Faculty Handbook

The purpose of the Faculty Handbook is to provide general procedures for issues that may not be included in other documents. Nothing contained in this manual or any verbal statement should be construed as creating any type of employment contract either expressed or implied. The policies and other information contained in this manual are subject to change at any time. While the College will normally attempt to provide employees with advance notice of any change, the College reserves the right to alter these policies at any time without advance notice. Copies of any revised policies will be issued to all faculty members.

Unless issued a written employment contract signed by both parties, all employment at Kilgore College is at-will. Nothing in this manual is intended to alter the at-will relationship or to provide or guarantee employment for any specific period of time. Any questions which you may have concerning the terms or conditions of your employment should be referred to your immediate supervisor. Any questions concerning your status as a contract or non-contract employee should be directed to the Office of Human Resources.

The information in the handbook is intended to be consistent with the Kilgore College Catalog, the Personnel Procedures Manual and the Personnel Policies Manual. In the case of conflicting information, the information in these three documents takes precedence over the information in this handbook.

The Human Resources page on the KC website contains all faculty evaluation forms. www.kilgore.edu/about/offices/human-resources.

Kilgore College seeks to provide equal educational and employment opportunities without regard to race, color, religion, national origin, sex, age, disability, marital status, veteran status or genetic information. Residence halls are specifically designated, however, for male or female occupancy. Kilgore College is striving to provide facilities that are barrier-free for students who have physical challenges.


Mission Statement:

  • Kilgore College provides a learner-centered environment that focuses on student access, success and completion via collaborative partnerships.
  • Kilgore College promotes access through its open-door admission, distance learning opportunities, dual credit courses, developmental education, continuing education, and comprehensive financial aid programs.
  • Kilgore College promotes success through high quality innovative instruction and holistic student support services and activities.
  • Kilgore College promotes completion by providing a foundation for students to flourish either through university transfer or entry into the workforce as highly skilled and technologically advanced employees.
  • Kilgore College leads and promotes partnerships through outreach to area schools and universities, small business/entrepreneurial expansion, adult education and literacy, responsiveness to economic development needs, and promotion of social and cultural advancement.

The mission statement of Kilgore College is consistent with the Texas Education Code 130.0011, which states that the mission of public junior colleges shall be two-year institutions primarily serving their local taxing districts and service areas in Texas and offering vocational, technical, and academic courses for certification or associate degrees, as well as continuing education, remedial and compensatory education consistent with open-admissions policies

(Approved by KC Board of Trustees December 12, 2016)

Instructional Policies and Procedures:

The Role of the Instructor:

Instructors at Kilgore College shall meet or exceed the current standards of the College Delegate Assembly of the Commission on Colleges of the Southern Association of Colleges and Schools and the Texas Higher Education Coordinating Board.

The jurisdiction, role and participation of faculty at Kilgore College is as follows:

The instructor has a primary role in the learning process of students. As a result, the instructor occupies a position of trust in relation to both students and community, and this freedom to teach must be exercised responsibly. The role of the instructor includes:

  • The presentation of issues and information openly, with fairness and clarity;
  • The discussion of arguments from various points of view, avoiding the imposing of personal opinions by the pressure of instructional authority in the classroom;
  • Encouraging students to analyze issues impersonally, to think critically and to draw independent conclusions;
  • The duty to present in the classroom issues related to the course of study and to the general education program of the college.

Faculty members are responsible for implementing KC Board-approved policies related to students and/or instruction.

The faculty serves as instructors at the college and as a liaison between students and administration in relating policy and procedure that relate to students. They also serve as an integral part of the college, relating faculty concerns to the administration of the college. Faculty develop curriculum, instruct students, evaluate students, advise students, and give input to administration in all college matters that affect faculty. Faculty will be included in all college committees that deal with faculty concerns.

Credentials for Instructors:

As part of its ongoing commitment to excellence, Kilgore College will employ competent faculty members qualified to accomplish the mission and goals of the institution. In selecting its full- and part-time faculty, Kilgore College will hire individuals whose qualifications are consistent with the guidelines of the Southern Association of Colleges and Schools Commission on Colleges and the Texas Higher Education Coordinating Board.

To facilitate the continued competence of its full-and part-time faculty, the College will provide a positive environment for employee professional growth and development. Professional employees will be given opportunities and encouraged to continue studies in their areas of specialization.

The college will use the following guidelines for credentials:

Developmental Education Faculty:

  1.  An instructor of developmental courses must meet one of the following:
  2. Bachelor’s degree with a major in the subject and successful teaching experience in public schools or college; or
  3. Bachelor’s degree in a related subject with coursework in the subject to be taught and successful teaching experience in public schools or college.
  4. Other qualifications to be considered in lieu of some of the above are:
  • teaching certificate in the subject
  • professional development activities (coursework, workshops, or conferences) emphasizing developmental education
  • prior evaluations of instruction
  • teaching awards

Those teaching College Success Strategies (COLS) will have a bachelor’s degree and will have teaching experience or will have a bachelor’s degree and extensive experience in higher education.

ESOL (English for Speakers of Other Languages) Faculty:

ESOL instructors will have the credentials listed above plus TESOL (Teaching English to Speakers of Other Languages) certification or endorsement.

Workforce Education Faculty:

An instructor of workforce education courses must have at least an associate’s degree in the teaching discipline or in a related field. Relevant work experience in the field is required.

Note: For those disciplines in which Kilgore College offers only a certificate, instructors must have at least a certificate in the teaching discipline or in a related field. Relevant work experience in the field is required.

Faculty who teach in programs that are approved, licensed, certified or accredited by external agencies and who meet the qualifications prescribed by those agencies, may substitute the external agency approval/licensure/certification for the required certificate in the teaching discipline and/or associated work experience.

Academic Transfer Faculty:

  • Faculty teaching courses designed for transfer to a baccalaureate degree program will have at least a master’s degree in the teaching discipline or master’s degree with at least 18 graduate semester hours in the teaching discipline.
  • Those teaching Learning Framework (EDUC 1300) will have a master’s in education, counseling, psychology, or a related field and will have teaching experience.
  • Those teaching anatomy and physiology (BIOL 2401, 2402, 2404) will have a master’s degree in biology with graduate hours in life science.
  • Those with degrees in English or mathematics education may teach entry-level English and mathematics courses.  

Kinesiology Faculty:

  1. To teach a 3-hour lecture course, faculty must have a master’s degree plus 18 graduate semester hours in kinesiology, physical education, or a related field.
  2. To teach activity courses, faculty must have a bachelor’s degree or current certification in the specific activities they are teaching. Kinesiology faculty teaching activity courses must also have a current CPR certification.

Adult Education and Literacy:

Faculty and staff members in the Adult Education Program must meet the qualifications as prescribed by the Texas Workforce Commission. Directors, teachers, counselors, and supervisors in the program hired after September 1, 1996, must possess at least a bachelor’s degree.

Additional Considerations:

In lieu of specific academic credentials listed above, Kilgore College will also consider demonstrated competencies that contribute to teaching and learning, such as related work experiences in the field, professional licensure and certifications, professional honors and awards, and juried publications.

