Online and Distance Learning Faculty Handbook

Transcription

1 ISSA College of Exercise Science 2013 Online and Distance Learning Faculty Handbook 1015 Mark Avenue Carpinteria CA 93013

2 As ISSA enters 2013, we look to strengthen our faculty by providing clear policies and procedures to enhance their work. This handbook is dedicated to that end. While the ISSA reserves the right to modify, eliminate, or add to this Faculty Handbook at any time, the current revision is offered as a means of affirming our policies. This handbook is not a contract. Further suggestions are welcome. Dr. Sal Arria President Copyright ISSA 1015 Mark Ave Carpinteria California ISSA CES Online and Distance Learning Faculty Handbook

3 Welcome Online and Distance Learning Faculty ISSA s faculty are among not only California s, but also the world s most outstanding Health and Fitness teachers. They are essential to fulfilling our mission, and the reason ISSA can offer the first industry recognized Associates Degree as well as vocational certificates. The Online and Distance Learning faculty use innovative web technologies in their teaching, advising, and mentoring methods while emphasizing academic excellence within a supportive online environment. This handbook is designed to assist you in teaching online distance learning courses. It supplements, but does not replace the ISSA Employee Handbook. The ISSA Course Catalog contains the academic calendar, student policies, course descriptions and other valuable information such as admissions procedures and financial information. The ISSAclass.com as well as administrative access to ISSA instructor policies and procedures will provide you with up- to- date communication and documentation to assist you in the training and support for your teaching as well as the administrative functions of your online classroom management. Please feel free to ask for further clarification or information from the CAO, the faculty deans, Registrar, Academic counselors and or President. 3 ISSA CES Online and Distance Learning Faculty Handbook

4 Table of Contents Welcome Online and Distance Learning Faculty Mission History of ISSA Degree Option Program Philosophy Accreditation and Approval Academic Governance Structure Faculty Responsibilities Faculty and Instruction Academic Dean Institutional Policies Intellectual Property Rights Policy Faculty Recruitment, Development and Evaluation Faculty Policies Technology Requirements Academic Calendar CES Curriculum (recommended sequence) Faculty Support Course Materials Course and Program Changes Grading Policies CES Faculty and Staff Listings Faculty Handbook Acknowledgement Form Mission 4 ISSA CES Online and Distance Learning Faculty Handbook

5 Our mission is to inspire students to positively impact the quality of life of each individual with whom they come in contact. The International Sports Sciences Association believes that the health and fitness of our society can be significantly improved by our students success as health, sports and fitness professionals. Our efforts to stem the tide of poor health and physical decline are multiplied exponentially as our graduates and members disseminate the ISSA principles and methods to their clients, peers and associates. Together with our members, the ISSA is committed to creating a stronger, healthier world. ISSA knows that the key to reaching this goal is to provide each student with quality distance- education certification and undergraduate programs for the adult learner in a student- centered academic environment where students can learn from their home, workplace or any location of their choosing. History of ISSA In 1988, the most powerful team of fitness experts ever assembled joined together under the leadership of Sal A. Arria, DC, MSS, and Frederick C. Hatfield, PhD, MSS, to stem the tide of physical decline. Culled from the elite ranks of research, coaching, sports medicine, and sports and fitness science, these individuals decided to draw a line in the sand and turn the tide toward a more fit and healthy world. Together, they formed the International Sports Sciences Association with the mission of transforming fitness, worldwide. Since that initial gathering in 1988, the International Sports Sciences Association has catapulted to the forefront of the fitness community. ISSA is now recognized as the World Leader in Fitness Education and Certification, having educated over 150,000 health and fitness professionals to date. ISSA acts as a teaching institution for fitness trainers, athletic trainers, coaches, physicians, physical therapists, chiropractors, and professionals in every field of health care. We have set new standards in assessment, nutritional planning, fitness instruction, sports medicine practice, and post- rehabilitation training. This foundation in educational excellence provides the gateway for the ISSA College of Exercise Science to offer an AS in Exercise Science with an Emphasis in Personal Training. By offering an undergraduate degree, our students will have the benefit of the fitness- related training and credentials they need for career advancement, professional development, or personal growth through the convenience and affordability of distance education. ISSA is dedicated to our student s success. All ISSA students and graduates have access to educational and professional support dedicated to providing each student with the tools they need to succeed in today s competitive job market. Degree Option ISSA offers an Associate s Degree in Exercise Science with an Emphasis in Personal Training. Program Philosophy Fundamental to the program is the belief that online course delivery is a highly effective methodology 5 ISSA CES Online and Distance Learning Faculty Handbook

