Online Handbook

2.1 Online Executive Council (OEC)

2.1.1 Role

The OEC is an executive working group composed of select members from of the Online Development Council (see below). It provides oversight, governance, and direction for the role of Online at BYU-Idaho.

2.1.2 Membership

The OEC consists of the online vice president and those individuals who report directly to that position. It includes the following individuals:

1. Online Vice President
2. Dean of Online Programs
3. Managing Director of Online Learning
4. Managing Director of Curriculum Development

2.1.3 Responsibilities

1. Administrative oversight of online programs and courses at BYU-Idaho.
2. Final approval for online policy and procedures recommended by the ODC and OLC organizations.

2.2 Online Development Council (ODC)

2.2.1 Role

The ODC is the exchange team between Online and campus and is responsible for determining strategy, vision, and direction for Online at BYU-Idaho.

2.2.2 Membership

The ODC generally meets weekly and consists of the following members:

1. Online Vice President
2. Dean of Online Programs
3. Dean of Online Student Services
4. Associate Dean of Online Programs
5. College Online Associate Deans
6. Managing Director of Curriculum Development
7. Managing Director of Online Learning
8. Managing Director of Pathway
9. Online IT Systems & Services Coordinator
10. Online Programs Office Assistant

2.2.3 Responsibilities

1. Govern Online policy at BYU-Idaho in coordination with the OEC and University leadership.
2. Develop delivery standards for online courses in coordination with the OLC.
3. Prioritize new development and redevelopment projects.
4. Work with CES, Pathway, and others engaged in Online to develop  strategy for the world-wide reach of the University.
5. Facilitate collaboration between Pathway, OLC, departments, and colleges.
6. Coordinate the online efforts of colleges and departments.
7. Disseminate best practices between colleges/departments and Online.

2.3 Online Learning Council (OLC)

2.3.1 Role

The OLC determines and ensures quality practices in online pedagogy, delivery, and course design for BYU-Idaho. The OLC represents the perspective of curriculum designers, remote instructors, and Online administrators as they lead the Online Learning and Curriculum Development organizations and assist in the development of strategy and policy.

2.3.2 Membership

The OLC generally meets weekly and may consist of the following members:

1. Online Vice President
2. Managing Director of Online Learning
3. Managing Director of Curriculum Development
4. Directors within Online Learning
5. Directors within Online Curriculum Development
6. Dean of Online Student Services
7. Associate Dean of Online Programs
8. IT Systems & Services Coordinator for Online
9. A Pathway representative

2.3.3 Responsibilities

1. Provide leadership for, and coordinate efforts within, the Online Learning and Curriculum Development organizations.
2. Propose policy to the ODC.
3. Establish procedures to implement approved policy and strategy.
4. Establish procedures for issues under OLC stewardship in coordination with ODC and/or OEC.
5. Develop delivery standards for online courses in coordination with the ODC.
6. Evaluate online courses based on design, deliverability, pedagogy, and the achievement of course outcomes. Resolve concerns by working with Course Councils to improve the academic success of online courses.
7. Determine if a course can be offered based on the Online Course Design and Delivery Principles and Standards. Disagreements follow established remediation processes.
8. Direct curriculum designers and ACLs as they fulfill their role on Course Councils.

2.3.4 Definitions

Online delivery: The OLC is responsible for ensuring courses can reach the intended audience. This organization uses the Online Course Design and Delivery Principles and Standards as parameters in fulfilling this responsibility. The OLC also works through the Online Learning organization to ensure instructors are appropriately hired, trained, and supported.

Online pedagogy: The Online Learning and Curriculum Development organizations are responsible to continuously learn, facilitate, and use best practices in online teaching.

Online course design: The Online Learning and Curriculum Development organizations are responsible to learn and implement best practices for online learning activities. Campus and Online organizations proactively foster a synergistic relationship in this area.

Online Learning organization: consists of the following departments: Online Instruction and Online Employment & Scheduling.

Curriculum Development organization: consists of the following departments: Online Curriculum Development and Online Quality Assurance.

2.4 Department Chairs

2.4.1 Role

Department chairs encourage campus and online instructors in the united effort to serve students through instructional excellence, inspired educational innovation, and the mentoring of everyday students. Department chairs work with Online Learning to accomplish this.

Department chairs represent the academic interests of the University and have stewardship over outcomes, content, content pedagogy, and key assessments for online courses in their department; they determine department priorities in these areas. Department chairs also direct faculty efforts to create and improve online courses.

