AA/PPS 02.03.01 - Conduct and Planning of Courses

POLICY STATEMENT

Texas State University is committed to hiring and supporting qualified faculty responsible for effectively developing and implementing courses and syllabi that meet the teaching and instructional components of the university mission.

1. SCOPE

   1. Texas State University encourages a supportive and inclusive learning environment that is conducive to the free exchange of ideas. Students and faculty members have a shared responsibility for creating this environment in all classes including laboratories, traditional classrooms, education abroad, independent studies, private lessons, and other settings and delivery modalities.

   2. This policy uses “instructor” and “faculty member” interchangeably.

2. INSTRUCTOR ROLE AND RESPONSIBILITY

   1. Faculty members have full responsibility for the conduct and implementation of the classes to which they are assigned. The Faculty Handbook affirms that faculty members enjoy full academic freedom, including the right to freely discuss the subject matter of their area of specialization, as well as academic responsibilities, including:

      1. maintaining competence in their fields;

      2. conscientiously executing assigned academic duties;

      3. not allowing the exercise of academic freedom to interfere with the performance of their academic responsibilities; and

      4. avoiding classroom discussion of controversial material not related to their areas of specialization.

   2. Faculty members shall not, without approval of the president, or designee, accept pay for extra instruction, teaching, or tutoring from students registered at the university. With prior written approval of the department chair or school director, teaching assistants and instructional assistants may accept pay from students for extra class instruction, coaching, or tutoring, but only in courses or sections of courses for which they have no instructional connection.

   3. Instructor responsibility includes an obligation to uphold standards related to the awarding of credit hours for student work and to set expectations for classroom or direct faculty instruction and time spent by students on out-of-class assignments and activities, as described in G/PPS No. 02.11, Instructional Contact Time and Academic Credit.

   4. Faculty members are obligated to maintain confidentiality with regard to students’ educational records (see UPPS No. 01.04.31, Access to Student Records Pursuant to the Family Educational Rights and Privacy Act of 1974). Faculty members shall reveal information about their students’ education records only to school officials with legitimate educational interests, that is, those officials who need the information to fulfill their professional responsibility. Faculty members may reveal student information to parents if:

      1. the student has authorized parental viewing of the records; or

      2. the parent demonstrates that the child is a dependent for tax purposes by completing the appropriate form via the Office of the University Registrar’s FERPA website.

   5. Numerous offices will offer resources to faculty members for planning and conducting their courses. They include but are not limited to the University Libraries; IT Assistance Center; the Office of Disability Services; the Office of Online and Extended Programs; the Education Abroad Office; the Office of Faculty Development; the Testing, Evaluation, and Measurement Center; the Multicultural Curriculum Transformation and Research Institute, and the University Writing Center.

   6. AA/PPS No. 02.03.30, Faculty-Authored Teaching and Instructional Material describes the authorization process for Texas State faculty to require teaching and instructional materials in their courses that are prepared by Texas State faculty and for which students purchase or pay a fee.

3. COURTEOUS AND CIVIL LEARNING ENVIRONMENT

   1. Faculty members will be responsible for managing the instructional environment. While in the classroom and during all instructional activities, faculty should exercise authority with a sense of fairness, focus on relevant issues, set reasonable time limits, asses the quality of ideas and expression, and make sure students are heard in an orderly manner. In general, faculty members should:

      1. clarify standards for the conduct of the class by documenting those standards in the course syllabus that should be discussed with students on the first day of class. The Sample Syllabus Statement on Civility in the Classroom document provides a statement on civility that faculty may want to include in the syllabus;

      2. clarify conduct standards or modifications for teaching and learning activities outside of the traditional in-person classroom modality (i.e., remote or online modalities, fieldwork, fieldtrips);

      3. follow rules of behavior that apply to students, such as not eating, smoking, bringing pets, or using cell phones during class or otherwise disturbing the academic atmosphere of the class;

      4. begin and end class at the appropriate time, report damaged equipment and space to the appropriate academic units, and leave the classroom in a condition suitable for the next class (i.e., desks returned to their original configuration, log-off of computer systems); and

      5. serve as a role model for the expected conduct from students.