Professional Development:

Instructors are expected to meet their professional growth responsibilities by completing one of the following every two years:

  1. Three hours of college coursework, or work beyond their present development level.
  2. Thirty hours of involvement in workshops, seminars, and professionally sponsored activities approved by the division dean. Coursework in pedagogy, community college curriculum, human resources-related topics, and technology education is strongly encouraged.

Activities not counted for professional development include committee work, advising, speaking, working with advisory committees, taking courses not related to the teaching discipline, recruitment, and other activities not related to course delivery (e.g., creating or revising face to face or web courses).

Full-Time Faculty Contractual Duties:

Faculty Assignments:

Instructors are responsible for the education of students in their disciplines of expertise.  The instructor also assists the instructional leader and other administrative personnel in activities designed to enhance the effectiveness of the learning process.

Faculty Responsibilities and Expectations:

Essential Functions of the Job:

  • Be in attendance each day according to the assigned work schedule resulting in a minimum of 30 hours per week on campus. 
  • Support the mission and vision of the College
  • Maintain office hours per college policy
  • Instruct students in specific areas and evaluate their learning progress.
  • Be accessible to students
  • Develop, maintain, and follow syllabi for courses
  • Keep abreast of developments in the discipline or program and in instructional methodology that enhances student engagement and student success
  • Support and participate in appropriate professional development programs and activities
  • Support and adhere to the policies and procedures of the college, division, and the department
  • Implement college policies for students in an appropriate manner
  • Participate in student advisement and registration
  • Communicate with the appropriate instructional leader regarding the need for instructional materials, equipment, and professional development
  • Maintain a harmonious and collegial relationship with other members of the faculty and staff
  • Maintain professional conduct and appearance
  • Participate in graduation annually
  • Be involved in Institutional Effectiveness activities
  • Serve on various departmental, divisional, and/or college committees
  • Participate in other duties as assigned
  • Maintain labs as appropriate

Workforce Faculty Will:

  • Be involved in recruitment of students
  • Maintain active relations with business and industry
  • Create and utilize advisory committee

Faculty assignments will be made by the instructional leader.  Consideration will be given to schedules that do not require all classes being consecutive, if possible.  The division dean will approve these assignments.  It is further understood and agreed that an instructional dean may, from time to time, assign to a faculty member overload teaching assignments for which he or she is professionally certified or otherwise qualified to perform.  The faculty member shall be compensated for such overload assignment according to College policy and the part-time/overload schedule approved by the Board of Trustees. 

All faculty members are subject to assignment from 7 a.m. to 10 p.m.  Instructors may also be asked to teach at external campus locations and may be asked to teach on Saturdays or on a rotating basis one or more terms in summer school.  A comprehensive community college mandates work schedules and assignments that are flexible in order to serve a variety of student and community needs.  All faculty and staff are expected to recognize student needs by maintaining appropriate office hours, teaching schedule, and work hours in order to serve day, evening, off-campus classes, and special groups of students.  

Hours on Campus/Conference Hours:

  1. When developing their work schedules, instructors should use the following guidelines:
  2. Schedule a minimum of 30 hours/week. Overload classes are in addition to this total.
  3. Identify in-class hours. If instructors’ regular load hours are more than 15 clock hours, they should work with their dean regarding how to adjust office and/or on-campus hours.
  4. Identify 10 hours of office time.

Generally, these are during regular campus working hours (7:45a.m.-5:00 p.m., and until 7:00 p.m. at KC – Longview). Deans may approve exceptions, such as evening office hours for those teaching evening classes.  Three virtual office hours may be approved by the dean for those teaching online courses.  Office hours should be scheduled in both mornings and afternoons.  At least one hour twice a week should be scheduled after 1:00 p.m.  The schedule should include at least two hours on Friday.  

  1. Identify five hours of other on-campus hours.

Instructors should be available to their supervisor by phone during these hours.  Generally, these are during regular campus working hours (7:45 a.m.-5:00 p.m., and until 7:00 p.m. at KC – Longview).  Thirty minutes/day (or the equivalent of 2.5 hours/week) may be in the Parks Fitness Center (or at the ROC for KC – Longview).  Hours may include time in the library, cafeteria, sports grill, KC – Longview snack bar, etc.

Instructors may consider using office or other on-campus hours to assist students in Kilgore or Longview tutoring labs or to conduct group study sessions at various locations on campus.

A normal teaching assignment may also include evening and/or weekend classes.

The vice president of instruction, in consultation with the division deans, will establish equivalent teaching assignments for lab hours, self-paced instruction, and other nontraditional modes of instruction as needed.

Exceptions to instructor work hours should be cleared by the appropriate dean.

Program Leader Job Description:

(department chair, program director, program coordinator, lead instructor)

A Program leader is a mid-management position held by a full-time faculty member in a particular instructional area.   The position reports to the Dean of the respective division. Depending on the level of the work required, there may be compensation, which will appear as a Paid Professional Assignment and may include a stipend and/or course release time.  Responsibilities may include, but are not limited, to the following:

  • Coordinates a plan that ensures program effectiveness and program-specific accreditations;
  • Coordinates textbook selections, syllabi revisions, and curriculum revisions;
  • Facilitates the development of departmental budget(s);
  • Coordinates the development of the class schedule;
  • Facilitates the exploration and initiation of instructional uses of technology;
  • Coordinates the maintenance of property entrusted to the program(s);
  • Interviews, recommends, orients, and evaluates faculty;
  • Coordinates advisory committee activities, as appropriate;
  • Coordinates advisement of program majors and makes himself/herself available during some of the summer for such activities;
  • Coordinates off-campus course offerings; and
  • Participates in recruitment of students.

KC Fit Employee Involvement Initiative:

Kilgore College values the health and wellness of its employees.

Faculty may utilize 30 minutes of their “on campus” hours per workday or the equivalent of 2.5 hours of oc/week for this benefit. Physical fitness time needs to be indicated on each semester’s posted office hours schedule.

All faculty and staff will utilize the services of the Kilgore College fitness center and/or the Good Shepherd Institute for Healthy Living for this benefit so that attendance and participation can be verified, as necessary.

As a reminder, this benefit is a privilege and not an entitlement.  Kilgore College and/or individual supervisors may alter, rescind or otherwise modify established schedules that incorporate time for physical fitness activities at any time in order to meet the needs of the institution and our constituents.

Academic Freedom Policy:

The Kilgore College Board of Trustees recognizes that while individual faculty members have the freedom to discuss, research, and publish academic material that may be controversial or unpopular (academic freedom), faculty members must focus their classroom time on those activities which address the specified learning outcomes of each individual course.

In the 2016 spring semester, the Faculty Senate voted to endorse the American Council on Education’s Statement on Academic Rights and Responsibilities. (http://www.acenet.edu/news-room/Documents/Statement-on-Academic-Rights-and-Responsibilities-2005.pdf). 

State and institutional requirements also govern course content and delivery as follows:

  1. Texas regulations dictate what courses may be offered at public community colleges.
  2. The Academic Course Guide Manual and the Workforce Education Course Manual specify the student learning outcomes (SLOs) which must be addressed in individual courses. Additionally, the Texas core curriculum identifies the common objectives of the general education curriculum.
  3. Kilgore College faculty committees have identified the activities and assessments which address applicable SLOs. Faculty committees also determine many common textbooks and resources that faculty within individual departments are expected to use in addressing SLOs.
  4. Furthermore, the Kilgore College educational community expects that instructors will use pedagogy which actively engages students in the pursuit of learning.

