The Art Institute of Pittsburgh Online Division Faculty Standards
2005 - 2006

Professional Behavior

Faculty members are expected to conduct themselves in a professional manner. This includes communicating with colleagues, administration, and students in a professional and respectful manner. Faculty members are expected to manage classroom activities in alignment with the policies, procedures, and expectations established by the school.

Teaching the Course

Faculty are required to teach the course as it has been developed by The Art Institute of Pittsburgh Online Division (AiO). This includes the syllabus, assignments, lectures, study/discussion questions, and assessments.

Faculty are responsible for conducting each class for the 5.5 or 11 week session of the quarter.

Faculty are required to be highly visible and interacting in the classroom 5 of 7 days per online week without missing more than two days during any week and than 24 consecutive hours at a time to address student questions and provide meaningful feedback. In addition, faculty are responsible for all other professional obligations of an instructor. Other duties may include but are not limited to advising/tutoring students in response to students' questions, out-of-class preparation and grading of assignments, exams, and projects; meetings and professional development; attendance at new faculty orientation during your first quarter of teaching; and performing administrative functions such as timely reporting of grades. The Faculty Handbook, the Faculty Job Description, and the Faculty Development Plan [of The Art Institute of Pittsburgh Online Division (AiO)] include more detailed explanation of the professional obligations of faculty. Should faculty fail to adhere to the responsibilities outlined above, The Art Institute of Pittsburgh Online Division (AiO) reserves the right to replace you to ensure that students' needs are met in the online environment.

The Art Institute of Pittsburgh Online Division (AiO) will assign a mentor to all first time instructors for The Art Institute of Pittsburgh Online Division (AiO) and reserves the right to assign a mentor for additional courses, as it deems necessary.

Privacy

Faculty should not share past or present employer information that could be considered proprietary, confidential, or company specific with anyone. Information relating to any classroom or school sponsored activity should not be used for personal gain.

Available to Students

Faculty are expected to be available to students for consultation relating to course activities via phone and electronic communications. Faculty contact information is expected to be provided to students at the start of each course. Faculty are expected to respond to students requests for consultation within 24 hours.

Non-Course related Advising

Faculty do not deal with student issues that are not directly related to the students activity within a course. Faculty are encouraged to direct students to their advisors when addressing issues associated with issues outside of the classroom.

Employment

It is the intention of the institute to continue a faculty member's employment from quarter to quarter pending satisfactory job performance and course availability. In the event of an enrollment shortfall that requires a reduction in staffing, retention of faculty will be based on a combination of teaching effectiveness, professional expertise, credentials appropriate to respective curricular areas, the Institute's assessment of job performance and the length of service. The determination will be at the discretion of the Institute. It will not be based on the publication of a faculty members name as a faculty member assigned to a particular course or class schedule.

If there are not sufficient enrollments to warrant a schedule for you at the beginning of the quarter and the class is cancelled, you will receive no payment for this class. If for any reason one or more of your classes is cancelled within the first week due to low enrollments, you will receive a pro-rated portion of pay for the sessions you have taught. Such last minute cancellations are highly unusual.

Any class running with one or two students will be considered an Independent Study and faculty will receive $500.00 per student.

The Art Institute of Pittsburgh Online Division (AiO), in the event of a conflict between the Faculty Handbook and the Letter or Appointment, the appointment letter will govern. The Art Institute of Pittsburgh Online Division (AiO) reserves the right to modify employment terms should it become necessary due to changing business requirements of the institute.

