points achievable in the course. All courses at KYSU Online are based on a possible one thousand (1000) points. The grading scale should clearly distinguish the point ranges relevant to each possible final grade."
},
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"text": "The syllabus should include the course schedule, which presents the assigned learning activities and assignments in each module."
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"order": 13,
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"text": "3.2.2.9 Course Expectations and Policies",
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"text": "The syllabus should include the “syllabus statements” from the KYSU Online policies whenever relevant or required. Some of the policies, such as those relating to Disability Accommodations and Failure for Non-Attendance (i.e., Administrative Withdrawal), must be upheld as they are written. Other policies set the baseline student expectations in the course, but they allow faculty more flexibility to make exceptions. For example, the policy on late work describes the penalties students can expect when they miss deadlines. An online faculty member cannot be more severe than the policy in penalizing a late assignment, but they can relax the penalties if it is appropriate to do so based on their professional judgment."
},
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"text": "3.2.2.9.1 Attendance Policy and Administrative Withdrawal",
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"text": "The syllabus should include a statement of the KYSU Online Course Attendance Policy with a clear description of the requirements for students to remain active in the course by demonstrating academic engagement. See the document, Online Course Attendance Policy."
},
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"order": 17,
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"text": "30",
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"text": "The syllabus should include a statement of the general technology requirements. If the course requires specific software or technology, that should be foregrounded in the “Required Textbooks and Learning Resources” section. Students must have reliable access to a personal computer and a high-speed internet connection. Most students will have this equipment, but some students might have the impression that their assignments can be completed entirely on a smart phone. Although smartphones and tablets provide access to high quality apps, such as the LMS and Microsoft 365, SMEs should determine whether this equipment alone is sufficient for the course."
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"text": "The syllabus should include a statement of the KYSU Online Policy on Late Work and Extensions. This policy includes the standard percentage deducted per timeframe late. See the document, KYSU Online Late Work Policy."
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"text": "The syllabus should include a statement of the KYSU Online Academic Code of Conduct. This statement might need to be reiterated with reference to the various types of assignments in the course. See the document, KYSU Online Academic Code of Conduct, and the document, KYSU Online Policy on the Use of Artificial Intelligence (AI). See also Section 4.3.5.4 – The Problem of Plagiarism.",
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"text": "3.2.2.9.5 Title IX Policy Statement",
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"text": "The syllabus should include a statement about the Title IX policy."
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"text": "3.2.2.9.6 Student Support Services",
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"text": "The syllabus should refer students to the student support services available to them for various needs, including academic tutoring."
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"text": "The syllabus should include a statement about the availability of Disability Accommodations for students who might request them. This information should be coordinated with official policy documents and relevant student support service offices. See the document, KYSU Online Disability Accommodations Policy."
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"text": "3.3 Online Course Copy Schedule",
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"text": "In coordination with the Office of the Registrar, the Office of Online Education will determine the number of online sections needed to accommodate student enrollment for each online course offering. The Office of Online Education will assign sections to online faculty based on their requested online load and their capacity for online load. Once the course sections are assigned, online faculty will be notified of their course load assignments and the anticipated online course copy schedule."
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"text": "In general, course copy will begin four (4) weeks prior to the start of the subterm, and it will continue until enrollment for the subterm has closed. Due to this course copy timeline, Subject Matter Experts should be aware of the relevant deadlines for primary course shell updates. The Office of Online Education will give each online faculty member access to the assigned online course sections in the LMS two (2) weeks prior to the start of the subterm. This gives faculty"
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"text": "time to report any issues that need to be fixed in the course before students gain access. Students will gain access five (5) days before the start of the subterm."
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"text": "See 3.1 – Subject Matter Expert (SME) Model for Online Courses. See also the document, KYSU Online Course Content Management Procedures.",
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"text": "Curriculum proposals for KYSU Online must be coordinated with the Online Advisory Committee and the residential programs of Kentucky State University. This will require collaboration between the Office of Online Education, the Online Advisory Committee, and the Curriculum Committee of the Faculty Senate."