If faculty members think that anyone has infringed upon their right of academic freedom, they should first try to resolve the issue informally with the parties involved.  If they are not able to resolve the issue, they may submit a formal complaint to the vice president of instruction.  The VPI will form an ad hoc committee consisting of one faculty member from each of the four instructional divisions and the VPI to consider the merits of the complaint.  The recommendation of the majority of the faculty members will guide the resolution of the complaint.  In the case of a tie among the faculty members, the VPI will make the final decision.  In a case in which the faculty complaint is against the VPI, the president of the college will convene the committee to address the complaint.        

Notification Procedure for Use of Controversial Material:

The following procedure is used to notify the College Administration and Board when a faculty member plans to use controversial materials, and knows or reasonably should know, that there could be significant negative feedback from students or the community to materials, which are to be used, presented or produced in the classroom or in the visual or performing arts.

“Controversial” materials that trigger the notification and dialog process include, but are not limited to, materials, which are sexually explicit, or graphically or gratuitously violent, or extensively characterized by profanity, or involving nudity.

The process of notification begins when a faculty member decides to use the potentially controversial material or when the administration otherwise becomes aware of that decision.  As soon as the decision is made to use the potentially controversial material, the faculty member will notify the Department Chair and Dean.  The faculty member should include the reasons that the material may be controversial and why there is an expectation of significant negative feedback as well as how such material has a clear relationship to the subject matter of the course being taught.  The Dean will notify the Vice President of Instruction (VPI) who will then inform the President regarding the proposed use of this material.  In this way the President, as well as other administrators, will be prepared and have information on the material before it would actually be used.  At his discretion, the President may also notify the Board of Trustees and consult with Legal Counsel.

If the Department Chair or Dean expresses concern about the appropriateness of the use of the controversial materials in question and if they fail to reach a mutual understanding or resolve the issue, then the Dean will convene a committee of Kilgore College employees.  The purpose of the committee is to allow dialog among a larger, more diverse group of professionals on the planned use of the materials and to provide additional perspectives.  The committee will consist of eight persons including two members chosen by the faculty member, one member chosen by the Department Chair, and two members chosen by the Dean, as well as the faculty member, Department Chair and Dean.  The Committee will prepare a written summary of the key points for the administration.  The Committee may ask to meet with the President and Vice President of Instruction.  The President may make a recommendation to the Board of Trustees, who, as the overall governing body of the institution, is free to accept or reject the President’s recommendation.

It is very important that the above procedure take place within a reasonable time so that the instructional process will not be interrupted.  From the moment the faculty member notifies the Department Chair, the entire procedure, including written summary to the administration, should be completed within one week.

Course Syllabus Outline:

The course syllabus is intended to be the primary document whereby an instructor communicates to the student the purpose, direction and major rules for a course.  Each instructor must provide a current syllabus to every student in the class. In most cases, faculty will provide course syllabi to students in an online format. Each syllabus will contain each of the following components:


  • Name and catalog description of course
  • Credit value of course
  • Prerequisites, if any


  • Name and title
  • Office number
  • Phone number (office, voice mail, etc.)
  • Email address and/or course website
  • Office hours


[Example]: One of the measures of good citizenship is a basic knowledge of and involvement in our political system.  This basic introduction to the Texas political system will provide the student with an understanding of and an appreciation for citizen participation.  This course partially satisfies the Government requirement for A.A., A.A.T., A.S. degrees and fully for some AAS degrees at Kilgore College. 


  • Text – title, edition, author
  • Supplements, if any
  • Additional supplies (if needed)
  • Resources – names and locations (computer lab, other labs, library, etc.)


  • Examinations
  • Quizzes
  • Projects, assignments, papers, book reviews, field trips
  • Type of final
  • Calculation of grade


  • Attendance
  • Make-up examination procedure
  • Academic honesty statement
  • Civility statement
  • Drop date


[Example]:  Your instructor reserves the right to make modifications in content and schedule as necessary to promote the best education possible within prevailing conditions affecting this course.


  • Student Learning Outcomes (SLOs)
  • Core Objectives in the Core Curriculum


This will consist of a daily or weekly schedule of classes, topics, reading assignments and test dates.

Campus Carry Policy (effective Aug. 1, 2017):

We respect the right and privacy of those who are duly licensed to carry concealed weapons in this class. License holders are expected to behave responsibly and keep a handgun secure and concealed. Open carry is not allowed.  More information is available at http://www.kilgorecollege.edu/campuscarry.


Kilgore College is committed to making reasonable accommodations to assist individuals with disabilities in reaching their academic potential. If you choose to request accommodations for a documented disability which may impact your performance, attendance, or grades in this course, you must first register with the Office of Disability Services. Please note that classroom accommodations cannot be provided prior to your instructor’s receipt of an accommodation letter from the Office of Disability Services. For more information about accommodations, please contact the Disability Services Office on the second floor of the Devall Student Center: (903) 983-8206. 

See example in appendix.

Posting Syllabi on the Website in Compliance with HB 2504:

Compliance with HB 2504 – Public Information (Adapted from THECB FAQs)

For each undergraduate classroom course offered for credit, each public must provide a syllabus, a c.v. for the instructor of record, and a departmental operating budget. 

I. The course syllabus is required to state each major course requirement, including the following:

  • each major assignment and examination
  • the measurable learning outcomes for the course
  • a general description of the subject matter of each lecture or discussion 
  • lists of any required or recommended readings

A “major assignment” is anything that typically counts for at least ten percent of a final course grade. The required readings need only be the major readings that occupy more than one class period: the title of a textbook is sufficient, not the individual page numbers that are assigned. Single articles or short excerpts from longer works are not necessary to list.

There has been some concern over the requirement to give a description of every lecture or discussion. The THECB is aware that individual class content cannot always be predicted in advance, especially if the course depends upon unfolding current events or adjusts to the interests/abilities of the students. Faculty are free to update their course information as time and technology permits, but information should be refreshed at least once per semester. The amount of information in the descriptions should be guided by what is most useful to students and what is accurate enough to predict in advance. For some courses, detailed assignments may be available with little chance of change; for other courses all that may be accurate to post would be something like “Discussion of current events related to the national economy.” 

Information about a class is to be posted not later than the seventh day after the first day of class. Information is to remain available on the site for at least two years from the date the information was first posted.

II. The following must be included in the curriculum vitae:  
   • All institutions of higher education attended, with the degree(s) earned.
   • All previous higher education teaching positions, including the names of the institutions, the position, and the beginning and ending dates.

A list of significant professional publications relevant to the academic positions held, including full citation data for each entry. A complete list of publications is not required.

   • The curriculum vitae may include the instructor’s professional contact information, such as office telephone number, work address, and institutional email address. Vitae are not required to include personal information about the instructor, such as the home address or personal telephone number.

A c.v. needs to be posted for every instructor teaching any of the sections. If the sections have identical syllabi, reading lists, major assignments, and class subjects, then separate information does not need to be posted. If there are differences, however, each section needs its own information so students can be best informed about their class selections.

