Department Name: Effective Teaching and Learning
Submitted By: Sheri Beattie
Date: March 26, 2007
Subject: Define guidelines for using Blackboard in web-
enhanced and hybrid classes.
Proposal: Blackboard use at Baker College is at an all-time
high, with a total of 735 instructors using the
application in over 1722 sections as of Fall of 2006.
The last year has seen an increase in the number
of disconnects between instructor expectations and
the services provided by the college related to
Blackboard. Currently instructors have no minimum
requirements in place for the use of this tool and
students are often confused due to this lack of
For these reasons, the following set of policy
guidelines governing Blackboard usage for web-
enhanced and hybrid delivery are being proposed:
1. Differences between web-enhanced and
hybrid delivery models are identified
2. Requirements for Blackboard classrooms
using a web-enhanced delivery method
3. Requirements for Blackboard classrooms
using a hybrid delivery method
4. Training requirements for instructors using
Blackboard for a web-enhanced or hybrid
5. Guidelines for requesting a Blackboard for a
6. Guidelines for the combination of class
7. Guidelines for adding and removing students
from a Blackboard class
8. Guidelines for the archival and removal of
Blackboard classes from the system
9. Guidelines for adding additional users into
10. Guidelines for posting copyrighted materials
11. Guidelines for intellectual property posted by
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instructors in a Blackboard class
12. Guidelines for the addition of 3rd party course
cartridge content to the Blackboard system
13. Guidelines for the use of Blackboard for non-
instructional reasons (i.e. Organizations)
Once approved, these policies will be posted as
part of the Effective Teaching and Learning
departmental web site.
Implementation Date: January, 2007
1. Differences between Hybrid and Web-Enhanced Classes
Both hybrid and web-enhanced delivery use Blackboard as an online resource
used in conjunction with the traditional delivery of a class. In a hybrid class, this
resource is a required portion of the class in place of reduced seat time. In a
web-enhanced class, this resource is a supporting resource for the class that the
instructor may choose to require or not.
Hybrid classes differ from web-enhanced classes in the following ways:
Hybrid classes Web-enhanced classes
Hybrid classes involve the reduction of Web-enhanced classes do not involve
seat time and the use of Bb is required any reduction of seat time and are not
by the College to account for this required to use Bb by the College. Bb is
reduced seat time an instructor-selected option.
Hybrid instructors must be certified to Web-enhanced instructors must be
deliver classes in this mode. Hybrid trained in the use of Bb as a tool but do
instructors must have technical training not require certification
before taking the certification course.
Students in hybrid classes should Web-enhanced students and instructors,
understand that full participation in a while encouraged to use Bb frequently,
hybrid course equates to participating are not required to check in any
in the course a minimum of 3 days particular number of times during the
during the week. Students earn their week.
full participation points for the 3/week
minimum. Students can participate
less, but the penalties for such should
be spelled out in the grading policies of
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Hybrid instructors must participate in Web-enhanced instructors are not
class a minimum of 4 days per week to required to participate in the course any
achieve participation requirements. particular number of times during the
Attendance is a separate issue for the Attendance is taken on-ground in a web-
"Bb weeks." Students must attend the enhanced class.
Bb portion in at least one time during
the instructor-designated Bb week of
the course to be marked “present” for
the online portion for the week. Bb
attendance must defined by the
instructor in the syllabus.
Hybrid instructors must have the Web-enhanced instructors only require
approval of the following personnel for campus supervisor approval of the
the personal course syllabus: campus syllabus.
supervisor (dean or department chair),
Director of the Effective Teaching
Learning Department, and the System
Director (if appropriate). Instructors
must submit the course syllabus to the
ET&L Department and the System
Director at least two weeks prior to the
beginning of the course. Campus
supervisor(s) should review the
syllabus prior to submission to system
Hybrid instructors must have Web-enhanced instructors do not
permission from the campus supervisor require approval to use Bb as an
and the Chief Academic Officer of the enhancement to a class.
campus to deliver a class in a hybrid
format. They do not require approval
from the Effective Teaching and
Learning Department to teach a course
in a hybrid format once certified.
