Faculty Center
The ICCOC Faculty Center is designed to support faculty in their desire to educate students. Instructional strategies, resources, and tools are available at the Faculty Center to help facilitate student achievement.
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Check out the ICCOC Course Development Resource in Canvas
for the most up-to-date information on faculty training!
Faculty Training
The ICCOC provides a variety of training opportunities to faculty at our partner colleges to help ensure quality online education and remain current with our teaching practices.
ICCOC Lead Faculty Trainer and Instructional Designer, Kelly Marcus, spearheads the many training opportunties listed below.
Course Development
Course design and navigation play a very important part in student success in a class.
A course that is designed to help students understand all of the expectations in an online class provides a better learning environment.
Courses developed and delivered through the ICCOC must meet set standards and follow established guidelines.
Academic Integrity
All individuals associated with the ICCOC have a responsibility for establishing and maintaining an understanding and appreciation for academic standards and values.
Faculty members play the most important role. They have multiple opportunities to set academic standards, help students understand academic dishonesty, identify and confront violators of standards and serve as models of academic integrity.
Tips for Instructors:
Be sure students read the ICCOC Student Ethics & Usage Statement.
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Include clear expectations and consequences if a student violates the academic integrity policy.
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Include a Netiquette Statement in your syllabus that includes examples of proper and improper behavior in an online course.
Course Materials
All faculty are responsible for knowing what textbook is listed on the ICCOC website and in their Simple Syllabus every semester. They must have their course updated to the current textbook.
​​If additional equipment is needed by students for an online course, then it is the instructor’s responsibility to contact their college bookstore with this information.
This could include such things as lab equipment, media devices, and/or other external resources.
If there is a cost to the student for the additional equipment, all sections of the course must require the same equipment.
Copyright Compliance
The unlawful reproduction and used of copyrighted material is prohibitted in all ICCOC classes. violation of the rights of the author or publisher. Online instructors should obtain proper permission for all copyrighted material.
Assistance in understanding these rules can be obtained from this material or by talking to appropriate personnel.
Online Tutoring
Students enrolled in a fully-online course, hybrid course or eCompanion class has access to
15 hours of online tutoring provided by Brainfuse for the academic year (August through July), regardless of how many courses the student is taking.
Students may access this service by clicking on the Online Tutoring link located in each course on the left-hand side in the Course Navigation.
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​Brainfuse is available from anywhere 24 hours a day/seven days a week within an ICCOC online course.
Students can:
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Connect and interact with a live tutor.
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Submit a writing assignment to one of the essay centers.
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Submit a question and receive a response within 24 hours.
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Schedule a personal session with a tutor.
Proctor Information
Faculty, who teach courses with exams that require a proctor, will need to contact the Testing Centers at the appropriate Consortium partner colleges to communicate passwords and other testing instructions.
In addition, they must let their home college Distance Learning Dean/Director know of the proctor requirement.
Remote Proctoring
The ICCOC offers Honorlock as a remote proctoring service for fully online
courses only.
For information about Honorlock and its capabilities, contact your Distance Education liaison at your home college, Kelly Marcus @ kmarcusmyiccoc.org, or reference https://honorlock.com/
Assessment
Each instructor implements class assessments according to their institution’s assessment strategies.
It is recommended that instructors use multiple forms of these assessment strategies to clearly determine student learning.
Assessment strategies may include:
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Pre-test/Post-test
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Written Assignments
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Threaded Discussions
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Webliography
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Individual Projects
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Group Projects
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Group Discussion
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Exams
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Student Portfolios
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Research Papers
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Student Media Projects