Orientation faculty online

eCampus Center, Extended Studies

Boise State University

Orientation to

eCAMPUS

@ Boise State
University

eCampus Center

Division of Extended Studies

January 2012

Faculty Orientation to eCampus

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Boise State’s eCampus provides one-on-one orientation to new academic department chairs
and to instructors teaching an online course for the first time. The orientation includes
sections which discuss the characteristics of distance education, an overview of eCampus,
administrative activities performed by instructors, and faculty and student support services.
Whether the instructor has worked at Boise State for several years or will start next
semester, an orientation to eCampus activities and administrative responsibilities will help
promote a successful teaching experience for the instructor and students.

Orientation Sections

About
eCampus

Before Class

Class
Facilitation

Development

Elements
The orientation begins with an overview of eCampus: definitions,
resources, guidelines, and enrollments.
Prior to the first day of class, the instructor must complete several
employment processes and understand how the course section is set-up.
To help facilitate a course, the instructor can create an initial welcome
email, and inform students of appropriate online behavior.
Teaching an online course or developing an online course is different
than teaching an in-person course. There is a training program and
instructional designers available to help instructors understand distance
delivery and incorporate multi-media elements.

Resources




January 2012

eCampus Center staff will schedule an orientation session in advance of the
first semester an instructor will teach online. Contact John Newhouse,
Program Services Coordinator.
Orientation materials available online at
http://ecampus.boisestate.edu/faculty/guidelines/


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Table of Contents
 What is Distance Education at Boise State University? ...... A-5
 NWCCU Standards Applicable to Distance Education ......... A-7
 eCampus Support at Boise State ..................................... A-9
 Who to Call for Faculty Support and Development ............ A-11
 eCampus Center Mission ................................................ A-13

About eCampus

 eCampus Center Services ............................................... A-14
 Distance Education at Boise State: A Snapshot ................ A-15
 Contacts for Online Faculty ........................................... A-17
 Reference Websites for Online Educators ........................ A-19
 Boise State Accounts ..................................................... B-1
 Confirmation Process .................................................... B-1
 Class Roster .................................................................. B-3
 Class Capacity and Permission Numbers .......................... B-3

Before Class Starts

 Book Orders .................................................................. B-4
 Employment Eligibility Verification (I-9) Process ............... B-5
 For Adjuncts Only .......................................................... B-6
 Online Class Facilitation ................................................ C-1
 Faculty Initiated Drops ................................................... C-5
 Student Notifications: Policies and Resources ................... C-6
 Academic Honesty ......................................................... C-7
 Student BroncoMail Accounts ......................................... C-9

Class Facilitation

 Proctor Guidelines ......................................................... C-10
 Course Evaluations ........................................................ C-15
 Final Grades.................................................................. C-16
 eLearning Resources...................................................... C-18
 Finding Online Courses on my.BoiseState ........................ C-19
 Helpful Information for Students ..................................... C-20
 eLearning Quality Instruction Program (eQIP) .................. D-1
 Course Content ............................................................. D-5
 Copyright Compliance .................................................... D-7

Development

 About Quality Matters .................................................... D-8
 Course Checkup ............................................................ D-9
 Online Instruction Intellectual Property Rights ................. D-13

January 2012


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January 2012



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What Is Distance Education?
Courses that are taught at a distance using educational technology are referred to as
distance education classes.

Distance Education Characteristics
According to Verduin and Clark (1991) distance education is characterized by:





Physical and/or time separation of the student and the instructor during the majority
of class.
The use of educational technology to bring together the student and instructor and
to transmit course content.
Two-way communication between the instructor and student.

The Higher Education Opportunity Act (2008) echoes these 3 criteria in its definition of
distance education.
1. It is education that “uses one or more” technologies—“(i) the Internet; (ii) oneway and two-way transmissions through open broadcast, closed circuit, cable, microwave,
broadband lines, fiber optics, satellite, or wireless communications devices; (iii) audio
conferencing; (iv) video cassettes, DVDs, and CD–ROMs, if the cassettes, DVDs, or CD–
ROMs are used in a course in conjunction with any of the technologies listed in clauses (i)
through (iii).”
2. It delivers “instruction to students who are separated from the instructor.”
3. It supports “regular and substantive interaction between the students and
the instructor, synchronously or asynchronously” (Higher Education Opportunity Act,
2008, emphasis added ).

Distance Education at Boise State
What does that mean at Boise State University? At Boise State, distance education refers to
classes that use educational technology to deliver or convey the class content and
communication between the instructor and students. The delivery methods used at Boise
State include:

Electronic Campus, Asynchronous:


Internet/Online: Courses delivered online through a web-based course management
system or website designed to allow students and faculty to interact via the Internet.
Most online course activities are conducted asynchronously, but some may have a
limited number of site-based or synchronous activities. Internet/online includes
undergraduate and graduate academic courses and programs.



Online Professional Education: Courses delivered in conjunction with an educational
provider. Includes undergraduate, graduate, and professional education.

January 2012


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Site Based, Synchronous:


Videoconferencing: Synchronous instruction through video broadcasting technology.



Telecourses: Courses blend home viewing of nationally pre-produced educational

The instructor’s lecture at one location is viewed in real time by students at another
location. Students at the remote site can ask questions of the instructor during the
lecture through the two-way audio and video system. Instructors are encouraged to
provide course information such as a syllabus, schedule, and assignments on a
Blackboard online course site or webpage. Classroom lectures can be recorded and
linked on Blackboard for student review. Site coordinators assist with information
distribution and in-person exam proctoring. Additional organization is required for
using this technology which means instructors must contact the eCampus Center 2-3
months prior to offering the course.
program broadcasts in 13 one-hour segments on Idaho Public Television with either
6 required in-person class meetings or 13 required labs.

Additional Reading
Carlson, C. S., Aust, P. J., Gainey, B. S., McNeill, S. J., Powell, T., & Witt, L. (2012,
December). Which technology should I use to teach online?: Online technology and
communication course instruction. Journal of Online Learning and Teaching, 8(4).
Dell, C. A., Low, C., & Wilker, J. F. (2010). Comparing student achievement in online and
face-to-face class formats. Journal of Online Learning and Teaching, 6(1).
Higher Education Opportunity Act, Pub L. No. 110-315. 122 STAT. 3078 (2008). Retrieved
May 4, 2009, from http://frwebgate.access.gpo.gov/cgibin/getdoc.cgi?dbname=110_cong_public_laws&docid=f:publ315.110.pdf

January 2012


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NWCCU Standards Applicable to Distance Education
(Updated 2010 by NWCCU)

Institutions accredited by the Northwest Commission on Colleges and Universities (NWCCU)
are expected to follow the Standards for Accreditation which are found at www.nwccu.org.
The following standards were pulled from the original document because of their relevance
to distance education.

Faculty
2.B.3 The institution provides faculty, staff, administrators, and other employees with
appropriate opportunities and support for professional growth and development to enhance
their effectiveness in fulfilling their roles, duties, and responsibilities.
2.B.4 Consistent with its mission, core themes, programs, services, and characteristics, the
institution employs appropriately qualified faculty sufficient in number to achieve its
educational objectives, establish and oversee academic policies, and assure the integrity and
continuity of its academic programs, wherever offered and however delivered.
2.E.3 Consistent with its mission and core themes, the institution provides appropriate
instruction and support for students, faculty, staff, administrators, and others (as
appropriate) to enhance their efficiency and effectiveness in obtaining, evaluating, and
using library and information resources that support its programs and services, wherever
offered and however delivered.
2.G.6 The institution provides appropriate instruction and support for faculty, staff,
students, and administrators in the effective use of technology and technology systems
related to its programs, services, and institutional operations.

Curriculum
2.A.24 The institution maintains clearly defined policies with U, copyright, control,
compensation, and revenue derived from the creation and production of intellectual
property.
2.A.26 If the institution enters into contractual agreements with external entities for
products or services performed on its behalf, the scope of work for those products or
services—with clearly defined roles and responsibilities—is stipulated in a written and
approved agreement that contains provisions to maintain the integrity of the institution. In
such cases, the institution ensures the scope of the agreement is consistent with the
mission and goals of the institution, adheres to institutional policies and procedures, and
complies with the Commission’s Standards for Accreditation.
2.C.1 The institution provides programs, wherever offered and however delivered, with
appropriate content and rigor that are consistent with its mission; culminate in achievement
of clearly identified student learning outcomes; and lead to collegiate-level degrees or
certificates with designators consistent with program content in recognized fields of study.

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2.C.2 The institution identifies and publishes expected course, program, and degree
learning outcomes. Expected student learning outcomes for courses, wherever offered and
however delivered, are provided in written form to enrolled students.
2.C.3 Credit and degrees, wherever offered and however delivered, are based on
documented student achievement and awarded in a manner consistent with institutional
policies that reflect generally accepted learning outcomes, norms, or equivalencies in higher
education.
2.C.4 Degree programs, wherever offered and however delivered, demonstrate a coherent
design with appropriate breadth, depth, sequencing of courses, and synthesis of learning.
Admission and graduation requirements are clearly defined and widely published.

Students
2.D.1 Consistent with the nature of its educational programs and methods of delivery, the
institution creates effective learning environments with appropriate programs and services
to support student learning needs.
2.D.14 The institution maintains an effective identity verification process for students
enrolled in distance education courses and programs to establish that the student enrolled
in the distance education course or program is the same person whose achievements are
evaluated and credentialed. The institution ensures the identity verification process for
distance education students protects student privacy and that students are informed, in
writing at the time of enrollment, of current and projected charges associated with the
identity verification process.

Evaluation
4.A.2 The institution engages in an effective system of evaluation of its programs and
services, wherever offered and however delivered, to evaluate achievement of clearly
identified program goals or intended outcomes. Faculty have a primary role in the
evaluation of educational programs and services.

January 2012


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eCampus Support at Boise State
Boise State University is committed to the delivery of academic programs through the use of
technologically mediated distance education methods, in order to respond effectively to
student needs for greater flexibility of time and/or place and to increase access to higher
education.
Successful development and implementation of eCampus courses and programs require
efficient collaboration among academic, administrative, technology, and student service
units. Those units include, but are not limited to, the following:
 Academic colleges and departments
 Academic support programs, including the Division of Extended Studies, Academic
Technologies, and Albertsons Library
 Office of Information Technology
 Student Affairs offices, including Admissions, Registrar, Gateway Center, and the
Bookstore
The Guidelines for Best Practices, developed by the Western Cooperative for Electronic
Telecommunications (WCET) in conjunction with the regional accrediting commissions in the
late 1990s, provide guidance for Boise State University in addressing issues of collaboration,
centralization, support, etc.

Political Boundaries
When considering the delivery of a new program or course through eCampus, faculty
members need to consult with both their department chair and dean as well as the director
of eCampus Center and dean of Extended Studies, and the provost to ensure that such
delivery meets college and institutional priorities, State Board of Education (SBOE) boundary
issues, and best practices/accreditation requirements, and that necessary administrative
support structures are available. In addition, new eCampus degree and certification
programs may require approval from the SBOE or the Northwest Regional Accrediting
Association.

Courses and Programs
An eCampus course uses educational technology to bring together the student and
instructor and to transmit course content. There will be no or limited in-person meetings
associated with the course. eCampus courses are offered at the initiation of the academic
department or Extended Studies as part of the department’s overall course offerings.
Courses that use the Web or other technologies to enhance live instruction do not fall under
the definition of an eCampus course.