6 for an Associate s Degree in Exercise Science. Most of the tasks completed involve working with knowledge, information, and digital systems, all of which can be comprehended as a result of properly designed online courses. Also central to the program is a keen awareness of student need. Because many students face demanding personal schedules, they need to be able to access all course content on- demand. Consequently, the program strives to provide the flexibility and primary benefits of asynchronous education. Further principles upon which the program is founded are as follows: Course content should be available on- demand and allow students to repeat and review content to reinforce comprehension. Technology should maximize the interconnectivity between the digital learning material and the human learner. Course content should involve a synergistic approach, incorporating textual, auditory, and visual content to address different learning styles. Courses should facilitate community learning as research shows a strong correlation between group participation and course completion. Students should be encouraged to engage in thoughtful dialog with other students. Knowledge which is passed along is often retained longer than knowledge which is simply absorbed. The courses should allow students to take advantage of the courage which relative anonymity provides in an educational context. Educational research has found that this feature is one of the greatest advantages of distance education. Students are much more willing to make a forum post than they would be to vocalize in a physical classroom. Students should be in control of their participation. With the ability to thoroughly consider all forum communications before sending, students maximize their ability to participate in group discussions confidently. Courses should allow anonymity, when desired. With direct access to instructional support, privacy can be maximized. Course content should be structured to provide direct focus on key job tasks. Information is so readily available that education has become more of a matter of focus and direction than of providing information. Course content should be highly practical, as the target student market is specifically focused on acquiring valuable skills. Finally, because distance education is a changing field, the uses of technology in online education should continue to develop. Accreditation and Approval ISSA is accredited by the Accrediting Commission of the Distance Education and Training Council (DETC). Distance Education and Training Council th Street, N.W., Suite 2 Washington, D.C ISSA CES Online and Distance Learning Faculty Handbook

7 (202) ISSA has had continuous accreditation by the DETC since State Authorization ISSA is licensed by the California Bureau for Private Postsecondary Education (Institution Code: # , Institutional Approval #21564) to operate as an Accredited Institution. Academic Governance Structure The ISSA CES relies on a shared governance structure in which the administrators and faculty collaborate in the operations of the institution. This shared participation fosters a sense of ownership and accountability leading to an effective and successful CES. Formal meetings occur quarterly and are attended by the Chief Academic Officer, the Academic Dean, the Chief Financial Officer, the Curriculum Director and faculty. Issues of curriculum development and revision, general education and institution policies, and development and execution of short and long- range plans are among the topics addressed. 7 ISSA CES Online and Distance Learning Faculty Handbook

8 Faculty Responsibilities Prior to commencing instruction of CES courses, faculty must: Must submit a resume and original transcripts Submit signed contracts for assigned courses Instructor education is also a key component to successful course delivery through the Learning Management System (LMS). Instructors are provided with videos to orient them with the logistics of operating within the LMS. The training is offered in two parts. Part 1 reviews how students utilize the online classroom and Part 2 follows up with teacher- specific functionality. Part 1: 0Video%201_demo.htm Part 2: Training Video2_demo.htm In addition, instructors are required to participate in a 5- week online training course that is hosted within the LMS. It provides a brief overview of teaching from a distance, focusing on techniques and student retention. Participation in this class also gives instructors first- hand "student" experience of learning within the LMS, as they personally participate in the News Forum and weekly discussions, compose and submit weekly assignments, and tackle weekly quizzes. Actively contribute to the governance of the CES at quarterly meetings Faculty and Instruction Interaction with the course instructor is the front- line of academic support to students in mastering undergraduate course content. The main academic goals include mastery of the course learning objectives and completion of all work within the course timeframe. The instructor s main responsibility is to work closely with the student to ensure the student s learning success. Faculty are responsible for initiating contact with students through at the start of the quarter and monitoring student interaction throughout the course by , assignment submission and grading, discussion, student- centered assignment feedback, and the online tutor/chat room. Continuous improvement and institutional effectiveness are essential to student satisfaction and academic progress. As such, outreach efforts to foster student interaction for learning purposes are continually evaluated by ISSA CES faculty and staff. Students have the opportunity to evaluate the course and the instructor anonymously at the conclusion 8 ISSA CES Online and Distance Learning Faculty Handbook

9 of each course. Please see Instructor Resources Site for detailed guidelines and policies regarding specific instruction topics and interactions with students. Academic Dean The Academic Dean has the responsibility for planning, scheduling, faculty matters, curriculum, instruction, development, student issues, and other academic matters. The Academic Dean s responsibilities include, but are not limited to: Collaborating on and coordinating college strategic planning and curriculum development; Supervising, evaluating, and supporting departments in a manner that promotes excellence in instruction and productivity; Participating in the governance of the college; Overseeing the processes of faculty selection and retention; Coordinating the professional development of faculty; Creating and maintaining effective communication with students; Addressing student and faculty concerns; Evaluating college faculty; Advising the Chief Academic Officer on College policies and procedures; Providing recommendations to the Chief Academic Officer on policies and procedures, especially in the academic area. 9 ISSA CES Online and Distance Learning Faculty Handbook