2.4.2 Responsibility

1. Assign online course leads to online courses in the department and determine faculty load as needed for specific course circumstances (see  Determining Course Lead Load below and section  3.2 “Course Leads”).
2. Direct and support course leads as they fulfill their role on Course Councils.
3. Evaluate online courses based on the quality of content and student achievement of course outcomes, and resolve concerns by working with Course Councils.
4. Work with department faculty to create course outcomes, core content, and key assessments to be shared across modes of delivery (see  8.1 “The Integrated Curriculum Model”).
5. Ensure wise use of campus and online resources by minimizing non-essential course changes and promoting course  continuity during course lead transitions.
6. Recommend the development and redevelopment of online courses for approval by the ODC.
7. Provide initial approval of online instructor applicants and ensure they have sufficient expertise and appropriate credentials to teach courses in the discipline.
8. Refer concerns about online instructor performance to Online Instruction for appropriate joint resolution (see  4.1.3 "Probation and Termination").
9. Oversee, in partnership with Online Learning, faculty and instructor efforts to identify and adopt discipline-specific practices and methods that may be incorporated into the online courses.
10. Communicate, in partnership with Online Learning, department and program goals to faculty and online instructors, and help online instructors feel invested in a shared vision.

2.4.3 Determining Course Lead Load

Course leads work closely with department chairs to determine the appropriate load for working within a Course Council. Department chairs consider the faculty resources necessary to maintain online courses and programs, and seek additional resources, as needed, through the stewardship review process. Department chairs should carefully review section 3.2 “Course Leads” before determining load.

When assigning load, the following guidelines should be considered:

• Factors that affect appropriate load vary significantly between courses.  Assigned load should be consistent with the actual need and time required for the course in question.
• The load assigned for course leads should be consistent with defined roles and responsibilities within the Course Council. (See section  3 “Course Councils”).
• Load for course lead duties is generally part of the 30 hours allocated for faculty teaching load and not from professional development and administrative assignments. If this is not possible, chairs and deans should discuss with the faculty member the use of their six-hourprofessional development or other arrangements to fill the need for course lead load.  
• Load for scaled courses: After development, courses typically require load ranging from zero to one load hour per semester.
• Load for development or redevelopment: Courses usually require three load hours during the development (or redevelopment) semester.
• Additional load: Planned improvement projects may require  additional load.

2.4.4 Definitions

Content: Stand-alone materials to be used by students such as readings, videos, and textbooks. Content is separate from instructions and learning activities. Under this definition, content could be used in face-to-face, online, full-semester, block, hybrid, or competency courses without modification.

Content pedagogy: Department chairs direct course leads as they contribute their experience and expertise regarding which learning activities work well in the face-to-face environment, the sequencing of prerequisite knowledge, etc. In practice, curriculum designers, ACLs, and course leads work together to determine the best online learning activities.

Continuity: Course outcomes, content, and key assessments should remain relatively consistent over time. Course changes should be data-driven and consistent with department goals and outcomes.

Key assessment: While a course may include any number of assessments designed to measure course outcomes, between one and three key assessments should be department-approved to report on outcome achievement.

2.5 Online Associate Deans

2.5.1 Role

Online associate deans are department faculty members who serve on the ODC. As members of this exchange team, online associate deans facilitate healthy collaboration between their respective colleges and departments, the ODC, and the OLC.

2.5.2 Responsibility

1. Help establish positive working relationships between the Online and campus organizations.
2. Represent the views and concerns of campus faculty, department chairs, and college deans to the Online organization.
3. Represent the views and concerns of the Online organization to campus faculty, department chairs, and college deans.
4. Participate in the development of Online policies and strategy.
5. Mediate concerns that escalate beyond normal Course Council and/or Online procedures.
6. Disseminate best practices between Online and colleges and departments.
7. Represent new and redevelopment requests from assigned colleges in the prioritization process.
8. Present policy exception requests from assigned colleges to the ODC and/or OLC.

3.1 The Course Council

3.1.1 Role

The Course Council is the decision-making body for an online course. Course Council decisions are to align with stated policies and standards.

3.1.2 Membership

Whenever possible, a Course Council consists of a course lead, an assistant course leads (ACL), and a curriculum designer. During development and redevelopment of an online course, the course lead works closely with a curriculum designer and, when possible, an ACL. A course support specialist working for the curriculum designer may also assist the Course Council.

3.1.3 Responsibilities

1. Meets synchronously once per semester to review assessment and evaluation data and identify opportunities to improve the course.
2. Meets more frequently during development or improvement projects and has load commensurate with the scope of the project.
3. Communicates as needed throughout the semester to resolve course issues.
4. Carefully consider BYU-Idaho’s three imperatives when making course decisions.
5. Understand and follow established policies and procedures related to improving the course.

3.1.4 Working in a Course Council

Members of the Course Council hold stewardship over different aspects of the online course and approve changes as outlined in the Course Update Policy; however, any member may initiate any discussion about how to improve the course. All changes to a course are made visible to the entire council. Each member of the Course Council represents his or her area of responsibility in the decision-making process. Unanimity is sought wherever possible.

The Course Council structure allows all members to offer their unique skills, knowledge, and experience as they discuss issues in a spirit of cooperation and collaboration. Council members listen to each other’s ideas with open minds and discuss proposals respectfully and rigorously. While course leads chair the Course Council, curriculum designers serve as project managers during improvement projects and development.

If a Course Council is unable to reach consensus on an issue, the issue is remanded to a council that includes the online associate dean from the course lead’s college, the course lead’s Department Chair, and a representative from the Online Learning Council. If resolution is not achieved, the issue is remanded to the Online Development Council and the online vice president.