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"text": "Faculty should consult with the Director of Online Education for guidance on submitting a curriculum proposal for KYSU Online, such as a new course or a new program; the same is true when faculty would like to change an existing online course or program."
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"text": "These actions will likely involve preparing relevant forms from the list below:"
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"text": "Faculty should consult the document, KYSU Curriculum Proposal Procedures, and the document, Workflow for Curriculum Procedures, for additional details."
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"text": "This section presents the standards for how online faculty will engage in regular and substantive interaction with students in online courses. These standards provide a framework for ensuring a consistent student experience in KYSU Online courses that combines well-designed online courses with an active faculty presence."
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"text": "The KYSU Online faculty who receive course load assignments are the course instructors. As such, the instructor is “an individual responsible for delivering course content and who meets the qualifications for instruction established by an institution’s accrediting agency” (34 CFR 600.2 “Distance education”).⁴⁴ Additionally, the online faculty are responsible for monitoring student engagement and satisfactory academic progress in online courses. Online faculty are the primary instructional presence within each online course.",
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"text": "[S]ubstantive interaction is engaging students in teaching, learning, and assessment, consistent with the content under discussion, and also includes at least two of the following— (i) Providing direct instruction; (ii) Assessing or providing feedback on a student’s coursework; (iii) Providing information or responding to questions about the content of a course or competency; (iv) Facilitating a group discussion regarding the content of a course or competency; or (v) Other instructional activities approved by the institution’s or program’s accrediting agency (34 CFR 600.2 “Distance education”). [p92.8.2]",
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"text": "Furthermore, an institution ensures regular interaction between instructors and students by"
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"text": "(i) Providing the opportunity for substantive interactions with the student on a predictable and scheduled basis commensurate with the length of time and the amount of content in the course or competency; and (ii) Monitoring the student’s academic engagement and success and ensuring that an instructor is responsible for promptly and proactively engaging in substantive interaction with the student when needed on the basis of such monitoring, or upon request by the student (34 CFR 600.2 “Distance education”). [p92.10.2]",
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"text": "Several characteristics of regular and substantive interaction emerge from this information: teaching, learning, assessment, assignment feedback, responding to student inquiries, facilitating discussions, etc. Additionally, its timing is predictable, scheduled, proactive when needed, and responsive when contacted."
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"text": "These federal regulations for Distance Education provide the framework for effective online interaction between KYSU Online faculty and students."
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"text": "See also Regular and Substantive Interaction: Background, Concerns, and Guiding Principles. [p92.13.2]",
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"text": "44 https://www.ecfr.gov/current/title-34/part-600#p-600.2(Distance%20education)\n45 https://www.ecfr.gov/current/title-34/part-600#p-600.2(Distance%20education)\n46 https://www.ecfr.gov/current/title-34/part-600#p-600.2(Distance%20education)\n47 https://files.eric.ed.gov/fulltext/ED593878.pdf",
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"text": "Online programs require regular and substantive interaction (RSI) between faculty and students. While physical distance can separate faculty and students, asynchronous online learning presents additional challenges to RSI for faculty and students. [p93.3.2]",
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"text": "To align with the Department of Education’s RSI guidance to provide “the opportunity for substantive interactions with the student on a predictable and scheduled basis commensurate with the length of time and the amount of content in the course or competency,” instructors will initiate regular communication with students."
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"text": "To align with the Department of Education’s RSI guidance, instructors may use announcements, emails, assignments, activities, and other means to provide direct instruction to students. Direct instruction entails any faculty-led interaction with a group or individual specifically engaging in course-related guidance."