Academic Oversight
Academic departments are responsible for decisions regarding curriculum, instruction, and
evaluation for eCampus courses. As noted in the accreditation guidelines, it is essential that
in the design of the course, departments ensure appropriate interaction between the
instructor and students and among students. The involvement of eCampus Center and
Extended Studies may result in an awareness of instructional concerns; when this occurs, it
will be brought to the attention of the academic department.

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Faculty Support
The eCampus Center is available to assist faculty in selecting delivery technology
appropriate for the curriculum and intended audience. Faculty development/training is
available, along with opportunities to receive consultation on instructional objectives,
pedagogy, and technical and instructional design considerations.

Administrative Support
Extended Studies provides the administrative support structure for the implementation of
eCampus courses, including course set-up, registration support, student advisement,
targeted marketing, faculty support, support/delivery of course materials and course
evaluation.
eCampus courses are set-up in the student information system (PeopleSoft) through
Extended Studies in conjunction with the appropriate academic department. Academic
eCampus courses are offered within the regular calendar sessions and at the regular
undergraduate or graduate fees. Any special fees are established by or in conjunction with
Extended Studies. Requests for special program fees (new or changes to current fees) need
to be negotiated by the program director and college dean with the director of eCampus
Center, the dean of Extended Studies, and the provost.

Technology Support
The Office of Information Technology provides technical assistance through the HelpDesk,
support for the Blackboard server, and manages the university’s access to the Internet.

Student Support
Extended Studies is responsible for ensuring that students enrolled in eCampus courses
receive appropriate support services. These services will be provided by the appropriate
student services functional area wherever possible and by Extended Studies staff where that
is not possible. When a new eCampus program is being considered for full distance delivery,
the type and location of necessary student services will be determined by the academic
department, dean of the college, and the eCampus Center.
In addition, the eCampus Center provides orientation materials to help students succeed
within online courses. This includes information on the eCampus website, a self-paced
tutorial, and a credit-bearing “Introduction to eLearning” course.

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Who to Call for Faculty Support Instructional Design Support, & Faculty Development
The course has a campus-based component
(face-to-face, web-enhanced, hybrid, and mobile)

The course and/or program is to be offered fully online

Academic Technologies

eCampus Center

at.boisestate.edu

Who is
Responsible?

 Supporting face-to-face, web-enhanced, and hybrid courses

(those for which at least part of the instruction or assessment
takes place on campus or at a site)
 Responsible for faculty programs within the Mobile Learning
Initiative

 Hybrid Seminar
 Mobile Learning Initiative programs
Faculty
Development

mobilelearning.boisestate.edu

 Teaching and Learning with Technology Workshops
ctl.boisestate.edu/events/workshops/?filter=at

 Customized, small-group workshops (contact your Instructional
Design Consultant at.boisestate.edu/consultants)

Faculty
Support:
Instructional
Design
Services

Primary
Contact for
Questions:

January 2012

 Instructional design consulting for courses that include oncampus components
 Research and recommend strategies and/or technologies to
meet specific learning objectives and assessment methods for
courses that include on-campus components
 Faculty development in digital fluency (exploring strategies and
tools for enhancing pedagogy with technology and learning to
create materials with specific tools)
 Configuration and administration of instructional and
assessment platforms, such as Blackboard tools, working with
the Office of Information Technology
 As resources allow, production of rich media assets or
interactive digital materials to meet faculty needs in instruction
and assessment
 Instructional Design Support/Customized Faculty Development,
Contact your Consultant at.boisestate.edu/consultants
 Hybrid Seminar or Mobile Learning Initiative Programs
Eric Orton, 6-1884, ericorton@boisestate.edu


ecampus.boisestate.edu

 Supporting fully online courses and programs (those that can
be completed “from Kuna or Kalamazoo”). Note: Online
courses may have in-person requirements that can be
completed at the student’s location (i.e. proctored tests,
synchronous meetings)
 RFPs for high impact courses and online programs
eCampus Quality Instruction Program (eQIP)
 eCampus Course Design Seminar
 eQIP Course Development Process
 Quality MattersTM Course Design Peer Reviews
 Teaching Online Seminar (beginning spring 2013)

 Instructional design consulting for fully online courses and
programs
 Research and recommend strategies and/or technologies to
meet specific learning objectives and assessment methods in
online courses
 Consultation and support during the design and development
of online courses and programs to ensure accessibility for all
students
 Assist with the development of online instructional materials
 As resources allow and when appropriate, assist with the
production of rich media assets or interactive digital materials
for use in online courses
 Instructional Design Support
Christine Bauer, 6-5903, christinebauer@boisestate.edu
 eQIP Faculty Development Program
Daren Olson. 6-2443, darenolson@boisestate.edu
 RFP for Online Programs and High-Impact Courses
Amy Davis, 6-5906, amydavis7@boisestate.edu

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January 2012



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January 2012



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eCampus Center Services
Division of Extended Studies, Boise State University
The eCampus Center is responsible for supporting fully online courses and programs, as well
as offering extensive services to students, faculty, and academic units.
INSTRUCTIONAL DESIGN SERVICES
Contact: Christine Bauer, 6-5903, Assistant Director
 Support the efforts of Boise State University’s academic departments to design and
develop high-quality fully online courses and programs
 Offer professional development opportunities and consulting related to online teaching
methods and strategies
 Coordinate eCampus Quality Instruction Program (eQIP) ecampus.boisestate.edu/eqip/
 Facilitate the design and development of online courses and programs to ensure
accessibility for all students
 Provide assistance with the development of online instructional materials and, as
appropriate, the production of rich media projects for online courses
 Research and implement best practices for student retention, persistence, and
assessment in the online learning environment
CUSTOMERS AND PROGRAM SERVICES
Contact: Kelley Brandt, 6-5962, Associate Director
 Ensure delivery and coordination of University services for distant students
 Provide information about courses and programs, general advising, admission and
registration support, and referrals as appropriate
 Support online instruction, courses, and programs in the areas of administration;
course set-up in My.BoiseState; faculty interaction with students and course content
delivery; and evaluation
 Solve a wide variety of issues related to eCampus
PROGRAM DEVELOPMENT
Contact: Amy Davis, 6-5906, Program Development Consultant
 Support university-wide actions and decisions involving: strategic direction, long-range
viability, continuity, quality, and growth of online education
 Consultation on administrative aspects of new program planning, budget development,
and implementation

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September 2012



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September 2012



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Contacts for Online Faculty
WHO

PHONE

EMAIL

SUPPORT AREA

Extended Studies (ES)
Mark Wheeler

426-1140

MWheeler@boisestate.edu

Extended Studies Dean

Janet Atkinson

426-1689

Jatkinso@boisestate.edu

Kelley Brandt

426-5962

KBrandt2@boisestate.edu

Christine Bauer

426-5903

ChristineBauer@boisestate.edu

Amy Davis

426-5906

AmyDavis7@boisestate.edu

Daren Olson

426-4223

DarenOlson@boisestate.edu

Allan Heaps

426-5917

AllanHeaps@boisestate.edu

Shari Stroud

426-5918

SStroud@boisestate.edu

Corinna ProvantRobishaw

426-5904

CorinnaProvantRobishaw@boisestate.edu

eC2 Director. Provides
leadership and oversight of
Distance Education programs
and staff, including selfsupport, regular academic
courses and programs, etc.
Coordinates student support
services. Works with
departments in developing new
distance courses or programs,
manages Distance Education
program financials.
Contact with questions about
the eCampus Instructional
Design Unit and faculty
resources for teaching and
developing online courses.
Coordinates activities
associated with new online
academic programs.
Administers eCampus Quality
Instruction Program (eQIP);
provides consultation,
resources, and community
building tools.
faculty resources for teaching
and developing online courses.
eCampus Center services for
prospective or new students
and for faculty or academic
departments.

Crystal Neilson

426-5951

CrystalNielsen1@boisestate.edu


John Newhouse

426-5622

JohnNewhouse@boisestate.edu

Coordinates class scheduling
and class changes; provides
assistance to self-support
programs; manages data.

eCAMPUS Center (eC2)

September 2012


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Carolyn Quintero

426-5745

CarolynQuintero@boisestate.edu

Sandy Howell

426-4216

SHowell@boisestate.edu

Carol Nickel

426-5961

CarolNickel@boisestate.edu

Extended Studies Central Registration Unit (CRU)
Tom Ansbach
426-1709 ESTellUs@boisestate.edu
Patti Anderson
Adam Apperson

Assists distance students with
admissions and registration
questions and general academic
advising.
Provides support for faculty and
students in distance classes and
administers course evaluations.
Provides internal support
services in the areas of data
gathering, tracking, and
recordkeeping.
Answers general information
line about ES classes, sets up
data base input, provides
student registration support,
posts grades.

Other Resources
My.BoiseState
Help Line
(formerly Bronco Web)

426-2932
or 426BWEB

regmail@boisestate.edu

Barbara Glackin

426-5902

BarbaraGlackin@boisestate.edu

Assists with My.Boisestate.edu
problems, such as student
login, lost user names or
passwords, and faculty access
to class lists.
Distance librarian to support
faculty and distance students.

Blackboard Learn & Collaborate
New features are available for all Summer Blackboard Learn course sites
(http://summerbb.boisestate.edu) and will be available in late July for Fall Blackboard Learn
courses (http://blackboard.boisestate.edu).
In late April and in late August, we will offer instructor workshops introducing the new
Blackboard features, visit http://ctl.boisestate.edu/events/workshops/default.asp?filter=at to
schedule. Online tutorials highlighting the new features for instructors and students are
currently available at http://at.boisestate.edu/lmshelp/new-features-tools-available/

Getting started with Blackboard Collaborate
Academic Technologies Blackboard Web Site

http://atapps.boisestate.edu/elearning/collaborate/

Technical Support
Office of Information Technology
Help Desk 426-4357 or
http://oit.boisestate.edu/

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Reference Websites for Online Educators
Boise State Sites
Extended Studies (ES)
eC2 Website: http://ecampus.boisestate.edu/

Boise State eCampus Center website
for faculty and students

Academic Technologies (AT)
AT Website:

http://at.boisestate.edu/

Code Of
Conduct:

http://osrr.boisestate.edu/scp-codeofconduct/

Required information for students

Student
Online
Privacy
Notice:

http://at.boisestate.edu/lmshelp/student-online-privacy-notice/

Required information for students (click
on “Student Online Privacy Notice”)

Variety of resources for faculty and
students

For Students

My.BoiseState https://my.boisestate.edu/pages/default.aspx
Homepage:

Links and sign in for registration,
financial information, etc.

Blackboard
Help

http://at.boisestate.edu/lmshelp/student-help/

Blackboard help for students.

DE Student
Section:

http://ecampus.boisestate.edu/students/

Distance education (DE) Resources for
students

DE Course
List:

http://ecampus.boisestate.edu/courses/

List of all distance education classes for
a given semester

Boise State
Bookstore

http://www.boisestatebooks.com/requisition.asp

Online book ordering

For Faculty
Adjunct
Faculty
Handbook
FAQs:

http://academics.boisestate.edu/facultyhandbook/

Get a list of adjunct topics by clicking
“Adjunct Faculty FAQs” in the left-hand
menu.