   2. Both students and faculty have responsibilities for maintaining an appropriate learning environment in all class settings, which requires courteous and civil behavior from students as well as instructors.

      1. If a student behaves in a manner that the instructor considers to be discourteous to the instructor or to any member of the class, the instructor may, at their discretion, request that the student desist or request that the student leave the classroom.

      2. If the student’s behavior disrupts the class, the instructor should apply the procedures described within this policy. Faculty members who encounter students whose behavior is extremely disruptive or threatening may want to consult with the Student Behavior Assessment Team, as described in UPPS No. 07.10.05, Student Behavior Assessment Team.

   3. Academic freedom grants students and faculty members latitude to express their views as they inquire and pursue knowledge. The expression of dissenting or unpopular views does not in itself amount to disruptive behavior, and university policies governing disruptive behavior should not be employed to curtail or punish speech protected by academic freedom or law.

4. CORE CURRICULUM COURSES

   1. Core curriculum courses are intended to provide general education for undergraduate students. In teaching them, instructors should emphasize information and skills valuable to all students, regardless of their majors. Instructors should also emphasize aspects of the course that are related to other core curriculum courses.

   2. Instructors in core curriculum courses have a particularly important responsibility to identify academic weaknesses, such as deficiencies in writing, critical thinking, or mathematical skills and to refer students to the appropriate agencies for assistance.

5. COURSE SYLLABI

   1. Instructors are expected to provide students with course syllabi as early as possible in each semester, in either electronic, paper version, or both, no later than the first day of class. Course syllabi must be aligned with the course description in the appropriate catalog and with the beginning and ending dates of the semester including university holidays, as published in the university’s academic calendar. Syllabi should also reflect instructional contact time and out of class assignments consistent with G/PPS No. 02.11, Instructional Contact Time and Academic Credit. Faculty members should consult with their chairs or directors about format expectations in their departments or schools. The following information should be included on all syllabi:

      1. the purposes and objectives of the course;

      2. objectives related to departmentally- or school-generated student learning outcomes;

      3. a list of required and recommended readings, teaching materials, and instructional materials that meet the instructional goals and student learning outcomes of the course;

      4. policies concerning grading, examinations, term papers, and other required assignments;

      5. contact information, including:

         1. name;

         2. office address;

         3. email address;

         4. telephone number (either instructor’s, departmental, or school office); and

         5. contact hours outside of class (how and when the instructor will be accessible for office hours);

      6. due date for major exams and major assignments;

      7. policies regarding student absences (see section below on Attendance Policy) from classes and from examinations, including final examinations;

      8. course description consistent with the catalog, including required prerequisites;

      9. disability statement; and

      10. Honor Code or statement (see UPPS No. 07.10.01, Honor Code).

   2. In addition to the information outlined above, faculty members teaching courses through Education Abroad or Study-in-America should include additional information on all syllabi:

      1. objectives related to education-abroad, global-learning outcomes;

      2. policies concerning pre-departure orientation and class meetings, in-country work, and post-travel class meetings and work including examinations, term papers, and other required assignments;

      3. instructor’s contact information while in-country;

      4. program itinerary including dates, locations, transportation details, and alignment of activities with learning outcomes; and

      5. a statement regarding country risk reports and where to access additional risk and safety information while traveling abroad, which are available on the Health and Safety page of the Education Abroad Office website and www.state.gov.

   3. Faculty members teaching core courses, including core courses taught throughout Education Abroad and Study-in-America, are expected to provide printed or electronic syllabi, using the appropriate syllabus template developed by the General Education Council, and following the guidelines established by the General Education Council. These guidelines will be found in the Minimal Expectations for All Course and Section Syllabi in General Education Core Curriculum Courses.