The c.v. for faculty must be updated at least once a year for the entire time the information is available.

Kilgore College Core Curriculum:

A core curriculum is defined by the state of Texas as "curriculum in the liberal arts, humanities, sciences, political, social, and cultural history, that all graduates of an institution of higher education are required to complete before receiving a baccalaureate degree." KC's Core Curriculum consists of 42 semester credit hours that will transfer as the core to any state college or university. After completing the core, a student may need only 18 additional semester credit hours to receive the associate of arts or the associate of science degree.





6 hours to be selected from
ENGL 1301 and 1302 or 2311



3 hours to be selected from
MATH 1314, 1316, 1324, 1325, *1332, 1342, *1350, **2412, 2413, 2414, 2415
*Math 1332 and 1350 will not fulfill Math requirement for AS degree
**Those taking a 2400 level Math course as their core curriculum Requirement will earn only 3 SCHs toward Core completion. The other SCH may count toward electives in an associate's degree.


Life and Physical Sciences

6 hours to be selected from
AGRI 1315, 1319, 1407, 1415, 1419, BIOL 1406, 1407, 1408, 1409, 2401, 2402, 2404, 2406
ENVR 1401
CHEM 1405, 1406, 1411, 1412
GEOL 1301, 1403, 1404, 1405
PHYS 1401, 1402, 1403, 1404, 1405, 2425, 2426

Additional SCHs from labs may be counted toward electives in an associate’s degree.


Language, Philosophy & Culture

3 hours to be selected from
ENGL 2322, 2323, 2326, 2332, 2333
HIST 2311, 2312, 2321, 2322, PHIL 1301, 2306


Creative Arts

3 hours to be selected from
ARTS 1301, 1303, 1304, DANCE 2303
DRAM 1310, 2362, 2366, MUSI 1306, 1307


American History

6 hours to be selected from
HIST 1301, 1302


Government/Political Science

6 hours to be selected from
GOVT 2305, 2306


Social and Behavioral Sciences

3 hours to be selected from
AGRI 2317, COMM 1307, ECON 2301, 2302, GEOG 1303
PSYC 2301, 2314, SOCI 1301, 1306, TECA 1354


Component Area Option

3 hours to be selected from
Component Area Option 1:
SPCH 1315, 1318
3 hours from
Component Area Option 2:

Any additional course listed in the core curriculum above or MATH 1351 or EDUC 1300.


Total Minimum Requirements



Core Objectives of the Texas Core Curriculum:

  • Critical Thinking Skills - creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
  • Communication Skills - effective development, interpretation and expression of ideas through written, oral and visual communication
  • Empirical and Quantitative Skills - manipulation and analysis of numerical data or observable facts resulting in informed conclusions
  • Teamwork - ability to consider different points of view and to work effectively with others to support a shared purpose or goal
  • Social Responsibility - intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities
  • Personal Responsibility - ability to connect choices, actions and consequences to ethical decision-making

The Core Assessment Committee will work with the Director of Research and Institutional Effectiveness to identify course sections from which to select student artifacts. Selected course sections will be representative of the variety of courses in which each respective core objective is being taught. Artifacts of those core objectives being assessed will be collected in the spring semesters from students who have earned a minimum of 30 semester hours of college credit. Communication, Social Responsibility, and Empirical and Quantitative Skills will be assessed in odd-numbered spring semesters; while Critical Thinking, Personal Responsibility, and Teamwork will be assessed in even-numbered spring semesters. A multidisciplinary assessment team will score the artifacts for one of the core objectives. Prior to scoring, assessment teams will participate in an introductory norming session to contribute to inter-rater reliability. A debriefing/evaluation session will be held after the scoring to evaluate the assessment process.

Indirect assessment for each graduating class (fall, spring, and summer) will include a question on the graduating student survey related to students’ personal growth for each of the core curriculum objectives. The benchmark is 90% of responding students will indicate that their skills in each objective area have improved.

The Core Assessment Committee will analyze the results of each core objective assessment and the appropriate indirect assessment items and will present their findings to the Vice President of Instruction and to the Deans. Instructional departments will use the findings as part of their ongoing improvement of student learning outcomes.   

Student artifacts will be collected for review for the component areas that apply to a particular discipline and will be assessed using the criteria and timelines listed in the matrix below.

Core Assessment Matrix:

Component Area





Timeline for Assessment



Multi-paragraph essays and oral presentations


70% of students will score a 3 or higher on each item of institutional rubric

Odd-numbered spring semesters


Graduating Student Survey


90% of student responses will indicate that their skills in this area have improved.

Each fall, spring, and summer

Empirical & Quantitative Skills

Lab reports, graphs, tables, embedded questions


70% of students will score a 3 or higher on each item of institutional rubric

Even -numbered spring semesters


Graduating Student Survey


90% of student responses will indicate that their skills in this area have improved.

Each fall, spring, and summer

Social Responsibility

Written assignments


70% of students will score a 3 or higher on each item of  institutional rubric

Even-numbered spring semesters


Graduating Student Survey


90% of student responses will indicate that their skills in this area have improved.

Each fall, spring, and summer

Critical Thinking

Written assignments


70% of students will score a 3 or higher on each item of institutional rubric

Even-numbered spring semesters


Graduating Student Survey


90% of student responses will indicate that their skills in this area have improved.

Each fall, spring, and summer


Review of Student  Teamwork Reflection Papers


70% of students will score a 3 or higher on each item on institutional rubric

Odd-numbered spring semesters


Graduating Student Survey


90% of student responses will indicate that their skills in this area have improved.

Each fall, spring, and summer

Personal Responsibility

Multi-paragraph essays


70% of students will score a 3 or higher on each item of institutional rubric

Odd-numbered spring semesters


Graduating Student Survey


90% of student responses will indicate that their skills in this area have improved.

Each fall, spring, and summer

Academic Policies and Curriculum Committee:

The Academic Policies and Curriculum Committee (APCC) is appointed by the Vice President of Instruction, and is comprised of a broad representative group consisting of faculty from both the academic and workforce commission areas of the college, the division deans, registrar, business office representative, and the Vice President of Instruction who chairs the Committee.

The Board of Trustees of Kilgore College recognizes that the curriculum is appropriately of central concern to the faculty, and therefore encourages all faculty members to propose the addition of courses and programs as well as the revision and deletion of existing courses and programs. Although most of the initiatives for curriculum change come from faculty, the process of moving those ideas through the necessary channels to incorporate them into the curriculum requires the joint effort of faculty, instructional leaders, administrators and staff. The approval process for such additions and revisions will include review by the affected departments or programs.

The College APCC has a key role in this process. It is responsible for representing all faculty members, department chairs, program directors and division deans by bringing their ideas to the committee and discussing the ideas of others with the committee members to gain consensus. When a proposed curriculum change is known to affect disciplines or programs other than the one(s) proposing the change, it is the responsibility of the APCC to provide representation from those areas to ensure that all sides of an issue are presented.