10 Institutional Policies Equal Employment Opportunity The ISSA CES is committed to equal employment opportunity. We will not discriminate against employees or applicants for employment on any legally- recognized basis [ protected class ] including, but not limited to: veteran status, uniform service member status, race, color, religion, sex, national origin, age, physical or mental disability, genetic information or any other protected class under federal, state or local law. In California, the following are a protected class: race; religious creed; color; national origin; ancestry; physical disability; mental disability; medical condition, including genetic characteristics; marital status; sex; pregnancy, childbirth, or related medical conditions; actual or perceived gender; gender identity; sexual orientation; service in the military forces of the State of California or of the United States; and age (40 and over). Included in the definition of each protected category is the perception of membership in a protected category and an individual s association with an actual or perceived member of a protected category. You may discuss equal employment opportunity related questions with the Chief Academic Officer or any other member of management. American with Disabilities Act The ISSA CES is committed to providing equal employment opportunities to qualified individuals with disabilities. This may include providing reasonable accommodation where appropriate in order for an otherwise qualified individual to perform the essential functions of the job. It is your responsibility to notify the Chief Academic Officer of the need for accommodation. Upon doing so, the Chief Academic Officer may ask you for your input or the type of accommodation you believe may be necessary for the functional limitations caused by your disability. Also, when appropriate, we may need your permission to obtain additional information from your physician or other medical or rehabilitation professionals. Non- Harassment Policy We prohibit harassment of one employee by another employee, supervisor or third party for any reason ["protected class"] including, but not limited to: veteran status, uniform servicemember status, race, color, religion, sex, national origin, age, physical or mental disability, genetic information or any other protected class under federal, state, or local law. Harassment of third parties by our employees is also prohibited. In California, the following are a protected class: race; religious creed; color; national origin; ancestry; physical disability; mental disability; medical condition, including genetic characteristics; marital status; sex; pregnancy, childbirth or related medical conditions; actual or perceived gender; gender identity; sexual orientation; service in the military forces of the State of California or of the United States and age [40 or over]. Included in the definition of each protected category is the perception of membership in a protected category and an individual's association with an actual or perceived member of a protected category. 10 ISSA CES Online and Distance Learning Faculty Handbook

11 The purpose of this policy is not to regulate the personal morality of employees. It is to ensure that in the workplace, no employee harasses another for any reason or in any manner. The conduct prohibited by this policy includes conduct in any form including but not limited to e- mail, voice mail, chat rooms, Internet use or history, text messages, pictures, images, writings, words or gestures. While it is not easy to define precisely what harassment is, it includes: slurs, epithets, threats, derogatory comments or visual depictions, unwelcome jokes and teasing. Any employee who believes that (s)he has been harassed should report the situation immediately to the following member of management who has been designated to receive such complaints: Mike Stein, Patrick Gamboa or Sarah McDonough at (805) and 1015 Mark Avenue, Carpinteria, CA If an employee makes a report to this member of management and the manager either does not respond or does not respond in a manner the employee deems satisfactory or consistent with this policy, the employee is required to report the situation to any other member of management. The company will investigate all such reports as confidentially as possible. Adverse action will not be taken against an employee because he or she, in good faith, reports or participates in the investigation of a violation of this policy. Violations of this policy are not permitted and may result in disciplinary action, up to and including discharge. Sexual Harassment Policy Any type of sexual harassment is against company policy and may be unlawful. We firmly prohibit sexual harassment of any employee by another employee, supervisor or third party. Harassment of third parties by our employees is also prohibited. The purpose of this policy is not to regulate the morality of employees. It is to ensure that in the workplace, no employee is subject to sexual harassment. While it is not easy to define precisely what sexual harassment is, it may include: unwelcome sexual advances, requests for sexual favors, and/or verbal or physical conduct of a sexual nature including, but not limited to, sexually- related drawings, pictures, jokes, teasing, uninvited touching or other sexually- related comments. The conduct prohibited by this policy includes conduct in any form including but not limited to e- mail, voice mail, chat rooms, Internet use or history, text messages, pictures, images, writings, words or gestures. Sexual harassment of an employee will not be tolerated. Violations of this policy may result in disciplinary action, up to and including discharge. There will be no adverse action taken against employees who report violations of this policy in good faith or participate in the investigation of such violations. Any employee who believes that (s)he is a victim of sexual harassment should immediately report such actions in accordance with the following procedure. All complaints will be promptly and thoroughly investigated as confidentially as possible. 1. Any employee who believes that (s)he is a victim of sexual harassment or has been retaliated against for complaining of sexual harassment, should report the situation immediately to the following member 11 ISSA CES Online and Distance Learning Faculty Handbook