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"text": "Faculty must be attentive to the frequency and quality of their interaction with students. The frequency of faculty interaction with students must be regular; regular interaction provides “the opportunity for substantive interactions with the student on a predictable and scheduled basis commensurate with the length of time and the amount of content in the course.”[p93.6.2] Online faculty must be present for interaction, instruction, and outreach.",
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"text": "A predictable and scheduled basis for regular and substantive interaction can be achieved by the course design, scheduled learning activities across its modules, and the instructor’s actions before the course starts, while the course is active, and after the course concludes. [p93.7.2]",
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"text": "The course design in the learning management system should include elements that facilitate regular engagement. For example, course designers should create an ungraded community discussion forum for general communication and online student conversations. The community forum allows students to engage with their classmates and instructors informally. This approximates the informal interaction in a residential class before and after class periods as students enter and exit their classrooms. It helps cultivate a sense of community, inclusion, and support among students."
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"text": "In addition to the community discussion forum, the course design should include graded discussion forums focused on the course content at planned intervals. These discussion forums approximate the more formal discussions that typically occur in a residential class setting, where students express their points of view on the subject matter or discuss content presented in lectures or assigned readings. The role of an instructor is to prompt these discussions with thought-provoking questions, guide the direction and tone of the discussion as it develops, and help students appreciate the strengths and weaknesses of various points of view. This looks"
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"text": "[p93.11.1] The nature of teacher-student interaction in distance education can make it more time-intensive than needed for traditional courses, as noted by the American Association of University Professors’ Special Committee on Distance Education and Intellectual Property Issues “Statement on Online and Distance Education” (https://www.aaup.org/report/statement-online-and-distance-education).",
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"text": "different in a residential classroom lecture than in an online course. However, a well-designed online course will provide assigned discussion forums in various course modules to ensure regular and substantive interaction with the course content."
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"text": "Although online courses allow for asynchronous academic engagement, the course must follow a schedule. The course schedule outlines the modules’ sequence and the corresponding learning activities, assignments, and deadlines. Module deadlines ensure that students complete and submit work throughout the course (typically eight weeks) rather than submitting most of their assignments (or perhaps all their assignments) at the end of the course. The course schedule also plans for a regular feedback loop of substantive interaction whereby the online instructor evaluates students’ work and instructs them accordingly. Students can learn from and respond to the instructor’s substantive feedback as the course progresses. The course schedule should be posted in the syllabus within the online course."
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"text": "Before the online course is made available to students, the online instructor should complete a few set-up tasks to establish an active and welcoming presence within the course."
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"text": "Fostering a positive faculty-to-student relationship is vital in building community in online courses. A well-written and personable faculty profile can set a positive tone for the course. This puts students at ease and increases their confidence to reach out with questions and ask for help.[p94.9.2] Instructors should set up a profile, including a brief bio, professional headshot, contact information, email, best contact hours, and any other desired information before the course launch in a timeframe specified by the Office of Online Education. Apart from this faculty information displayed within the online course, the course can feel “uninhabited” when students explore the course upon gaining access.",
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"text": "In addition to personalizing the course with faculty information, the instructor should post a welcome announcement and display it on the landing page for the online course. The welcome announcement further conveys an active faculty presence within the course. It is an initial point of connection with students and provides them with guidance on the next steps to take upon gaining access to the course."
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"text": "The community forum is an excellent way for the instructor to introduce oneself to students less formally, describing hobbies and other background information appropriate to the online course. This is also a great place to invite students to introduce themselves to the instructor and classmates. For example, the instructor could ask students to introduce themselves and share their degree program and current city or occupation. These self-introductions in the community forum are like those often occurring on the first day of a residential course. The goal is to create a welcoming, inclusive, friendly, and collegial environment for students to engage with one another and their instructor(s)."
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"text": "course through academic engagement is marked as “inactive” on the course roster. At the end of the first week, the instructor must send the current roster to the Registrar for processing."
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"text": "See the federal requirements to document students' attendance for financial aid purposes (34 CFR 668.21(c)). See also the KYSU Online Course Attendance Policy."
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"text": "All assignments must be completed by their deadlines as specified in the course schedule.\nAssignment deadlines typically coincide with the end of each module. Modules usually begin on a Monday and end on the following Sunday. Therefore, assignment deadlines generally are 11:59 PM on Sunday (except Module 8, which typically ends on a Friday)."