Responsibilities of the Academic Policies and Curriculum Committee:

  • Meet as needed to study and respond to college issues as recommended by the Vice President of Instruction.
  • Review all academic policies and consider the need for additional ones, as needed. 
  • Review all new academic course recommendations and revisions to existing academic courses and determine that they meet Coordinating Board guidelines as outlined in the Lower Division Academic Course Guide Manual, and ensures compliance with Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) requirements.
  • Review all new workforce education courses and determine that they meet Coordinating Board guidelines as outlined in the Guidelines for Instructional Programs in Workforce Education (GIPWE).
  • Review and ensure that all workforce education course and program changes comply with the requirements for the Associate of Applied Science Degree, and/or Certificate Guidelines for Technical Programs.
  • Review and approve all courses to be designated as fulfilling general education requirements for the AA, AS, and AAT degrees.
  • Review and approve any new Associate of Applied Science degree.
  • Evaluate the curriculum and curriculum change process, as needed.
  • Review other curriculum issues as needed.

Instructional Council:

The Instructional Council provides leadership for the Instructional Program at KC.  Chaired by the Vice President of Instruction, the Council initiates and establishes procedures, making recommendations to the Executive Leadership Team as appropriate.  Membership consists of the Instructional Division Deans, Director of the Library, Director of eLearning,   Director of Contract Training the President of the Faculty Senate, and the Dual Credit Coordinators.

Faculty Senate:

The accomplishment of the goals of any educational institution depends on the successful interaction of the administration, the faculty, and the students. It is the faculty which carries out the College’s primary function, the education of the students; and it is the proximity to both administration and students which puts the faculty in an advantageous position to assess the student and institutional needs. Therefore, it is prudent and necessary that the faculty play a role in the planning, policy-making, and decision-making processes of Kilgore College. The purposes of the Faculty Senate shall be to represent the interests of the faculty in their relations with the College administration and the Board of Trustees; to serve as a forum for the exchange of ideas and information; to provide opportunities for professional growth and development among the faculty; and to provide for active participation in the planning, policy-making, and decision-making processes of the institution.

Full-Time Faculty Load:

Lab to Lecture Ratio:

1:1 Ratio – Lab to Lecture:  Sci. lab assistants
Automotive, Auto Body Repair, Biology, Chemistry, Corrosion, Surgical Technology, Welding, AND Clinicals.

67:1   Ratio – lab to Lecture:

Advertising/Graphic Design, Air Conditioning/Refrigeration, Art, AD Nursing, Business/Accounting, Diesel Technology, Drafting Technology, Drama, Emergency Medical Technology, Geology, Journalism/Communications, Office Professionals, Photography, Physical Therapist Assistant, Physics, Vocational Nursing, Process Technology, Cosmetology.

 5:1   Ratio – Lab to Lecture:

Child Development, Computer Science, Dance, Developmental English, Developmental Reading, Engineering, ESOL, Math, Music (excludes private lessons and ensembles), Spanish.


Since faculty loads in the Health Sciences can vary greatly from semester to semester, faculty are paid on the basis of an average load throughout the year (an average load is 30 hours per year) before overloads are considered.  The annual load for a faculty member in this area who teaches 9 months is divided by 2.  For those teaching 10 1/2 months, the load is divided by 2.33 and for those who teach 12 months, it is divided by 2.66.  Anything over the average of 30 hours is paid as an overload.

NOTE:  ADN Nursing is paid the same as academics with regard to loads.  Example:  Jane Doe works with a 10 1/2 month contract.  She has 45 contact hours annually.  To determine her overload we take the 45 and divide by 2.33 to get 19.31 hours.  Therefore, her overload would be the difference between 19.31 and the average load of 15 hours which is 4.31. Then multiply the 4.31 by the rate by contract hour of pay for her degree level to get her overload pay.

CLINICALS – Two Kinds:

  • Those in which faculty are with the students at the clinical sites the entire time: AD Nursing 1:1 and LV Nursing:  .75: 1 for each contact hour.
  • Those in which faculty visit students several times per semester: Health Sciences in Kilgore = .5: 1 for each hour that students are in clinical per week (e.g., 12 hr. clinical would total 6 points).  Maximum and minimum number of students to each section will be defined.


  • Has preceptors – unpaid people on-site, employees of health institutions who supervise and evaluate the clinical students resulting in less interaction from instructors = .25 per clinical hour.


  • In this form of instruction, the faculty member visits two or three times each semester with the students and the supervisor load is calculated at .3 per COOP student.


  • Private lessons are calculated at .67 for each contact hour.
  • Minor ensembles are calculated at .5 for each contact hour.
  • Major ensembles are calculated at 1 point for each contact hour.


Loads are unchanged: i.e., six activity courses or a combination one lecture/five activities, two lecture/four activities, or three lectures/two activities 

  1. Head coaches will teach two courses per year in addition to their sport (or four annually with their sport counting as two).  That may be done in their “off season” or may be done during the summer, depending upon need as agreed upon by the coach and department chair. 
  2. Full-time assistant football coaches will teach three classes each long semester as a part of their full-time contractual responsibilities. Any classes taught in the summer will be paid separately.
  3. Full-time basketball and softball assistant coaches do not have any teaching assignments. Any classes taught by these individuals will be paid at the adjunct teaching rate. 
  4. Graduate assistants and part time coaches in football, basketball, and softball will be offered classes to teach each semester, based upon instructional needs. Any classes taught by these individuals will be paid at the adjunct teaching rate. Efforts will be made to provide classes for them, but they are not guaranteed. 


  • Pay for web hybrid and ITV classes is the same as fact-to-face classes.
  • Generally, class enrollments should be consistent among all available web sections for a course in a given semester, including dual credit sections when feasible. Web classes are paid at 1.5 (class-and-a-half) when the enrollment is 25-50% over a class (section)  limit. 

Academic Web Course Instructor’s Responsibilities:

Prior to course offering the instructor:

  • Reviews all student and instructor materials to become familiar with their content, structure, relationships, etc.
  • Ensures availability of course web site or other instructional resources.
  • Ensures that up-to-date, complete and coherent lesson content that addresses course objectives is available for student use.
  • Ensures that textbooks, study guides, access codes and other course materials are ordered and verifies that the correct materials are in the college bookstore inventory prior to the beginning of the semester.
  • Determines due dates and manner in which assignments and projects can be submitted; i.e. mail, fax, email, or the course management system.
  • Determines dates, location, content, and requirements and restrictions for examinations.
  • Communicates testing schedule and information to testing center. Includes this information in course syllabus.
  • Prepares a syllabus with specific information such as testing dates.
  • Provides online orientation materials to students including an overview of the course layout, instructions for access and use of any software or other technical tools used in the course.
  • eLearning instructors must use the recognized Kilgore College course management system (BlackBoard as of Fall 2015) or an approved alternative that requires at a minimum 1) student access to course materials using a unique userid and password; 2) the ability to archive the course at the end of the semester and restore if necessary and 3) current and archived information must include a record of student participation, communications and grades.
  • Ensures that at least forty percent (40) of the student final grade in eLearning courses will come from activities completed in a monitored/proctored environment.  If not proctored by a KC instructor, tests/exams may be taken in an approved college/university testing center (KC, KC-Longview, or other) or via an approved method determined by the instructor, such as ProctorU. If instructors/students want an individual outside of a college/university testing center to proctor a test/exam, the prospective proctor must complete the Proctor Agreement form and submit the signed form to the Division Dean prior to the date of the exam. Approval of the prospective proctor rests with the appropriate Division Dean. 