12 of management who has been designated to receive such complaints: Mike Stein, Patrick Gamboa or Sarah McDonough at (805) and 1015 Mark Avenue, Carpinteria, CA If an employee makes a report to this member of management and the manager either does not respond or does not respond in a manner the employee deems satisfactory or consistent with this policy, the employee is required to report the situation to any other member of management. 2. The company will investigate every reported incident immediately. Any employee, supervisor or agent of the company who has been found to have violated this policy may be subject to appropriate disciplinary action, up to and including immediate discharge. 3. The company will conduct all investigations in a discreet manner. The company recognizes that every investigation requires a determination based on all the facts in the matter. We also recognize the serious impact a false accusation can have. We trust that all employees will continue to act responsibly. 4. The reporting employee and any employee participating in any investigation under this policy have the company's assurance that no reprisals will be taken as a result of a sexual harassment complaint. It is our policy to encourage discussion of the matter, to help protect others from being subjected to similar inappropriate behavior. Student Right to Privacy (FERPA) The Family Educational Rights and Privacy Act of 1974 (FERPA) is a U.S. federal law that gives students access to their records and protects the privacy of their education records. ISSA may not disclose personally identifiable information about students or allow inspection of their education records without written permission unless such action is covered by certain exceptions permitted by the act. Once a student has registered for courses at ISSA, all rights provided by FERPA rest with the student even if the student is younger than 18 years old. This applies regardless of country of residence or citizenship. FERPA grants five basic rights to you as a student: To inspect and review the information maintained in your student record. To seek amendment to your records and in certain cases add a statement to the record. To consent to disclosure of his/her records (with exceptions). To file a complaint with the DOE Office in Washington, D.C. To obtain a copy of the institution's policy. Directory Information Directory Information may be released without written authorization. FERPA defines Directory Information as being information not generally considered harmful such as name, address, enrollment status, telephone, e- mail, place of birth, degree and awards, etc. HOWEVER, FERPA leaves it up to the institution to decide what it considers Directory Information. 12 ISSA CES Online and Distance Learning Faculty Handbook

13 If you decide to request that your directory information not be disclosed, please send a request for a Directory Information Block via to your Program Advisor. The request must come from the address in your student record and must include your student ID for us to process it. Non- Directory Information Non- Directory Information may only be released to third parties (including parents, spouses, and siblings) with written authorization. If a third- party tuition assistance agreement requires ISSA to report grades or academic status, only the information required by the agreement will be reported (e.g., Military Tuition Assistance, VA benefits). Some examples of non- directory information are: Race, ethnicity, and citizenship Grades, GPA, course schedule Documents required for admission Billing or Financial Aid Information Giving Access to a Third- Party You may sign a FERPA Release Student Authorization Form to allow information to be released to a third party. To request the form, your Program Advisor. The request must come from the address in your student record and must include your student ID for us to process it. Ethical Computer Use Guidelines In pursuit of excellence in the education of its students, the ISSA CES provides access to information resources, computer networks and telecommunications to its students, faculty and staff. Any person associated with the CES is expected to use these resources in an ethical and responsible manner as outlined below. Refrain from any type of harassment through electronic communication; Refrain from using vulgarities and obscenities; Refrain from copying licensed software, applications, databases, and codes; Do not post copyrighted material without written permission from the copyright holder(s); Do not use the online class forum to libel or slander; Do not share your user id or password with other individuals; Any act which disrupts the use of the technology is prohibited. Intellectual Property Rights Policy The ISSA CES owns the rights to those developments, strategies, systems, and discoveries created by faculty or staff within the scope of their employment or whose creation involved the substantial use of 13 ISSA CES Online and Distance Learning Faculty Handbook

14 ISSA equipment, services or resources. Within the scope of employment refers to work done in relation to the employee s job responsibilities. Substantial use includes, but is not limited to office space, ISSA personnel, network access, and information resources. The ISSA CES also owns the rights to works created by students when their creation involved substantial use of ISSA equipment, services, or resources. If faculty or staff do create intellectual property which may lead to commercial development, then he/she is expected to notify the Chief Academic Officer in order to provide sufficient information to permit the CES to evaluate the work, both its ownership and its commercial potential, and, if appropriate, to take steps to protect the CES s intellectual property rights. The CES may decide not to exercise its ownership rights, and if so, then ownership rights and responsibilities related to patenting, copyrighting and licensing shall revert to the creator(s). In such an instance, the CES retains a nonexclusive, royalty- free right to use the work for non- commercial purposes. Ownership rights will not be applied to such traditional scholarly works as books, articles, or writings. The ISSA CES cedes copyright ownership to the author provided the individual or student was not hired for or specifically required to create it. 14 ISSA CES Online and Distance Learning Faculty Handbook