Hybrid classes must be advertised in Web-enhanced courses do not have to
writing as hybrid to students at least be identified as web-enhanced sections.
two weeks prior to the first class
session. This can be done via a note in
the students’ schedule or a letter to the
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Hybrid instructors must request a Bb Web-enhanced instructors can request a
class using the Bb Request Form at Bb class using the Bb Request Form at
least two weeks prior to the start of the any time during the quarter.
quarter. A note should be placed in the
Comments section of the form
indicating that the course is a hybrid.
Hybrid instructors must respond to Web-enhanced instructors are
student emails within 48 hours, encouraged to follow the 48-hour rule
including weekend days. but are not bound by it. Instructors
should identify his/her policy for
responding to student communication (in
the Discussion Board or via email) in the
Hybrid instructors must demonstrate an Web-enhanced instructors can use Bb
adequate replacement of “seat-time” as a supplement in any way that they
with appropriate Bb instructional choose however, the use of the
activities in the course syllabus. Gradebook is highly encouraged.
Hybrid instructors are required to orient Web-enhanced instructors, while not
their students to Bb during the first on- required, are encouraged to orient their
ground course session. This does not students to Bb.
include sending the students to the
LSS for an orientation, but could
include the instructor taking the
students to the LSS or a computer
classroom and conducting an
orientation to Bb.
2. Requirements for hybrid delivery
One of the benefits of combining traditional classroom instruction and online
delivery is the opportunity to reduce classroom seat time, allowing flexibility in
scheduling and maximizing the value of the times when instructors and students
However, reduced seat time also presents several issues that instructors must
address. Students, especially when not informed in advance, may be unprepared
for a class with an online component. Students may not be able to obtain access
to a computer with an Internet connection.
In addition, federal financial aid regulations are very stringent regarding contact
time as it relates to credit hours in a class. When reducing seat time, there must
be a clear replacement of this reduction with instructional time on-line.
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In order to ensure that delivery continues to be the quality differentiator at Baker
College, the following policies govern hybrid courses:
Students must be informed at least two weeks in advance of the first class
session via letter or on the course schedule that a class is being delivered
in the hybrid delivery format. This notification should include an
explanation of what the online requirements of the class will be as well as
a tentative schedule of the on-ground and Blackboard weeks.
Students must be notified, in writing, when the Blackboard meetings will
Hybrid instructors must go through the Introduction to Blackboard and
Intermediate Blackboard training courses, either on-ground or via self-
study before taking the hybrid training.
Instructors will be required to successfully complete the four-week training
course currently offered by the Effective Teaching and Learning
Department. This training includes two mandatory on-ground training
Instructors who take the Baker Online instructor training will be required to
contact the Director of Effective Teaching and Learning prior to being
Instructors must obtain the approval of the campus supervisor and the
Chief Academic Officer before selecting the hybrid delivery model for a
A typical Bb (hybrid) week begins Monday and ends Sunday and includes
weekends. However, for classes that meet on-ground later in the week,
the Bb (hybrid) week could be modified to keep with the regular campus
meeting dates. The instructor must notify the students in writing of the
week beginning/ending dates in the course syllabus.
Hybrid courses will be kept on the system for three quarters after the
course ends but will be unavailable to instructors and students after five
(5) weeks into the next quarter.
Instructors must determine how they will orient their students to
Blackboard and include this plan in the course syllabus. This should not
be left to the LSS.
A copy of the syllabus detailing how the instructor plans to compensate for
the lack of seat time must be presented to the Effective Teaching and
Learning Department for approval in addition to standard campus approval
of syllabi. This process must be completed at least two weeks prior to the
beginning of the quarter to allow for changes if necessary.
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Hybrid instructors must complete the standard attendance process for the
Blackboard course week or meeting. Attendance during a week where
there is no class meeting can be determined by the following:
o Determining if a student participated into the Blackboard classroom
during the week
o Determining if a student submitted a homework assignment during
o Determining if a student submitted a quiz or a test during the week
Hybrid instructors are required to post the following in their Blackboard
o The standard Baker College syllabus cover page in the Syllabus or
Course Information folder
o The standard Baker College Student Learning Outcomes in the
Syllabus or Course Information folder
o The individual instructor-developed syllabus in the Syllabus or
Course Information folder, including:
Attendance policy (on-ground and online)
Student success philosophy – if utilized in the course
Other class policies as required (i.e. make-up policy,
identification of the Bb week, Bb participation policy)
o Faculty contact information in the Staff Information folder
o A Discussion Forum for questions for the instructor
o A discussion forum for classroom discussion on the non-meeting
o Assignments in the Blackboard gradebook
o Blackboard assignments in the Assignments folder
Hybrid instructors are required to respond to student emails within 48
hours, including weekends.