Use Copyrighted The Art Institute of Pittsburgh Online Division Courses and Faculty Development and Support Materials

Faculty acknowledge and agree that (1) the course(s) and all materials relating thereto, in whatever form, that faculty are being engaged to teach under the contractual agreement are and shall remain the sole and exclusive property of The Art Institute of Pittsburgh Online Division (AiO); and (2) all models, curricula, programs, materials and systems designed or developed by faculty under the agreement in connection with the teaching of such course(s) shall be and remain the sole and exclusive property of The Art Institute of Pittsburgh Online Division (AiO). You also hereby grant to The Art Institute of Pittsburgh Online Division (AiO) an unlimited license to use any content that you create as part of teaching this course, such content to be provided in a form satisfactory to The Art Institute of Pittsburgh Online Division (AiO) that can be archived and that may be used by The Art Institute of Pittsburgh Online Division (AiO) in any future The Art Institute of Pittsburgh Online Division (AiO) courses.

Technology

Faculty are responsible for the purchase and maintenance of all hardware and software used in delivering the online course, with the exception of the learning platform software on which the course is delivered. The Art Institute of Pittsburgh Online Division (AiO) will provide technology specifications to faculty. Faculty are responsible for maintaining an Internet Service Provider (ISP) connection.

Faculty Development Planning

Faculty responsible for submitting a personal annual Faculty Development Plan, completed in conjunction with the Dean of Education or the Academic Director. The Plan lists all courses the faculty member is credentialed to teach as defined by the Institute. The Plan will outline personal strategies for remaining current and/or upgrading academic and professional credentials and plans for continued education in technology and pedagogy.

Online Faculty Position Description

A faculty member's primary responsibilities to students are imparting knowledge, developing career abilities, and instilling professional attitudes within a creative and enthusiastic learning environment. In addition, both full-time and part-time faculty have administrative and developmental responsibilities, including advising students in order to enhance their education experience. Appraisal of faculty performance is largely determined by the quality of performance in fulfilling these responsibilities. These responsibilities and performance expectations are defined in the position description and in The Art Institute of Pittsburgh Online Division (AiO) Faculty Standards.

A competent and experienced faculty is an important key to the realization of EDMC's mission. Faculty are selected for their expertise in specific fields, teaching abilities, and the necessary background to meet credentialing, licensing, and accreditation requirements. We strive to align performance assessment with position responsibilities and performance expectations.

Figure 3 relates each faculty key job elements to importance, accountability, performance expectation, and the AiO Faculty Standards.

TITLE: Online Faculty

POSITION SUMMARY:

Instruct and facilitate meaningful learning of the course competencies in the curriculum and proactively support all facets of the online learning environment. Provide career education through learner-centered instruction that will enable graduates to fulfill the evolving needs of the marketplace. Encourage a culture of learning that values mutual responsibility, life-long learning, diversity, and ethics, as well as, personal and professional development.

KEY JOB ELEMENTS:

1. Provides competency-based education
2. Enables student exit competencies
3. Delivers learner-centered instruction through distance delivery mechanisms
4. Encourages student success
5. Manages the online class environment
6. Contributes to a culture of learning
7. Relates industry experience to learning

POSITION REQUIREMENTS:

• Credentials and professional experience directly related to the online course and consistent with regulatory requirements of the institution from which course is being offered, this includes a master's degree from a regionally accredited institution and a minimum of 18 hours of graduate work in the area(s) being taught
• At least one year of on-ground teaching experience at an Art Institute, community college, technical college, accredited college or university.
• Successful completion of the Socrates Online Facilitator Training course and recommendation of online trainer
• Excellent oral and written communication skills
• Excellent critical thinking and decision-making skills
• Excellent teaching skills as evidenced in prior teaching evaluations
• Willingness to work in an accelerated learning environment and to work online with students on a four of seven days per week and to log-on to answer student's personal questions within a 24-hour period after receipt.
• Access to computer (specifications to be provided)

ACCOUNTABILITIES:

FIGURE 3

FACULTY KEY JOB ELEMENTS:

• Primary Faculty Standard – definition included either with first or only

appearance
+ Secondary Faculty Standards

Instruction                         70%        
Professional Development            20%
Institute Service                   10%