15 Faculty Recruitment Adjunct Faculty will be asked to sign and submit an Independent Contractor Agreement for each course he or she is assigned to teach. Compensation and employment policies are outlined in each newly executed contract. The faculty compensation is contingent on individually based agreements based on credentials, years of experience and tenure as approved by the CAO and President. As independent contractors, ISSA CES adjunct faculty do not receive fringe benefits. All new adjunct faculty are assigned to a lead instructor as a Teacher's Assistant (TA) for their first term. Once the lead instructor verifies the new member's ability to effectively manage the classroom, s/he will be authorized to facilitate courses autonomously. Adjunct faculty submit an invoice at the end of each course for hours billed. Receipt of payment is 30 days from submission of invoice. Faculty Development All faculty members are invited to attend educational conferences or take classes at the expense of ISSA to enrich their professional development. Faculty members submit a description of the desired training/class to the CAO for approval and a copy of a paid receipt/registration for reimbursement. Faculty Evaluation Faculty evaluation is an ongoing process. The purpose is three- fold: 1. To assist the faculty member, as part of an ongoing faculty development process, to improve instruction by ascertaining strengths and areas of improvement. 2. To provide the student an opportunity to present opinions in a constructive and effective manner. 3. To provide the supervisor with information to use in evaluating instructional quality, course structure, and materials. Students are asked to evaluate faculty at the end of each course via anonymous survey. The resulting data is immediately accessible to the course instructor and administration. The CAO and COO review results at the conclusion of each term. The course instructor is asked to do the same. Annually, faculty will be asked to provide a short assessment of their performance, which will be reviewed by the administration. The CAO or COO will also complete the assessment. The form can be found at the end of this handbook. Written or oral feedback based on the student evaluations and knowledge of and interaction with the faculty member will be provided back to the faculty member. If a concern arises before the annual review period, the administration will address the issue immediately with the faculty member. 15 ISSA CES Online and Distance Learning Faculty Handbook

16 Faculty Policies Academic Freedom As an institution of higher learning, the ISSA CES is committed to furthering the common good by means of free search for truth and its free expression. To that end, faculty are entitled to freedom in discussing their subject matter in relation to the course while allowing for other views related to the subject. Extraneous material not relevant to the subject should be avoided. Faculty members are also afforded the right to engage in constitutionally protected freedoms such as freedom of speech and political and civil activities without threat to his or her position within the CES. Faculty members may not be terminated for exercising their right to academic freedom. With freedom comes responsibility hence a faculty member should strive to be accurate, acknowledge differences of opinion, establish an atmosphere conducive to learning, and should make every effort to indicate that he or she is not an institutional spokesperson. To responsibly exercise their academic freedom, faculty should also be prepared, have current knowledge of the subject, and guide the students educational experiences. Copyright Policy The ISSA CES adheres to the provisions of the U.S. copyright law (Title 17, United States Code, Section 101, et seq.). The CES expects all faculty to make a good faith effort to comply with copyright laws when using copyrighted material. Plagiarism ISSA CES faculty members take these steps to prevent instances of plagiarism in their classes. Faculty of ISSA CES will: Set clear expectations for assignments, including format and citation requirements Design assignments to fulfill specific objectives which might include personal applications, work experiences, or specialized knowledge that only the student might possess Use a plagiarism checker Take immediate action when plagiarism is suspected Use clear language in the course syllabus that might communicate the definition and consequences of plagiarism and the importance of academic honesty Faculty will not only enforce, but also model appropriate standards of academic honesty and integrity. Faculty will not make use of materials from another source without properly acknowledging the creator or owner of the material. Faculty Activities Outside of Institution Faculty is welcome to be employed outside of the ISSA CES. Full commitment and follow through with the tasks and responsibilities of faculty remain the expectation. Outside employment will not be 16 ISSA CES Online and Distance Learning Faculty Handbook

17 considered an excuse for poor performance as a faculty member. Outside employment should be discussed and fully disclosed to the Chief Academic Officer and Academic Dean to avoid any conflict of interest. Faculty Appeal Policy and Procedures The ISSA CES strongly encourages faculty to engage in open communication with peers and supervisors so as to be able to resolve misunderstandings. If this avenue does not afford a satisfactory outcome, faculty may file a formal appeal or complaint to the Chief Academic Officer. If the matter cannot be resolved by mutual consent through a personal conference with the CAO, an ad hoc complaint committee will take up the matter. Complaints and appeals can be taken in relation to compensation, discrimination, non- renewal/non- reappointment, dismissal for cause, hours or conditions of work, and other relevant employment issues. All complaints will be addressed in a timely manner Technology Requirements Faculty are expected to have access to the technology requirements as ISSA CES is not obligated to supply the needed technologies including software and hardware. If a faculty does not have word processing software, offers free, fully functional software for download. The following chart lists the minimum and recommended hardware and software requirements a student will need to successfully access ISSA CES s online courses. Basic Requirements Internet access (high- speed recommended) E- mail client and an e- mail address Windows XP or higher or Mac OS X 1 GHz processor (or higher) Sound card, speakers, and a microphone 20 GB of free hard disk space Monitor and video card (350 Mhz or better) capable of 1024x768 resolution Mouse 512 MB RAM minimum, 1024 MB + recommended Software Requirements Internet Explorer 8.0 or higher / Firefox 3.6.x / Safari Cookies enabled Adobe Flash Media Player 10 or higher Microsoft Office 2003 or higher / Open Office / Mac Office 08 Windows Media Player 7 or higher 17 ISSA CES Online and Distance Learning Faculty Handbook