Human
Resource
Services
Payroll:

http://vpfa.boisestate.edu/payroll/

Payroll information

My.BoiseState https://my.boisestate.edu/pages/default.aspx
Homepage:

Sign in from here to access class
rosters, enrolled students' email
addresses, paycheck information, etc.

BlackBoard
Faculty
Support

http://at.boisestate.edu/tools-and-facilities/coursemanagement-system/

Faculty introduction and support of
BlackBoard.

AT Faculty
Support:

http://at.boisestate.edu/lmshelp/instructor-help-2/

Faculty support and development;
Blackboard support for faculty.

eCampus
Faculty
Section:

http://ecampus.boisestate.edu/faculty/

Information for faculty teaching at a
distance.

Distance
Learning:

http://guides.boisestate.edu/distance

Albertsons Library

September 2012


Library site for distance faculty and
students

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Distance
Librarian:
Barbara
Glackin


barbaraglackin@boisestate.edu

Distance librarian to assist faculty
teaching at a distance with finding and
selecting resources

Other Online Faculty Resources
Chickering &
Ehrmann
Article:

http://www.tltgroup.org/programs/seven.html

“Implementing the Seven Principles:
Technology as Lever”

Columbia
University
Fathom:

http://www.fathom.com/

Archive of free learning resources,
including lectures, articles, interviews,
exhibits, seminars

September 2012


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Boise State Accounts
(Updated 4/13)

As a Boise State instructor you will need an employee identification number and user
accounts for various purposes. The user name and password will be the same in all of these
accounts.

my.BoiseState Account
As a Boise State instructor you are provided with a my.BoiseState account to verify personal
information and access financial and academic information.

E-mail and Google Apps Account
It is important for faculty teaching at a distance to have a university e-mail account as well,
since students who try to contact faculty by e-mail are likely to search the Boise State
Faculty and Staff Directory (http://www.boisestate.edu/directory/search/). Your faculty/staff
e-mail and Google Apps account are independent of any Boise State student account you
may have.
You may request a Boise State e-mail account through your department chair or
administrative staff. To learn more about e-mail for Boise State instructors visit:
http://oit.boisestate.edu/email/

Blackboard Account
You will use your my.BoiseState Account to request a Blackboard site, and your faculty/staff
e-mail account is used to enroll you as the instructor in your Blackboard site.

Affiliate Account
If you need a my.BoiseState user account or e-mail address to participate in Online Teacher
Training or Online Course Development but are not yet eligible to receive a Boise State
account due to the fact that you will not be teaching within the next month, please contact
Kelley Brandt in eCampus Center at kbrandt2@boisestate.edu or 208.426.5962.

Confirmation Process
(Updated 8/12)

Confirmation Form/Contact Information
Before your class begins, the eCampus Center (eC2) makes every effort to ensure your
contact information is correct on both our website and in our files in the event that we or
students need to communicate with you throughout the semester. We send you a
confirmation form to verify your correct mailing address, telephone number(s), and/or email address(es). The information on the form originates from your employment paperwork
and my.BoiseState account. It is important that you contact us immediately with any
changes. New information can be sent to Sandy Howell at showell@boisestate.edu.

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Your Contact Information and the eC2 Website
We provide students with your email address on the eCampus website.

Confirmation of Course Accuracy
We want to offer the most accurate course information possible on the eC2 website. As the
instructor, you are most familiar with your class content and student requirements. Unless
you are teaching a Special Topics class that requires a course description not in the Boise
State Catalog or have requirements outside those typical of eCampus classes, the eCampus
course table will contain general information about the course.
 View the eCampus course table at http://ecampus.boisestate.edu/courses/
 Find your course in the table. Make sure all information in the grid is correct. For
example, are the in-person requirements still accurate?


Schedule of Classes
Navigate to the my.BoiseState Class Search Screen
1. Go to https://my.boisestate.edu/pages/default.aspx
o To view as a guest (no
log in required), in the
menu on the left, choose
the Guest Login link).

2. Search for your courses. Review
the basic information and then
click on the class section number
to view details about the class.
Read through the introductory paragraphs for the applicable distance delivery
method.
3. If any course
information is incorrect, please
contact your department chair
immediately.

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Class Roster
(Updated 9/12)

The official list of all students enrolled in each class you teach is available through your
my.BoiseState account. my.BoiseState rosters are updated in real time and accurate at the
time they are accessed. my.BoiseState is located online at http://my.BoiseState.edu. After
you log in, select Faculty/Staff/ Advisors then Student Class Enrollment.
Rosters will also include a photo of the enrolled students. This photo is generated when
student receives a Bronco ID card. Students living outside the greater Boise area can
contact the Bronco Card Office at http://broncocard.boisestate.edu/ about emailing a photo
for creating an ID card and loading into class roster.
If you have difficulty printing your roster, you can contact the my.BoiseState (formerly
Bronco Web) Help Center at (208) 426-BWEB (2932) 8am-6pm, Monday-Thursday, 8am5pm Friday, or at regmail@boisestate.edu.
A copy of the course roster is also loaded on your Blackboard course site. The Blackboard
rosters are synchronized with my.BoiseState rosters daily. If you do not see a student’s
name on the roster, find out when the student registered, since either the student has not
enrolled in the course or the Blackboard class roster has not yet been updated.

Class Capacity and Permission Numbers
(Updated 8/11)

Class Capacity
Class capacity (cap) is set with direction from the academic department chair and instructor.
If you find that you would like to increase your class capacity, please ask your chair to
submit a Schedule Change Request form.
If this is your first time teaching an eCampus class, we advise that you keep your class cap
set at around 20 or 25. If you find you can handle more of a student load during the
following semester, please let your chair know right away, so the cap can be changed
during the next course set-up process.

Permission Numbers
Six-digit permission numbers are used to override class capacity, override class requisites,
and validate conditional registrations. Usually, 20 each of “Y” (used to override everything,
INCLUDING class capacity) and “N” (used to override everything EXCEPT class capacity)
numbers are assigned to every course offered at Boise State University. Faculty members—
adjunct and full-time—have access to their own permission numbers in My.BoiseState.
Issuing permission numbers for any reason is at the discretion of the department chair and
instructor.
When students call Extended Studies for permission numbers, we refer them to the
instructor and/or the academic department (usually an assistant) directly. Otherwise, the

September 2012


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eCampus Center staff would require written permission from you before we can issue a
permission number.
If you run out of numbers and need more generated for an eCampus course, experience a
problem, or need help, contact the Course Administration and Student Services Coordinator,
John Newhouse at johnnewhouse@boisestate.edu.
Permission numbers are located in your my.BoiseState account. Once you have logged in,
select Faculty/Staff/Advisors then Permission Numbers.

Book Orders
(Updated 9/12)

Book orders may be processed through:
(a)

your academic department administrative staff; or

(b)

online by you at the Boise State Bookstore website at
www.boisestatebooks.com/textbooks1.asp

Book order problems should be resolved with the person you placed the order with: your
department or directly with the Bookstore.
Students may order textbooks in a number of ways: in person at the Boise State or a site
bookstore, by phone at 208-426-BOOK, or via secure online ordering at
http://www.boisestatebooks.com/requisition.asp.
Sandy Howell (showell@boisestate.edu) can also assist you with the process if needed.

September 2012


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Employment Eligibility Verification (I-9) Process
(Updated 9/09)

All new employees must report to Human Resource Services before or on the first day of
work to complete the I-9 Form and provide proper identification. If you need a list of
acceptable documents, please contact Human Resource Services at 208.426.1616.
The U.S. Citizenship and Immigration Service’s interim final rule published in the Federal
Register on December 17, 2008, improves the integrity of the Employment Eligibility
Verification (Form I-9) process so that individuals who are not authorized to work are
prevented from obtaining employment in the United States.
Employers, including Boise State University, must use the revised Form I-9 for all new hires,
as well as for re-verifications that occur every 3 years.
The most significant change to the revised Form I-9 is that employers can no longer accept
expired documents during the I-9 verification process.
For a complete list of acceptable documents, contact Human Resource Services at
208.426.1616, or visit
http://vpfa.boisestate.edu/process/uformsdocs/hrs/I-9_ListofAcceptableDocuments.pdf.
The importance of correct and timely completion of I-9s cannot be overstated. The
Immigration and Naturalization Service requires that Section 1 of the I-9 Form be
completed, signed and dated on or before the first day of work by the employee. The
employee has three business days in which to provide documentation that he or she is
eligible for employment, required in Section 2 of the I-9 Form. Employees not in I-9
compliance will not be eligible to continue working at BSU.

September 2012


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For Adjuncts Only
(Updated 04/10)

Please open the Faculty Handbook at http://academics.boisestate.edu/facultyhandbook/ and
click on Adjunct Faculty FAQs in the left-hand navigation area to display a menu of the
following topics:


Adjunct Faculty Privileges



Books, Tests, and Grades



Class Logistics



Department Chairs’ Contact Information



Emergencies



Employment Matters



Enrollment-Related Policies



Expectations & Obligations



Extended Studies Contact Information



Instructor Course Evaluation



Parking Options



Schedule & Curriculum



Student Needs & Issues



Teaching Support



Technical Support



University Dining Services



Using My.BoiseState

September 2012


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Online Class Facilitation
(Updated 9/12)

Faculty Responsibility
Faculty members teaching at a distance are to initiate contact with students by sending out
a “class start-up email.” This initial contact provides you and the University with assurance
that students have the correct information to access and start the class.

Procedures
Since Blackboard limits students to using only BroncoMail email accounts, you can send
your start-up email through Blackboard. Otherwise, you may retrieve your class roster from
my.BoiseState and send your start-up email through your Boise State email account, using
the emails listed in the roster. If you have not yet accessed your class roster or are
experiencing difficulty doing so, please call the My.BoiseState Helpline for support at (208)
426-2932.
Please send the start-up email to the students’ BroncoMail email accounts no later than the
start date for the session in which your class is listed. When students contact us with
questions, we will refer them to this email in their BroncoMail account.

The Initial Email
Purpose

The initial email contact, which can include the syllabus, serves many purposes.
1. The email is the first contact between instructor and student for the semester. It
serves as the entrance to the class in lieu of the first class meeting. It is the general
introduction, sets the tone for the class and conveys essential information.
2. The email needs to be an orientation to the course and the course site.
3. The email and syllabus often are viewed by students as a contract between the
instructor and students. As such, they are most effective if they are carefully planned
for the online environment, providing thorough and detailed information.
4. These documents provide an avenue to manage student expectations, as well as to
convey instructor expectations. Students wonder how this class will be different from
a face-to-face class. They tend to think it will be easier and take less time since they
do not have to be present in a classroom. Now is the time to convey reality.
5. These documents provide both the procedural and geographical map to the class,
letting students know how and when to proceed and where everything is located.
For students who have not taken an online class before, the email must tell how to
find the online classroom in Blackboard and outline the geography of the course site
to enable them to navigate to the class and find what they need to get started.
6. Finally, the documents need to provide technical information and support options.

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Content Areas

The following minimum content areas are recommended. Below each area is an example of
what you might include in that section. Information that is specific to your course and that
will need to be changed before going out to students is contained within braces: { }.


Welcome and basic information
Welcome to Boise State University! You are enrolled in the following {semester}
Internet class, which is conducted online using Boise State’s Web-based learning
management system, Blackboard. The specific class you are registered for is {class
#, subject, catalog#, section}. Classes for this academic session begin {date} and
end {date}. The last day to drop this course with a refund is {date}.