   4. Departments, schools, and colleges may elect to require additional information on course syllabi. This information will typically be designed to communicate unique expectations, disciplinary standards, or important resources.

6. ATTENDANCE POLICIES

   1. Class attendance is essential to both learning and student engagement and performance. The university strongly encourages student attendance. Specific absence policies are generally determined by the academic departments or schools or, if no departmental or school policy exists, by the instructor. However, the university recommends that only the following be considered as valid excuses for an absence:

      1. injury or illness requiring treatment at home or in a hospital including any temporary medical condition (e.g., pregnancy);

      2. death of an immediate family member;

      3. requiring participation in a university-sponsored activity (see UPPS No. 02.06.03, Excused Absence Policy Related to University-Sponsored Events);

      4. a field trip or off-campus activity required for a non-elective course essential to the student’s degree program;

      5. required participation in active military service (see UPPS No. 02.06.03, Excused Absence Policy Related to University-Sponsored Events); and

      6. official religious holy days (see UPPS No. 02.06.01, Student Absences for Religious Holy Days).

   2. Faculty members will be required to certify their census rosters (4th class day for summer semesters and 12th class day for fall and spring semesters). These records will be permanently retained by the Office of the University Registrar. Special care should be taken to certify rosters for courses where faculty and students have not yet had face-to-face interaction by the census date. These may include courses taught via online or hybrid instruction. In these cases, certification of the roster will require documentation of active academic engagement by the student in the course by the census date. The list below will serve as definition of academic engagement:

      1. active participation by a student in an instructional activity related to the student’s course of study that is defined by:

         1. the institution in accordance with any applicable requirements of its state or accrediting agency;

         2. includes, but is not limited to,

            1. attending a synchronous class, lecture, recitation, or field or laboratory activity, physically, or online, where there is an opportunity for interaction between the instructor and the students;

            2. submitting an academic assignment such as an assessment, test, survey, or discussion when the assignment is graded and related to the academic subject of the course;

            3. interacting with instructor about academic matters;

            4. participating in an interactive tutorial, webinar, or other interactive computer-assisted instruction scheduled or organized by the instructor; and

            5. participating in a study group, group project, or online discussion that is assigned by the instructor.

         3. does not include, for example:

            1. logging into an online class or tutorial without any further participation;

            2. participating in the institution’s meal plan;

            3. living in institutional housing; or

            4. participating in academic counseling or advising.

   3. Instructors are encouraged to announce their attendance policies on the first day of class. Attendance policies should also be specified on each course syllabus.

   4. Self-paced, correspondence courses will not be subject to attendance requirements.

   5. Faculty members teaching traditional face-to-face courses are not to miss or change to online more than 15 percent of their class periods, otherwise, the class changes modality to hybrid (which must be coordinated with the registrar prior to the start of the term). Faculty teaching hybrid courses (50-85 percent online) or fully online courses (85-100 percent online) will be expected to engage in substantive, structured, and direct instruction with students via online and electronic tools in addition to any scheduled face-to-face instruction. Any deviation from the approved schedule and modality must be approved by the academic unit leader.

   6. Exceptions to the class meeting schedule should not be made for classes on days immediately before or after holidays and vacations. If an instructor must be absent, they should inform the department chair or school director so that a substitute may be assigned, or an alternative arrangement or assignment may be made.

   7. A complete statement of the university’s policy concerning absence of the instructors will be included in the Faculty Handbook under the subtopic “University Leave” of the section titled “Leaves and Absences.”

7. CONTACT HOURS OUTSIDE OF CLASS (OFFICE HOURS)

   1. Texas State has longstanding tradition of faculty being reliably available for out-of-class instruction and student advising and continues to affirm the value of these experiences for students and faculty.

