Provide instruction and facilitate learning according to the official course schedule (see A6) as assigned by the Program—accomplishing its objectives and official course description, maximizing personal and academic development of its students, treating students with dignity and respect and being available to consult with students by phone, email or appointment throughout its duration. Faculty are expected to respond to student messages within 24hrs during weekdays and 48hrs during weekends. Note: Official program personnel designated by the Graduate Programs Director (e.g., program coordinator, peer reviewers, etc.) may visit the course during its duration and subsequently offer formative input.​

a. Be mindful of the group’s composition, dynamics and culture as you facilitate introductions and initiate the course. While some groups may contain participants who know one another, it is highly unlikely that everyone knows everyone. Further, participants may be enrolled in your particular course for a variety of reasons and from a variety of graduate programs. In short, the mix of interests, backgrounds, learning styles, personal and program expectations and other characteristics makes for a dynamic and emerging social experiment with every course.

b. Check Roster against the participants actually attending. Inform anyone not listed on the roster that he/she must be registered in order to proceed in the course. The “last day to register” is posted in the Quarterly Registration Bulletin. Registration questions should be directed to the SCPS Grad Programs Office (scpsgrad@depaul.edu​).

Those permitted to attend classes include: you (as instructor), students officially enrolled in the course, official guests (per A13), program personnel (per B-1 above) and/or others explicitly authorized by the Graduate Programs Director.

c. Respond to the OneDePaul Attendance/Participation Verification Survey. This email, sent by OneDePaul typically during the first two weeks, asks for information regarding registered students who are “not attending.”​

Provide timely, formative, individualized feedback to students throughout the course in accordance with SCPS' Qualities and Principles of Assessment as outlined in Appendix II of this document.

a. If using TurnItIn for student submissions, analyze the input and share the full report (results and analysis) with each student involved. Avoid using raw scores without analysis. See Academic Integrity/Plagiarism at D1.

b. Avoid sending group emails or group correspondence that contain assessment commentary or other information restricted by FERPA regulations or guidelines. See FERPA/Privacy at D7. [Note: The “group email” feature in D2L enables instructors to send group emails without violating FERPA directives.]

c. Remind students periodically of their ongoing responsibility to self-assess their contributions in the course.

d. Offer assessment feedback that preserves the student’s path to appropriate appeals. (See Grade Challenge at C4.)​

Conduct some sort of brief/informal “mid-course” assessment (e.g., how’s this going so far? What’s working? Any suggestions for improving the remaining portion of the course?, etc.). This might be accomplished via a brief/informal conversation or through inviting written suggestions submitted anonymously.

Respond to OneDePaul Academic Progress Survey during week 5 or 6. If you are concerned a student is in danger of failing your course, follow instructions to ‘raise a flag’. The flag will alert the student’s advisor who can advise the student to seek assistance from Academic Support offices or instruct the student on how to withdraw by the final withdrawal date.​

Create and implement avenues for students to self-assess their learning/performance using assessment criteria outlined in your syllabus. (Note: For MAEA courses, please use the EA Self-Assessment Form. See C1)​

Collect final assignments as described in your syllabus and by your syllabus-posted due-dates. For MAEA Courses, collect completed EA Self-Assessment Form from each student.​

Review & support the Course Evaluation Process—as outlined in Appendix III.​