Faculty-initiated student withdrawal information
IMPORTANT—DROP POLICY: To avoid being dropped for non-attendance in the
first week of the term {day, date} – {day, date}, you must do ALL of the following:
1. Login to the {course name} course site in Blackboard.
2. {2nd requirement, such as posting to a discussion board}
3. {3rd requirement, if any, etc.}
These tasks must be completed no later than {day, date}, by {time}.
{Class name} is a {# of credit hours}-credit course, and these tasks are equivalent
to the first week’s attendance in a traditional {# of credit hours}-credit lecture
class.



Instructor information
My name is {title and name}. You may contact me in the following ways. My
preference is {email | phone} [list email, office phone, or other contact
information]. My {virtual} office hours are generally from {time} to {time},
{days}, or you may email me any time [now is the time to be clear about your
expectations]. Please be aware that even though email is available in the middle of
the night, I am generally not. {I do my best to respond to inquiries within 24 hours}
[or] {I make every effort to respond to emails within 24 hours Monday through
Friday}.



Expectations
Note: It is better for students to immediately drop a class that does not
match their expectations than to continue if they are not prepared.
This class is not a self-study or online correspondence course. Though you may
access Blackboard any time and complete most of the work at hours convenient to
you, this course has {weekly | biweekly | ongoing} deadlines, and regular
participation is mandatory. Each student must complete {assignments, tests,
quizzes}, and all other course requirements by posted deadlines. {You will also be
required to participate at a specified time two times during the course.} If you
encounter an unexpected problem not related to coursework, please contact me
immediately. Late and/or incomplete assignments or projects are only accepted
when prior arrangements have been made.
This course is neither easier nor less time-consuming than its on-campus equivalent.
In fact, because face-to-face class time will be replaced by additional reading or

January 2012


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other activities, you will likely spend more time studying than you would in a
traditional class. Since it is generally recommended that you set aside 3-4 hours per
week per credit hour for class time and homework, you should expect to spend at
least {number of} hours per week on this course.


Technical & skill information
This online class will not teach you how to use the computer, navigate the Web, or
manage digital files. At a minimum, you should be able to: {navigate the Internet
using a browser; navigate between multiple open windows; open, close, and save
files and attachments; upload files to the Web; and send and receive email
attachments}.
You must have {daily | regular} access to a computer, with the following minimum
requirements:
1. A computer capable of running any of the certified or compatible operating
systems listed at
http://kb.blackboard.com/pages/viewpage.action?pageId=72810641
2. Access to the Internet through an Internet Service Provider (ISP) with at least a
56K modem. Broadband or a high speed network connection is preferred.
3. One of the Web browsers listed in the matrix of certified or compatible browsers
at http://kb.blackboard.com/pages/viewpage.action?pageId=72810641



Online learning skills
Learning online also takes a different skill set than does learning in a classroom. If
you are unsure about your ability to learn online, consider taking the self-assessment
survey at http://ecampus.boisestate.edu/students/is-ecampus-right-forme/selfassess/
If you would like to develop more knowledge and skills for success in online learning,
you may either register through My.BoiseState for the 1-credit “Introduction to
ELearning” course, UNIV 107, which is facilitated by an instructor; or take a free
self-study course. To take the self-study course, log in to Blackboard as a guest.
When the “My Boise State” page loads, find the My Courses section and click
"ELearning at Boise State.”



Blackboard LOGIN instructions
This course is being conducted with Boise State’s Web-based learning management
system, Blackboard. The login page is located at http://blackboard.boisestate.edu.
[Note: You can cut and paste login instructions from the Academic Technologies
Blackboard instructions page for students (http://pastat.boisestate.edu/elearning/blackboard/BbDocs/students/Blackboard_Instructions_fo
r_Students.asp ) or use the following abbreviated version.]



If this is your first time signing into Blackboard, please follow this process:
1. Enter the same username and password for Blackboard that you use for
My.BoiseState and BroncoMail.
2. After logging in, select this class from the list of classes you are taking.
3. Follow the directions on the first page to get started.
Directions for the course site
When you are active in Blackboard, please click on the {class title} link and review
class features and requirements. You will find directions on getting started in the

January 2012


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{menu item} section. The structure of the course is described in the {menu item}
section. To locate help and reference information for Blackboard, see the information
listed under {Manual} and {Tools}. [Note: You may want to assign students a
participation exercise to demonstrate that they know how to access Bb and complete
basic functions.]


Support Information
[also include tutorial, writing center, or other support as appropriate]

The following support is available to you as an online student:

Blackboard Help
Hours: 7am-10pm M- F
Email: blackboard@boisestate.edu
Phone: 208.426.2583
https://blackboard.boisestate.edu/webapps/login/

My.BoiseState Help
Hours: 8am-6pm M-Th & 8am-5pm F
Email: bweb@boisestate.edu
Phone: 208.426.BWEB (2932)
Website with instructions and FAQ:
http://my.BoiseState.boisestate.edu/my.BoiseState-home/my.BoiseState-help/

BroncoMail Help
Help Desk Hours: 8AM-5PM M-F
Email: helpdesk@boisestate.edu
Phone: 208.426.4357
Login page: http://broncomail.u.boisestate.edu/

Distance Learning Help
Sandy Howell
Hours 9am-6pm M-F
Email: showell@boisestate.edu
Phone: 208.426.4216

January 2012


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Faculty Initiated Drops
(Updated 10/12)

According to Boise State University Policy 4190, (cited in the catalog and also available
online at http://policy.boisestate.edu/wpcontent/uploads/2011/05/4190_FacultyInitiatedWithdrawal.pdf ), faculty members may
administratively drop students from a course for:
 Nonattendance, including nonattendance due to course schedule conflicts.


Failure to satisfy entrance requirements, such as:
o
o
o

unmet prerequisites
failure to register for a co-requisite, or
inadequate class standing required to take the course.

Faculty Initiated Withdrawal for Nonattendance
Nonattendance that can lead to a faculty-initiated drop is defined as failure to attend the
first class session of a class that meets once weekly, or failure to attend the first two
sessions of a class that meets twice weekly. Since online classes meet asynchronously
rather than at scheduled times, it is important to clarify how that policy applies to
your course. Please make sure, therefore, that both your syllabus and initial email clearly
state:
 How the first week’s attendance will be verified—by such activities, for
example, as students logging in, posting to a particular discussion forum, and
confirming they have read the syllabus, etc.


What the consequences are for failing to attend class during the first week as
you have defined it: that you may (or will) administratively withdraw them from the
class.

We strongly encourage faculty to drop students who have not logged in during the first
week. It is usually in the best interest of both the absent student and the class.
You may fill in a Faculty Initiated Withdrawal form using Adobe Acrobat Reader:
http://registrar.boisestate.edu/Forms/facdrop.pdf. This can be sent directly to the
Registrar’s office for processing or-for eCampus courses only-printed and faxed to Sandy
Howell in Extended Studies at 208.426.3467. The deadline to administratively drop students
is usually four working days after classes begin (Friday if classes begin on a Monday,
Monday if classes begin on a Tuesday, etc.). The Academic Calendar provides the exact
deadline date: http://registrar.boisestate.edu/academic-calendar.shtml. If you are
experiencing a problem, Sandy Howell at 208.426.4216 can help you.

January 2012


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Student Notifications: Policies and Resources
(Updated 8/12)

One measure of quality in online education is that students can access the same information
as they could if they were enrolled in traditional classes. Include information about critical
policies and services in the course syllabus or in the Blackboard folder with the syllabus.
You may wish to require students read these documents as a first-week assignment. Such
an assignment fulfills two functions:
1.
You are assured that students have logged into Blackboard, accessed your
course site, and actively participated in that first week.
2.
Students become familiar with these important documents.

Policies
Student Online Privacy Notice
http://past-at.boisestate.edu/elearning/blackboard/orient/privacy.asp

Student Code of Conduct and Statement of Shared Values
http://osrr.boisestate.edu/scp-codeofconduct/
http://osrr.boisestate.edu/sharedvalues/

Disability Policy and Resources
A notice such as the following one recommended by the Disability Resource Center (DRC),
along with a link to the DRC website, will inform students about Boise State’s policy on
disabilities as well as linking to an important student resource.
Any student who feels s/he may need accommodations based on the impact of a disability
should contact me privately to discuss your specific needs. You will also need to contact the
Disability Resource Center at 208-426-1583 to speak with a specialist and coordinate
reasonable accommodations for any documented disability.
For more information on BSU Disability Resource Center (DRC) see the web site at
http://drc.boisestate.edu/

Resources
Library Resources
http://guides.boisestate.edu/distance
Blackboard Support
Email: blackboard@boisestate.edu
Phone: (208) 426-2583 (8-6 Mon-Thu, 8-5 Fri)
Location: Education Building, Room 420
https://blackboard.boisestate.edu/webapps/login/
Academic Support
http://aae.boisestate.edu/

Office of Student Rights and Responsibilities
http://osrr.boisestate.edu/support-resources/
January 2012


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Academic Honesty
(Updated 7/11)

Many instructors find it worthwhile to add a specific paragraph about academic honesty, in
addition to referring to the Student Code of Conduct. Here is one example of such wording:

Academic Honesty
All students are required to abide by Boise State University’s Student Code of Conduct on
academic dishonesty. Assignments you submit must be your original work and cannot be
used in other courses. Nor can you use significant portions of assignments completed for
another course in this course.
All work that you submit must show your own ideas and current understanding.
Assignments you submit must be original and developed by you. You are welcome to get
ideas from other sources; however, you must interpret such ideas significantly and cite
your sources. Anything copied from another source must be indicated by appropriate
quotation notations.
For easy reference, we have included Section 18 of the Student Code of Conduct
(http://osrr.boisestate.edu/scp-codeofconduct-article2/#18) below in its entirety.

Section 18—Academic Dishonesty
The term “academic dishonesty” may include cheating, plagiarism, or other forms of
academic dishonesty. All assignments submitted by a student must represent her/his
own ideas, concepts, and current understanding or must cite the original source.
Attempts to violate the academic integrity of an assignment do not have to be successful
to be considered academic dishonesty. Academic dishonesty may include, but is not
limited to:
1. Stealing and/or Possessing Unauthorized Material - The unauthorized appropriation,
possession or use of the property of another; the forgery or misuse of documents;
2. Fabrication and Falsification - The unauthorized alteration or invention of any
information or citation;
3. Multiple Submission - The submission of substantial portions of the same
assignment for credit more than once without the prior permission of all involved
faculty members;
4. Abuse of Academic Material - Destroying, stealing, or making inaccessible library or
other academic resource material;
5. Complicity in Academic Dishonesty - Intentionally or knowingly helping or attempting
to help another commit an act of academic dishonesty.

Section 18A—Cheating
The term “cheating” includes any action where an individual or group either carries out or
attempts to carry out dishonest work and/or where an individual or group either assists
or attempts to assist an individual or group to carry out dishonest work. If students are
uncertain whether an action constitutes cheating, they have a responsibility to ask the
faculty member for the course for clarification. Cheating includes, but is not limited to:
1. using or providing any unauthorized assistance in class assignments, standardized
tests, credential tests, and professional licensing tests;
2. unauthorized copying of class assignments—such as examinations—before, during, or
after the assignment, either for your own use or for the use of others.
3. having someone else complete a class assignment in your place;
January 2012


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4. completing a class assignment for someone else;
5. collaborating on an assignment unless it has been explicitly permitted by the faculty
member;
6. depending on or providing the aid of sources not authorized by the faculty member in
preparing for exams, writing papers, preparing reports, solving problems, or carrying
out other assignments;
7. acquiring, without permission, any assignment or other academic material belonging
to a member of the University faculty or staff;
8. creating, keeping, or using unauthorized collections of assignments;
9. turning in substantial portions of the same academic work to more than one course
without the prior permission of the faculty members;
10. plagiarizing (see section 18B).