   2. Departments, schools, and programs shall develop and publish policies for faculty expectations to dedicate time to meet, advise, and instruct students outside of class periods based on the considerations stated below:

      1. A variety of means may be used to meet with students, including in-person, via telephone, electronic communication, online, or other means that allow faculty to effectively support students outside of scheduled class periods.

      2. The means faculty use should be appropriate to the number of courses they teach, the enrollment they teach, the student population served, and the instructional delivery modes employed in their classes.

      3. The number of hours scheduled per week should reflect the teaching load and class enrollment of the faculty member.

      4. Contact hours outside of class should be convenient to students and flexible enough to provide reasonable access for students who have class conflicts.

      5. Instructors should announce in class how and when they will be accessible outside of class, include this information on syllabi, and have their contact hours and means on file in their department or school office.

8. COURSE GRADES

   1. Grade symbols will be defined in the Undergraduate Catalog and Graduate Catalog.

   2. Instructors are encouraged to frequently inform students of their academic progress during the semester, including timely feedback on assignments, examinations, and other learning assessments.

   3. All grade change actions will be implemented through a web application managed by the Office of the University Registrar. Grades may be changed for the following reasons:

      1. a grade of “I” or “PR” may be changed upon completion of course requirements;

      2. if the instructor made a computing or recording error; or

      3. if the instructor acquires information unavailable when the original grade was recorded. Such information may include proof that a student had cheated or valid reasons for the recording of an “I” grade (see G/PPS No. 02.12, Grades and Changes of Grades for more information).

   4. Students who wish to protest a grade earned in a course should first discuss the grade with the instructor. If no resolution is reached, the student may appeal the grade to the department chair following their respective college policy. If no satisfactory conclusion is reached at this level, the student may appeal to the college dean, whose decision is final. A student’s appeal for change of grade must be filed no later than two years after the grade is issued.

9. PROCEDURES FOR CLASSROOM DISRUPTIONS

   1. Disruptive behavior in the classroom is prohibited in Section 2.02 of Texas State’s Code of Student Conduct. The term classroom disruption means behavior a reasonable person would view as substantially or repeatedly interfering with the conduct, instruction, and education of a class.

      Examples include:

      1. repeatedly leaving and entering the classroom without authorization (including coming to class late or leaving early without a valid excuse);

      2. making loud or distracting noises;

      3. persisting in speaking without being recognized;

      4. resorting to physical threats or personal insults;

      5. using cellular phones or other electronic devices during the class;

      6. coming to class under the influence of alcohol or a controlled substance other than prescription medicine;

      7. eating or drinking in the classroom;

      8. sleeping in class;

      9. reading the materials not related to class;

      10. using a computer or other technology in the class;

      11. abusing others verbally or physically; and

      12. otherwise making offensive remarks.

   2. Rudeness, incivility, and disruption are often indistinguishable, and they may intersect. Speech becomes disruptive when it becomes abusive or threatening in which case it is appropriate to use university policies on disruptive conduct to address it. Rudeness can become disruptive when it is repeated, especially after a warning has been given.

   3. In specific situations of potential or actual classroom disruption, faculty members can, but are not limited to:

      1. consider a general word of caution to the class, rather than publicly warning a particular student, if inappropriate behavior is occurring for the first time;

      2. speak to the student after class if a student’s behavior is irritating but not disruptive;

      3. speak to the student during class, if a student’s behavior is disruptive. Be firm but courteous and indicate that further discussion can occur after class. Avoid public arguments and harsh language;

      4. direct a student to leave the classroom for the remainder of the class period if the student persists in disrupting a class. If the student refuses to leave the classroom when instructed to do so, instructors should contact the University Police Department.

      5. discuss the matter with the student, the department chair, or school director, and the assistant dean of Students for Student Conduct within 24 hours;

      6. refrain from using force or threats of force, except in immediate self-defense; and

      7. prepare a written account of the incident.