3.1.5 Course Council Roles Overview

The diagram below illustrates the different aspects of an online course and relative areas of responsibility.

3.2 Course Leads

3.2.1 Role

Course leads are full-time faculty members who represent their department as they work within a Course Council to develop and continuously improve online courses.

Course leads have primary responsibility for content, course outcomes, content pedagogy, and key assessments designed to measure course outcomes. Substantive changes made to these areas are approved by the course lead in consultation with the rest of the Course Council (see section 6.0). While course leads chair the Course Council, curriculum designers serve as project managers during improvement projects and development.

3.2.2 Responsibilities

1. Ensure outcomes, content, and key assessments are current and in alignment with department objectives during both the development and  scaled phases of a course.
2. Facilitate regular and productive Course Council meetings.
3. Evaluate and improve the assessment strategy, including reliability, validity, integrity, and alignment with outcomes.
4. Develop and/or facilitate content-specific professional development for online instructors as needed.
5. Periodically evaluate the quality of content-related feedback provided by instructors to students against a published rubric.

3.2.3 Anticipated Time Commitment

The primary focus of full-time faculty is on teaching and advising on-campus students, service, and professional development (see faculty guide, section 2). Each course lead works closely with the department chair to determine the appropriate load for his or her work with an online course.

• Development: Course leads should normally receive a three-credit load reduction during the development (or redevelopment) semester for an online course.
• Scale: Once the course is developed, it is expected that course leads will be responsive, within reason, to the maintenance requirements of the course within the parameters of their primary responsibilities. Assigned load typically ranges from zero to one load hour per semester per scaled course.
• Additional load: Additional load may be assigned periodically for improvement and redevelopment projects, assignment to multiple online courses, or atypical demands.

For more information about how load is determined, see “Determining Course Lead Load” in section 2.4 “Department Chairs.”

3.2.4 Definitions

Content: Stand-alone materials to be used by students such as readings, videos, textbooks, etc. Content is separate from instructions and learning activities. Under this definition, content could be used in face-to-face, online, full-semester, block, hybrid, or competency courses without modification.

Content pedagogy: Course leads contribute their experience and expertise regarding which learning activities work well in the face-to-face environment, the sequencing of prerequisite knowledge, etc. In practice, curriculum designers, ACLs, and course leads work together to determine the best online learning activities.

Key assessment: While a course may include any number of assessments designed to measure course outcomes, between one and three key assessments should be department-approved to report on outcome achievement.

3.3 Online Course Representatives

3.3.1 Role

Online course representatives (ACLs) are online instructors who teach the course they represent. They are selected from the pool of existing instructors. ACLs are selected by, and report through, the Online Instruction Department. Campus departments provide input on the selection of ACLs if desired.

The primary responsibility of ACLs is to represent the ideas, concerns, and needs of online instructors and students to the Course Council. ACLs offer critical perspective relative to student learning on both course design implications and the online teaching role. Substantive changes made to online pedagogy, online design, or online delivery are approved by the ACL in consultation with the rest of the Course Council (see section 6.0).

3.3.2 Responsibilities

1. Gather and represent the perspectives of instructors regarding how to improve all aspects of the online course (i.e., the effectiveness of learning activities, teaching strategies, course notes, current content, assessment strategies, clarity of instructions, grading processes, etc.).
2. Represent the online instructor perspective in regular Course Council meetings.
3. Review online assessment data to identify opportunities to improve student outcome performance.
4. Communicate Course Council decisions to other instructors.
5. In some cases, ACLs may assist in development or improvement projects. This occurs on a contracted basis after approval from Online Learning, the course  lead, and the department chair.
6. Periodically evaluate the quality of content-related feedback provided by instructors to students against a published rubric.

3.3.3 Anticipated Time Commitment

The ACL assignment is intentionally limited to less than one hour per week. ACLs are expected to be responsive to the needs of the course within the constraints of their contracted load.

3.3.4 Term Limit

ACLs are limited to a nine-semester term limit when all of the following apply:

• There are  at least two instructors teaching the course
• The current ACL has been ACL for  nine semesters
• There is a  satisfactory and qualified replacement available

When an ACL is in his or her 8th semester, the Course Council will receive an email notification stating that the term will be up the following semester.

If the Course Council feels that changing the ACL would be detrimental to the course at present, a petition may be made by either the course lead or designer. If the petition is approved by Online Instruction Management, the nine-semester term limit will be waived for up to three semesters.

3.4 Curriculum Designers

3.4.1 Role

Curriculum designers collaborate with Course Councils to design, develop, and improve online courses within established standards and budgeted time. They report through the director of Online Curriculum Development. They create effective, efficient, and appealing online learning activities and environments that enable and complement excellent online instruction.