Section 18B—Plagiarism
The term “plagiarism” at its most basic level means to steal someone else’s words,
composition, research, and/or ideas. Plagiarism is both cheating and theft. Given the
seriousness of this offense, students have a responsibility to understand its meaning and
implications for the academic community. Plagiarism can be committed in any type of
assignment. Plagiarism includes but is not limited to:
1. the use by direct quotation of another person’s work, published or unpublished,
without clearly setting off the quotation and/or without full and clear
acknowledgment;
2. the use by paraphrase of another person’s work, published or unpublished, without
full and clear acknowledgment;
3. the use of another person’s ideas, arguments, and/or thesis from a published or
unpublished work without full and clear acknowledgment;
4. the use of another person’s research from a published or unpublished work without
full and clear acknowledgment;
5. the use of materials prepared by a person or agency engaged in the selling of term
papers or other academic materials.

Other Student Code of Conduct References
•

Proscribed Conduct: Academic Dishonesty (http://osrr.boisestate.edu/scpcodeofconduct-article4/#1)

•

Procedures for Academic and Classroom Misconduct (http://osrr.boisestate.edu/scpcodeofconduct-article6/)

January 2012


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Student BroncoMail Accounts
(Updated 8/09)

Each matriculated student at Boise State University is assigned a BroncoMail account upon
their acceptance to the University. This is a student e-mail account used by faculty and staff
to officially communicate with students. Students who are not fully familiar with BroncoMail
and do not realize that e-mail is the primary communication tool the University uses, may
forget to log in and check their accounts. However, e-mail messages sent through
Blackboard go to students’ official My.BoiseState account. Teachers who communicate
through the My.BoiseState e-mail also increase the security of their communications.
Since Boise State migrated to Google Apps for students, another advantage of their
becoming familiar with their BroncoMail is that it can be the portal for other applications
particularly useful in distance education, such as shared Google Docs and Google Sites.
Please inform your students at the beginning of class to expect e-mails through their
My.BoiseState accounts. You can help educate students on the use of their BroncoMail
accounts by suggesting one or all of the following tips:
 Students may forward their BroncoMail e-mail messages to an account they use
more frequently. They have the choice to keep a copy of the message in their
BroncoMail account or purge it automatically. By purging the message, they will keep
their percentage of space used at a minimum.


Students can create “rules” in their BroncoMail accounts to file, purge, and forward
e-mail messages that contain certain characteristics. Rules are easy to set up and
help students keep their accounts clean.



Students use My.BoiseState to register for classes every semester. Remind students
that signing in to use their BroncoMail account is just as easy, and it’s even located
at the same Web address: http://my.BoiseState.boisestate.edu. When they sign in,
they have the option to purge some or all of their received messages.

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Proctor Guidelines
(Updated 10/11)

Introduction
While registered in an online/internet course at Boise State University, students may be
required to take a proctored examination. A proctor is an individual who agrees to
administer examinations for students unable to travel to the main Boise State campus.
Proctors promote academic fairness and ensure both the integrity and credibility of online
courses and programs.
The course Instructor, student and proctor have individual responsibilities during this
process. The following guidelines apply to students who request testing outside the vicinity
of the main campus; students may be asked to provide proof of current location. Boise
State reserves the right to verify a proctor’s identity, require additional proof of eligibility
and deny/terminate use of a proctor at any time.
Note: University academic dishonesty policies apply to all remote proctoring
arrangements for BSU students.

Purpose
The purpose of this document is to provide:


Instructors with best practices for remote proctoring based on a review of peer
institutions.



Parties involved in the process (instructor, student, and proctor) with a clear
framework for identification and approval of a qualified proctor.



Authentication of student identity and validation of the examination process.

Proctor Selection
It is the instructor’s responsibility to communicate with students which exams require
proctoring and provide students and proctors with appropriate exam instructions and be
available to troubleshoot concerns should they arise during the proctored exam. For
additional information see Instructor Responsibilities.
It is the student’s responsibility to locate an eligible proctor and make appropriate
arrangements prior to each examination. For additional information see Student
Responsibilities.
It is the proctor’s responsibility to verify the student’s identity, ensure the testing
environment is secure, and monitor the examination. For additional information see Proctor
Responsibilities.

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Proctor Eligibility
Eligible Proctors


Full-time member of the teaching faculty or educational administrator of a regionally
accredited institution of higher education



Local college/professional testing center full-time staff member



Full-time school or public librarian



School guidance counselor or counseling staff



School superintendent, principal, vice principal or other administrator



Corporate educational/training officer



Embassy education officer



Military base/station education officer, commissioned officer of higher rank than
student, commander or a librarian

Ineligible Proctors


Relatives or friends with whom you have a personal relationship outside of school or
business



Athletic coach or member of coaching staff



Previous (unless meets above eligibility qualifications and not a friend or relative) or
current Boise State students



Co-workers, employers or supervisors



Spouse or significant other



Exam Locations



Exams must be administered at an educational facility or place of business where the
proctor is employed. Exams are never to be proctored at a personal residence
including either the student or proctor’s home.



Electronic exams must be administered on a computer provided by the proctor.
Electronic exams are never to be administered on a student’s personal or workrelated computer, laptop or other electronic device unless specifically allowed by the
instructor.

Instructor Responsibilities
Before the exam the instructor agrees to:

Review and adhere to the Boise State University Student Code of Conduct. It is expected
that all suspected violations of the code be brought to the Student Rights and
Responsibilities Office for review. Failure to follow the code guidelines threatens the
academic integrity of Boise State University.
Announce examination dates in the course syllabus and confirm the examination date two
(2) weeks prior to the actual examination date. This will allow time for scheduling of
proctors.
Establish specific guidelines for examinations listing allotted timeframe and approved
materials available to students during the examination (i.e., calculators, books, notes,
formulas, dictionary, etc.) and/or unapproved materials (closed book, no notes, fourfunction calculator only, no cell phones or electronic devices, etc.)
Collaborate with the Disabilities Services Office staff to schedule examinations for students
who have special needs.
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Review student requests for external proctor and approve/deny. Communicate decision to
student and proctor within five (5) business days after receiving Proctor Information Form.
Instructor has the discretion to approve or disapprove the proctor and/or the testing
environment.
Provide the proctor with appropriate testing materials one (1) week prior to the date the
exam opens for students. This includes but is not limited to the following:
 Electronic copy of any paper examinations or passwords for electronic examinations


Testing guidelines and instructions



Statement of Academic Honesty



Contact information during the testing timeframe for questions/concerns

During the exam the instructor agrees to:

Respond, whenever possible, to any phone calls received from the proctor or student during
the exam.

After the exam the instructor agrees to:

Notify students of exam grades within the established timeframe.
Review any proctor reports of student indiscretions and, using the guidelines outlined in the
Student Code of Conduct, report as necessary to the Office of Student Rights and
Responsibilities.

Student Responsibilities
Before the exam the student agrees to:

Review and adhere to the Boise State University Student Code of Conduct. Failure to
adhere to the Student Code of Conduct will result in academic sanctions and a referral to
the Office of Student Rights and Responsibilities.
Review the examination dates in the course syllabus and the individual exam guidelines to
determine if a proctor is required.
Discuss the need for remote proctoring and receive approval from the instructor to have the
test administered by a proctor. Review the specific requirements given by the instructor
regarding the proctor and location.
Review the Proctor Guidelines to determine who is considered an eligible proctor.
Identify an eligible proctor and location. Confirm the proctor will agree to the proctor
responsibilities and confirm the location has the following items:
 Computer


Reliable high-speed Internet access



Ability to access Blackboard course site



Ability to download MP3 files (if the exam has audio components)



Ability to download and print Adobe PDF documents



Access to fax or document scanner

After the identified proctor agrees to the responsibilities complete the Proctor Information
Form and submit to instructor for approval two (2) weeks prior to the exam date.
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Work with the proctor to schedule a time to complete the exam. Date must be within the
date range defined by the course instructor for each exam.

During the exam the student agrees to:

Arrive early for the exam with the applicable testing materials (i.e., paper, writing utensils,
reference sheets, calculators, books or other instructor approved materials) and present
official photo identification to the proctor. Official photo identification includes the
following:
 Boise State University student ID card


State-Issued driver’s license or ID card



Passport

Pay for all applicable proctoring fees. This may include providing an overnight shipping
envelope to the proctor to ensure return of exam to instructor by deadline.
Turn off cell phones and other electronic devices. Surrender any and all unauthorized
materials to the proctor. Only instructor approved materials are allowed in the testing area.
Thoroughly read all the exam instructions before starting the exam.

After the exam the student agrees to:

For electronic exams: fully exit the testing website and notify the proctor of completion
before accessing any other area of the course website, including viewing your grades.
Surrender any scratch paper to the proctor.
For paper exams: ensure your name is listed on the exam and deliver all exam materials
including any scratch paper to the proctor.

Proctor Responsibilities
Before the exam the proctor agrees to:

Review and agree to the proctor responsibilities outlined below.
Communicate with the instructor to receive exam instructions and information.
Work with student to schedule a time to complete the exam. If unable to proctor the exam,
contact the instructor as soon as possible to certify another proctor. Do not give exam to
another person or to the student without authorization.

During the exam the proctor agrees to:

Verify student identity using one of the following forms of official photo identification:
 Boise State University student ID card


State-Issued driver’s license or ID card



Passport

Keep exam materials and/or access password secure until student is present and ready to
begin the exam.
Collect any unauthorized objects from the student and store in a secure location for the
duration of the examination.
Review guidelines for the exam provided by the instructor and communicate these
guidelines to the student prior to the start of the exam.
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Administer the exam in an area that is conducive to test taking (few distractions) and has
appropriate testing equipment if needed (i.e., computer and high speed Internet access).
Remain in the room with the student throughout the completion of the exam. Video and
audio monitoring is allowed provided the student is aware of this prior to the exam and
recording is only accessible to the proctor or testing center staff.
Do not provide any assistance to the student in completing the exam.
Make note of any indiscretions of the student relative to the examination and report to the
instructor. Be sure to include as much detail as possible including but not limited to the
time of the indiscretion, screenshots of web pages visited, description of behavior, etc.
Examples of concerns include:
 Using unauthorized materials during the exam


Seeking assistance from another person during the exam without approval



Leaving the testing area without approval during the exam



Providing false identification or substituting for another person to take exam



Referencing notes or books not authorized by instructor



Using an unauthorized electronic device



Visiting unauthorized websites or using unauthorized computer programs

After the exam the proctor agrees to:
Collect and return the exam to the instructor.


If the exam is a paper copy only, allow the student the allotted amount of time.
Collect the exam and any allowed materials (such as scratch paper or formula
sheets) immediately at the end of the testing timeframe. Make a copy of the exam
and return the completed exam to the instructor as soon as possible after
completion. Retain the copy until receipt confirmation is received from the
instructor. Return the completed exam to the instructor as soon as possible after
completion. After confirmation is received, shred this copy.