During the course, the instructor:

  • Monitors student participation/access to online orientation session at the beginning of the semester.
  • Ensures that all technical and instructional requirements are clearly communicated to students in the course syllabus. Conducts individual orientations as needed.
  • Communicates course expectations clearly and regularly to students.
  • Provides timely feedback to students by logging on regularly to the course.
  • Ensures that each exam contains test items tied to specific course objectives and confirms that instructions for test taking are clear.
  • Grades examinations and assignments, providing student feedback in a timely manner.
  • Maintains grades and other records for each student.

At the end of the course the instructor:

  • Submits student grades and class records as required by college policy.
  • Ensures that course content is made unavailable to students that have received a grade in the course.
  • Retains records of student activity in the course so that it may be included with the archived data.

Overload and Adjunct Pay:

Overload is paid according to the part-time/overload schedule approved each year.

  Up to Bachelor's Master's Master's +30 Master's +60 Doctorate
Pay per Credit Hour $450 $483 $533 $533 $550
Pay for 3-hour Course $1,350 $1,450 $1,550 $1,600 $1,650
For Summer/Mini $567 $600 $633 $650 $667
  $1,700 $1,800 $1,900 $1,950 $2,000

Part-time instructors teaching academic or occupational credit courses will be paid by the equated credit hour depending upon their education level. The pay rates per credit hour and amounts to be paid for a typical three hour course are listed below. 

  Up to Bachelor's Master's Master's +30 Master's +60 Doctorate
Pay per Credit Hour $567 $600 $633 $650 $667
Pay for 3-hour Course $1,700 $1,800 $1,900 $1,950 $2,000

For full-time faculty, in cases where the total student enrollment for the faculty member is small as determined by the division dean, the faculty load may be adjusted and extra pay may not be granted, or a reduced amount paid after consultation with the affected faculty.  These should be in exceptional cases only.  Prorated pay will be avoided whenever possible.  It is further understood and agreed that a dean may, from time to time, as needed, assign to the faculty member overload teaching assignments for which he or she is professionally certified or otherwise qualified to perform.  The Faculty Member shall be compensated for such overload assignment according to College policy and the part-time/overload schedule approved by the Board of Trustees.

Limit on overloads – Generally, the maximum number of overload that a full-time faculty member is permitted to teach is three three-hour sections.  A part-time instructor may teach three sections of a three-hour class.  A supervisor, however, has some discretion of additional time limits if a faculty member shows evidence of being over-extended in ways that affect instruction.  Faculty members have the right to appeal such a decision to the dean and the vice president of instruction.

Instructional Departmental Leadership:

Kilgore College recognizes the importance of faculty departmental leadership.  It also recognizes that the scope and level of responsibility may differ a great deal among various departments. The Vice President of Instruction and the Instructional Division Deans will make every effort to ensure that compensation is equitable for departmental leaders. Compensation may include stipends and/or release time.

Instructional Leadership Compensation:

Category Stipend
Lead Instructor $2,000
Program Director $4,000
Program Coordinator $5,000
Assistant Dept. Chair $4,000
Department Chair $5,000

Reimbursement for Instructional Travel Procedure:

The purpose of College reimbursement for clinical/co-op, dual credit or other college-related travel is to pay for expenses above and beyond the normal commute to and from the workplace.  It is designed to reimburse employees using their personal vehicles while engaged in College business. 

Therefore, reimbursement amounts will be paid only for those miles in excess of the amount usually accrued on a daily basis from the workplace to home.* The reimbursement amount will be based upon the per-mileage reimbursement calculations approved by the College. 

  • Reimbursement of travel expenses may be paid for clinical/co-op, dual credit or other daily business travel. 
  • Mileage may be claimed for reimbursement by adding all miles accrued minus the mileage from the employee’s driveway to his/her office, whether in Kilgore or Longview.
  • Mileage will not be reimbursed for miles accrued driving from the Kilgore campus to the Longview campus or vice versa. 
  • Clinical, co-op, dual credit and other daily travel reimbursement requests must be submitted within the semester the travel is incurred.

Any exceptions to the above must be approved in writing by the appropriate dean and vice president before the travel occurs.

*Refer to KC Personnel Procedure Manual PR3.1 for mileage calculation method.

Approved by Instructional Council 9-7-11

Faculty Evaluation:

Full-time faculty are formally evaluated by their department chair or other designated instructional leader every other year. New faculty members are evaluated during their first two consecutive years of employment after which, their evaluation will occur biennially. The purpose of faculty evaluation is for the improvement of teaching and learning.

Please see the Performance Review and Appraisal Policy/Procedures and the Performance Review & Appraisal (Faculty) form on the Human Resources page of the KC web site for specific evaluation criteria. 

Adjunct Faculty Evaluation:

Department Chairs or other designated instructional leaders will conduct adjunct faculty evaluations. Adjunct faculty members are normally evaluated each year. After several semesters of excellent reviews, however, they may be conducted biennially. Formal evaluation consists primarily of a classroom visit and conference afterwards. The purpose of faculty evaluation is for the improvement of teaching and learning.

Please see the Performance Evaluation – Adjunct Checklist on the Human Resources page of the KC web site for specific evaluation criteria. 

Professional Growth and Development:

The College seeks to provide a positive environment for employee professional growth and development. Professional employees will be given opportunities and will be encouraged to continue studies in their areas of specialization.

Instructors are expected to meet their professional growth responsibilities by completing one of the following every two years:

  1. Three hours of college coursework, or work beyond their present development level.
  2. Thirty hours of involvement in workshops, seminars, and professionally sponsored activities approved by the division dean. Coursework in pedagogy, community college curriculum, HR-related topics, and technology education is strongly encouraged.

Activities not counted for professional development include committee work, advising, speaking, work with advisory committees, courses not related to the teaching discipline, recruitment, and/or other activities not related to course delivery (e.g., creating or revising face to face or web courses).

Student Evaluation of Instruction:

A part of the evaluation process is the Course/Instructor Evaluation that is administered for each course. With a few exceptions, HB 2504 mandates a student evaluation of every course offered every term. The Course Instructor evaluation is administered on-line. Results are part of the overall faculty evaluation.

Faculty Standards of Ethical Conduct:

The following standards of conduct shall apply to all employees of the College:

  1. College employees shall not engage in romantic or intimate relationships with current students nor other employees who are their subordinates in the chain of command.
  2. Employees shall not use college property (including copy machines, FAX machines, telephones, postage, computers, or college supplies) to conduct personal, business, club, church, or other activities which are not related to employment at the College. Personal phone calls are allowed during break times; however, long distance personal calls must be made using personal credit cards.
  3. College employees shall maintain confidentiality of business information and student records. In no instance should student records be made available (including viewing on a computer screen) to unauthorized individuals not having a valid reason to view the records.
  4. All Kilgore College employees must be aware that it is not in keeping with the character of a public institution to use their status as college employees to receive any benefit or gain as a result of their positions, other than their agreed-upon salaries and benefits. Any college employee who receives a benefit or a gain as a result of college employment will be considered to have violated the college’s ethical standards. Such benefits or gains include, but are not limited to, services and products furnished with college resources. Exceptions will be allowed when the benefit is offered to all college employees for the purpose of instruction and when the benefit is directly linked to student learning outcomes in a course.