18 Java or higher QuickTime 7 or higher Adobe Acrobat Reader 8 or higher A current anti- virus software regularly updated according to the software manufacturer.docx conversion pack 18 ISSA CES Online and Distance Learning Faculty Handbook

19 Academic Calendar Winter 2013 Jan 07 - Mar 17 Quarter- long classes (10- week core courses): January 07 - March 17 Short session classes (5- week GEs and electives): Session A: January 07 - February 10 Session B: February 11 - March 17 Spring 2013 Apr 08 - Jun 16 Quarter- long classes (10- week core courses): April 08 - June 16 Short session classes (5- week GEs and electives): Session A: April 08 - May 12 Session B: May 13 - June 16 Summer 2013 Jul 08 - Sep 15 Quarter- long classes (10- week core courses): July 08 - September 15 Short session classes (5- week GEs and electives): Session A: July 08 - August 11 Session B: August 12 - September 15 Fall 2013 Oct 07 - Dec 15 Quarter- long classes (10- week core courses): October 07 - December 15 Short session classes (5- week GEs and electives): Session A: October 07 - November 10 Session B: November 11 - December 15 Winter 2014 Jan 06 - Mar 16 Quarter- long classes (10- week core courses): January 06 - March 16 Short session classes (5- week GEs and electives): Session A: January 06 - February 09 Session B: February 10 - March 16 Spring 2014 Apr 07 - Jun 15 Quarter- long classes (10- week core courses): April 07 - June 15 Short session classes (5- week GEs and electives): Session A: April 07 - May 11 Session B: May 12 - June 15 Summer 2014 Jul 07 - Sep ISSA CES Online and Distance Learning Faculty Handbook

20 Quarter- long classes (10- week core courses): July 07 - September 14 Short session classes (5- week GEs and electives): Session A: July 07 - August 10 Session B: August 11 - September 14 Fall 2014 Oct 06 - Dec 14 Quarter- long classes (10- week core courses): October 06 - December 14 Short session classes (5- week GEs and electives): Session A: October 06 - November 09 Session B: November 10 - December ISSA CES Online and Distance Learning Faculty Handbook

21 CES curriculum - - recommended sequence Computer Fundamental Concepts Word Processing Course should come first if student has low technology skills Course should come first/early if student has low word processing skills Personal Development Should come early in plan; first if computer courses are not needed 2- credit course is affordable, advantageous, and a good intro course for online learning Medical Terminology Recommended pre- req to A&P Anatomy and Physiology (A&P) College Math Medical Terminology is a recommended pre- req Most advantageous if presented prior to CFT (calculations) If CFT is transferring in, schedule English Comp prior to College Math College Math can be challenging and is 6 units Certified Fitness Trainer (CFT) Schedule early in degree plan Recommended pre- reqs: Medical Terminology A&P College Math Must precede SET and SSF English Composition If CFT has already been completed, replace College Math with English Comp Schedule early in degree plan, as content assists student success in all course General Psychology Specialist in Fitness Nutrition Introduction to Sociology U.S. History Specialist in Exercise Therapy Specialist in Senior Fitness Business Communications Business Communications recommended as the first BUS course Not a strict recommendation - - just makes other BUS courses easier Business and Management Principles Specialist in Strength and Conditioning 21 ISSA CES Online and Distance Learning Faculty Handbook

22 Entrepreneurship Interpersonal Relations Business Ethics and Law Youth Fitness Trainer Customer Service Principles Professional and Career Development Effective Communication 22 ISSA CES Online and Distance Learning Faculty Handbook