If the exam is electronic there is no need to return the exam to the instructor.
Ensure the student logs out of the exam completely before using the computer
further.

Ensure students do not leave the testing area with either a copy of the exam or any of the
allowed testing materials such as scratch paper.

Proctor Information Form
At the end of this section is an example of the Proctor Information Form. For a webaccessible version of this form please visit
http://ecampus.boisestate.edu/faculty/guidelines/proctored-tests/#proctor-locate

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Course Evaluations
(Updated 12/11)

Online delivered courses are evaluated the first time they are offered by an instructor and
usually once per year thereafter. Academic departments may also request to have a course
evaluated each semester offered. While some programs, such as Educational Technology
and Instructional and Performance Technology, coordinate the set-up and delivery of their
own evaluations, most evaluations for online courses are facilitated through eCampus
Center (eC2).

Procedure
As of Fall 2011, Boise State University implemented a new online evaluation program. Prior
to each semester, Institutional Analysis, Assessment and Reporting asks academic
departments to contribute questions to the evaluation surveys. The evaluation templates
that are then created include these questions along with questions from eC2 related to
online course learning. Students enrolled in a course are notified of the evaluation survey on
a predetermined date associated with the semester or session, and instructors also receive a
notification asking them to announce the evaluation and encourage participation.
After results are gathered, academic department chairs are notified so they can obtain the
results through the online program.
For academic departments that do not have their own evaluation program and decide not to
use the university’s online evaluation program, eC2 will gather evaluation results and
forward an electronic copy to the instructor and department chair.
eC2 retains a copy of all evaluations of online delivered courses and reviews them to
identify technology or facilitation issues, lack of regular and substantive interaction, and
reasons why students choose to take online courses.
If you have questions about the evaluation process for online delivered courses, please
contact Sandy Howell (showell@boisestate.edu). For information about Boise State’s
evaluation program, contact onlineevals@boisestate.

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Final Grades
(Updated 8/10)

Online Submission
All faculty members, adjunct and full-time, must enter their grades electronically through
My.BoiseState. Instructions for entering grades online can be found at
http://my.BoiseState.boisestate.edu/wp-content/uploads/2011/06/Grade-My-Classes.pdf.

Deadlines
If you are teaching a course within a shortened session (1st 8-week, 2nd 8-week, etc.),
grades are due no later than five days following the last day of the session.
If you are teaching a regular 16-week class, your grades are due by the date indicated in
the Academic Calendar found on the main My.BoiseState page:
http://my.BoiseState.boisestate.edu. Please make sure your grades are submitted by the
appropriate deadlines.

Incompletes
As the Instructor, you may enter a grade of I—for incomplete—if all of the following
conditions are present:
 The student requests a grade of incomplete before the last day of class instruction.


The student's work has been satisfactory up to the last three weeks of the semester.



Extenuating circumstances make it impossible for the student to complete the course
before the end of the semester.

A contract for completing the class should be created by you in collaboration with the
student.
The contract
 Will stipulate the:
o

work to be completed;

o

time in which it must be completed to receive a grade in the class.



May not exceed one year.



Must be in writing and show an acknowledged agreement by you and the student.



Must inform the student that the incomplete cannot be removed by re-enrolling in
the class.



Can be a simple email or written form to be kept by you.

The final decision to assign an incomplete grade rests with the instructor.
Enter the grade of I—for incomplete—on the grade roster in My.BoiseState as shown on the
instructions page listed above. Students who receive incompletes will be notified by email
that they have Registrar To Do Items on My.BoiseState. This notification will say exactly
what you have written on the grade roster.

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Last Date of Attendance
If a student receives an ‘F’ grade, you must enter a “last date of attendance” in the grade
book on PeopleSoft. This date determines the amount of aid a student is eligible to receive
when that student withdraws or leaves a program and the amount of unearned funds that
must be returned to the Federal Department of Education or the lender.
Boise State is given a short window of time to determine if a student will be required to
return any federal funds disbursed to them after they have completely withdrawn from all
classes.
For online programs or courses, the last date of attendance is determined by the last day a
student participated in an academically related activity.
The 2011-12 Federal Student Aid Handbook, Ch. 1, p. 63
(http://ifap.ed.gov/fsahandbook/attachments/Vol5MasterFSAHdbk1213.pdf) provides these
examples of academically related activities:
1. Examinations or quizzes.
2. Tutorials.
3. Computer-assisted instruction.
4. Academic advising or counseling.
5. Academic conferences.
6. Completing an academic assignment, paper, or project.
7. Attending a study group required by the institution where attendance is taken.

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eLearning Resources
(Updated 7/11)

Two resources are available to prepare students for online, hybrid, or Web-enhanced
classes: an online skill building course with two participation options and an e-learning
orientation. Both resources help students develop required skills. You may benefit from
these resources as well because you won’t have to devote instructional or personal time to
unprepared students who are in need of online learning skills.

Process
When a student is registered in your online course without the necessary computer and
Internet literacy skills, first determine if they are completely unprepared or struggling with
one aspect of your course. A student struggling with one or two skills may benefit by
referral to the self-study option. If a student is completely unprepared to learn online you
can recommend or insist that the student drop your class and takes the “Introduction to ELearning” course before taking your course. If a student does not drop voluntarily, you can
drop them prior to faculty initiated drop deadline.

Course: Introduction to E-Learning
The course is designed to develop knowledge and skills required for success in Webenhanced courses, including computer literacy, Internet literacy, technology management,
organization, and time management. Students can access the course in two versions.

Credit Option

The five-week long course titled “Introduction to E-Learning” is a UNIV 107 Pass/Fail
offering. Students can register via My.BoiseState for the 1-credit online course. This option
includes assignments, interaction, and deadlines to be completed for credit. The course is
offered in all three 5-week sessions during fall and spring semesters and in both 5-week
summer sessions.

Self-Study Option

Self-study students can work through all or part of the modules in a non-facilitated
Blackboard site to brush up on or build new skills. This option does not include access to an
instructor, interactivity with other students, or assignments. Students (or faculty) may sign
in at any time and review any or all of the material. Students will not receive credit for their
activity in the self-study site. To access the self-study eLearning course, go to the
Blackboard login page at https://blackboard.boisestate.edu/ and click on the “Guest Access”
link under the login button. That will log you into Blackboard as a guest, and you will then
see on the right side of the page a category called “My Courses.” Under that category, click
on the course link to “Elearning at Boise State.”

Online Orientation
Students may assess their potential for online learning success and discover tips for
successful completion of online courses through this resource:
http://ecampus.boisestate.edu/students/is-ecampus-right-for-me/

January 2012


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Finding Online Courses on my.BoiseState
(Updated 8/09)

When students wish to register for more online courses due to their positive first experience
in your course, instruct them to visit My.BoiseState (http://my.BoiseState.boisestate.edu/).
Then from the links at the left, choose the My.BoiseState Guest Login
(https://bweb.boisestate.edu/EPRD/bsu_guest.html). Then click on “Search for Classes.”

1. Select
“Undergraduate” in
the Course Career
dropdown menu.

2. Select “Internet” in
the Mode of
Instruction dropdown
menu.

3. Click on the
Search button.

January 2012


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Helpful Information for Students
(Updated 9/09)

Students can find out about eCampus classes in three different ways:

eCampus Website
eCampus Center staff members work very hard to provide a comprehensive Web site for
students seeking information on courses, delivery methods, programs, and much more. The
Web site presence allows posting and updating information specific to eCampus programs in
one convenient place. Below are a few areas that students might find especially helpful:

Course Information

A searchable comprehensive table of course information in addition to the individual course
listings on My.BoiseState. This table offers students a quick glance at vital information about
our courses: number of credits, type of course (university core, part of a degree program,
general elective, etc.), in-person requirements, instructor, delivery method, and the
semester in which the course is being offered. We do not track enrollment figures on our
site, so students need to check My.BoiseState for the latest seat availability and the most
up-to-date course information.

Self-Assessment

http://ecampus.boisestate.edu/students/is-ecampus-right-for-me/
Students have an opportunity to take a self-screening survey which will give them
immediate feedback on whether eCampus courses are right for them. Specifically, students
are asked questions about their motivation, time commitments, time management,
discipline, need for feedback, and comfort levels with technology. From this page we link to
the Idaho Electronic Campus, which offers a more comprehensive self-screening survey.

Delivery Methods

http://ecampus.boisestate.edu/students/what-is-ecampus/
In-depth explanations of each type of delivery method used in eCampus help students
understand technology requirements before they sign up for a class.

Process Flowchart

http://ecampus.boisestate.edu/students/get-started/
Students can follow a flowchart of information that takes them through the admission and
registration process at Boise State University. The flowchart contains links to important
information students will need along the way.

My.BoiseState Search Instructions

http://ecampus.boisestate.edu/students/get-started/course-search/
Specific to finding and signing up for eCampus courses, this webpage provides step-by-step
My.BoiseState search instructions. Please help eC2 remind students that the most accurate
and up-to-date course information can be found on My.BoiseState.

Comprehensive FAQ

http://ecampus.boisestate.edu/students/what-is-ecampus/faq/
Answers to many of the questions students ask are in eC2’s student FAQ section. If you find
yourself answering the same question more than a few times, let us know; we can easily
add more information.
January 2012


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Contact Information

http://ecampus.boisestate.edu/center/contact-us/
This webpage provides contact information for the Extended Studies front desk as well as
direct contact information for eCampus Center staff.

my.BoiseState
Students can search and register for eCampus courses on my.BoiseState
(http://my.BoiseState.boisestate.edu/ ) and will find helpful notes for most course listings.
The notes provide information on the delivery method, student requirements, instructions,
etc. Students can search for specific eCampus courses by choosing the appropriate category
under the “Mode of Instruction” (delivery method) drop-down menu.

January 2012


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eCampus Quality Instruction Program (eQIP)
(Updated 4/13)

The eCampus Quality Instruction Program (eQIP) is a comprehensive professional development and course
improvement program that supports faculty who teach online and the academic departments that offer online
courses.
However, teaching in the online environment requires new approaches and techniques. That’s why Boise State
University offers comprehensive resources and training to enable quality online education.
The eCampus Center offers expert consultation and support in the design, development, and delivery of online
courses and programs. The eCampus center offers several professional development opportunities through the
eCampus Quality Instruction Program (eQIP).
The objectives of the program are to: (a) increase training and support for online faculty; (b) ensure suitability
of—and adequate resources for—online courses and programs; (c) meet Northwest Commission on Colleges and
Universities (NWCC) accreditation standards and align with best practices; and (d) support Boise State’s strategic
plan.

Components
The program now consists of the following components:
 eCampus teaching online seminar. The eCampus Teaching Online Seminar (eTOS) is a 6-week
professional development course that provides an overview of the key knowledge and skills faculty need
to successfully teach an online course. The course is for faculty who currently teach or are preparing to
teach a previously developed online course. It is taught by Boise State faculty with years of experience in
teaching online.


eCampus course design and development seminar. The eCampus Course Design and Development
Seminar (eCD2s) is a 12-week professional development course in which faculty design and develop an
online course that is of strategic importance to their department/college. The eCampus Center provides
instruction and expert consultation on the teaching strategies and technologies that can be used by
faculty to build a high-quality online course.