This unethical use of a college employee’s status extends to an employee’s family members and friends who may receive a benefit or a gain.

An employee’s personal use of college resources will be considered grounds for disciplinary action, including separation from employment.

Professional Appearance:

Professional employees, faculty, and office personnel are expected to dress in a professional manner. All employees' dress should be reasonable, neat, clean, and should show a certain amount of discretion and taste.

Student Complaint Policy:

Kilgore College is committed to resolving student concerns or complaints in the most expeditious and informal manner possible. For situations that cannot be resolved in an informal manner, students have the right to submit a written complaint.

To ensure that the process for considering written complaints is well publicized, reasonable, and fairly administered, the vice president of student development’s office shall coordinate the student complaint process for the entire institution.

So that student complaints are addressed and responded to expeditiously, specific timeframes and deadlines have been established and incorporated into the processes listed below. A student’s failure to meet specified deadlines ceases the complaint review process and the most recent determination will be considered as final. The vice president of student development’s office shall monitor the deadlines listed and may extend the listed deadlines under exceptional situations. Examples of exceptional situations include: medical emergencies, holiday breaks when the college is closed, weather emergencies, etc.


An academic complaint is any concern or dissatisfaction related to the instructional processes of the institution. Such complaints may be related to grading, instructional activities within the classroom, admissions decisions related to specific educational programs, etc.

A non-academic complaint is any concern or dissatisfaction with the institution that does not fall under the academic complaint definition. Such complaints may be related to customer service, student services, business services, food services, etc.

A valid student complaint is one that meets following criteria:

  • The individual filing the complaint is an enrolled student of Kilgore College.
  • The student has first taken the problem or question to the instructor, staff member or office in which they experienced dissatisfaction in an attempt to resolve the situation informally.
  • The student completes a standard, online written complaint form. Partial, incomplete, or anonymously submitted Student Complaint Forms will not be accepted as valid.

Exclusions to the Complaint Process:

The following issues are excluded from the complaint process and are handled by specific departments to ensure compliance with local, state and federal laws:

  • Claims of discrimination, harassment or sexual misconduct. These should be addressed through the Student Grievance Procedures that are coordinated by the College’s Title IX Administrator.
  • Financial Aid Appeals. An appropriate appeals process is available through the Office of Financial Aid and Scholarships.
  • Residency Appeals. An appropriate appeals process is available through the Office of Admissions and Registrar.

Academic Complaint Procedures:

  1. Step 1: Students must first take problems or questions to the instructor with whom they are experiencing the concern, as most problems can be resolved in an informal manner. To ensure a reasonable and prompt response to a student concern, this should occur within one week after the occurrence of the event or situation giving rise to the complaint.
  2. Step 2: If the student and the instructor are unable to find a solution to the problem, the student must make an appointment to visit with the appropriate department chair/program director within three working days of meeting with the instructor in an attempt to informally resolve the situation.  Note: Students who do not address their concerns within the time limits stated above retain their rights to proceed through the complaint process. However, it must be noted that unreasonable delays will have an impact on the decision making process, as information, memories, and other pertinent details deteriorate over time.
  3. Step 3: If the student and the department chair/program director are unable to resolve the situation informally, the student may file a formal written complaint by completing the online Student Complaint Form, provided on the Kilgore College website, within three working days of meeting with the department chair/program director.  The student will complete the online Student Complaint form, including the student’s electronic signature, and attach any appropriate written documentation to the form. Partial, incomplete, or anonymously submitted Student Complaint Forms will not be accepted.  Note: At any point in steps 1 - 3, the appropriate instructional division dean may intervene in order to expedite the process for the benefit of the student.
  4. Step 4. Upon receipt of a valid, written student complaint, the vice president of student development will log the complaint and forward it to the appropriate instructional division dean within three working days. The instructional division dean will investigate the situation and will then communicate the decision to the student via email to the student’s official Kilgore College email address.  If the instructional division dean determines it is in the best interest of the student to conceal the student’s identity from the instructor on whom the complaint is filed, the dean will write a redacted account of the complaint on a separate document and present it to the instructor.  The instructor may write a follow-up document, which will become part of the written complaint record..
  5. Step 5. If the student is not satisfied with the decision of the instructional division dean, the student will notify the vice president of instruction via email of his/her desire for a review of the process. This request must be submitted within three working days of receiving a formal response from the dean. The vice president of instruction will review the issue with regard to proper policy and procedure adherence.
  6. Step 6. The vice president of instruction will communicate the decision via email to the student’s official Kilgore College email address. The decision of the vice president is final and concludes the academic complaint process.

Non-Academic Complaint Procedures:

Step 1. Students must first take problems or questions to the staff member with whom they are experiencing the concern, as most problems can be resolved in an informal manner. To ensure a reasonable and prompt response to a student concern, this should occur within one week after the occurrence of the event or situation giving rise to the complaint.

Step 2. If the student and the staff member are unable to find a solution to the problem, the student must make an appointment to visit with the appropriate department supervisor within three working days of meeting with the initial staff member in an attempt to informally resolve the situation. Note: Students who do not address their concerns within the time limits stated above retain their rights to proceed through the complaint process. However, it must be noted that unreasonable delays will have an impact on the decision making process, as information, memories, and other pertinent details deteriorate over time.  If a student organization or another student is involved, the appointment should be made with the organization’s sponsor or other appropriate authority. The vice president of student development’s office will assist in identifying the appropriate authority to which complaints shall be directed.  Note: At any point in steps 1 or 2, the vice president of student development and/or the executive dean of KC—Longview may intervene in order to expedite the process for the benefit of the student.

Step 3. If the student and the department supervisor are unable to resolve the situation informally, the student may file a formal written complaint by completing an online Student Complaint Form within three working days of meeting with the department supervisor.   The student will complete the online Student Complaint form, including the student’s electronic signature, and attach any appropriate written documentation to the form. Partial, incomplete or anonymously submitted Student Complaint Forms will not be accepted

Step 4. Upon receipt of a valid, written student complaint, the vice president of student development will log the complaint and will either review the issue with regard to proper policy and procedure adherence or direct the complaint to the executive dean of KC-Longview if the subject matter of the complaint relates to an incident/issue arising at that location.  If the vice president of student development or executive dean determines it is in the best interest of the student to conceal the student’s identity from the staff member on whom the complaint is filed, the vice president or executive dean will write a redacted account of the complaint on a separate document and present it to the staff member.  The staff member may write a follow-up document, which will become part of the written complaint record.  NOTE: In the event that the vice president of student development or the executive dean is the subject of the complaint, the dispute will proceed to the vice president of instruction, following the procedures above.

Step 5. The vice president of student development or the executive dean will communicate the decision via email to the student’s official Kilgore College email address. The decision of the vice president/executive dean is final and concludes the non-academic complaint process.

Accommodations for Distance and Off-Site Students: 

To ensure that distance and off-site learners have the same opportunity to have complaints addressed and responded to in an expeditious manner, the above described procedural steps may be completed via telephone or email conversations.

Record Keeping and Records Retention:

Upon conclusion of each student complaint process, the complaint file, including all information and correspondence related to the review and resolution of issue, will be forwarded to the office of the VPSD for retention for a period of two years after final resolution of the complaint. 

