Administrative Rules

Value Statement  

Austin Community College District recognizes that distance education provides or enhances access to higher education for many citizens.  In addition, the College acknowledges that evolving technology has provided and will continue to provide opportunities for learning outside the traditional classroom.  To ensure a high quality of instruction, student learning, student satisfaction, student access, and student success, the Austin Community College District is committed to providing college resources and support for Distance Education courses. 

Administrative Rule 

Definitions 

“Distance education” or “distance learning” is defined as a formal educational process in which the majority of the instruction occurs when students and instructors are not in the same place.  Instruction may be synchronous or asynchronous.  Distance education may employ correspondence studies, audio, video, or computer techniques. 

Austin Community College District is committed to the standards and principles established in the Southern Association of Colleges and Schools’ (SACS) Distance Education Policy Statement and Best Practices for Electronically Offered Degree and Certificate programs, and adopts the following SACS policies as minimum standards for distance learning courses and programs at ACC.  

Curriculum and Instruction

• Programs and courses provide for timely and appropriate interaction between students and faculty and among students.
• The faculty assumes responsibility for and exercises oversight of distance education, ensuring both the rigor of programs and the quality of instruction.
• The technology used is appropriate to the nature and objectives of the programs and courses and expectations concerning the use of such technology are clearly communicated to students.
• There is currency of materials, programs, and courses.
• Distance education policies are clear concerning ownership of materials, faculty compensation, copyright issues, and the use of revenue derived from the creation and production of software, telecourses, or other media products.
• Faculty support services are appropriate and specifically related to distance education.
• Faculty who teach in distance education programs and courses receive appropriate training.
• Admission and recruitment policies and decisions take into account the capability of students to succeed in distance education programs.
• Comparability of distance education programs to campus-based programs and courses is ensured by the evaluation of educational effectiveness, including assessments of student learning outcomes, student retention, and student satisfaction.
• The integrity of student work and the credibility of degrees and credits are ensured.

Library and Learning Resources

• Students have access to and can effectively use appropriate library resources.
• Course requirements ensure that students make appropriate use of learning resources.
• Access is provided to laboratories, facilities, and equipment appropriate to the courses or programs.

Student Services

• Students have adequate access to the range of services appropriate to support the programs, including admissions, financial aid, academic advising, and delivery of course materials, and placement and counseling.
• Students have an adequate procedure for resolving their complaints.
• Advertising, recruiting, and admissions information adequately and accurately represent the programs, requirements, and services available to students.
• Students enrolled in distance education courses are able to use the technology employed, have the equipment necessary to succeed, and are provided assistance in using the technology employed.

Facilities and Finances

• Equipment and technical expertise required for distance education are available.
• Long-range planning, budgeting, and policy development processes reflect the facilities, staffing, equipment and other resources essential to the viability and effectiveness of the distance education program.

Implementation  

Departments will collaboratively establish guidelines for Distance Education courses which meet the minimum standards established in SACS Distance Education Policy Statement while respecting the academic freedom of individual faculty members.  Departments may also develop and implement additional Departmental Best Practices for Distance Learning Courses. 

Departmental guidelines for distance education courses apply to both courses being developed for delivery via Distance Learning and already existing DL courses.   

• Departments will review courses being developed for offering via Distance Learning to ensure courses are developed and delivered in accordance with departmental guidelines. 
• Existing DL courses will be reviewed as part of the normal Program Review and Faculty Evaluation processes to ensure they are delivered in accordance with departmental guidelines. 

College will provide appropriate Faculty Professional Development as well as appropriate support to both faculty and students to allow effective implementation of departmental guidelines.   College DL support services will adhere to the minimum expectations for DL established by SACS’ Distance Education Policy Statement.  

The DL Committee is responsible for researching, establishing, maintaining and publishing recommended DL Best Practices.  Departments may adopt these recommended best practices, or establish program specific guidelines.  In the implementation process, academic freedom will be fully protected.