Quality Matters peer review. Online courses developed through the eCampus Course Design Seminar
go through a peer review process in which three Boise State faculty conduct an in-depth course review.
The review is based on the online course standards defined by the Quality Matters Program – a nationally
recognized program in quality assurance for online education (www.qmprogram.org). Boise State faculty
that would like to participate as peer reviewers may receive training through the eCampus Center in how
to evaluate online courses using the Quality Matters standards



Faculty support. Faculty instructors are offered support on an ongoing basis as they teach online, with
a central point of contact-the eC2 Faculty Development Coordinator-to ensure appropriate services are
provided.

Both eCampus Course Design and course development are offered each semester and in the summer.

Faculty Response
The best way to find out how faculty view online teaching and the eCampus Quality Instruction Program (eQIP)
is to listen to what they have to say.

January 2012


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eCampus Course Design Seminar

(previously Online Teaching Training or OTT)

“When I started the OTT [ECD] course, I didn’t think it would help me much, but by week 2 I knew it would be
valuable. Every online instructor should have to complete it. . . . Experiencing an online course from the student
side really gave me insight.”
“Absolutely the OTT [ECD] course made a difference. I didn’t expect to get much from it. But quite the opposite
resulted. For one thing, I am certain I would have tried to approach this course on the model of my F2F [face-toface] courses if I hadn’t taken the OTT [ECD] course. That is, I would have put myself center stage, creating and
posting lectures, and centered performance on examinations and writing assignments. Instead I have tried an
entirely different pedagogy, that sidelines me and puts students in the spotlight together. That came from the
OTT [ECD]. . . .
I am not suggesting an online utopia has emerged but rather that the model works at least as well as traditional
F2F lecture, and much better I think than trying to take my F2F approach online. Indeed I am rethinking my F2F
strategy, considering replacing some lectures with online discussions.
.....
I think it is absolutely fundamental to have faculty preparing to teach online complete an OTT [ECD] course. . . .
I had no idea how to visualize and organize an online course before working through the OTT [ECD]. It made a
tremendous impact on what I have tried to do.”

Course Development

“I am ABSOLUTELY sure that my [course] site is 100% better than it would have been without this course.
Thanks for your patience and help!”

Quality Matters Peer Review

“I found the comments and advice of the reviewers invaluable; they helped me see a bigger picture of my class,
its strengths and weaknesses, and how students likely encountered it. I gained useful insights on navigation and
streamlining a huge body of information, information based on the work I have been doing my entire
professional career (35 years), and it helped immensely to find some paths through the forest.
Thanks for your help and guidance throughout this process.”

January 2012


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The Future
eQIP has been designed to be a sustained program to address the ongoing and escalating distance education
training and support requirements at Boise State. As needs increase and alter, eQIP is poised to adjust to meet
those needs.

eQIP Background
The background of eQIP helps explain its current status and future goals. The eQIP grew out of Boise State’s
experience with the two previous projects in faculty development focusing on course design:
CoreOnline@BoiseState (2000-2003), which trained 85 instructors and created 33 online versions of core classes;
and the H3 Hybrid project (2004-2007), which trained 32 instructors to design, develop, and teach hybrid
courses.
Although these programs had successfully developed online courses and trained a number of faculty in online
and hybrid teaching techniques, new courses and faculty continued to come online. eQIP was envisioned as a
sustained, comprehensive response to those needs.
Two forces have added impetus to eQIP: an escalating need for quantity of online courses and programs, and an
increasing attention to the quality of online.

Quantity

Over the past 10 years, the number of distance education credits has increased 5-fold. The nature of distance
offerings has also changed. When eQIP was proposed in 2007, the only fully online programs were graduate,
self-support degrees and certificates in Educational Technology and Instructional and Performance Technology.
Most undergraduate online offerings were core, high-enrollment, or high-demand courses. However, in Fall 2007,
Respiratory Care began offering its Senior Year Online BS degree completion program. Nursing began moving its
master’s program online at the same time, and a year later launched its first online cohort in the RN to BS
degree completion program. In Spring 2008, Special Education started a pilot of a fully online “Paraprofessional
to Teacher” BS degree completion program.
Such a shift would not require adjustment by the university if putting a course online required no special effort.
However, according to the NASULGC-Sloan benchmarking findings (2008), 85% of faculty surveyed (82% at Boise
State), who have taught online, find it more difficult to develop an online course than a face-to-face course
(Sloan-C, n.d.).

Quality

Boise State’s commitment to academic excellence makes the quality of online courses and programs crucial. And
in addition to university goals, online courses and programs must address special accrediting guidelines that
apply to distance education, such as NWCC Standard 2, Policy 2.6, which requires institutions to provide “faculty
support services specifically related to distance education” and “appropriate training for faculty who teach in
distance education programs.” The increase in distance education quantity at Boise State over the past 10 years
magnifies the need to demonstrate adequate training and support for faculty who teach online.
Concern about online course quality has also been heightened by the recently enacted federal Higher Education
Opportunity Act (2009), which defines distance education as courses that support “regular and substantive
interaction between the students and the instructor,” a higher standard than correspondence education, in which
interaction between the instructor and student “is limited, is not regular and substantive, and is primarily
initiated by the student” (Institutional Eligibility Under the Higher Education Act of 1965, Proposed Rule, 2009).
eQIP addresses the need for quantity—by preparing more faculty and courses for online facilitation—as well as
the need for quality—by providing training in online course design and pedagogy, assistance in developing
quality courses, and nationally recognized standards to use in judging and improving course quality.

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References
Allen, I. E. & Seaman, J. 2012. Changing course: Ten years of tracking online education in the United States.
Retrieved April 19, 2013, from http://www.onlinelearningsurvey.com/reports/changingcourse.pdf
Allen, I. E., Seaman, J., Lederman, D., Jaschik, S., & Babson Survey Research Group. (2012). Conflicted: Faculty
and online education, 2012. Babson Park, MA: Babson Survey Research Group.
Allen, I. E., Seaman, J., Lederman, D., Jaschik, S., & Babson Survey Research Group. (2012). Digital faculty:
Professors, teaching and technology, 2012. Babson Park, MA: Babson Survey Research Group.
Hanover Research Council. 2008, June. Best practices in online education. Washington D.C.
Higher Education Opportunity Act, Pub L. No. 110-315. 122 STAT. 3078 (2008). Retrieved May 4, 2009, from
http://frwebgate.access.gpo.gov/cgibin/getdoc.cgi?dbname=110_cong_public_laws&docid=f:publ315.110.pdf
Institutional Eligibility Under the Higher Education Act of 1965, as Amended, and the Secretary’s Recognition of
Accrediting Agencies; Proposed Rule, 74 Fed. Reg. 39524 (2009) (to be codified as 34 C.F.R. § 600)
Sloan-C, n.d. NASULGC-Sloan National Commission on Online Learning benchmarking study: Preliminary findings.
Retrieved February 13, 2009 from http://sloanconsortium.org/publications/survey/nasulgc_prelim

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Course Content
(Updated 8/11)

Responsibility
As the instructor of your online course, you are responsible for the creation of the content. Please keep in mind
the following points while you build your course content for an online, asynchronous learning environment:
 The assigned faculty member is responsible for the creation, presentation, management, and assessment
of course content.


Pedagogy is different in an online learning environment. Clear learning objectives tied to outcomes
provide a way to assess whether students have gained knowledge.



It is essential to have appropriate levels of interaction between and among the students and instructor(s)
of the course.



Online courses should be as rigorous as their on-campus equivalents with equivalent outcomes. Students
often think that online learning will be easier and take less time than face-to-face classes. Letting them
know up front that your online class will hold them to the same academic standards as classes held inperson allows students to make an educated decision about their learning preferences.

Resources
There are a number of excellent resources to help you build your course content.

Materials

As a subject matter expert in your academic specialty, your own materials developed for face-to-face classes are
a rich resource for online course content. Assignments, lecture notes, PowerPoint presentations, and other
materials can be adapted for your course site.

Publishers

Textbooks often come bundled with lessons, assessment instruments, content demonstrations, etc. that can be
plugged directly into Blackboard through a course cartridge. Here are some of the major publishers:
McGraw-Hill
Higher Education
Find a representative for your academic discipline at:
http://catalogs.mhhe.com/mhhe/
Cengage Learning
WebTutor on Blackboard
Find Blackboard course cartridges to jump-start your content at:
http://www.cengage.com/tlconnect/client/product/findProduct.do?productId=26
Pearson Prentice Hall
MyLab / Mastering
Find Blackboard course cartridges to jump-start your content at:
http://www.pearsonhighered.com/educator/mylabmastering/products/
Norton Resource Library
Find instructor resources to plug right into your online course at:
http://www.wwnorton.com/nrl/index_2.htm

Open Resource

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You may also consider the following free resource to find ready-made content that can be linked to from your
Blackboard course site:
MERLOT (Multimedia Educational Resource for Learning and Online Teaching) is “a free and open resource
designed primarily for faculty and students of higher education.” Here, you can search for reusable instructional
materials directly or browse according to discipline. When visiting MERLOT and considering some of the available
materials, please check carefully for the “Cost Involved with Use” and “Copyright and/or Other Restrictions”
specifications. While MERLOT is free to use, contributors of specific materials may have attached costs and/or
other restrictions. MERLOT is located at http://www.merlot.org.

Caution
As with all resources available on the Web, it is important to carefully review all content before making a decision
to include it in your course. Especially with free resources, not all content is kept updated, and some information
may be unreliable.

Copyright Compliance
(Updated 7/11)

All Boise State courses must comply with copyright laws. This presents special challenges in online courses.
However, the university has some excellent resources to guide faculty and students in following copyright law.
Below are direct links to each sections of the website.

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Boise State Copyright Website
All copyright information is now kept on the Boise State General Counsel's website at
http://president.boisestate.edu/generalcounsel/copyright/. Please note in the navigation bar at the left that there
are several copyright categories:
 Basics


Content



Fair Use



Other Copyright Issues



Resources

Each of these categories has extensive information. If your course includes assignments in which copyright could
be an issue, please refer your students to this website as well.

Other Resources




January 2012

U. S. Government:
“Reproductions of Copyrighted Works by Educators and Librarians”
http://www.copyright.gov/circs/circ21.pdf (PDF document)
Copyright Clearance Center:
“The Campus Guide to Copyright Compliance”
http://www.copyright.com/Services/copyrightoncampus/


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About Quality Matters
(Updated 4/11)

In the Fall of 2003, MarylandOnline (MOL), a statewide consortium of 19 Maryland community colleges and
senior institutions, in partnership with six non-Maryland colleges and universities, two national organizations
prominent in distance education, and a regional education board, received a grant from the U.S. Department
Fund For The Improvement of Postsecondary Education (FIPSE). The Quality Matters™ (QM) project proposed to
develop a replicable pathway for inter-institutional quality assurance and course improvements in online learning.
During the grant period QM created a set of review criteria based on research literature, instructional design
principles, and accreditation standards, incorporated these criteria into a rubric, and developed training and a
process for conducting team course reviews. After the expiration of the FIPSE grant, QM transitioned into a
nonprofit, self-supporting organization to administer the process, update standards, and provide training in the
use of the standards. QM has generated widespread interest and received national recognition for its peer-based
approach to quality assurance and continuous improvement in online education. The QM subscriber list now
includes more than 100 colleges and universities in 34 states. Boise State has been a member of QM since 2008.
A checklist based on this rubric is included here as a starting point for designing your online course.