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"text": "Use of Artificial Intelligence (AI) tools, such as generative AI, must be in accordance with course-specific guidelines for each assignment. There is not a “one size fits all” policy. Students should carefully read the instructions for each assignment to determine the instructor’s requirements. However, if an instructor requests that students refrain from using AI on a particular assignment, a violation of that request would constitute academic dishonesty and could result in academic sanctions."
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"text": "Academic Integrity is a fundamental value of Kentucky State University’s community of students, faculty, and staff. The University wishes to promote the highest and most honorable pursuit of intellectual achievement and emphasize the importance of in acts of academic dishonesty may be subject to sanctions. Any student who knowingly assists in any form of academic dishonesty may also be subject to sanctions. Academic dishonesty can occur in several forms, some of which include cheating, plagiarism, and forgery."
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"text": "This policy requires all faculty and staff members at Kentucky State University to provide reasonable accommodations to students with disabilities to ensure equal access to educational"
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"text": "[p96.16.1] See the document, KYSU Online Policy on the Use of Artificial Intelligence (AI).",
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"text": "[p96.18.1] See the document, KYSU Online Disability Accommodations Policy.",
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"text": "opportunities. Faculty and staff must take proactive steps to facilitate accommodations for students with disabilities, including providing accessible course materials, collaborating with the Office of Accessibility and Disability Services, and maintaining privacy and confidentiality. By complying with this policy, faculty and staff members can help to create an inclusive and accessible learning environment for all students."
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"text": "Weekly announcements inform students about course expectations for the week ahead. These posts are most effective when they are concise, cover the basic requirements for the week, and are written or recorded professionally."
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"text": "By 9:00 AM Eastern Standard Time on the first day of each module, the instructor should post a written or recorded announcement in the LMS introducing the new module to students. This weekly announcement should highlight essential aspects of the learning activities. It should also introduce the assignments for the week and invite students to contact the instructor if additional guidance is needed. It is an opportunity to engage in a personable way while conveying information on items such as reminders and the workload for the week. Specifics such as items that tend to be more challenging, intensive reading for the week, or a significant assignment being due are essential to highlight in these weekly announcements."
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"text": "The weekly announcements are a point of regular and substantive interaction between the instructor and the students. The consistent posting at the start of each week establishes an expectation that students will progress collectively from one module to the next and that the course progresses from start to completion."
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"text": "In addition to posting the announcement on the course landing page in the LMS, instructors should use the LMS to email the announcement to students directly. The arrival of the email in students' inboxes each week will help drive their academic engagement with the course."
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"text": "Most online courses are asynchronous and do not involve synchronous lectures. However, video recordings of lectures or recorded presentations are commonly used instead of (or in combination with) synchronous learning opportunities within the parameters specified by programmatic accreditors. The instructor might host a voluntary video conference for students to attend, recording and posting it for those who could not attend to view later. Instructors may find this is an effective way to facilitate academic engagement with students and efficiently discuss their questions about course assignments. Other effective practices include synchronous sessions by appointment or synchronous group projects."
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"text": "In asynchronous online learning, the instructor must not require students to participate in synchronous course elements to avoid creating conflicts with how the programs are marketed to students (i.e., professors must avoid requirements that conflict with the advertised program requirements). Additionally, in most online classes, it is not practical to coordinate students' schedules across time zones for a synchronous meeting."
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"text": "4.3.5 Evaluating Students' Work and Providing Feedback",
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"text": "Robust feedback is essential for all online students, whether they struggle or do an impeccable job with an assignment. This mode of interaction is one of the most direct ways faculty members can teach, guide, inspire, and redirect students' efforts. Meaningful, constructive feedback will be"
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"text": "timely, specific, actionable, and cordial. Utilizing assignment rubrics as a guide and rationale for the students' scores also enhances students' ability to understand the strengths and weaknesses of their work. The use of rubrics is recommended where applicable."