23 Faculty Support The ISSA CES recognizes the impact faculty has on the success of both an educational program and its students. Therefore, it is important that faculty receives the necessary support and resources to facilitate the learning and teaching process. CES faculty benefits from support through: Training: In addition to the required training for first- time Online Distance course instructors, there is the opportunity to attend education conferences and or take courses at the expense of the ISSA. Technology user support: Access to ongoing support from the ISSA office in navigating the ISSAclass Online Course Management system. Support may be accessed via , by phone, in person, or through the LMS. Data Storage: Each student, faculty, and staff receives a personal file space on the network server. This space may be accessed from any networked computer on- campus and/or through Google applications. Information Access: Faculty has access to online libraries and information databases, as well as e- books. The ISSA CES also recognizes that faculty input and feedback are invaluable to the maintenance and the ongoing advancement of the college. Therefore, faculty is invited to submit input regarding all aspects of the educational process. Feedback regarding course material, college policies, or any topic relevant to the running of the ISSA CES is welcomed and should be directed to the Academic Dean and/or Chief Academic Officer. Feedback and suggestions should also be offered in quarterly governance meetings. 23 ISSA CES Online and Distance Learning Faculty Handbook

24 Course Materials A separate Course Development manual will direct you in constructing beneficial and instructive undergraduate courses for non- traditional adult learners. Please be sure to follow the guidelines for course syllabus, selecting appropriate texts, identifying reading level, and designing appropriate assessment tools. Course and Program Changes Revisions, deletions, or corrections to course material can be submitted through the LMS by filling out the Course Content Edit Request. The request can be marked as being high, medium, or low priority. This method allows for immediate action by the faculty member as issues or concerns arise. Systemic and broader issues can also be reviewed and addressed through individual contact with the Academic Dean and the Chief Academic Officer via phone, , or in person meeting. Broad scope changes are discussed and approved by faculty and administrators at quarterly meetings. Grading Policies Students are expected to maintain at least minimum grade point averages (GPA). To remain in Good Academic Standing each quarter and to earn a degree, a student must earn an institutional GPA of 2.00 or better. Faculty members are responsible for grading all students assigned to them. Faculty members will be able to view all of their currently enrolled students grade reports through the LMS. Faculty will submit assignment grades, through the LMS, within seven days of assignment due date and a final grade within seven days of the course completion date. Grade reports will be made available to students through the LMS on a continual basis throughout the term. Through the LMS, students can submit their work, take exams, and view their course information. A student who has failed to make payment for tuition or who retains any other indebtedness to the ISSA CES will not receive the grade until payment is made. If a student is in progress of a course, the faculty member is responsible for working with the student until the course has been completed. High quality faculty- student interaction and high quality student- centered teaching promote course completion in a timely manner. GPA Type Definitions Course GPA. GPA calculated from one course. Term GPA. GPA calculated from all completed courses associated with one term. Institutional GPA. GPA calculated from all completed courses through ISSA CES. Grading Scale and Equivalents ISSA CES has established the following grading scale. All faculty members are required to comply with this scale and its equivalents. Plus or minus grades indicate a high or low end grade that has been assigned. These grades may be assigned on individual assignments within a course or as the final course grade. Letter Grade: Percentage: A ISSA CES Online and Distance Learning Faculty Handbook

25 A A B B B C C C D D D F 59 or below Grading Criteria A = Excellent The student has demonstrated a thorough understanding of the content and skills presented in the course and consistently initiates thoughtful questions and can see many sides of an issue. The student writes logically and clearly. He or she also integrates ideas throughout the course and, as appropriate, from previously completed courses in a program. B = Good to very good The B student is an excellent writer and maintains consistent performance and understanding of course content that goes beyond the minimum requirements. C = Satisfactory The C student demonstrates a minimal comprehension of the skills and subject matter included in the course and accomplishes only the minimum requirements, while displaying little or no initiative. D = Below average The student s performance is barely acceptable. Assignments are late or missing and there is not even a minimal understanding or mastery of course content skills. F = Failing Quality and quantity of work is unacceptable. W = Withdrawal Students who officially withdraw before the final withdrawal deadline will receive a W. A W is not calculated into the GPA. If the student does not withdraw prior to the final withdrawal deadline, his/her grade will be calculated as points earned divided by total course points. This grade is calculated into the GPA. AC = Administrative Cancellation Administrative cancellation refers to a student course cancellation which is initiated by the institution. Administrative Cancellations commonly apply to coursework that has not begun. ISSA CES may cancel students from courses for reasons which include but are not limited to: Not satisfying a course prerequisite Outstanding tuition 25 ISSA CES Online and Distance Learning Faculty Handbook