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Course Checkup (Based on the Quality Matters Rubric)
(Updated 5/11)

Below are listed 7 of the standards included in the Quality Matters Rubric. Below each is a question that
addresses the standard. As you answer each question, read through the statements that follow it. Though not
all-inclusive or exhaustive, they indicate the kinds of evidence that might support a positive response to the
question, and they also give some ideas about what to look for in the course site and what to consider while
answering the question.

1. General Overview and Introduction
At the beginning of the course, is a general overview of the course and an introduction to the course
available, making readily apparent to students such things as the overall design of the course;
navigational information; and course, instructor, and student information?
NOTE: Some of the information discussed below may be found in the course syllabus.
1. Navigational instructions make the organization of the course easy to understand.
2. Instructions provide a general course overview, guide the new student to explore the course website, and
indicate what to do first, rather than list detailed navigational instructions for the whole course.
3. A statement introduces the student to the course and to the structure of the student learning, including
schedule, communications modes, types of activities, and assessments.
4. Expectations of student online conduct are clearly stated, however brief or elaborate they may be.
5. The self-introduction by the instructor is appropriate, helping to create a sense of connection between the
instructor and the students and presenting the instructor as both professional and approachable
6. To help create a supportive learning environment and a sense of community, students are requested to
introduce themselves to the class and are given guidance on where and how they should do so.
7. Minimum technology requirements, minimum student skills, and, if applicable, prerequisite knowledge in the
discipline are clearly stated.

2. Learning Objectives (Competencies)
Are learning objectives measurable and clearly explained? Do the objectives appear likely to assist
students by focusing learning activities?
1. Learning objectives of the course describe observable outcomes, precisely describing what students are to
gain from instruction and guiding instructors to accurately assess student accomplishment.
2. Learning objectives address content mastery, critical thinking skills, and core learning skills.
3. Learning objectives are clearly stated and understandable to the student.
4. Instructions to students on how to meet the learning objectives are adequate and easy to understand.
5. Learning objectives are articulated and specified on the module/unit level, and not just at the whole-course
level.

3. Assessment and Measurement
Do assessment strategies use effective ways to measure effective learning? Do the assessments align
with learning objectives and learning activities in a clear and direct way (constructive alignment). Are
assessment strategies designed to be essential to the learning process?
1. The types of assessments measure the stated learning objectives and are consistent with course activities and
resources.
2. The grading policy is presented in such a way as to be transparent and easy to understand, regardless of its
simplicity or complexity.
3. Assessment and measurement strategies provide feedback to the student.

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4. The types of assessments selected and the methods used for submitting assessments are appropriate for the
distance-learning environment.
5. "Self-check" or practice assignments are provided, with timely feedback to students (for example, practice
quizzes; games, simulations, and other interactive exercises; practice written assignments; peer reviews).

4. Resources and Materials
Are instructional materials sufficiently comprehensive to achieve announced objectives and learning
outcomes? Do they appear to have been prepared by qualified persons competent in their fields?
1. The instructional materials support the stated learning objectives and have sufficient breadth and depth for
the student to learn the subject and provide content in a variety of ways.
2. Instructional materials are presented in a format appropriate to the online environment, and are easily
accessible to and usable by the student (for example, in HTML or PDF format).
3. The purpose of the course elements (content, instructional methods, technologies, and course materials) is
evident, meaning that students can easily determine the purpose of all materials, technologies, and methods
used in the course and know which materials are required and which are supplemental.
4. The instructional materials, including supporting materials--such as manuals, videos, CD ROMs, and computer
software--are consistent in organization, so that students can easily understand how the materials relate to
each other. In addition, the level of detail in supporting materials is appropriate for the level of the course.
5. All resources and materials used in the online course are appropriately cited.

5. Learner Interaction
Is the design of instructor/student interaction, meaningful student cooperation, and student /content
interaction supportive of student motivation, intellectual commitment, and personal development?
1. The learning activities are varied and promote the achievement of stated objectives and learning outcomes.
2. Learning activities foster instructor/student interaction, content/student interaction, and, if appropriate to this
course, student/student interaction.
3. Clear standards are set for instructor response and availability (turnaround time for e-mail, posting of grades,
etc.).
4. The requirements for interaction are clearly articulated in detail.
5. The course design prompts the instructor to be present, active, and engaged with students.

6. Course Technology
Does the course technology enhance student learning by enriching instruction and fostering learner
interactivity?
1. The tools and media support the learning objectives of the course and are integrated with texts and lesson
assignments.
2. The tools and media enhance student interactivity and guide the student to become a more active learner.
3. Technologies required for this course are either provided or easily downloadable.
4. The tools and media are compatible with existing standards of delivery modes and can be reasonably expected
to be suitable for use by the average student.
5. Instructions on how to access resources external to Blackboard are sufficient and easy to understand.
6. The course site capitalizes on new technologies where appropriate, while standard technologies are up-todate, efficient, and effective.

7. Learner Support
Does the course site provide students with sufficient support, both academic support and technical
support? Does the course site provide students with fully accessible modes of delivery, resources, and
student support?

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1. The course contains a statement that tells students how to access the Boise State Disability Resource Center.
2. Course instructions articulate or link to an explanation of how the institution's academic support system can
assist the student in effectively using the resources provided (such as library resources, readiness assessment,
testing services, tutoring, a writing center, a math center, and supplemental instruction programs).
3. Course instructions articulate or link to an explanation of how the institution's student support services can
assist the student in effectively using the resources (for example, advising, registration, financial aid, student
life, counseling, etc.).
4. Course instructions articulate or link to tutorials and resources that answer basic questions related to research,
writing, technology, etc.

8. Accessibility
Is the course accessible to all students?
1. The course acknowledges the importance of ADA requirements. NOTE: To meet this standard a course must
have both a statement that tells students how to gain access to an institution's ADA services AND be on an
approved Course-Management System; Blackboard is an approved system for these purposes.
2. Web pages provide equivalent alternatives to auditory and visual content, such as equivalent textual
representations of images, audio, animations, and video.
3. Web pages have links that are self-describing and meaningful (for example, "Take Quiz 1" rather than "Quiz
1”).
4. The course site demonstrates sensitivity to readability issues, employing appropriate fonts, color, and spacing
to facilitate readability and minimize distractions for the student.

January 2012


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Statement on Online Instruction Intellectual Property Rights

(currently

under revision 4/13)
(Updated 7/09 by Boise State University General Counsel)

This statement is intended to supplement the Boise State University Policy on Intellectual Property as that policy
relates to online instruction.
1.0 Nature

of an Online Course

An online course implemented in the Blackboard course-management system at Boise State University, or similar
educational technologies, is an organized collection of articles, notes, media, assignments, online
communications, tests, and similar materials. Some of the materials posted and used in the course may be
previously authored and copyrighted work. Some learning resources may exist as links to other copyrighted
materials existing on the Internet. Some materials may have been specifically developed for this course with
university support. Thus, the course exists as a specific configuration or collection of teaching artifacts, some of
which are separately copyrighted and some of which originate from university supported development.
2.0 Copyright

Ownership

A course (as a designed collection of assembled and authored material) produced under University sponsorship,
where the University provides the specific authorization or supervision for the preparation of the course, is a
work made for hire (as defined by law and BSU policy). A course specially ordered or commissioned by the
University and for which the University has agreed to specially compensate or provide other support (such as
release time) to the creator(s) is a commissioned work, (as defined by BSU policy). In either case, the copyright
to the course will be held and exercised by the university.
3.0 Named

Credit and Acknowledgment

3.1 The faculty authors who develop the course will be acknowledged as author(s) in all current and future
uses of the course.
3.2 Other copyright holders contributing to the substantive course content or materials will receive
acknowledgment and named credit.
4.0 Limitations

on Use of the Course

Because the course is a collection of copyrighted works, some originating from university supported development
and others predating the development, or existing apart from the university sponsored development, the
following limitations on use exist.
4.1 The course cannot be leased, sold, or transferred to a third party without written permission or license
from each author of copyrighted works contained in the course.
4.2 All use of each individual item of copyrighted work must comply with all applicable law, contracts, and
licenses. For example, faculty must seek permission to include an illustration, article, or similar
copyrighted work in the course. Such permission should include permission for use in subsequent
semesters.
5.0 Rights

Reserved by Boise State University

As holder of the copyright for the course, the university retains the following rights; however, this list should not
be considered to include all of the rights reserved to the university.
5.1 the right to use the course for credit and non-credit instruction without payment of any royalties, fees, or
residuals to the course authors/developers, nor payment to any third parties holding copyright to
elements used in the course except as provided by negotiated license or contract

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5.2 the right to maintain continuity beyond the original creation by creating derivative works to keep the
content current and relevant and to maintain the usefulness and quality of the course materials as a
University instructional offering
5.3 the right to use the course beyond the involvement of the original author/developers
5.4 the right to prohibit the use of the course as designed, and its subsequent derivative designs, at another
institution during the useful life of the course at Boise State University
5.5 the right to control the distribution and use of all intellectual property to which the university holds
copyright and named ownership
6.0 Faculty

Reserved Rights

6.1 The faculty author/developers and any third- party authors/producers whose preexisting work is
incorporated into the course retain all rights of ownership in these materials.
6.2 The faculty author/developer who includes his or her own preexisting and copyrighted works into a
university-supported course development grants to the university a non-exclusive, royalty-free right to
use the material as part of the course (including subsequent derivative works) during its useful life. In
such cases, the author/developer retains all other rights of ownership to the work and will be credited
and acknowledged in all university uses of the work.
6.3 The faculty author/developer is granted the right to use the substantive content of the course materials,
without further consent or approval of Boise State, in any scholarly or creative works that do not compete
with Boise State's actual or intended use of the course material. In particular, the author retains the right
to use the content in textbooks, journal articles, conference presentations, consulting projects, and other
scholarly works or professional activities.
6.4 The faculty author/developer retains the right to request permission from the university to use parts of

the course or the course in its entirety at another institution or setting. Granting of permission will be at
the exclusive and sole prerogative of the university.

7.0 Quality,

Clarity and Currency Assurance

7.1 Through the administration of the host academic department, the faculty shall have full responsibility for
the substantive and intellectual content of the course materials, both at the time of their production and
in subsequent uses; faculty shall be expected to deliver accurate and current information and content
using current best practices in online teaching and education.
7.2 Through the administration of the host academic department, the faculty shall have full responsibility for
maintaining the content for accuracy, currency, and clarity of presentation throughout its use at Boise
State.
8.0 General

Statement of Intent

8.1 It is the intent of the university to train faculty, develop online courses in its curriculum, and develop the
capacity of the host academic department to assist the University in sustaining the developed course(s).
8.2 The university does not seek to create a copyrighted work for the purpose of leasing, selling, or licensing
the work to third parties, except as permitted by the parties..
8.3 The university seeks no copyright ownership of Academic Works (as defined by policy) of substantive and
scholarly intellectual content created by faculty authors/developers. The university retains the right to use
the materials that have been incorporated into the course design without payment of royalty, fee, or
license in all current and future uses of the course.
8.4 The university seeks the right to prevent the use of the course, as developed, at any competing
institution or organization.

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8.5 The university will not prohibit faculty authors from using the substantive content or scholarly works
created as a part this project in other scholarly and professional endeavors.

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