Resources for HLC Faculty Associates

TO DO

First assignment is to collect syllabi for Fall 2019 classes and upload them to box. Detailed instructions are below.

See Assignment 1

HLC Faculty Contacts

Download a spreadsheet of the HLC Faculty Associates contact information or view via Excel Online.

Contacts List

BOX

Access the HLC Faculty Associates Box account to upload documents into your college folder.

Access Box

HLC Dashboard

Stay tuned. UAIR is creating a dashboard just for us! In the meantime, we'll creatively navigate to existing reports.

UAccess Analytics

 

Instructions for Collecting Syllabi & Reviewing student learning outcomes

STEP 1 | Log into your Box folder to see the following:

  • Fall 2019 Instructor Class List spreadsheet.
    Note: This was downloaded from UAccess Analytics, Student.  An additional column has been added as a checklist; however, you may format/sort/hide columns as necessary.
  • Curriculum Coordinator Contact List.
    Note: Click on the Excel file to view in Box. At the top right corner of the screen, click Open and select Microsoft Excel Online. Your work automatically saves if you use Excel Online. If you download the spreadsheet to your computer, you will have to save it on your computer and then re-upload it to Box.

STEP 2 | Collect electronic copies of ALL syllabi for classes with enrollments (Fall 2019 and Spring 2020 if available and your want to work ahead).

  • The Curriculum Coordinators should have a copy of all syllabi for this semester (and maybe next semester too).
  • If the Curriculum Coordinator is not helpful, contact the Department Head or School Director.
  • You may have to contact the instructor directly for copy of the syllabus.
  • Reach out to your HLC Co-Chair (Roger Miesfeld or Barbara Mills) and Gail Burd if you've exhausted all options.

STEP 3 | Upload syllabi to Box.

  • Preferred file format is pdf. Though, if you cannot convert the syllabus document to a pdf, then upload as is.  
  • Rename the file using consistent naming convention:
    • SubjectCode+CatalogNumber-Term-InstructorLastName.pdf
    • Example:  BIOS385-F19-Miesfeld.pdf
  • You can drag and drop multiple files at the same time into Box. 
    *Note: If the Curriculum Coordinator already has all the files in electronic pdf format you can send Kat a flash drive or have the Curriculum Coordinator contact Kat 626-4099.

STEP 4 | Review the syllabus for the following:

  • Contains student learning outcomes and are separate from course objectives.
  • Co-convened 400/500 courses must have student learning outcomes that differentiate between undergraduate and graduate course work. Graduate students are expected to do more challenging work that requires higher order thinking to achieve the learning outcomes in the course.
  • The *core* student learning outcomes for a given course name and number must be the same regardless of instructional modality (face-to-face, hybrid, or online) and these outcomes must be listed on the syllabus.
  • At least one of these student learning outcomes on the syllabus is expected to relate to the program-level learning outcomes.
  • For General Education courses, not all course learning outcomes will align with the GenEd Program Outcomes; however, at least one of the course outcomes should align with Communicate Effectively because all General Education courses are writing emphasis courses.

STEP 5 | Add status colors to the syllabus cells (column A) on the Instructor Class List spreadsheet. Use the following status codes:

  • Green:Success for syllabi that are perfect and have been uploaded to Box.
  • Yellow:Warning for syllabi that you received and uploaded to Box, but you are in communication with the instructor to modify.
        If you receive a modified version, please upload it to box and note file name as "[course]-f19-[instructor]-updated.pdf" and change the status color to green.
  • Red:Danger for syllabi that you received and uploaded to Box but need assistance with communicating with the instructor.
  • No Color for syllabi that you have not received.
Learning Outcomes
Tips for Developing Course Learning Outcomes
Examples from Faculty Members
Full Syllabus Example
Roger Miesfeld's BIOC 385 | Biochemistry 385, Metabolic Biochemistry
Note: Miesfeld's syllabus has all the components and policies.
Courses Outline Format with Course Topics and Assignments on a Separate Document
Gail Burd's Honors 195i Course Outline
Honors 195i Topics and Meeting Assignments
Note: Instructors can opt to use this format to maintain intellectual property. Submit only the Course Outline to the syllabus repository
Additional Resources
The UA Syllabus Project is a completely separate project. That project involves instructors uploading their syllabi via D2L. Analysts from UITS intend to link the syllabus to the schedule of classes. Our collection of syllabi is for verifying student learning outcomes and checking coursework for co-convened courses (and other things related to HLC Assumed Practices).
Most recent syllabus template revision memo.
More tips on creating Student Learning Outcomes: OIA Learning Outcomes Guide
Where to find Undergraduate Level Program Learning Outcomes

Here are instructions for locating Undergraduate Program Learning Outcomes.

Graduate Level Program Learning Outcomes

We have reached out to the Graduate College about adding the Graduate Program Learning Outcomes to the Graduate College catalog.

You can find Program-Level Learning Outcomes in the Graduate Handbooks

General Education Program Learning Outcomes https://gened.arizona.edu/proposal-guidelines/learning-outcomes
Syllabus Policies
Questions & Answers

Who reviews when co-convened/cross-listed courses are with other colleges?

The Faculty Associate from the college that has the department that owns the course will collect and review the syllabus. Cross-listed and co-convened courses with GIDP gets complicated, so email Kat.

If a syllabus has been modified, should instructors notify their current students about the changes?

No. Our goal is to get instructors and syllabi on track for future classes.

Are departments expected to have a syllabus for individual study course (see catalog for examples individual studies category under 'house' numbered courses)? Do the syllabi for individual study courses (Directed Research, Internship, etc.) need to have the same student learning outcomes?