Student Reactions To Instructions And Course Through End Of Course Surveys

• Description
  • Provides summative evaluation to faculty on an on-going, regular basis
• Administration
  • Classes surveys will be distributed during week 4 of the session. Faculty will be notified of the surveys and any associated instructions during week 3. Forms will be distributed to facilitators two weeks prior to the end of class.
  • Students will complete the survey online with results sent directly to our database for analysis.
  • Data is summarizes measure of student satisfaction and teaching effectiveness
• Frequency
  • Surveys are administered once a quarter for each class.
• Feedback
  • Report distributed to faculty two to three weeks after grades turned in for the semester
• Storage
  • Academic Affairs Department maintains records

Faculty Observations And Evaluation Procedures For The Online Course Snapshot

• Frequency
  • At least twice a session for each course by an Instructional Specialist or Academic Program Director (APD).
  • Or, at the request of a facilitator or the Academic Program Director as a diagnostic tool for evaluation purposes
• Length
  • Observations may take place over several sessions.
• Observation
  • Instructional Specialist or Academic Program Director observes class and completes Online Course Snapshot form
• Rating
  • Instructor Presence
  • Thread Organization
  • Discussion Facilitation
  • Instructor Feedback
  • Student Tone/Interaction
  • Directs Students to Resources
  • Is Accessible/Assists Students
  • Applies Real World Experiences
  • Expresses Ideas Well in Writing
  • General Comments
  • Recommendations
• Feedback
  • Faculty member and Academic Program Director will discuss classroom observation, survey results, course management, faculty concerns and goals via phone or email within one week of observation.
• Storage
  • Academic Affairs Department maintains records
  • Faculty Development Packet contains Online Course Snapshot form

Faculty Performance Expectations

• Instructor Presence
  • The instructor is visible and active in the classroom four of seven days each week. The faculty person cannot be absent from the class for more than two days each week and no more than 24 consecutive hours.
  • The instructor is expected to provide feedback to all students assignments and questions within 48 hours of the assignment due date.
  • The instructor is expected to respond to students personal emails within 24 hours of receipt.
• Classroom Organization
  • The instructor is expected to set-up the classroom in a timely manner as directed by the program director prior to each start.
  • The instructor is expected to keep the classroom area organized with assignment threads easy to locate and navigate.
  • The instructor is expected to deliver the course based on the competencies associated with the course (as listed in the course catalog).
  • The instructor is expected to access and use the facilitator notes in supporting the organization and delivery of the course.
• Instructor Communication
  • The instructor is expected to maintain a friendly and professional attitude in all communications with students.
  • Is expected to be encouraging, supportive and flexible when students experience mitigating circumstances.
  • The instructor is expected to model an appropriate level of communication skills; both written and verbal.
  • The instructor is expected to provide clear objectives and expectations early and often in the course.
  • The instructor is expected to call every student prior to, or within the first week, of the start of each session.
  • The instructor is expected to call students in situations where a phone call is appropriate.
  • The instructor is expected to be accessible and assists students in promptly solving any problem that may impede successful course completion. Faculty should direct students to their advisors in all issues that are not related to course activity.
• Discussion Facilitation
  • The instructor is expected to encourage collaborative learning and active student involvement in the learning process and foster a highly interactive learning environment.
  • The instructor is expected to facilitate a meaningful and ongoing dialog.
  • The instructor is expected to create a climate of trust and openness in the classroom.
  • The instructor is expected to apply real-world professional experiences in the classroom.
• Instructor Feedback
  • The instructor is expected to provide assessment of student performance based on assignment criteria and course competencies within 48 hours of the assignment due date. Weekly grades and feedback will be posted in the grade book within 3 days following each week.
  • The instructor is expected to provide detailed and constructive feedback with suggestions for improvement as appropriate.
  • The instructor is expected to highlight areas of strength in all student assignments.
  • The instructor is expected to provide meaningful assignment feedback in a timely manner in the classroom. The feedback to student's assignments should be made in the classroom. The grades and corrective communications should be made through personal communications with the student and posted in the grade book.
• Student Attention
  • The instructor is expected to address the needs and abilities of individual students.
  • The instructor is expected to assist students in solving problems that may impede the successful completion of the course as appropriate.