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"text": "All coursework should be graded within six (6) days of the due date to mitigate the effects of the accelerated pace of online courses and allow students to adjust for subsequent assignments. There are noted exceptions to the six-day (6) deadline for courses in which the grading load is heavier (e.g., writing-intensive courses), and the Office of Online Education will specify which courses have increased flexibility based on recommendations from program coordinators and SMEs. In these instances, communication with students regarding when they will receive feedback is recommended, and instructors are encouraged to time the feedback so that the student has sufficient time to implement instructor recommendations before submitting the next assignment."
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"text": "Assignments submitted early should be graded within six (6) days of the due date, not the early submission date. Coursework submitted late should be graded within six (6) days of the submission date. The same exceptions noted above also apply to this recommendation."
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"text": "When assessing student work in online courses, instructors should return grades and feedback as soon as possible due to the faster pace and compressed timeline of courses in the online subterm. The standard requirement is a six (6) day turnaround time for grades. For assessments graded automatically by the LMS, instructors should review the scores and determine if there are patterns of missed questions and whether those patterns reveal an underlying issue with the question itself or the aligned instruction. In those cases, an instructor's discretion should be used to adjust a system-generated score on an assessment. Additionally, the instructor should determine whether to adapt/eliminate a problematic question from an assessment or develop supplementary/replacement instruction in the primary course shell. The procedure for doing so is detailed elsewhere, but changes to the primary course shell should be communicated to the Faculty Mentor and the SME."
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"text": "Ideally, instructors will provide brief written comments for each student. The tone of the comments should be that of an encouraging coach – identifying positive elements of the student’s work while focusing on areas for improvement and ways to improve. Many instructors will find that this type of feedback can open communication with a student who would not otherwise engage based merely on a system-generated score. Feedback on assessments will convey the instructor’s active presence in the course and with student success."
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"text": "Collaborative learning assignments encompass a range of assignments such as discussion forums, social annotation of an article, interactive maps and timelines, capstone projects, and interactive videos. As a minimum requirement to promote regular and substantive interaction, an online course will commonly include discussion forums as collaborative learning assignments. In an 8-week online course, it is common for the course to include two (2) or three (3) graded discussions."
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"text": "Well-designed discussion forums and collaborative learning assignments effectively support learning, foster critical thinking, and give a human touch to the online classroom. Beyond a well-"
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"text": "designed assignment or activity, an active faculty member can foster transformative learning experiences and drive student retention. [p99.2.2]",
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"text": "Depending on the nature of the discussion forum prompt, the elements a professor evaluates will show up differently in scoring and feedback. For example, suppose an assigned discussion forum invites a range of opinions about a course topic. In that case, the instructor may be most concerned with evaluating the level of engagement, clarity of communication, and quality of argumentation students exhibit in their posts. In other discussion assignments, the instructor might be more focused on evaluating the quality of each student's comprehension, analysis, evaluation, and synthesis of the course readings."
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"text": "For this reason, students and instructors will be helped by a rubric tailored to each discussion assignment. Although each instructor will use professional judgment when evaluating students' work, the rubric is helpful guidance that enables students to formulate quality posts in alignment with specific criteria. The rubric is also beneficial in relating assignments to course learning outcomes and assessing students' proficiency."
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"text": "In addition to using a rubric to assess students' discussion assignments, instructors should provide written feedback to help students understand the strengths and weaknesses of their work and how to improve on future assignments. Once again, substantive feedback on discussion assignments promotes student success and reinforces a sense of the instructor's presence within the online course. Like other written assignments, feedback should be meaningful, constructive, timely, specific, actionable, and cordial."
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"text": "Aside from written discussion assignments, online courses often include more formal writing assignments such as reviews, essays, or research papers. Each written assignment should have an accompanying rubric. The rubric forecasts to students the general framework within which the instructor will evaluate and score their work. It also prevents an instructor’s “pet peeves” from being unduly determinative in a student’s grade on more significant assignments such as research papers."
