PERSONNEL POLICIES
The
Board of Trustees for the University of North Alabama is responsible for
approving the number and types of degrees; the number and nature of
departments, divisions, schools or colleges through which the curriculum is
administered; and the extent to which the University should offer distance
learning programs. (SACS Criteria, 4.3.2, 4.3.4)
Organizationally,
the Distance Learning Program, under the guidance of the Coordinator of
Distance Learning and the Coordinator of Academic Technology, is supervised by
the Director of Educational Technology Services, who in turn answers to the
Dean of Information Technologies, the Vice President for Academic Affairs, and
ultimately to the President of the University.
(See Appendix 4.A for organization chart.) The Distance Learning
Advisory Committee is a standing university committee concerned with monitoring
and recommending policies and procedures for the University’s distance learning
program. The committee consists of the
Director of Educational Technology Services, as chairperson; two faculty
members from each of the Colleges of Business, Education, and Nursing and
Allied Health; four faculty members from the College of Arts and Sciences; one
librarian; one member from Enrollment Management; two faculty members elected
by the Faculty Senate; two members of the student body selected by the Student
Government Association; and such other employees of the University that the
President may appoint. This committee
reports to the Vice President for Academic Affairs.
The responsibilities of all key positions involved
in the Distance Learning Program are outlined in the Academic Policies section
of this policy manual. Resumes
indicating the qualifications of these persons are on file in Office of the
Vice President for Academic Affairs and in the Office of Human Resources and
Affirmative Action.
The faculty approved to teach in the Distance Learning Program are selected based on interest, qualifications, and adaptability of course content for distance learning delivery methods. These faculty meet the same criteria as teachers for campus-based courses in the areas of academic credentials, workloads, and accessibility to students. (See Appendix 4.B for list of faculty who have taught or are currently teaching in the Distance Learning program.) Resumes for distance learning faculty, which verify qualifications for teaching their particular courses, are on file in the Office of the Vice President for Academic Affairs. Priority for teaching distance learning courses is given to full-time faculty. If utilized, adjunct faculty must be reviewed and approved as possessing a combination of appropriate academic credentials and experience in the discipline in which the course is being taught.
Any faculty member developing a distance learning course that involves the taping of his or her classroom lectures is given first priority in teaching that course through the Distance Learning Program. Another faculty member may use a faculty member’s videotaped classroom lectures only if written approval is obtained from the faculty member who developed the course.
4.2.1 Workload
As of April 2001, the development and teaching of distance learning courses became a part of the faculty member’s workload. In an event where an overload is created, the department chair will complete an Overload Form for the faculty member and forward it through the appropriate chain of command. If a distance learning course will be taught be an adjunct faculty member, a Departmental Appointment Request Form should be completed, again forwarding it through the appropriate chain of command.
4.2.2 Faculty Expenses
Faculty may incur expenses directly related to distance learning activities—such as long distance phone charges, postage, and mileage for travel to off-campus sites. In order for the appropriate budget to be charged, faculty must obtain prior approval from the appropriate department chairperson and the Director of Educational Technology Services before such expenditures can be made.
4.2.3 Faculty-Student
Interaction
It is essential that distance learning courses provide an adequate system of interaction between teacher and students. Each faculty member must provide adequate means of communication with distance education students, indicating communication options on the course syllabus and emphasizing these in class presentations. Course instructors might provide students with phone numbers and office hours, fax numbers, post office addresses, and/or with their e-mail address for individual private discussions. In cases where there are class meetings (such as interactive compressed video), a period of time before or after class or during a break may be used to discuss more general concerns of distance learning students. The Office of Distance Learning maintains copies of syllabi and other records of communication options for the individual distance learning faculty. Since regular and timely feedback from course instructor to student is crucial for the success of the distance learning program, faculty must provide an appropriate amount of feedback to distance learning students.
4.2.4 Faculty Development and
Support
Faculty development and support are key to the long-term success of the distance learning program. Without the requisite skills and resources to adapt to new teaching and learning environments, faculty will be unable to respond to the demands of the distance learning program. By accepting assignment to teach a distance learning course, the faculty member agrees to participate as necessary in training sessions regarding using electronic media, promoting student interaction, and managing situations unique to the delivery of distance education.
In support of the needs of distance learning faculty, the
Office of Educational Technology Services provides instructional programs and
access to the necessary technical and communication resources to facilitate
faculty development of skills in classroom management and technology-based
instructional design. The University
seeks to provide support in such areas as instructional design, video
production, graphics production, access to authoring tools, and other computer-based
resources. Information on effective
instructional strategies is included in faculty training and support
materials. (See Appendix 4.C for sample
instructional materials provided for Distance Learning teachers.)
Additionally, distance learning faculty meet together formally each semester to discuss issues related to the effectiveness of the program.
Each new distance learning faculty member receives a copy of the Instructor’s Notes, a booklet outlining program guidelines, providing forms, etc. Additionally, faculty are provided a copy of the Distance Learning Library Services brochure which outlines special services available to both the student and faculty member involved in distance learning. (See Appendices 4.D and 4.E.)
4.2.5 Faculty Evaluation
Faculty are evaluated according to the guidelines presented in the UNA Faculty Handbook. These procedures include both course evaluations by students and goal evaluations handled within the individual departments. Presently, the Distance Learning staff conduct an additional survey of the students, gathering opinions regarding interactions with the faculty, availability and usefulness of course materials, and suggestions for the future. Results are used for improvement of the faculty and of the educational program.
The Distance Learning Advisory Committee will review regularly the Distance Learning Faculty and Student Evaluation Forms to assure compliance with the university’s evaluation procedures and the gathering of appropriate data.
4.3
DISTANCE LEARNING PROGRAM STAFF
4.3.1 Evaluation
The interaction of the Distance Learning staff with students and faculty members is evaluated regularly through the distance learning course evaluation forms. Additionally, all staff members are evaluated annually using the standard procedure described in the Staff and Service Employees’ Personnel Handbook. Administrators as well as staff members are evaluated. These evaluations are used to support professional development planning, performance improvement, and occasionally, in determining merit salary increases. 5/2001