Hybrid instructors are required to participate in the class (by answering
questions, posting Discussion Questions, facilitating and moderating the
discussion) 4 out of 7 days during the Blackboard week.
Students must participate in the Blackboard classroom 3 out of 7 days
during the week. The instructor determines what constitutes participation
in the class and must define it in the syllabus.
For courses that alternate weekly, students must receive some kind of
individualized feedback from the instructor on their performance. This
feedback must be sent to students via a private manner by Monday of the
o For courses that meet on-ground once per week and once on Bb,
feedback can either be given in person or via Bb.
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o For courses that meet half of the time on-ground and half of the
time on-line (i.e. 6-7:40 on-ground and the rest of the time online),
feedback can be given in person or via Bb.
o For other iterations of courses, please contact the ET&L
Department for assistance in determining how feedback should be
The instructor must actively facilitate discussions on the Discussion Board.
Students are required to have additional instructional activities beyond
the required reading and discussions each week. These could include:
o Case studies, with results posted in the Class Discussion forum
o Group work (small and large)
o Current event articles
o Virtual scavenger hunts or web-quests
o Role plays
o Other assignments as appropriate (contact ET&L for additional
assignment suggestions if necessary)
On Blackboard weeks, some kind of lecture must be placed into the
Blackboard classroom. Instructors can use any combination of the
o PowerPoint presentations
o Word lectures
o Multimedia options
The Effective Teaching and Learning Department will review the syllabus
two weeks prior to the beginning of the course to ensure that the instructor
has planned enough adequate instructional activities to compensate for
the missing seat time. Activities that are traditionally considered
homework, such as reading the chapter and working through the
examples, do not count as instructional time.
The Effective Teaching and Learning Department will review the course at
the midpoint of the course to ensure that the class is proceeding according
to the plan and to offer suggestions for improvement.
The Effective Teaching and Learning Department will review the course at
the end of the course to ensure that the class proceeded according to the
plan and to offer suggestions for improvement. Copies of this information
will be sent to the instructor and to the instructor’s supervisor.
These policies do not govern independent study/guided self-study courses that
use Blackboard. Even though such a course is a reduced seat time course,
campus and system policies regarding independent/guided self-study study take
precedence and such classes are defined as web-enhanced.
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3. Training requirements for instructors using Blackboard for a web-
enhanced or hybrid delivery
Introduction to Blackboard – before using Blackboard in a web-
enhanced or hybrid class
Intermediate Blackboard – before using Blackboard in a hybrid
Hybrid training-successful completion before delivering a class with
the hybrid delivery method
4. Requirements for web-enhanced delivery
All web-enhanced instructors are required to post the following in the virtual
The standard Baker College syllabus cover page in the Syllabus or
Course Information folder
The standard Baker College Student Learning Outcomes in the Syllabus
or Course Information folder
The individual instructor-developed syllabus in the Syllabus or Course
Information folder, including:
o Grading policy
o Attendance policy
o Student success policy
o Tentative schedule
o Other class policies as required (i.e. make-up policy)
Faculty contact information in the Staff Information folder
5. Guidelines for requesting a Blackboard course
Instructors must request a Blackboard course using the online request
form (see attached sample form).
Instructors do not require approval to request a web-enhanced Blackboard
Hybrid class requests must have the approval of the campus dean and the
Chief Academic Officer.
Instructors must have been previously certified by either the Effective
Teaching and Learning Department or the Online College to teach a
Hybrid classes must be requested at least 2 weeks prior to the start of the
Course loading will commence approximately 4-6 weeks prior to the start
of the quarter.
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Blackboard classes will be set up approximately within 4-6 weeks of initial
request date, depending on the amount of instructor requests and the time
of year. Fall classes will not be created until the beginning of September.