Curriculum designers represent the Online Learning Council and participate as Course Council members on substantive issues related to their primary areas of responsibility: online design, online pedagogy, and online delivery. Substantive changes made to these areas are approved by the curriculum designer in consultation with the rest of the Course Council. (see section 6.0)

3.4.2 Responsibilities

1. Serve as project managers during course development and improvement processes.
2. Ensure delivery, pedagogy, and course design decisions reflect BYU-Idaho’s best understanding of quality practices. Actively contribute to the ongoing development of that understanding.
3. Contribute to the development of quality outcomes, content, and assessment.
4. Design and determine effective online learning activities in consultation with the ACL and course lead.
5. Ensure an efficient logistical experience for students and instructors through clear instructions, grading processes, assignment submissions processes, etc.
6. Review online course assessment data to identify opportunities to improve student outcome performance.
7. Manage development and improvement projects within the established development schedule.
8. Connect the Course Council with  library, media, and other development resources.

3.4.3 Definitions

Online delivery: The curriculum designer represents the different applications, limitations, and implications of the minimum delivery requirements.

Online pedagogy and online design: The curriculum designer represents quality practices learned across the Online Learning and Curriculum Development organizations. In practice, curriculum designers, ACLs, and course leads work together to determine the best online learning activities.

Development projects: The creation or redevelopment of an online course, which is a four-phase process including prepare, development, review, and pilot.

Improvement Project: A pre-scheduled, targeted project that involves significant work from a curriculum designer and possibly other members of the Course Council.

3.5 Course Support Specialists

3.5.1 Role

Course support specialists are normally student employees on the Curriculum Development Team. An assigned course support specialist assists the Course Council in processing, verifying, and documenting course changes.

3.5.2 Responsibilities

1. Make changes to courses as directed by the Course Council.
2. Conduct quality control checks on changes made to the course, to help ensure courses are ready for section creation.
3. Help document changes requested by the ACL, curriculum designer, or course lead in the course council agenda.
4. Assist the Course Council to ensure a healthy Course Council process.
5. Provide a student perspective in the Course Council.

4.1 Online Instructors

4.1.1 Role

Online instructors are typically part-time employees who meet the requirements definedby Online Learning. The hiring of online instructors is approved by their respective academic departments and ecclesiastical leaders, as well as Online Learning. Online instructors report through the Online Instruction Department.

Online Instruction and academic departments work together to accomplish the purposes of the University and individual programs. Departments refer online instructor-related matters to the Online Instruction team. The Online Instruction team refers content-related matters to the Department.

As they teach from the designed curriculum, online instructors inspire and cultivate skills and testimonies of students enrolled in online courses. Online instructors contribute to the continuous improvement of courses by presenting ideas to the ACL.

4.1.2 Responsibilities

1. Build faith in Jesus Christ.
2. Develop relationships with and among students.
3. Inspire a love for learning.
4. Embrace university citizenship.
5. Seek development opportunities.
6. Teach online courses as designed by Curriculum Development and the Course Council.
7. Build and strengthen peer instructors through teaching groups and community.
8. Recommend course improvement ideas through the ACL.

See also: Instructor Handbook

4.1.3 Probation and Termination

When online instructors fall short of standards, established procedures help instructors make necessary improvements. If they fail to demonstrate required improvements, a joint committee from Online Instruction and Online Employment and Scheduling convenes to carefully review the case and determine an outcome: probation or termination.

PROBATION

Once on probation, instructors are assigned a coach who provides an improvement plan. Improvement plans typically span between seven weeks and one semester. Department chairs and online associate deans are notified and given explanation when online instructors are placed on probation. Future contracts are put on hold pending the outcome of probation.

TERMINATION

When online instructors are terminated, any existing contracts are cancelled and the instructors receive no further online teaching contracts with BYU-Idaho. If termination occurs after an unsuccessful probation period, but on similar grounds, the online associate dean and department chair are notified and given an explanation of the decision.

The Online Instruction team seeks department chair approval if instructors are recommended for termination without a probation period or if the grounds for termination are substantially different than those for probation.

4.2 Teaching Assistants

4.2.1 Role

Online teaching assistants (TAs) are hourly, part-time student employees hired to assist online instructors in the facilitation of online courses. TAs may be BYU-Idaho campus or online students. The principles that define an online TA’s role include the following:

1. TAs perform responsibilities outlined in the Course Map and Lesson Notes and are accountable to the online instructor.
2. TAs are hired and managed through the Online Learning organization.

4.2.2 Purpose

The purpose of an online TA is to increase the quality, reach, and cost effectiveness of an online course offering. This is accomplished in two ways:

1. Reducing instructor load: online TAs may grade assignments, assist in  facilitation of course discussion, conduct study sessions, etc. in order to more strategically leverage instructor expertise and time with students.
2. Engaging with students in a mentoring capacity: online TAs may conduct study sessions, conduct one-on-one tutoring, etc. as dictated by course design and managed by the online instructor.

The TA role is self-funded. Section size could be increased proportionally to accommodate TA wages. For example, for every 10 TA hours utilized in the course, the Course Council should consider increasing the course cap by 10 students.

