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Faculty Information

Academic Integrity/ Student Conduct
All individuals associated with the academic community have a responsibility for establishing, maintaining, and fostering 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 how academic dishonesty is defined, teach students ways to avoid unintentional infractions, identify and confront violators of community standards and serve as models of academic integrity.
Prevention is the best way to protect academic integrity. Prevention begins by developing a clearly written definition of academic dishonesty. Faculty members and students come from a variety of backgrounds and cultures, giving rise to different expectations of moral and ethical behavior. Well-defined expectations and standards reduce uncertainty and arbitrary decision-making and help to discourage litigation.
     Tips and Guidelines for Instructors:
  • Be sure students read the ICCOC Ethics Statement.
  • Include a clear description of expectations and consequences if student violates academic integrity policy.
  • Include a Netiquette Statement in you syllabus that includes examples of proper and improper behavior in an online course.
The ICCOC provides both students and faculty with access to Turnitin, a plagiarism detection software tool, to help prevent plagiarism in written work.  Turnitin is enabled via the Dropbox by instructors.

What is Plagiarism?


All of the following are considered plagiarism:
  • turning in someone else's work as your own
  • copying words or ideas from someone else without giving credit
  • failing to put a quotation in quotation marks
  • giving incorrect information about the source of a quotation
  • changing words but copying the sentence structure of a source without giving credit
  • copying so many words or ideas from a source that it makes up  the majority of your work even when you give credit
Netiquette are the rules of etiquette that apply when communicating electronically.
Top Five Rules of Netiquette in an Online Course
1. Be Friendly, Positive and Self- Reflective
2. Use Proper Language and Titles
3. Use Effective Communication
4. Professionalism
5. Ask for Clarification
For more information visit:
For more information about plagiarism, visit:
Affirmative Action
Affirmative Action Equal Opportunity Program governs the screening/selection process. The plan is revised and updated, as required.
Education must be meaningful to the multi-ethnic, minority students. In addition, it must provide the majority student body and faculty with an understanding of cultural pluralism.
To that end, Community Colleges of the ICCOC endeavor to provide an educational environment, which fosters cultural diversity, international understanding, and global awareness in all the various subject curricula, activities, and projects. These institutions recognize that this environment can be made viable and self-perpetuating only with the appropriate administration, faculty and staff. Therefore, ICCOC schools embrace unconditional endorsement at the executive level of its affirmative action policies.
Textbook Orders

All faculty are responsible for knowing what textbook is listed on the ICCOC website every semester and have their course updated to the current textbook.

  • Book orders are coordinated by the member college bookstores.
  • Instructors are required to inform their own college bookstore personnel of book requirements by the assigned date each term.
  • Bookstore Managers will enter this information into the ICCOC Website.
  • The Web Administrator, Theresa Umscheid, will help facilitate this process so that all bookstores can order the required textbooks and materials needed for all classes.
  • Instructors need to provide book titles, publishers and ISBN numbers.
  • Textbook information must also be listed in your course syllabus each term.
What is Digital Content 
  • Embedded Digital Content classes are those in which the eText and supplemental instructional materials are part of the online class and an access code or number is NOT required for student access.
  • Students are charged a Digital Content Fee with their tuition to cover the cost of the embedded content.
  • Students are not required to purchase a textbook for the class when charged a Digital Content Fee.
Digital Content Process
  • If an instructor wants to use Embedded Digital Content such as Pearson MyLabs or eTextbooks, they must first contact their home college Dean/Director of Distance Education.
  • The request must be made at least three months prior to the start of the term.
  • When the new Embedded Digital Content Course is delivered to the ICCOC, a copy will be made for each instructor teaching the course in the upcoming term and placed in the MyLab Master Instructor Term.
  • Instructors can customize and update the embedded course in the Master Term.
  • When ready, instructors will notify the ICCOC Course Manager, Marni Kelso or ICCOC Assistant Director, Theresa Umscheid who will dupe the Master Course content into the appropriate term course shells.
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.  
Equipment and Materials
​​If additional equipment is needed by students for an online course, then it is the instructor’s responsibility to post that information in the syllabus and 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.
Faculty will provide an email account for any courses they teach.
Faculty members are required to check their email frequently and to let students know the frequency with which they will be checking and replying to messages.
Communication is key to online student success and prompt and proper responses are expected.
Faculty Absence
Faculty are expected to let their students know the frequency with which they will respond to voicemail and email. If Faculty intend to be absent for an extended period (more than three days), they must inform their Program Chairperson and make arrangements for class coverage. Faculty are also expected to post an announcement and/or send an email message to their students.
Copyright Compliance
The unlawful reproduction of copyrighted material is a concern for the online academic community, and the unauthorized use of materials is too often overlooked. The temptation to copy all or part of a work without obtaining permission may seem easy and convenient, but it can be a 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.
ICCOC Overview of Evaluation:
The Iowa Community College Online Consortium (ICCOC) employs a number of different evaluation strategies that target all aspects of the consortium to ensure commitment and quality as well as to serve in our efforts for continuous improvement.

All ICCOC initiatives are required to measure up to the same standards as traditional courses and programs.  In addition, several new online strategies have been implemented, because of the importance of quality assurance in this new environment.  The strategies are targeted at courses, instructors and all supporting functions of the ICCOC.
ICCOC Course & Instructor Evaluation:
All ICCOC students have the opportunity to complete an evaluation survey on each course. This survey covers the following categories to assess quality and provide feedback to each instructor and administrator:
  • Instructor feedback
  • Instructor effectively facilitated communication
  • Instructor effectively made use of online environment for learning
  • Course organization and structure
  • Individual attention
  • Quality of overall instruction
  • Establish and define learning goals
  • Level of intellectual challenge

Evaluation Process:  
Evaluation process is consistent with the traditional process at the instructor’s home college. An administrator at the instructor’s home college evaluates each instructor and individual course. Administrators and instructors have continuous access to the evaluations. In addition, administrators have the capabilities of accessing the overall results which can be used to compare individual instructors and courses to the rest of the ICCOC courses.

Student Assessment:
The ICCOC implements strategies to ensure that students are prepared for their online courses and measures outcomes to determine that the learning objectives of each course are met.
Student Assessment–Data Analysis:
The ICCOC strategies for student assessment include:
  • Retention Rate
  • Student Success Rate
  • Student Satisfaction Surveys

Pre-Course Assessment:
Traditional strategies include placement testing to ensure that each student has the appropriate levels of reading, writing and math to be successful in college-level courses. In reference to online courses, the ICCOC provides advisors and students with information about the skills needed to be successful in an online environment.
Advisors assess students to determine if they have the characteristics to be successful.
The ICCOC informational Website includes a self-assessment quiz to allow students to determine if they are ready for online courses.
The ICCOC also provides an orientation course that helps the student to assess their current skill level and employs strategies to prepare them for their online courses.
Program Evaluation:
The ICCOC continuously evaluates all aspects of the Consortium. All stakeholders and end-users are surveyed each semester to identify areas that need improvement.

These strategies cover the following areas.
  • Student preparedness for online courses
  • Faculty resources for online teaching
  • Student services support at college and Consortium level
  • Support information for online students
  • Pearson services and support
  • Student demographics
  • Marketing strategies