Web-enhanced classes can be requested at any time prior to or during the
Students will not be loaded into a Blackboard classroom until the official
first day of the class, the first Monday of the quarter, or once the class has
been created in Blackboard, whichever comes later.
6. Guidelines for the combination of class sections
Baker College permits the combination of sections of a class taught by the same
instructor. This is the only instance where sections will be combined. Other
combination guidelines are listed below:
Once the sections are combined and the course is loaded onto
Blackboard, the sections cannot be separated.
Once created on Blackboard as separate classes, the sections cannot be
Instructors can not combine sections with another instructor however an
instructor can request that another instructor is added to a class as a
Teaching Assistant. This can be done on the Blackboard request form.
7. Guidelines for adding and removing students from a Blackboard class
Students are automatically added to Blackboard classes from the Carina
system based on registration in a section.
Students are not dropped automatically, and instructors must send a note
to have a student removed to the firstname.lastname@example.org or
email@example.com address listing the following information:
o Blackboard section number (col111a-w2007-8078.001)
o Instructor name
o Full student name
8. Guidelines for the archival and removal of Blackboard classes from the
Web-enhanced courses will be removed from the system five weeks into
the following quarter.
Hybrid courses will be removed three quarters after the class ends, but
instructor and student access will be removed five weeks into the following
Instructors can request an Instructor Archive at any time from the Effective
Teaching and Learning Department or use their Virtual Hard Drive for
storing instructional materials.
Instructors are required to archive their own materials into the archive and
to copy materials out of the archive.
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Instructor archives will be removed from the system at instructor request
or termination of employment.
9. Guidelines for adding additional users into Blackboard classes
Instructors can request to have additional Baker College faculty or staff
added into a previously created web-enhanced or hybrid class.
Blackboard classes can have only one instructor of record but can have
multiple teaching assistants.
Supervisors can request access to their faculty member’s Blackboard
Work study students will not be added into a Blackboard classroom as a
teaching assistant or grader.
10. Guidelines for posting copyrighted materials
Faculty members are required to abide by all laws in relation to copyright
Copyright and fair use issues define what can be posted into a Blackboard
classroom. Faculty members should contact the Effective Teaching and
Learning Department if questions about legal use of resources arise.
Instructors are encouraged to use the External Links process rather than
posting materials inside the Blackboard classroom.
11. Guidelines for intellectual property posted by instructors in a
Instructors do not surrender or otherwise alter any intellectual property
rights they may have to any materials that they choose to post to
Students who post materials, including discussion posts, into the
Blackboard classroom retain the intellectual property rights to those
12. Guidelines for the addition of 3rd party course cartridge content to the
Course cartridges will not be loaded into Blackboard courses without prior
approval at least one quarter in advance from both Effective Teaching
and Learning and the CIS department. Many cartridges have content such
as test banks that are available to faculty from other sources. In some
cases, a course cartridge can only be used once, so a separate cartridge
and code must be used for installation into each section. However, a
course cartridge may be approved for use within a hybrid or web-
enhanced class under the following conditions:
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o There is no additional cost to the student. There may need to be
some negotiation with the publisher for this to occur, but there
cannot be additional costs in this area.
o The cartridge contains items that enhance learning. Instructors
would need to work with the Effective Teaching and Learning
Department to demonstrate how the course cartridge enhances
learning and how the course design would change because of
using the course cartridge.
o The faculty is able to handle most of the technical difficulties if they
occur. This is done through self-training on the faculty member’s
part, with minimal technical support from the Effective Teaching
and Learning Department.
13. Guidelines for the use of Blackboard organizations
Instructors and/or administrators may request a Blackboard organization
from the Effective Teaching and Learning Department.
Administrators do not need permission to request a Blackboard
Instructors require permission from their supervisor to request a
An administrator or faculty member must agree to monitor the Blackboard
organization at all times.
Organizations will be removed from the system at the request of the
advisor or the advisor’s supervisor.
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Blackboard Request Form
The form below is used for requesting web-enhanced and hybrid Blackboard courses.
Web-Enhanced Instructional Delivery Request Form
If you are a Baker College instructor interested in using Blackboard as a resource with your class, please
complete the form below.
Please Note: Baker College requires training for all faculty using Blackboard. You can obtain this
training through formal workshops or through self-study using the workshop materials, which you
can download here.
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