Faculty Responsibilities

As a faculty member for ERAU-W, you are responsible for meeting the requirements and recommendations of FAC-10. 

According to FAC-10, faculty are required to create a late policy (all courses) and an attendance policy (for Eaglevision courses only).

It is recommended that faculty review the policies regarding plagiarism.

It is also recommended that faculty create and post guidelines regarding participation and student expectations for Eaglevision, Face to Face, and Online courses.

General Best Practices

  1. Make a clear and concise policy so that all students can understand.
  2. Develop a policy that can be applied to all students equally throughout the entire semester.
  3. Best way to approach developing policy: When a student takes action (turns in a late assignment, plagiarizes, or misses class) does your policy reflect the outcome you are intending for your student to experience. 

Late Policy

The late policy goes into effect whenever a student submits late assignments or misses an assignment.

According to FAC-10, all faculty are required to create and implement a late policy.

Some colleges may have a standard late policy. Make sure to check with your college to determine if this may apply to your course. You can also check the IFI and the course syllabus for this information.

A late policy can include the following:

  • A window of time after the due date that you are willing to accept late work.
  • A point or percentage deduction for when late assignments are turned in after the original deadline.
  • A criterion that determines who is eligible for the late policy.

Providing a specific late policy communicates flexibility and your commitment to success in the course.

Example: Late submissions will be accepted up to 5 days after the assignment due date and will receive a 5% deduction. Late submissions will not be accepted after 5 days unless pre-coordinated with the instructor.

Example: Late assignments will be penalized 10% per day with no credit given after the third day unless prior arrangements have been coordinated before the assignment due date.

Example: Assignments not received by the last day of the module week are subject to a reduction of 10% of the possible grade points for each week late. Assignments two or more weeks late will not be considered for credit.

Attendance Policy

The attendance policy goes into effect when a student misses a class session and/or lecture.

According to FAC-10, all faculty who are teaching an Face-to-Face or Eaglevision course must create and implement an attendance policy.

Some colleges may have a standard policy. Make sure to check with your college to determine if this may apply to your course. You can also check the IFI and the course syllabus for this information.

An attendance policy should include the following:

  • Deduction of points for missing a lecture
  • Communication with faculty regarding missing a lecture

By including an attendance policy, instructors are creating boundaries and expectations for your students. 

Example: Students are expected to attend each lecture. Students should contact the faculty member if they are missing a class. If students miss a lecture without prior arrangements, students will receive a 10% deduction regarding attendance.

Example: Course attendance is required. If an absence is anticipated, the student should notify the instructor, preferably in advance. Note that part of the grade performance is class participation. Students not attending class periods will receive a 7 point grade deduction for each unexcused absence.

Plagiarism Policy 

The plagiarism policy goes into effect when a student has used another’s work as their own and/or has not cited references properly. Self-plagiarism also applies to this policy.

ERAU-W has a policy regarding plagiarism. It is recommended that faculty explain and review this policy. You can vide this policy in thePOM under ACD-10.

According to FAC-10, faculty will need to identify and adjudicate for plagiarism when necessary. RCTLE recommends reviewing this policy to help students understand what plagiarism means and the steps faculty will take in cases of plagiarism. 

Faculty members should review the ERAU-W Academic Integrity Violation Policy. Possible actions include the following: 

  • Zero points for that assignment
  • Deduction in points for that assignment
  • Redo of the assignment for half credit

Turnitin.com is used to authenticate a student’s original work by providing a similarity score. Remember with Turnitin.com, a high score does not necessarily mean plagiarism has occurred. It is up to the instructor to review the assignment and determine if plagiarism has occurred.

Example: Students are required to submit their work through turnitin.com. If a student is found to have plagiarized, the student will receive a 0 for the assignment. 

Example: Students who engage in plagiarism or self-plagiarism, will have the opportunity to redo the assignment. The student will receive up to half credit for the assignment. The student has until the week before the term ends to redo the assignment.

Participation and Expectation Guidelines 

The participation guidelines can influence and encourage students to engage in the course. 

The student expectation guidelines suggest how students can be successful in the course.

RCTLE recommends faculty develop participation and student expectation guidelines for their courses to ensure students are prepared to succeed. 

Some colleges may have a standard policy. Make sure to check with your college to determine if this may apply to your course. You can also check the IFI and the course syllabus for this information.

Participation guidelines can include the following: 

  • Expectations for a discussion post
  • Calculation of grade and use of a rubric
  • Use proper netiquette 
  • Weekly schedule expectations and posting early

Student expectation guidelines can include the following:

  • Respect and open communication
  • Submit assignments by the deadline
  • Discuss concerns or struggles in a safe environment
  • Reading all course material
  • Review feedback on assignments or discussions
  • Ask questions to clarify any feedback or content confusion

By including participation and student expectation guidelines, you are creating boundaries, establishing rules and roles, and setting the tone for your students. 

Example: Carefully reading all the course materials, attending class, and taking the time to complete all the assignments are important practices for online learning. It is my goal to see students learn the material and achieve academic success.

Example: You are expected to post your own response to the discussion board each week by the 4th day of the module. You are also required to respond to your classmates’ postings for each question (see instructions in the module). Your response to a classmate’s posting should be respectful, use proper netiquette, and contribute to the discussion.

Example: The most important element of success in an online course is to communicate with your instructor throughout the term. Conventions of “online etiquette,” which include a courtesy to all users, will be observed.


Review

  1. According to FAC-10, faculty are required to make a late policy and an attendance policy (if teaching an Eaglevision course). It is recommended by RCTLE that faculty review the Academic Integrity Violation policy. It is also recommended that faculty create and post participation guidelines and student expectation guidelines. 
  2. Faculty have the freedom to create and implement their own policies but should check with their college to determine if policies already exist. 
  3. Policies should balance upholding the integrity of the course and being student-centered.
  4. The examples listed are ideas to guide you in creating your own policy and guidelines. Each faculty member should develop their own policies and guidelines that represent the classroom environment they would like to establish. These examples are not meant to be replicated in courses.

MISSION

The mission of the Rothwell Center for Teaching and Learning Excellence is to empower faculty members in their pursuit of professional growth through diverse offerings for the universal goal of student success.

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