4.2.3 Responsibilities

TA responsibilities fall within three categories:

1. Grade and provide feedback
2. Facilitate and participate in course and group discussions
3. Facilitate live meetings with students

While course specific TA responsibilities are outlined in a course’s Lesson Notes, the TA and online instructor should communicate regularly to establish a working relationship and coordinate how responsibilities will be executed. Online instructors should communicate how and when the outlined responsibilities are administered. While a TA is hired to assist the online instructor, ultimately, it is the online instructor that is accountable for course facilitation, including upholding the Online Instructor Standards.

4.2.4 Hiring and Ongoing Evaluation

Qualifications for hiring an online TA are determined during course development by the course council. They determine course council involvement in selecting individual candidates. Things to consider when pondering hiring qualifications:

• Required skills
• Required Experience
• Level of subject matter expertise

Changes to hiring qualifications after a course has been scaled need to be approved by the Course Council.

The Online Learning organization facilitates the following regarding TA hiring and management:

• Hiring and scheduling
• Onboarding and training
• Ongoing development
• Evaluation
• Dismissal

Quality of TA performance is determined by the online instructor. If the instructor reports to their teaching group leader that a TA is performing poorly, the Online Learning organization carries out the appropriate action, whether it be remediation or termination.

The following principles and standards are to be followed for the design, delivery, and maintenance of BYU–Idaho online courses. All courses align with quality practices in online course design and pedagogy. Exceptions to these standards will be presented to the Online Development Council for consideration.

University Mission Alignment

1. Courses help develop disciples of Jesus Christ who are leaders in their homes, the Church, and their communities.
2. Course outcomes are the department and university approved outcomes for all modes of delivery.
3. Assessments are designed to measure course outcomes.

Student Focused

1. Learning activities can be completed by the intended audiences (domestic, international, etc.).
2. Materials are digitally accessible and affordable for the intended audience.
3. To accommodate adds and drops, group work is flexible prior to lesson three.
4. Courses are designed not to require synchronous sessions beyond small group sessions.
5. Student load does not exceed an average of three hours per week per credit, and is distributed throughout a course.
6. Media and graphics are relevant and functional for the intended audience.
7. Internal and external tools and resources are verified to be operational.

Learning Model Alignment

1. Courses employ Learning Model principles and processes.
2. Courses are designed so that students receive sufficient and regular feedback to monitor their learning progress.
3. Students have regular opportunities to interact with their instructor and each other.
4. Courses are designed so students progress as a cohort throughout the semester.
5. The target online course capacity is 50.

Online Instructor Support

1. Lesson Notes provide sufficient information for an instructor to guide and monitor learning activities.
2. Scoring criteria are included and sufficient to ensure that assignments are graded consistently.
3. Instructor load does not exceed an average of three hours per week per credit, and is distributed throughout a course.

Maintainability and Scalability

1. Materials meet the current legal standards of web accessibility.
2. Course resources and materials are used with permission and properly cited.
3. Internal resources are available through university systems or approved external resources.
4. To ensure the ongoing maintainability of a course, the delivery of a course does not rely on a single individual.
5. Courses follow the online course template.
6. Course design considers reach, quality and cost.

6.1 Purpose

The Online Course Update Policy governs how changes are made to online courses. The intent of this policy is to balance the need for appropriate approvals from Course Council members with the need for efficiency in making course decisions. This policy works in conjunction with the Integrated Curriculum Model and the Online Course Access Policy.

6.2 Course Maintenance

1. The Course Council is the decision-making body and primary maintenance resource for an online course. Course Council members collect any maintenance or improvement ideas on a shared course council agenda linked with the Course Map in the Instructor Resources section of the course. They prioritize, discuss, and act on items once a semester in a synchronous course council meeting. The agenda helps streamline course council communication and serves as a record of past, current, and proposed changes.
2. Most small fixes can be handled by the course council as part of routine maintenance before the next-semester sections are copied. The curriculum designer will help the course council schedule more involved improvements separately so resources (such as load release or a development contract) can be planned and critical deadlines taken into account.
3. If an urgent issue arises--where current students can’t progress unless something is fixed--a course council member adds the issue to the agenda and alerts the rest of the council with an email to coordinate timely resolution.
4. Instructors may suggest and upvote maintenance and improvement ideas on the Course Improvements and Ideas Exchange in their online community course group. ACLs review these suggestions as they prepare for course council meetings. For urgent issues, instructors contact their ACL.

6.3 Master Course Update Policy

1. Course Councils communicate about and document changes on the course council agenda prior to updating the course.
2. Master Courses are updated by Course Councils (see  section 7.0).
3. Changes to master courses appear in sections the following semester, provided they were made prior to the maintenance deadline.
4. Changes that require significant resources are scheduled as improvement projects.
5. Changes to course outcomes, fundamental design, or philosophy may impact other courses within the program, the program itself, or accreditation. These changes should be discussed with the department chair before proceeding.

6.4 Section Update Policy

1. Individual sections of online courses are considered published and are generally not updated during the semester.
2. Instructors may choose to fix non-critical errors in individual sections. Any changes made by instructors are not to alter outcomes, content, key assessments, or design of the course contrary to the Integrated Curriculum Model.
3. Changes made to individual sections will not persist to the next semester. Desired changes to the master course should be proposed in the community course group for course council consideration.

