COURSE PREPARATION (Click on section titles to move to that section)
Guidelines for Group, Off-campus, or Additional Activities
Textbook Selection, Library Reserve, and Ordering
Assignments and the English Assistance Program
Final Exams, Exam Days, and Exam Locations
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Using Course Hours While instructors are required to stay within the maximum hours allowed for total academic 11 hours, they have some flexibility regarding the use of class and homework hours. In certain situations, educational objectives may be better achieved by requiring fewer hours in class sessions so more time can be given to individual and group homework projects. Instructors who want to make such adjustments must get approval from the related Program Directors through their Discipline Chair.
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Course Templates and Syllabi All IGSL courses are built on a template provided by the Discipline Chair whose discipline oversees its use. Templates provide a minimal guide and standards for courses (such as the course description, credit hours, and required objectives, texts [which, as required by CHED, should include at least five books published within the past five years to reflect recent advances in scholarship for this area of study], content subjects, and assignments types)., a course template is the standardized academic track each instructor must follow so a course achieves program curriculum objectives even when taught by different instructors. However, students do not see the template.
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Instead, based on the template, every course must have a syllabus developed by the instructor for the students to see as a guide to follow in achieving the requirement for success in it. Each instructor designs his or her own syllabus to incorporate the criteria established by the course template but in a way that reflects individual personality and distinctives. Instructors may add to what the template requires but they cannot delete anything required by the template.
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The syllabus must contain the following items and be submitted to the Discipline Chair for approval sufficiently in advance of the first day of class to allow for revisions if necessary:
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Name of School Name of School (International Graduate School of Leadership)
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Course Code (copied from the template)
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Course Title (copied from the template)
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Course Credits
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Course Prerequisite (if any, provide Course Code & Course Title)
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Date, Semester 1, 2, or J/Summer Term, and School Year)
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Faculty’s full name
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Course Rationale (copied from the template)
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Course Outcome-Based Objectives (copied from the template; but additional ones may be added by the instructor)
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Course Assessments (list the assessments, their corresponding grading percentage and hours of coursework required outside the classroom.)
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Guidelines for effective learning: attendance, participation, requirements, written assignments, plagiarism, students on EAP, and other policies
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Policy on late assignments (based on the student handbook).
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Unique learning needs (if the student has a learning disability, physical condition, prescribed medication which affects his learning, the faculty must be informed to better meet the student’s need in the course)
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Learning Contract (teacher’s commitment and learner’s commitment)
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Faculty Information (may write a paragraph about yourself related to the course you are teaching.
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Course schedule (refer to the schedules provided by the Registrar) showing all readings and other assignments and their due dates. This may be a separate sheet, but still a part of the syllabus)
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References (list of required books for reading and other supplemental learning 12 materials).
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When listing texts and materials in the textbook, collateral readings, and bibliography or reference list, model what students were taught in research course(s) by use correct IGSL form based on the guidelines in latest edition of the school’s A Format Guide for Academic Papers, Masters of Theology Theses, and Doctor of Ministry Projects that is available for all instructors from the Academic Affairs Assistant.
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Once submitted for approval, the Discipline Chair will ensure that all course template and school standards are met in the syllabus. Once a syllabus is approved, an electronic copy must be sent to the LP Administrative Assistant so the class objectives can be incorporated into the course evaluation. This must be received no later than the end of the first week of the term. Any significant changes that occur to the assignments during the course of a term must be approved by the Discipline Chairperson.
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Homework Load Guidelines The majority of our students study more slowly than might be expected since they are doing their work in their second (or third) language. They also have the additional expectations from LI and LM. Therefore, it is extremely important that all instructors follow the established standards stated in the “Courses-Assignments” section of the Student Handbook because a little overloading by any instructor can place an undue burden on students.
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Guidelines for Group, Off-campus, or Additional Activities Some instructors use group discussions, group homework assignments, off-campus activities (e.g., videos in instructor’s homes), or additional meetings (e.g., preaching labs, tutorials). When used, these must meet the following criteria:
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Off-site meetings or activities other than during the assigned block for instruction require the LP Director’s approval before the syllabus is finalized.
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The time estimated for these activities must include any transportation involved, coordination time and meeting preparations by students, and other factors that generally make such activities more time-costly than when students work alone or in their normal environments. These time factors must be included in the total load allowed for the course to stay within the maximum time allowed for it.
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The time for participation cannot create a conflict with student involvement in other LP courses; LI, LM, or PIM responsibilities; or the student’s normal evening and weekend activities. Care should be taken to make sure students are not pressured to agree to compromise normal responsibilities to accomplish such assignments to please the instructor. ï‚· During group activities, each student’s involvement must be fairly assessed so those who give better input do not have their grades hurt by those less capable and those less capable are not rewarded with a grade that does not show their actual ability.
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Instructors must not use group assignments or discussions in class to hide poor personal preparation or inadequate academic ability in teaching the subject.
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Instructors who cannot guarantee these parameters must provide normal class and homework activities.
