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July 2015

Page 3

Instructors should not conduct their course(s) as “self-paced.” TROY does not offer “self-

paced” online courses.

Create a learning environment that reflects the TROY culture and meets the needs of a

diverse body of student learners (“education to succeed, to land a terrific job,” “high touch

–high tech,” “academic excellence,” “high quality,” “convenient,” “help students build a life

with purpose,” “educate the mind to think, the heart to feel, the body to act”). Do not rely

solely on the publisher resources or third party content, assignments and assessments.

Foster participation with group and collaborative activities. Encourage participation by all


Create assignments that are experiential, applied, and meaningful.

Use alternative assessment approaches such as case based, problem based, project based,

application, peer-mentor, clinical, simulations, labs, and/or internships.

Use varied technologies and multiple formats in course delivery.

Contribute toward the continuous improvement of your course(s) through feedback received

from student evaluations, quality assurance course reviews and program reviews.

Course Design and Development Expectations


The following must be completed prior to the

course term review and for new courses prior to the detailed design review. See Academic

Term Schedule on the “Faculty Resources” page in Bb.

Use the Detailed Design Review and Course Term Review criteria to design and develop your


Make sure your course is free of grammatical and spelling errors and that all dates and

information is updated when re-using material from an earlier class.

Assure learning objectives are stated, measurable and mirror the objectives which are

published at other locations objectives (e.g. master syllabus and mini syllabus).

Establish Instructor Persona by connecting online with the students as many ways as possible

using tools and features in Blackboard including announcements, video everywhere,

photos, voice authoring, voice threads, and/or the instructor contact button. Include a

detailed faculty biography and office hours.

Develop a comprehensive course syllabus using the eTROY Standardized Course and Master

Course Syllabus format and designed around textbooks selected and approved by the

department. As much latitude as possible, within the parameters set by the appropriate

discipline, is given to instructors in developing the content of their syllabus. The Troy

University syllabi information is in the Faculty Handbook and the Quality Assurance area of

the Bb faculty lounge.

Clearly articulate the academic requirements for the course, including learning outcomes,

course objectives, course assignments, participation requirements, examinations, and

evaluation rubrics in each module, course syllabus and course schedule.