7.1 Master Course Editing Access Policy

The following policies describe the controls that are in place for directly editing master courses in I-Learn.

1. Course Councils have stewardship for the maintenance and ongoing improvement of the online master  course, and work together in a spirit of unity and cooperation. (see  section 3.1)
2. Editing access to the master course is available to all trained members of the Course Council on a check-in, check-out basis. The online organization develops training and manages master course access.
3. To reduce the risk of conflicting changes, and at the discretion of the Course Council, editing access for individual council members may be limited during large-scale projects.
4. Course Council members ensure adequate communication and sufficient documentation of changes. Substantive changes are made to the master course after consultation with other members of the Course Council.
   
   • The course support specialist may assist in the documentation of changes.
   • The ACL is responsible for informing instructors of changes.

See the Course Council website for more information about this policy

7.2 Section-Level Access Policy

Occasionally, members of a Course Council may need to view individual sections of a course to see trends in student behavior that would not be found in the master course or in the course council data portal. Access to sections is also available to instructor supervisors and evaluators through separate processes internal to the Online organization. Section-level access will be restricted if any individual or group uses such access to operate outside the guidelines of this handbook.

7.2.1 Issues of Concern

Issues of concern related to the curriculum are addressed by the Course Council. Concerns related to instructor performance are addressed by the Online Instruction organization. The ACL refers these issues from the Course Council to Online Instruction.

7.2.2 Past-Semester Section Access:

1. Upon request by any Course Council member, the course support specialist grants each Course Council member access to the requested sections.
2. Access is removed upon request of the Course Council.

7.2.3 Current-Semester Section Access:

1. Upon request by any member of the Course Council, the designer grants each Course Council member either read or write access to some or all of the live sections, as requested. Access is only for the current semester.
2. The designer notifies all members of the Course Council that access is available and summarizes the purpose of the review.
3. The Online Course Representative (ACL) notifies affected instructors of the review.

What is integrated curriculum?

Integrated curriculum is a strategic model in which BYU–Idaho online courses share course outcomes, core content, and key assessments with campus and hybrid versions of the same course.

Why is integrated curriculum important?

An integrated curriculum provides the necessary structure for BYU–Idaho to serve the learning needs of individual students as they progress through the university. Integratedcurriculum ensures that students study the same things and are assessed in generally the same way regardless of the course delivery method. Under this model, BYU–Idaho can better serve student learning needs because the University knows what students have learned and experienced in each class. An integrated curriculum is the basis for a powerful, consistent learning experience.

Who determines the curriculum for online courses?

BYU–Idaho online courses are designed and developed by a Course Council, which consists of a course lead, a curriculum designer and, when possible, an online course representative. The Course Governance section of this document describes the roles of each of these council members. By developing courses with each council member’s input, we ensure online courses reflect the University’s goals for the course and create a learning experience tailored for the online environment.

What is the role of an online instructor in this model?

Online instructors focus on facilitating a powerful learning experience for students. An integrated curriculum is a not a lock-step curriculum; individual instructors are invited and encouraged to work with individual students in the way they feel is best. Instructors are expected and encouraged to bring their professional and academic expertise into the online course experience.

Individual instructors recommend course improvements to their online course representative, who sits on the Course Council. The Course Council then works together to weigh all recommendations for improvements and determine changes to the curriculum and course design. The council process is an important element of a solid and consistently improving curriculum. Individual instructors are not to alter the outcomes, content, assessment, or design of the course outside of the Course Council process.

9.1 Complaints

A complaint is an anonymous report made by a student against an online instructor or an online course. Online students may file complaints by contacting the BYU-Idaho Support Center (BSC). The BSC will route the complaint to the appropriate parties for resolution. Online course complaints will be addressed by the course council according to the Course Update Policy. Complaints about an online instructor will be addressed by Online Instruction.

9.2 Grievances

Student Grievance Policy                                                         

REVIEW / APPROVAL DATE: June 17, 2017

POLICY OWNER: Dean of Students

EXECUTIVE SPONSOR: Amy Labaugh

RESPONSIBLE UNIVERSITY OFFICE: Dean of Students

STATEMENT OF POLICY:

There may be occasions when a student has a concern or a complaint about a course or an instructor. Students and instructors are encouraged to work together to resolve concerns directly and amicably. If an issue cannot be resolved directly with the instructor, the student may follow the Academic Grievance Procedures set forth below.

DEFINITIONS:

Harassment / Discrimination

Personal grievances related to an incident(s) of sexual harassment or gender-based discrimination should not be pursued through this grievance process. If your grievance against an instructor is related to an incident of sexual harassment or gender-based discrimination, you should contact the Title IX Office directly. (290 Kimball Building; titleix@byui.edu; 208-496-9209)

Concerns & Complaints

A concern is an anonymous report made by a student against an instructor or a course. Students may file concerns by contacting the BYU-Idaho Support Center (BSC). The BSC will route the concerns to the appropriate parties for resolution and inform the department chair. Course concerns will be addressed by the campus course council under the direction of the department chair. Concerns about an instructor will be addressed by the department chair over the faculty member, or by Online Instruction for online instructors.

