See also the KYSU Online Course Attendance Policy.

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.

Student Support Services provides academic, social, and cultural support for students to increase retention, persistence, and graduation of students. Students are encouraged to visit the student support services webpage to explore the available services.

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.

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.

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.

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.

The last day of an online course typically occurs on a Friday. Online faculty will remain engaged with several concluding activities.

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.

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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Commented [JM85]: The deadline for final grades might need to match the deadlines for the residential campus. There are logistics with the Registrar processing final grades.

Commented [JM86R85]: Mike, we should coordinate with Chris and Instructional Designers in view of the 3-day turnaround held by the Registrar. Loading the labor intensive assignments into week 7 rather than 8 should be encouraged with the SMEs whenever possible.

Commented [JM87]: Note that the terminology for online Sub-terms in this section might need to be adjusted based on the KSU preferences.