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Textbook Selection, Library Reserve, and Ordering Due to the lag time between selecting and receiving textbook orders, instructors need to submit requests to their Discipline Chair at least three months in advance of when they are needed for use by students. The instructor assigned to teach a course, based on the course template and in consultation with the Discipline Chair, determines standard texts for each course. If the assigned teacher is unavailable to select the textbooks, the Discipline Chair will select the textbook(s) based on the course template. Changes in template texts must be discussed and approved by the members of the discipline Since selected texts may not be approved, which will require the selection of other texts through the approval process, instructors should not wait until the last minute to submit selections.
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Textbooks are expensive to purchase and to ship to ministry locations after studies have been completed. In addition, students have limited storage space for books on campus, and may have similar limitations in their future housing and office situations. Therefore, as stewards of God’s resources, textbooks for purchase by students should only be designated in templates and syllabi that are: (1) critical to maximizing the learning experience, (2) necessary in order to complete course objectives, (3) valuable in a student’s future ministry, and (4) within the $40 maximum for the cost of textbook(s) and shipping for each 3 cr. course or the $25 maximum for each 1.5 cr. course. If a textbook is used in more than one course, the cost may be spread to other courses where it will be used, provided that the same students will be taking those other courses. Therefore, departments are encouraged to think strategically in selecting texts that can cover more than one course.
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An instructor who orders a textbook that does not arrive on time, orders a textbook too late to arrive on time, or wants to supplement ordered textbooks with compiled material (articles, maps, etc.), can use photocopied material as long as each source’s original bibliographic information is provided with the copy and the following school copyright guidelines are met: Instructors may copy for one-time use one article from any single journal or magazine; they may also copy for one-time use one chapter or up to approximately ten percent (10%) of any book, whichever is less. However, no portion of a workbook may be copied without permission, even for one-time use. If the same article or chapter(s) will be used in succeeding years, the faculty member must request permission and receive copyright holder approval to use it with “Reprinted with permission. All rights reserved.” included on the first page. In the event that books or workbooks ordered from a publisher are not received on time or additional books are ordered late, instructors may copy the pages needed for assignments until the order is received but all students must purchase an ordered book rather than only using the copies.
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Discipline Chairs and instructors should also order any books not in the IGSL library to update school holdings.
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Since some students cannot afford significant course expenses, textbooks not required for individual purchase should be placed on reserve in the library. In addition, to cut down on costs to students, one copy of each required textbook should also be available on the library's Reserve section for every five students in the course. A maximum of two (2) Reserve section materials can be checked out for two hours which can be taken outside the library provided it will be returned before the due time. Therefore, instructors should be sensitive to how many students will want to use reserved texts at one time. Prior to the start of the term, each instructor should provide the Librarian with a list or a properly cited bibliography of all materials to be placed on reserve and the number of copy for each type of material.
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Assignments and the English Assistance Program A student still struggling with significant English grammar and punctuation problems after passing the English Proficiency Test (EPT) will be assigned a tutor in the English Assistance Program (EAP) who will help ensure submitted assignments are readable for grading. Instructors will be notified on the confidential academic monitoring list provided at the beginning of each academic term that a student is in this program.
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Instructors should identify in the course syllabus (see “Course Templates & Syllabi” above) which assignments require an EAP tutor’s approval before submission because they will be too difficult and time consuming to read without tutoring assistance; then, each EAP required assignment from a particular student should only be graded after the student’s tutor has notified the instructor that submission for it has been approved. To ensure that papers which need editing go through editing, professors will impose the “No edit, no grade policy.”
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Instructors, however, should minimize the assignments requiring EAP help since tutors cannot effectively oversee every assignment of their assigned students. Instructors should also place EAP required assignments far enough apart that students can effectively interact with their tutors and make required changes with adequate time to meet submission deadlines.
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Any instructor who feels a tutor is inadequate in helping EAP students submit minimally adequate assignments should inform the LP Administrative Assistant who will discuss the problem with the tutor’s supervisor.
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Assignments and Formatting Students are trained in paper formatting and citation in the Critical Thinking and Writing course taught during the first semester of their first school year. Standards are found in the Format Guide. All students are required to cite source and format citations properly based on the citation type stated in the syllabus.
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However, instructors have the freedom not to require strict formatting of other assignments content, and students have the freedom not to use strict paper formatting unless required by an instructor. The formatting guide exists to help students produce a quality paper. This is especially important in helping train students in certain aspects of scholarship where it is expected, especially for use in theses and doctoral projects.
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While certain freedom is given regarding the use of the guide, except for theses and doctoral projects, applying a standard format to course papers also helps instructors read more papers more easily and grade more objectively than might happen if every student does “what is right in their own eyes,” especially the artistically talented. Therefore, requiring adherence to the guide, especially in non-reflection type papers, is strongly encouraged.
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Because it is a school standard, instructors are to be familiar with the latest edition of the Format Guide and make corrections consistent with it. As with all school standards, personal disagreement with the Format Guide, in whole or in part, should not be mentioned publicly or privately to students; rather, they should be addressed to the LP Director for consideration as changes to future additions of the Format Guide.