10. PROCEDURES FOR STUDENT SUSPENSION FROM CLASS

    1. If an instructor seeks to suspend a student from class after the class period in which the disruption occurred, the instructor must obtain approval from the department chair or school director and the college dean for an interim class suspension. An interim class suspension will be for the day of the initial incident and up to two additional class days.

    2. Within 24 hours day of issuing an interim suspension, the faculty member must present the matter to the assistant dean of Students for Student Conduct.

    3. The assistant dean, or designee, will handle the matter as expeditiously as possible, using the procedures in the Texas State Code of Student Conduct.

    4. Upon completion of the review, if the faculty member and student have not themselves reached a mutually agreed upon conclusion to the matter, then the assistant dean of Students for Student Conduct, or designee, will issue a decision in the matter. If the student does not agree to the decision, the assistant dean of Students for Student Justice will refer the matter to the Hearing Committee using the procedures outlined in the Texas State Code of Student Conduct.

    5. The Hearing Committee will render a decision on the matter. Either party may appeal the decision of the Hearing Committee to the vice president for Student Success (VPSS). The VPSS’s decision will be final.

11. SEXUAL MISCONDUCT

    1. The university does not tolerate sexual misconduct. The university’s policy concerning sexual misconduct is detailed in the Texas State University System (TSUS) Sexual Misconduct policy.

12. STUDENTS WITH DISABILITIES

    1. In accordance with university policy and federal law, all members of the university community will be responsible for ensuring that students are not discriminated against because of a disability. To accomplish this goal, reasonable and appropriate academic accommodations may be necessary for qualified students with disabilities. The Office of Disability Services will coordinate with faculty members to facilitate necessary accommodations for students with disabilities.

13. INDEPENDENT STUDY, TOPICS, AND PROBLEMS COURSE PROCEDURES

    1. While they are not obligated to do so, instructors may teach independent study, topics, or problems courses to individual students with the permission of the department chair or school director. Such courses need not meet at a regular time and place. They will permit a student to pursue an individualized topic under the direct supervision of the instructor.

    2. The student and the instructor should agree upon a topic, specify it in writing, and submit the plan to the chair or director for approval. The instructor is expected to ensure the quality and rigor of the course. Term papers, creative works, oral presentations, and/or other activities may constitute graded material; tests may be required at the discretion of the instructor.

    3. Instructors of such courses may receive workload credit in accordance with departmental or school, college, and university policies (see AA/PPS No. 04.01.40, Faculty Workload).

14. PROCEDURES REGARDING EXAMS, PAPERS, ESSAYS, AND OTHER GRADED ASSIGNMENTS

    1. Final Examinations

       1. Final examinations will be given by all faculty members and taken by all students; however, an alternate method of evaluation approved by the chair or director and the faculty member may be used when the subject matter makes a traditional final examination inappropriate.

       2. Final examinations will be administered according to the published schedule. Faculty members who wish to change the time of a final examination for an entire class may do so with permission from their chair or director and college dean.

    2. Punctual Feedback

       Instructors will be expected to provide feedback on student assignments and exams in a timely manner so that students are aware of their progress and performance in the course. Timely information will allow students to make informed decisions regarding dropping a class and the potential impact on financial aid.

    3. Textbooks and Instructional Materials

       1. The choice of course instructional material, including textbooks, is a departmental or school responsibility. Departments or schools may specify a required text, allow the instructor a choice of several options, or allow the instructor to choose without restriction.

       2. Instructors must observe deadlines established by the bookstore to ensure that instructional materials are available at the appropriate time.

    4. Writing

       1. The university encourages the use of written assignments in as many courses as possible. Criteria for identifying courses as writing intensive are listed in AA/PPS No. 02.01.01, Academic Credit Courses: Additions, Changes, and Deletions.

       2. Students’ written work must conform to the policies and procedures regarding cheating and dishonesty, as described in UPPS No. 07.10.01, Honor Code.