Facilitating the Course

1. At the beginning of the course the facilitator is expected to respond to each student's biography, and communicate frequently to get to know and get the students engaged in with the class.
2. The day before each week begins the facilitator is expected to post announcements, summarize the key discussion points for that week, and encourage students to move to the next week's Discussion Area. Ensure that the following week is ready.
3. On Day One or Day Two of the week, check the Faculty Development and Resource Area for the latest announcements. The Faculty Development and Resource Area is the primary place for announcements and discussion among the faculty. You are encouraged to start a discussion or join in any discussion that interests you. The Faculty Development and Resource area provides a "meeting place" for professional support and problem solving. It is especially useful for new Facilitators, who are encouraged to ask questions of more experienced Facilitators.
4. Facilitate learning through discussion by maintaining high visibility in the classroom. Check in at least once every twenty four hours and communicate frequently by responding to questions, commenting or questioning to elicit further thought, clarifying points, summarizing key issues, and providing feedback. Facilitate discussion and collaborative learning by encouraging students to discuss points with each other. Your focus should be to encourage students to take responsibility for their own learning through providing resources and guidance, along with appropriate questions and suggestions.
5. In our fast paced online environment it is paramount that we assess and give weekly feedback on student performance.
6. Submit final grades on time and as specified.

Supporting the Student Success – Tutorial Services

SMARTHINKING

How to Implement SMARTHINKING

SMARTHINKING's goal is to facilitate student learning by offering individuals another opportunity for academic support – specifically, in an on-line environment. In working with over 230 client schools and institutions, we've learned three important lessons about student usage:

• Faculty support is essential. When professors are open advocates of the service, students use it. SMARTHINKING is an excellent way for students of all levels to use and practice what they learn in the classroom. We hope you will encourage your students to take full advantage of the service.
• Students forget. The number-one reason students neglect to log on is that they forget they can. Again, teachers are key: we encourage you to remind your students that SMARTHINKING is available during late-night hours and from home.
• Students use SMARTHINKING for the first time in an emergency. New students often use SMARTHINKING the night before exams as a drop-in emergency service. Though we encourage students to work with our e-structors when preparing for exams, it is important to try it before a last-minute situation. Once students try our service, they do return.

Successful Strategies

Consider these additional suggestions from our client schools about how to help your student make the most of our service:

• Remind students about SMARTHINKING at the end of a class period, and give extra encouragement to those students who are unhappy with their status after midterms.
• Require students with low grades to visit SMARTHINKING e-structors and show you a copy of their interactions. This can help both the student and you identify areas in which the student needs extra attention.
• Encourage students to write more than one draft for an upcoming writing assignment by giving extra credit to those students who submit their first draft to SMARTHINKING's Online Writing Lab (OWL).

Supporting At-Risk Students via Academic Referral Forms

The Student Academic Referral form should be submitted for those students whose performance indicates the inability to successfully complete an AiO course. The advice and support made possible as a result of this notification is intended to increase student success.

Communication with the Online Academic Program Director

The instructor is expected to attend calls as requested by the OAPD

The instructor is expected communicate with the OAPD about any challenges, concerns, or issues not covered in the policies and procedures and expectations associated with the classroom and immediately if they are not able to attend class or perform their duties as expected at any time.

Policies and Procedures

All faculty are expected to be familiar with all policies and procedures, and the reporting chain related to the school in which the instructor will be working.

All faculty are expected to keeps accurate records; submit grades and other reports on time; enforce institute academic and participation policies.

Using the Facilitator Guides

The purpose of Facilitator Guides is to provide you, the Facilitator, with the rationale for some assignments in the course and some suggestions for how to guide students toward the best outcome in completing the assignments and course. The AiOnline Curriculum Development Team is interested in providing the best support to you in facilitating courses. The facilitator Guides are located in each course in the Doc Sharing area.

Contact Information