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"text": "Since writing assignments such as research papers are often due in the last week or two of a class (especially during the 8-week subterms), they often showcase the cumulative knowledge, skills, and abilities students have developed throughout the course. The assignment’s focus and the instructor’s evaluation should involve the course learning outcomes directly or indirectly. Therefore, in addition to faculty evaluating each student’s ability to produce work following relevant formatting conventions, instructors should use professional judgment about how much time the instructor should devote to marking up errors with formatting and grammar in students’ written work."
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"text": "Some instructors prefer to use mark-up features within the LMS to insert corrections and comments into each student's assignment file."
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"text": "57 https://elearningindustry.com/reasons-why-students-fail-study-online",
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"text": "The LMS includes tools that assist instructors in deterring and detecting plagiarism. This is essential to upholding the KYSU Online’s policies and safeguarding the quality and results of the school’s degree programs. Even so, the use of plagiarism detection software alone is not enough. Instructors in online courses have an active, and perhaps more influential, role in promoting a culture of academic integrity among the students."
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"text": "When instructors introduce writing assignments in their weekly announcements or other communication with students, they should remind students that all their work will be scanned for plagiarism. This allows students to contact the instructor to discuss strategies for engaging secondary sources and citing them in a way that avoids plagiarism. Instructors might find that performance anxiety, inexperience, or cross-cultural differences can influence students' research and engagement with sources. By reminding students to be vigilant in avoiding plagiarism, the instructor invites opportunities for academic engagement with students."
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"text": "Instructors know that the results of automated plagiarism detection software in the LMS are not definitive. The software’s scores and reports require an instructor’s interpretation and professional judgment. For example, it is not uncommon for these platforms to return a score above 30% on the average paper; every correctly formatted and cited quotation of a source will be flagged, contributing to the overall plagiarism score returned for the file. Instructors should carefully evaluate these results. Should further action be required, based on the instructor’s professional judgment about the plagiarism detection report, the instructor should consult with their supervisor to navigate the relevant Academic Conduct policies and procedures."
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"text": "The bottom line is that online instructors can help deter plagiarism by reminding students of the expectations and that their work will be scanned by software."
},
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"text": "See the document, KYSU Online Academic Code of Conduct, and the document, KYSU Online Policy on the Use of Artificial Intelligence (AI), for more information."
},
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"text": "4.3.6 Facilitating Discussion",
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"text": "Online faculty will participate in discussion assignments by actively interacting with the students and content. This should take several forms for optimal effect, including responding in the forum to specific student posts, pointing out strong arguments, tactfully correcting incorrect information, asking follow-up questions to promote conversation, and perhaps pointing students to additional resources on the given subject, such as embedding a video link, journal article, blog, etc."
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"text": "Regarding regular and substantive interaction (RSI), faculty are encouraged to comment two (2) to three (3) times in each graded discussion forum and collaborative learning assignment. These"
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"text": "comments can be concise or more expansive but should be instructional. Such comments could highlight thoughts from students' posts that are especially strong in content or reasoning. Additionally, they could spur the discussion deeper or redirect it as needed. It is recommended that the instructor not always respond to the same students, which can create perceptions of an inequitable classroom atmosphere."
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"text": "At the end of each week, when there is such an activity, faculty are encouraged to post a summary within the forum to the class, providing feedback on themes they observed in the students' posts, strengths and weaknesses, redirection, and corrections where the discussion may have drifted. This is yet another teaching moment to stress the objectives of the assignment."
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"text": "Faculty-to-student feedback related to grades for discussion forums/collaborative learning should be private in the LMS gradebook, not placed in the forum itself."
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"text": "Additionally, instructors might decide to host a voluntary, synchronous video meeting with students using a platform like Microsoft Teams or Zoom. See 4.3.4 Instructional Presentations.",
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"text": "Due to the often-accelerated nature of online education, timeliness in all online-related communications is one of the most critical factors for faculty engagement and student success. To ensure that students have timely responses to inquiries, instructors should respond to student emails, phone calls, or other modes of communication within twenty-four (24) hours ideally, but no later than forty-eight (48) hours. Written communications to students should be cordial, address the student by name, be well-written and thorough, and should answer content-related questions."