Grievances

A grievance is a formal complaint against an instructor regarding a perceived unfair action or omission of action occurring in a course. There are two types of grievances: academic and personal. Grievances are not anonymous.

Academic Grievances

Academic grievances are formal complaints against an instructor that are unrelated to Title IX.

PROCEDURES:

Before Filing an Academic Grievance

Before filing an academic grievance, students should try to communicate privately with the instructor involved. Addressing challenging situations at this level provides opportunities that bless both students and instructors as they work together in a spirit of mutual understanding, patience, and love (see Matthew 18:15). Every effort should be made to take advantage of this opportunity to grow as disciples of Christ. If student concerns cannot be resolved at this level, the student may initiate the grievance process.

Timing

Students should initiate a grievance no later than the end of the semester following the semester in which the alleged grievance occurred. If conditions beyond student control prohibit filing a grievance during the allowed time, the student should file as soon as reasonably possible in order to be eligible for the grievance process. The burden of persuasion to allow for the filing of a late grievance is upon the student.

ACADEMIC GRIEVANCE PROCESS:

1. A student files a grievance by contacting the BYU-Idaho Support Center (BSC).Students should be prepared to explain the nature of the grievance, indicate the desired resolution, provide specific information (dates, times, etc.), and/or include supporting documentation (copies of email correspondence, discussion board posts, screenshots, and submission receipts).
2. The BSC routes the student’s grievance to the appropriate individual(s):

 a. CAMPUS COURSE GRIEVANCES

1. Grievance are first routed to the instructor’s department chair. The BSC will also notify the college dean. (If the grievance involves the department chair, the BSC will route the grievance straight to the college dean. If the grievance involves the dean, the BSC will route the grievance to the appropriate academic associate vice president).
2. The department chair investigatesthe grievance by communicating with the student and the instructor. A content expert may be consulted as needed.
3. The department chair determines a resolution and communicates the decision to the student and all other parties involved, as listed in number 2 above. The chair also responds to the original e-mail from the BSC with the resolution as well as any documentation s/he would like included in the case.

 b. ONLINE COURSE GRIEVANCES

1. Grievances are first routed to the instructor’s Instructor Evaluation Specialist (IES) and Instructor Evaluator (IE).
2. The IES, with the help of the IE, investigates the grievance by communicating with the student and the instructor. A content expert may be consulted as needed.
3. The IES determines a resolution and communicates the decision to the student and all other parties involved.

APPEALS

Every reasonable effort should be made to achieve resolution at the lowest organizational level. If the student or instructor feels that all concerns were not properly addressed, and new and compelling information is presented by the student that the department chair, or the Instructor Evaluator for online courses, was not privy to in his or her assessment of the grievance request, a solution may be sought at a higher level according to the procedures outlined below.

CAMPUS COURSE GRIEVANCE APPEALS

Appeal Level 1: College Dean

If the student or instructor feel that the grievance was not properly addressed, s/he may appeal the decision to the dean of the college by contacting the BSC. The dean will review the appeal and make a decision. The dean will then communicate the decision to all parties involved. The dean also responds to the original e-mail from the BSC with the resolution as well as any documentation s/he would like included in the case.

Appeal Level 2: University Appeals Committee

If there are extenuating circumstances, the student or instructor may appeal to the appropriate associate academic vice president by contacting the BSC. The case is routed to the associate academic vice president, who will determine if the grievance should be reviewed by a University Appeals Committee. A different dean is selected by the associate academic vice president who convenes an impartial Grievance Review Committee to make a final determination. The Grievance Review Committee consists of the designated dean, who serves as the committee chair; a faculty member from the same department as the faculty member against whom the complaint was filed; a faculty member from another department; and two students appointed by the Dean of Students Office. All members of the committee should be impartial and without prior substantial knowledge of the facts and circumstances of the matter.

After a fair opportunity to be heard is provided to both parties, the student filing the grievance and the accused faculty member are excused, and the grievance is discussed by the committee. A decision is reached by majority vote and presented to all parties involved in writing. This decision is final. The dean chairing the committee also responds to the original e-mail from the BSC with the resolution as well as any documentation s/he would like included in the case.

ONLINE COURSE GRIEVANCE APPEALS

The student or instructor may appeal the decision to the Online Appeals Committee by contacting the BSC. Online Appeals Committee meetings are held regularly during the semester. This committee is composed of an Instructor Evaluator who has not been directly involved in the grievance, the Director of Online Instruction, the Dean of Students for BYU Pathway Worldwide, as applicable, and two Online Learning student employees.

The IE will chair this committee and provide all pertinent evidence or material collected. After evidence is presented, the committee will discuss the case. If there is no precedent for the issue, and the committee feels the need, they may seek additional counsel from appropriate stakeholders. A decision will be made by majority vote, and the IE will present it in writing to the student, instructor, BSC, and all those involved in the initial grievance and appeal. The decision of the committee is final.