In a perfect world, classes in a program with the same catalog number should have the same expected learning outcomes regardless of section numbers or instruction modes. AND the courses within a program must align with at least one program-level learning outcome.

Faculty should have a brief syllabus for independent study courses, but most do not. Do not worry about this for now.


If you have syllabus information that would be helpful to the team and would like to post it here, please email Kat.
Contact Information
Contact HLC Co-Chair Roger Miesfeld if you are an HLC Faculty Associate for:
  • College of Medicine Phoenix
  • College of Medicine Tucson
  • College of Nursing
  • James C. Wyant College of Optical Sciences
  • College of Pharmacy
  • Mel & Enid Zuckerman College of Public Health
  • College of Science
Contact HLC Co-Chair Barbara Mills if you are an HLC Faculty Associate for:
  • College of Architecture, Planning & Landscape Architecture
  • College of Education
  • College of Engineering
  • College of Fine Arts
  • Graduate College
  • Honors College
  • College of Humanities
  • James E. Rogers College of Law
  • Eller College of Management
  • College of Social & Behavioral Sciences
  • UA South

Contact Assessment & Evaluation Specialists from the Office of Instruction and Assessment for questions about Learning Outcomes

 
Policies that Relate to Faculty Credentials
 
If you have credential information that would be helpful to the team and would like to post it here, please email Kat.
Contact Information
Contact HLC Co-Chair Roger Miesfeld if you are an HLC Faculty Associate for:
  • College of Medicine Phoenix
  • College of Medicine Tucson
  • College of Nursing
  • James C. Wyant College of Optical Sciences
  • College of Pharmacy
  • Mel & Enid Zuckerman College of Public Health
  • College of Science
Contact HLC Co-Chair Barbara Mills if you are an HLC Faculty Associate for:
  • College of Architecture, Planning & Landscape Architecture
  • College of Education
  • College of Engineering
  • College of Fine Arts
  • Graduate College
  • Honors College
  • College of Humanities
  • James E. Rogers College of Law
  • Eller College of Management
  • College of Social & Behavioral Sciences
  • UA South

Credit Hour

  1. Courses must be consistent with the credits awarded based on the UA credit hour policy.
  2. We need to revise our credit hour policy for courses we offer to include online and hybrid instruction in the policy. 

Courses

  1. All undergraduate courses with the same course name and number must have the same student learning outcomes whether taught face-to-face, as hybrid, or as an online course.
  2. All graduate courses with the same course name and number must have the same student learning outcomes whether taught face-to-face, as hybrid, or as an online course.

Syllabus

  1. All courses must list the student learning outcomes for the course on the syllabus. At least one of these outcomes is expected to relate to the program student learning outcomes.
  2. All co-convened 400/500 courses must have learning outcomes that differentiate between undergraduate and graduate course work.  Graduate students are expected to do more challenging work that requires higher order thinking to achieve the learning outcomes in the course.
  3. The learning outcomes for a given course name and number must be the same regardless of instructional modality (face-to-face, hybrid, or online) and these outcome must be listed on the syllabus.
  4. UA is expected to have access to electronic versions of all syllabi for review by HLC Peer Reviewers and by the Federal Compliance Reviewers.  These syllabi need to be collected and stored until we can build a database for HLC reviews.  There is also a mechanism in development to import course syllabi from D2L sites into the schedule of classes; this is primarily for student use.

Online Instruction

  1. HLC expects faculty teaching online courses have received appropriate training in online instruction pedagogy to assure quality instruction.  This requires that UA develop a training and certification process for all online instructors.
  2. HLC expects that all courses have student-to-faculty and student-to-student engagement during the class.  This holds for face-to-face, hybrid, and online courses.  This engagement is expected to include the faculty member of record as well as any TA engagement through discussion sections or labs.
  3. Sufficient student support is required for students in online programs.  This includes program advising, tutoring, registration support, career counseling, etc.

Faculty

  1. HLC expects that faculty are qualified to teach in the discipline of the course.  This qualification includes a degree one level above the students of instruction (for example, PhD for MS students) or have demonstrated scholarship/research in the area of instruction or hold a professional license/are a professional in the field of instruction  (see approved policy on faculty qualifications for instruction).
  2. Academic programs are expected to have enough full-time faculty to oversee curricular development, instruction, and verify quality of the program. 

Assessment of Student Learning Outcomes

  1. All academic programs are expected to have assessment plans that include student learning outcomes, assessment of whether students achieve the expected outcomes, report findings from the assessments, and make changes in the program to improve student learning based on the assessment findings.  This is true for undergraduate, graduate, and professional programs. HLC also expects assessment to be an on-going process.
  2. The general education program is also expected to have student learning outcomes that are assessed and findings reported. (UA has been accepted into a four-year assessment academy with the goal to develop and implement student learning outcomes for our new GE program that is under development.)
  3. Co-Curricular programs should also have student learning outcomes that are assessed and findings reported.  (Co-curricular programs under the previous student affairs division have a good handle on this.)
  4. HLC expects that programs will review their program outcomes.  Student learning outcomes are different from program outcomes. Program outcomes include jobs or postgraduate education for undergraduates and graduate students, publications for graduate students, internships for some professional programs, first job placement for some professional programs, etc.  This data can be difficult to obtain.  Programs should do what they can to obtain this data from surveys with graduating students and alumni.  We have an Arizona data set that reports jobs in AZ given to our graduates, but this does not include postgraduate programs or any out-of-state jobs and is not reported by program of study of the graduate.