26 Plagiarism Computer tampering Students who are administratively cancelled from the identified course(s) will receive the grade of AC on their academic record. The AC grade has no affect on the student s academic GPA. The student will be notified of the Administrative Course Cancellation to their primary from the Office of the Registrar. AW = Administrative Withdrawal Administrative withdrawal refers to a student course withdrawal which is initiated by the institution. Administrative Withdrawals commonly apply to coursework that has already begun. ISSA CES may withdraw students from courses for reasons, which include, but are not limited to: Failing to participate in classes Not satisfying a course perquisite Dropping out in the middle of a term Plagiarism Computer tampering Students who are administratively withdrawn from the identified course(s) will receive the grade of AW on their academic record. The AW grade has no affect on the student s academic GPA. The student will be notified of the Administrative Course Withdrawal to their primary from the Office of the Registrar. IP = In Progress Coursework will have a designed In Progress status while the course is in progress (during the course start and end dates). No quality points are assigned to In Progress coursework and there is no associated GPA. I = Incomplete Coursework will have a designed Incomplete status when the course has ended, but a final grade has not been assigned. No quality points are assigned to Incomplete coursework and there is no associated GPA. Course grades of C- or lower fall below the level for satisfactory academic progress. Grade Challenges ISSA College of Exercise Science faculty members are experts within their fields of study and have the final authority for assigning grades with the exception to grades that are found to be a result of arbitrary or capricious grading. 26 ISSA CES Online and Distance Learning Faculty Handbook

27 If a student believes and is able to support with clear and credible evidence that capricious or unprofessional grading has taken place, a grade dispute may be made on a final course grade basis. Individual course assessment grades are to be handled between student and faculty while a course is in session. The grade challenge policy governs course final grades. The following policies and procedures apply to all grade challenges: 1. If a student believes he or she received a final course grade based on capricious or unprofessional grading, the student must discuss the dispute with the faculty member who issued the grade within 7 days of the final grade being posted. The correspondence must be tracked through . Student is required to cc the Program Advisor. 2. If a satisfactory solution cannot be found, the student may request a Grade Challenge form from the Program Advisor to be submitted for review. 3. A Grade Challenge Form must be initiated within 21 days of the final grade posting date. 4. After reviewing the grade challenge form and supporting documentation for completeness, the form will be forwarded to the Academic Dean. 5. The Academic Dean will review the documentation to determine if the request warrants a review or not. If so, the Academic Dean may consult with the faculty member in an attempt to resolve the dispute. In most cases, the faculty member s decision is final unless the Academic Dean determines extenuating circumstances warrant review. 6. Grade disputes may not be appealed beyond the Academic Dean. All documents submitted for Grade Challenge are entered in the permanent record of student and faculty. * If a conflict of interest exists during the Grade Challenge Process, the Academic Dean may substitute for the Program Advisor and the Chief Academic Officer may substitute for the Academic Dean. It is the student s responsibility to provide the necessary information to support the challenge. The student s Grade Challenge Form must include all required information within the form and clearly written justification for the Grade Challenge to be considered. The burden of proof rests with the student to provide any additional supporting documentation. Examples of necessary information include: Medical verification if exception is due to illness, copies of any documentation to substantiate the request, etc. If any type of documentation or recommendation is missing, the form will be returned to the student for completion. Please Note: Upon submission of a Grade Challenge Form and any supporting documents, faculty may be notified of the challenge and asked for a response. 27 ISSA CES Online and Distance Learning Faculty Handbook

28 CES Faculty and Staff Listings Sal A. Arria Sarah McDonough Mariela Marin Anne Phillips Cameron Baker Melinda Bilecki Tamara Bohnett Eric Brody Sara Fleming Patrick Gamboa Christina Klein Matthew Lundy Ruth McDonough Jaclyn Mullick Sabeen Sadiq Lauren Smoldt Chris Nordin Doug Hood President/CEO Chief Academic Officer Academic Dean Curriculum Director Faculty Faculty Faculty Faculty Faculty Faculty Faculty Faculty Faculty Faculty Registrar Admissions Program Advisor Registration Officer To contact an individual by , use first name initial and last Contact Information ISSA College of Exercise Science 1015 Mark Avenue Carpinteria, CA (toll- free) (international) (fax) 28 ISSA CES Online and Distance Learning Faculty Handbook

29 Instructor Self Assessment Form / Administrator Assessment Form Exceeds Expectations 4 Professional (Meets Expectations) 3 Needs Improvement 2 Unprofessional 1 Not Observed N/A Please rate instructor performance in the following areas. Rating (4-1, N/A) Students feel comfortable asking questions Instructor responds appropriately to student questions Instructor s demeanor is respectful, professional, and conducive to a safe learning environment Instructor uses correct English Instructor promotes sensitivity to diversity in the classroom Instructor posts weekly in the News Forum Instructor provides constructive feedback for each assignment Instructor monitors for plagiarism Instructor grades assignments within 7 days of the due date Instructor effectively conveys classroom policies within the News Forum (grading, response time, plagiarism, etc.) Instructor follows extension procedures (notify student of deadline and policies, cc PA with attached form, keeps track of students with extensions) Please total the ratings; do not include any areas which were not observed in the grand total Please divide the number of points by the number of areas rated and round to the nearest whole number (average) Please list the average performance rating found in the most recent student evaluation. 29 ISSA CES Online and Distance Learning Faculty Handbook