Faculty Associates

Resources for HLC Faculty Associates

Syllabi

First assignment was to collect & review syllabi for 2019-2021 classes and upload them to the New Syllabus Repository.

 

 

See Assignment 1

HLC Faculty Contacts

Faculty members from every college were recruited to help with HLC compliance tasks.

 

 

 

View Faculty List

Credentials

Second assignment was to help units get updated and verified credentials of instructors into the HR system

 

 

View Credential Information

HLC Dashboard

View a report on instructor credentials in UAccess Anlaytics:
Employee > Faculty > Higher Learning Commission dashboard

 

UAccess Analytics

INSTRUCTIONS FOR COLLECTING SYLLABI & REVIEWING STUDENT LEARNING OUTCOMES
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.

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

CONTACT INFORMATION
Contact HLC Co-Chair Roger Miesfeld(link sends e-mail) if you are an HLC Faculty Associate for:
  • College of Agriculture & Life Sciences
  • 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(link sends e-mail) 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

TRANSLATION SERVICES

Translation services are offered by the College of Humanities. Expenses for this service must be covered by the individual or the department.

Link: https://nci.arizona.edu/translation-request

The documents to upload to the site must always be in PDF format. In case, if you have a jpeg format, you can switch it by clicking File, Print, and select PDF. The content in the PDF must be clear.

Click on the link and fill out your own contact information. In the box “Job Details for this Request” enter: “HLC Accreditation, diploma needs translation to English,” also include the faculty member’s name, departmental account number XXXXXXX to be billed, and contact name for any questions. The cost will be about $145.

You will receive the certified translation back by email.

If you have questions about credentials or degree verifications, please email Kat(link sends e-mail).

CONTACT INFORMATION
Contact HLC Co-Chair Roger Miesfeld(link sends e-mail) if you are an HLC Faculty Associate for:
  • College of Agriculture & Life Sciences
  • 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(link sends e-mail) 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.