15. PROCEDURES FOR SURVEYING STUDENT PERCEPTIONS OF INSTRUCTION AND EVALUATION OF TEACHING

    1. Student perceptions of teaching effectiveness should be routinely surveyed. An anonymous student survey of the teaching of all faculty should be done at least once every fall and spring semester. The method and frequency of surveys will be determined by the instructor’s department or school. Student perceptions of teaching surveys should be retained in accordance with the Records Retention Schedule (RRS). The instructor’s department or school is responsible for the retention of student perception surveys in accordance with the RRS. Completing the survey cannot be linked to any official assignment or grade in the course.

    2. Teaching is a significant factor in all faculty evaluation processes. This evaluation is intended to benefit the faculty member and improve faculty performance. Texas State requires departments and schools to evaluate their faculty members at least once annually to provide guidance for meaningful faculty development; to identify, reinforce, and share the strengths of faculty; and to identify opportunities for strengthening the role and contributions of faculty members in their academic units. AA/PPS No. 04.02.10, Performance Evaluation of Continuing Faculty and Post-Tenure Review, and AA/PPS No. 04.02.11, Performance Evaluation of Non-Continuing Non-Tenure Line Faculty, require the annual evaluation of faculty. Specific procedures and expectations for annual evaluation will be determined by department, school, and college-level policies.

    3. Teaching evaluation will also provide information that may be used in tenure and promotion recommendations, the awarding of merit raises, and decisions regarding the retention of faculty.

    4. The university mandates routine evaluations of instructors by their students. The evaluation method and frequency will be determined by the instructor’s department, school, and college. At a minimum, course evaluations will be required for each organized course taught in fall and spring semesters, preferably through the electronic course evaluation system managed by ITAC. Faculty members will be strictly prohibited from incentivizing, monitoring, or influencing the evaluation process. Evaluations must be completed before the end of the scheduled class meeting time. In accordance with Texas Higher Education Coordinating Board (THECB) regulations (Chapter 4, Subchapter N, Rules 4.225-4.229), a university-wide end-of-course Student Perceptions of Instruction survey will be conducted for each organized undergraduate class.

16. TEACHING AWARDS

    1. Each year, the university presents Awards for Excellence in Teaching. These awards are described in AA/PPS No. 02.04.20, Presidential Awards for Excellence In Teaching, Scholarly/Creative Activity, Service, and Presidential Seminar. Recipients of the Presidential Awards for Excellence in Teaching may elect to be considered by the president to be university nominees for the TSUS Regents’ Teacher Award, provided they have at least five consecutive years of full-time teaching experience at Texas State.

    2. Faculty members at Texas State will be eligible to apply for the Piper Professor Award, which is presented to outstanding teachers in Texas colleges and universities, and is described in detail in AA/PPS No. 02.04.21, Piper Professor Award Recognition.

    3. A Part-Time Faculty Excellence in Teaching Award is annually presented in each academic college. The Faculty Senate annually distributes a call for nominations for this award. The Part-Time Faculty Excellence in Teaching Award is described in the Faculty Senate policy.

    4. An Award for Excellence in Online Teaching will be administered by the Distance and Extended Learning Steering Committee, which will annually distribute a call for nominations for this award.

    5. Academic units may recognize faculty for teaching excellence and related contributions through their own awards and process.

17. PUBLIC ACCESS TO COURSE INFORMATION

    1. Each institution of higher education in the state of Texas, other than a medical and dental unit, is required to make available certain course information to the public on the institution’s website. This is commonly referred to as the HB2504 requirement. In addition, the university must post information about work-study opportunities and departmental budgets.

    2. Relative to the conduct and planning of courses, Texas State is required to provide:

       1. for each undergraduate lecture or seminar course offered for credit by the institution, a syllabus and a curriculum vita for the instructor of record including courses taught via extension; and

       2. summarized end-of-course student evaluations of faculty for each undergraduate lecture or seminar course including those taught via extension.