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Assignment Due Dates Due to the demanding nature of the ministry responsibilities, no assignments, papers, readings, quizzes, or exams should be scheduled on the first class day after returning from a required school ministry trip or retreat.
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All assignments for a semester are due by 5 p.m. on the last regularly scheduled day of classes or, if the last day of the class is moved to a makeup day, on that makeup day.
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Final Exams, Exam Days, and Exam Locations An instructor may give a final examination but is not required to do so. An exam should be given only if it is a valuable educational tool for the type of subject being taught. Final exam times are only allowed for testing student knowledge and/or holding course verbal evaluations. They may not be used for any other purpose without the permission of the LP Director.
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LP designates a date and time for each final exam and posts the schedule in advance (usually in the schedule available by the beginning of each term). Exam days match that of the class schedule with Tuesday-Thursday morning courses scheduled on a designated Tuesday or Thursday and Wednesday-Friday morning courses a designated Wednesday or Friday. Unless the instructor makes other arrangements through the LP Administrative Assistant, the exam will be taken in the classroom where class sessions were held.
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Course Notes Because most of our students are not native English speakers, instructors will provide printed notes for each IGSL class session to aid in student comprehension. Notes may be composed of various individual handouts, full text of instructor presentations, a presentation outline, or a combination of styles. The method used should adequately help students learn the subject and transfer it to others in their field ministries.
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Up to sixty (60) sheets of materials may be copied and distributed to each student per course credit hour. Therefore, for a 3-credit course, up to 180 sheets may be distributed to each student or an average of 6 sheets per 1.5-hour class session. If more is needed, make some of the materials into a required text that students can purchase. Instructors who have standardized their notes, handouts, or have a variety of readings, should have these bound by the photocopy operator and sold to the students as part of their book allotment.
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Printing is expensive and printed notes are expensive to mail. In addition, printed notes are not always the best medium for transferring information. Therefore, instructors should consider alternative methods for providing materials to students, such as sending them via email, making them available on the school website, or Canvas. When printed notes are preferred, printing costs can be minimized if all notes for the course are provided one week before the beginning of a term so they can be printed at a cheaper external location or a few days before they are needed so they can be printed on both sides of a sheet of paper.
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Materials to be photocopied at the school during a term should be put on the “Job Order Tray” in LP Cluster (room A212) together with the “Job Order Form” by noon the day before they are due for the classes on the following day.
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Instructional Resources Several audio-visual resources for class use are available in the office of the head librarian. These may be reserved by faculty members on a first-come, first-served basis. Checkout of a needed resource must occur no more than one day before the class day on which it is needed and must be returned immediately after use so it is available for other instructors.
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Instructors who want resources not currently available in the library may request purchase to the library through the Library Resource Acquisition form (https://forms.gle/4C4DYqzeeeB2UUqu7) or by sending an email with properly cited bibliography to the acquisition librarian (asstlibrarian@igsl.asia). Each request for resource acquisition is subject to the Discipline Chair's approval*** under which the material's subject matter adheres to. Any materials or resources purchased using Discipline funds are the property of the school.
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Instructors who want a personal copy of the materials or resources may purchase them at their own expense. The library could place an order on their behalf provided that they have submitted a request to purchase to and approved by the Finance office. These purchases could be charged in their account or can be charged through the Faculty Development Fund if it is available.
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Class Evaluations Students evaluate every course at IGSL in which they are registered. Two types of course evaluations are used—a more informal one in the middle of a term and a formal one at the end of a term.
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Informal Mid-term Evaluation Instructors should provide a brief evaluation form for students approximately half-way through a term. The form can be composed by the instructor or requested from the LP Administrative Assistant. It should take less than 15 minutes to complete and ask only enough questions to give the instructor insight into what significant adjustments are needed in the course, if any, to provide an opportunity for the instructor to make adjustments and improve course learning before the final evaluation, which will be seen by LP leadership, is given.
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Formal Final Evaluation A standard course evaluation form is prepared and given to the instructor by the LP Administrative Assistant before the last class day. It includes standard question including some which help measure how well course objectives stated in the template/syllabus have been met.
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The evaluation is to be given to the students through Google Forms a week before the semester ends. They need to complete it to be able to receive their grades. They will be kept anonymous from their instructors.
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After receiving the completed forms, the LP Administrative Assistant will collate the information and provide summarized copy to the instructor, the instructor’s Discipline Chair, and the LP Director. The instructor should read the summary, evaluate student impressions, and make adjustments to the course or teaching in other courses where necessary. The instructor’s Discipline Chair is also responsible to oversee any development issues or adjustments deemed appropriate from the evaluations.
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Class Visitation At their discretion, school leaders may visit a class. This should not be seen by the instructor as a reason for concern. Leaders may simply be visiting because of a particular interest in course content, to observe the class physical environment for building improvements, or to see an instructor whose good abilities have been mentioned. Temporary guests may also sit on classes for up to one week; beyond that, they must register for admission as an audit or credit student.