RELATED UNIVERSITY POLICIES: Policy on Sexual Misconduct

APPLICABILITY: This policy applies to students taking campus-based and online courses.

PAST APPROVAL / REVISION DATES: March, 2013

I-Learn is the suite of integrated tools used to deliver instruction to students around the world. It includes the learning management system as well as other tools that are critical for student work.

10.1 I-Learn Governance Council

The I-Learn Governance Council is the body of individuals who make decisions regarding I-Learn. They manage communications, improve usability, and mitigate risks. The Council meets bi-weekly.

Primary Council

• Online Technical Operations Director, council chair (Online)
• I-Learn Product Managers for both campus and Online (IT)
• Portfolio Managers for both campus and Online (IT)
• Associate Academic Vice President (Academics)
• Dean of Faculty Development (Academics)
• Instructor Development Manager (Online)
• Pathway Curriculum Coordinator (Pathway)
• Student Support Coordinator (Pathway)
• Academic Communications Manager (Academics)
• Online Technologies Researcher (Online)
• Online Associate Dean (campus)
• Curriculum Development Managing Director (Online)

Supporting Committees

In addition to the Governance Council, the following four committees inform decisions regarding I-Learn:

• Technical Operations and Integrations: Consists of support organizations as well as the IT developers who are responsible for integrations and bridges. This group  vets, approves, and documents integration requests, discusses support  issues, and is responsible for identifying and creating user-support documentation. This group meets weekly.
• Delivery: Consists of content experts and power users of content platforms including, but not limited to, Equella, Kaltura, publisher content, library content, and Zoom. This group discusses and documents best practices for delivering content through I-Learn and meets weekly.
• Assessment: Consists of subject matter experts and power users of assessment platforms, including, but not limited to, Maple TA, Learnosity, Qualtrics, Turnitin, classroom response technologies, and proctoring solutions. This group informs decisions regarding assessment platforms within I-Learn and meets bi-weekly.
• Communications: Consists of communication representatives from Academics, IT, and Online who work on messaging campaigns regarding I-Learn. This group meets weekly.

10.3 Technology Standards

All technologies are measured by the following standards:

1. Uptime: Core technology use vendors that guarantee >99.97% uptime and monitor the systems, providing monthly uptime reports. Supported technology use vendors that guarantee >99.8% uptime. Level 1 and unsupported technologies do not offer an uptime guarantees.
2. Stability and performance: Vendors monitor system stability from their edge network(s). They monitor systems in the data  center, and provide redundancy within the data center. Pages load in no more than four seconds. Vendors measure performance and report any exceptions to the performance requirement using industry standard measurement and reporting tools. Reports are available to the customer monthly.
3. Monitoring: Vendors provide root cause outage reports within 24 hours.
4. Data access: Vendors provide both data access via API's/Web Services or agreed upon exports in order to get data into the BYU-Idaho data center.
5. End-user performance: Vendors monitor performance at their edge network.  End usermonitoring is performed by synthetic monitoring tools from the US, Asia/Pac, and Europe, meeting accepted minimum standards. Monthly performance reports provided using industry standard tools (not homegrown solutions).
6. Worldwide reach: Vendors are cloud-hosted in multiple regions. Their cloud provider offers ISP options and  utilize CDN networks to reach our critical locations. Tools are optimized for the cloud, allowing the application to be delivered across the globe from data centers closest to the user.
7. Business continuity and disaster recovery: Vendors provide at least 24-hour recovery time and recovery point objectives. They report regularly on test recoveries and also have geographic recovery sites. These systems are tested monthly as part of the security systems patching and upgrading.
8. Scalability: Vendors can scale servers dynamically without human intervention. Tools do not require section-level setup after sections are created.
9. Support: Vendors provide 24/7 support.
10. Serviceability: Regular maintenance requires no downtime. Major database or infrastructure upgrades occur no more than twice a year.
11. Interoperability: Tools are LTI 2.0-compliant and allow for tool interoperability and data passing (such as user information and score pass-back to the  gradebook) with tools at BYU-Idaho and CES.
12. Security: Vendors comply with standard security, including but not limited to FERPA, COPA and educational privacy laws in other major countries. Vendors provide monthly security updates as well on-demand reports about any breach—including guilty parties, time stamps, and activity logs.
13. Usability: Tools provide an experience that is easy for students, faculty, and administrators. Systems are intuitive for users to navigate, requiring  little, if any, training. Students can use tools at public libraries where they are not allowed to install software.
14. Support end-point requirements: Tools support common devices available to students and faculty. This includes Apple OSX, IOS, Windows 7 and above, Android IOS and Google Chromebooks.
15. Billing model: Vendors should allow payment based on utilization, rather than per-seat licensing.
16. Accessibility: Tools conform to W3C’s Web Content Accessibility Guidelines (WCAG) 2.0, satisfying all Level A and AA success criteria.

Tools that do not meet these requirements represent a significant risk for online students and are difficult to support. As such, they require rigorous review and approval from the Online Development Council.