    3. Students are prohibited from photographing and recording during classes, and from transmitting classroom lectures, instructor materials, and discussions by students unless written permission from the class instructor has been obtained and all students in the class as well as guest speakers have been informed that photographing or audio and video recording may occur. Permission to allow the audio and visual recording is not a transfer of any copyrights to the material recorded. Photographs, reproductions, videos, and audio recordings may not be uploaded to publicly accessible web environments or social media, including Twitter, Instagram, and Facebook. An exception to this will be any student determined by the Office of Disability Services (ODS) to be entitled to education accommodations, to exercise any rights protected under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, including needed recordings or adaptions of classroom lectures or materials for personal research and study.

    4. Public distribution or the sale of lecture and discussion recordings and other instructional materials may constitute copyright infringement in violation of federal or state law, or university policy (see AA/PPS No. 02.03.31, Commercial Use of Class Notes and Materials for a discussion of copyright ownership). Violations of this policy may subject a student to disciplinary action via the university Honor Code detailed in UPPS No. 07.10.01, Honor Code.

18. RETENTION OF RECORDS

    1. Grade records are the property of the university. Instructors should retain them for grade change discussions, Honor Code cases, and for other requests. Instructors of record who supervise instructional assistants will be responsible for the collection and retention of grade records maintained by their instructional assistants. To minimize the need for storage space, instructors should consider retention of records electronically.

    2. When faculty members leave the university, they should submit their grade records to their department chairs or school directors. At all times, faculty members should maintain grade records in such a way as to make them readily accessible to the department chairs or school directors in the event of unexpected death, incapacitation, or departure.

    3. A faculty member must keep some written, formal record of student grades during the semester. The grade book either in paper copy or electronic form, or collected student work in lieu of a grade book must be retained according to the university RRS, which is two years dated from the end of the semester.

       1. Faculty members must maintain a grade book as a record of student progress throughout the semester, and that grade book will be the official university record that must be retained according to the RRS (i.e., student work is returned to the student). A submitted final grade roster will represent the official record for the final grade awarded in the course. In this situation, the retention category is SAD300 – Faculty Grade Books.

       2. If a faculty member does not maintain a grade book and retains all student work (e.g., exams, quizzes, term papers, etc.) as a record of student progress throughout the semester, then the collected student work will be the official university record that must be retained according to the RRS (i.e., student work is held by the faculty member). However, following the expiration of the retention period, work may either be returned to the student or shredded. Submitting a final grade roster will still be required and will represent the official record for the final grade awarded in the course. In this situation, the retention category is SAD200 – Examinations, Tests, Term Papers, and Homework Records.

19. SUPPORT FOR TEACHING EXCELLENCE

    1. Faculty Development and other offices at the university offer workshops and other programming to advance faculty in the areas of teaching and learning. All faculty members are encouraged to participate in these programs as well as those offered through professional conferences and other external entities.

    2. First-year tenure-track faculty members will be expected to participate in the Scholarship and Teaching Excellence Program sponsored by Faculty Development.

    3. In order to meet national best practices and standards promulgated by the Southern Association of Colleges and Schools Commission on Colleges and the THECB, faculty members who teach distance education courses are required to complete a:

       1. professional development program or alternative certification approved by the Distance and Extended Learning Steering Committee prior to teaching at a distance; and

       2. self-assessment of assigned distance courses every three years using the university’s Best Practices Checklist rubric.

       The Office of Distance and Extended Learning will develop and implement the professional development program for distance learning instruction and also implement the Best Practices Checklist process.

20. REVIEWERS OF THIS PPS

    1. Reviewers of this PPS include the following:

       Position	Date
       Senior Vice Provost	November 1 E5Y

21. CERTIFICATION STATEMENT

    This PPS has been approved by the following individuals in their official capacities and represents Texas State Academic Affairs policy and procedure from the date of this document until superseded.

    Senior Vice Provost; senior reviewer of this PPS

    Provost and Executive Vice President for Academic Affairs