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"text": "Internal communications between faculty and administration regarding urgent online matters require timely responses to triage and mitigate specific issues. When such an issue is flagged as urgent (which should be somewhat rare), please respond to applicable communication as soon as possible."
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"text": "KYSU Online does not require that online faculty hold virtual office hours, but instructors can choose to offer this to their students. Due to the nature of online learning and the unique needs of online students, faculty are expected to schedule online appointments with students who request to one. Although KYSU Online does not require a minimum number of virtual office hours each week, instructors should invite students to schedule synchronous communication such as phone calls or video conferences when needed (on platforms like Microsoft Teams or Zoom).[p101.10.2] The instructor should be reasonably available and accommodating to student’s meeting requests within a couple of days. Additionally, online faculty should be reasonably flexible to accommodate the schedules of online students, who sometimes prefer meetings outside the regular business hours of 9:00 AM to 5:00 PM.",
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"text": "[p101.11.1] “Since instruction by distance education technologies does not allow for the same degree of interaction between students and teacher that is possible in a traditional classroom setting, provision should be made for the students to confer personally with the teacher at designated times” (https://www.aaup.org/report/statement-online-and-distance-education).",
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"text": "Sometimes students inquire about the course content via email, but a response is more effectively communicated in a conversation rather than an email response. Instructors should proactively embrace these opportunities to engage students on a scheduled call. In other cases, instructors should use the scheduled calls to support student success and retention efforts."
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"text": "Faculty should intentionally identify and assist struggling students. This is an essential piece of a broader student support infrastructure. To that end, faculty should deploy a consistent range of strategies to help that portion of the student population."
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"text": "Online faculty should contact students who miss assignment due dates. If a student misses an assignment due date or fails to post to the discussion board, instructors should contact them within 48 hours to indicate concern and to offer relevant support. Depending on instructor policies, the communication can encourage the submission of assignments even if there are late penalties and seek ways to work with the student to re-engage with the course."
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"text": "Instructors should regularly reach out to students below a “C” average in a course throughout the term. This communication can include additional learning resources, i.e., assignment examples, field questions on challenging content, supplemental readings, videos, etc. Additionally, instructors can offer deadline extensions or re-submissions if appropriate."
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"text": "Instructors will be trained to be well-versed in the specific student support services that will help triage these situations. Instructors are encouraged to discuss these situations with their Faculty Mentors."
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"text": "Students participate in the online course by demonstrating academic engagement with the content. They do this initially by completing a course requirement or assignment or communicating with the instructor about the course content. See Section 4.3.1 – Establishing the Active Roster for more details.",
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"text": "After that, students must remain in regular academic engagement with the course to avoid an unsanctioned period of inactivity lasting 21 days. At any point in the course, if a student fails to demonstrate academic engagement for 21 consecutive days, the student should be administratively withdrawn from the course. When a student is administratively withdrawn from a course due to an unsanctioned period of inactivity lasting 21 sequential days, it is to establish the date that the student ceased attendance in the class. Instructors should work with their Faculty Mentor to communicate this status to the Registrar and other administrators on the 22nd day of non-attendance."
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"text": "See also the KYSU Online Course Attendance Policy."
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"text": "Online faculty should be familiar with the various student services available to online students. Information about service offices can be found on the KYSU website. Online faculty can refer students to these resources as relevant for online students to ensure that each student is aware of their access to support."
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"text": "KYSU Online offers resources to assist students with academic success. Services include academic coaching, online tutoring, and guidance relevant to research and writing. Students are encouraged to visit the Thorobred Learning Center webpage for information about the services offered to online students."
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"text": "The Academic Advising Center (AAC) is designed to inspire and support students in their pursuits to identify and achieve personal, educational, and career goals. Students are encouraged to visit the Academic Advising webpage to learn more about the services offered."
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"text": "To improve courses and instructional practices over time, instructors must promote the end-of-course surveys and encourage students to participate. The results of these surveys enable sound, data-driven course improvements and edits based on the student experience."
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"text": "Response rates to student end-of-course surveys are rarely 100% in online courses. For this reason, the instructor must promote the survey during the concluding week of the course. The instructor should also clarify to students that the surveys are anonymous, and the instructor can only access responses once final grades have been posted."
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"text": "4.4 Instructor's Actions: After the Course Concludes",
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"text": "The last day of an online course typically occurs on a Friday. Online faculty will remain engaged with several concluding activities."
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"text": "4.4.1 Finalizing Grades",
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"text": "Instructors must be attentive to the deadlines set by the Registrar for posting final grades. There is typically less time to complete grading and post final grades in online courses than in a residential, semester-based course. This is due to the online subterms, which often occur one after the other throughout the year."
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"text": "For example, the Fall C subterm might start within a week of the Fall B subterm’s conclusion. Students’ ability to register for C-term classes might depend on their final grades achieved during the B-term courses. Faculty mentors will coordinate with the registrar and adviser to determine if the final grades of specific students should be prioritized in the roster to prevent any issues in their subsequent academic progress."
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"text": "Despite this compressed timeline for final grades in online education, instructors should allocate sufficient time to provide quality substantive feedback on the final assignments in the course. Instructors should coordinate with their Faculty Mentor and the Registrar to determine procedures for granting extensions to students, requesting grading extensions for online faculty, or posting a grade of Incomplete. To qualify for an Incomplete, students must have completed at least one of the three required courses."
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Page 104
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2 · TEXT
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4 · TEXT
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6 · TEXT
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10 · TEXT
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12 · TEXT
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Page 104 JSON
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"text": "KYSU Online Faculty Handbook",
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"text": "least 70% of the coursework at the time of the request and be able to document justification for requesting the Incomplete grade."
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"text": "4.4.2 Concluding Announcement",
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"text": "After posting final grades, the instructor should post a concluding announcement in the LMS on the course landing page. Students will retain access to the course for a period after the end date, and this announcement signals that their work has been graded, their final grades have been posted, and that the instructor has concluded instructional activities apart from any special arrangements with students regarding extensions or Incomplete grades."
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"text": "The concluding announcement is not simply an administrative close to the course; it enhances the student experience at the school. One of the most rewarding aspects of higher education is the opportunity to have some impact on a student. Students often take a moment to thank an instructor after a course or on an end-of-course survey. Likewise, instructors should use the concluding announcement to express appreciation for the students and gratitude for their efforts in the class."
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"text": "In summary, the concluding announcement should express farewell to the students while notifying them that grades are finalized."
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"text": "4.4.3 Reviewing Course Surveys",
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"text": "After final grades are posted, the student end-of-course surveys will be available to the instructor. Instructors can access the results within the LMS."
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"text": "The surveys will help instructors assess the strengths and weaknesses of the course. Survey responses related to the course design, assignments, learning materials, and other aspects of the course are most relevant to the faculty member serving as the SME. Nevertheless, the instructor's perceptions of those responses will provide valuable context when online faculty collaborate about adjustments to the course for future terms."
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"text": "Survey responses relating to the instructor's performance will facilitate instructional improvement and reinforce existing strengths. Faculty Mentors will consider these surveys when conducting performance evaluations of online faculty."
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"text": "4.4.4 Tracking Incompletes",
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"text": "Whenever a final “Incomplete” grade is assigned, the instructor must work with their Faculty Mentor, the Registrar, and the student to determine the deadline for the student’s outstanding assignments. The instructor must communicate with the student and monitor assignment submissions in the course LMS. The instructor must post a final grade for the student on the date arranged with the Registrar."
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"text": "See the document, KYSU Online Standards of Instruction, for more information."
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