Visual Depiction of the Complaint Process:

A flow chart depicting the above student complaint procedures follows:

Complaints Against the Institution:

If the student is not satisfied after exhausting the College’s complaint process, the student may initiate a complaint with the Texas Higher Education Coordinating Board (THECB). To file a complaint with the THECB, one must complete the Student Complaint and Release Forms and the Authorization to Disclose Medical Record Information (required if a disability is alleged). These forms must be sent either by electronic mail to studentcomplaints@thecb.state.tx.us or by mail to: Texas Higher Education Coordinating Board, Office of General Counsel, PO Box 12788, Austin, Texas 78711-2788. Facsimile transmissions of the forms are not accepted. More information is available on the THECB’s website at: http://www.thecb.state.tx.us/studentcomplaints.

Individuals may also file a complaint with Kilgore College's regional accrediting agency, The Southern Association of Colleges and Schools Commission on Colleges. To file a complaint with SACSCOC, one must complete the Commission's Complaint Form (available at http://www.sacscoc.org/pdf/081705/complaint%20form.pdf) and send two print copies to: President, Southern Association of Colleges and Schools Commission on Colleges, 1866 Southern Lane, Decatur, GA 30033-4097. In most cases, the SACSCOC complaint procedures require the student to exhaust all institutional complaint avenues before a complaint can be filed at the accrediting agency level.

Criteria for Class Cancellation:

The decision to cancel or hold a class rests in the authority of the Division Dean, Vice President of Instruction and the College President.

Criteria to be considered include the following:

  1. Frequency of course offerings: Is this course offered only once in an academic year?  Every semester? both summer sessions?
  2. Necessity for degree or certificate completion: Will students not be able to graduate or complete necessary requirements if a course is cancelled. This implies that no viable options are available to the student.
  3. Enrollment: There can be no single "make number" that can apply to all courses and disciplines. Under most circumstances a minimum enrollment of 10 credit students is expected. (Non-credit, concurrent enrollment will also be considered when analyzing enrollment.) The college is committed to discussing and reviewing each case on an individual basis, realizing that there are too many variables that may affect minimum enrollment.
  4. Budget concerns: How expensive is the class/course? Parameters that are reviewed include lab assistants, supplies, equipment and salaries.
  5. History of attrition: How many students actually complete the course? How many students are still in this class on the 12th class day?
  6. New initiative/new course/new program: Enrollment criteria may be applied less stringently to Courses that are new, or offered during an alternate time frame. This would allow new initiative an opportunity to develop.

In every instance when possible, the Division Dean will confer with the faculty member who is scheduled to teach the class before it is canceled.

Faculty Payroll Procedure:

**Summer, Mini-Semester and Flex-Term Pay:
Classes beginning on or before the 15th day of the month:

  • 1/3 will be distributed on the last working day of the first month of instruction
  • 1/3 will be distributed on the 15th of the month in which the class ends
  • 1/3 will be distributed on the last working day of the month in which the class ends

**Classes beginning after the 15th day of the month:

  • 1/2 will be distributed on the 15th of the following month
  • 1/2 will be distributed on the last working day of the month in which the class ends

**Classes beginning and ending in the same calendar month:

  • 100% of the pay will be distributed on the last working day of the month

Overload Pay:

  • Fall Semester – 1/7th of the overload pay will be distributed on the last working day of September, October 15th, the last working day of October, November 15th, the last working day of November, the next to the last and last working December (2 payrolls back to back before Christmas break)
  • Spring Semester – 1/7th of the overload pay will be distributed on the last working day of February, March 15th, the last working day of March, April 15th, the last working day of April, May 15th, and the last working day in May

**Will be subject to change depending on completion of signatures and payroll monthly deadlines**

Faculty Leave:

Faculty should request leave from their supervisor per KC policies/procedures. Please note that faculty leave applies during the time that a faculty member is considered on-duty during their applicable contract time period. Faculty members are not entitled to leave during time periods for which they are being paid as adjunct faculty (e.g., mini semesters and summer)      

Service Learning:

Service-learning is a teaching and learning strategy whereby students perform public service to benefit the community in order to achieve a course’s learning objectives and fulfill personal goals. Overall, both learning and service are emphasized. The student helps build a better community and the community helps the student be a better and more intelligent professional. Service Learning is a rewarding opportunity for both instructors and students to grow and learn.

Benefits for instructors:

Integrating service learning into existing courses provides opportunities for:

  • improving student learning of core competencies
  • sharing the rewards of civic engagement and responsibility
  • reaping significant returns from modest investments
  • instructing within or across disciplines
  • interacting with civic-minded peers
  • gaining fresh and different perspectives about your discipline
  • re-energizing your teaching

Faculty Responsibility for College-Related Student Absences:

According to the Kilgore College Policy for Making up Work in the Kilgore College catalog, “A student absent on official college business is entitled to make up missed work without any penalty attached.” However, individual students are responsible for scheduling and completing make-up work. The Kilgore College faculty/staff members responsible for the absence are responsible for securing approval from their department chair and dean (for instructional areas) or from the vice-president (for Student Development activities) prior to the absence.

  1. For college-related travel and/or absences, the faculty/staff member in charge must submit a list of all students involved to the appropriate department chair and dean (for instructional programs) or vice president (for Student Services) for approval five business days prior to the absence. This list and a travel request may be submitted electronically.
  2. The appropriate department chair and dean or vice president will sign the approval form and return it to the faculty/staff member, if possible within 24 hours of receiving the request for approved absences. Electronic signatures are acceptable.
  3. The faculty/staff member will give copies of the approval form to all students involved to take to their instructors. Notification of student absences may also be sent through Kilgore College email.
  4. Individual students must confirm that their instructors are aware of the impending absence and must schedule any make-up work prior to missing classes. Please use the Request for Student Absences on College Business Form in the Appendix section of the handbook.

Field Trips:

When appropriate, field trips are encouraged as an adjunct to classroom activity.  All field trips require the same administrative notice and approval as other college-approved student absences. 

Guest Speakers:

The written approval of the Division Dean must be obtained prior to inviting a guest speaker to the campus. It is the responsibility of the Division Dean to assure an opportunity for rebuttal if the guest lecturer is to speak on a controversial issue.

Guests in the Classroom:

Visitors should not be allowed in class on a continuing basis unless they are on the class roll as a registered student or registered as an audit student.  Certain exceptions are listed below: 

  1. Persons who are assigned to a student by the Counselor of Special Populations for the purpose of providing education services for that student in the classroom
  2. A duly registered student who withdraws from the course but is granted permission by the instructor to continue attending per the student’s request
  3. Persons who have received written permission from the appropriate dean for extenuating circumstances

Instructors are responsible for providing a quality instructional environment that facilitates the best possible education for students.  Faculty members should generally not allow a student’s guests or family members to visit classes.  Instructors may, at their discretion, allow a child of a student to attend class for one meeting if, in the instructor’s opinion, circumstances warrant such a decision.  However, a child should not be allowed to attend on a continuing basis. 

If children are present for scheduled learning activities, the parent or guardian remains responsible for the well-being of the child.  Children should not be left unattended or unsupervised on campus. 

(Approved by Instructional Council Nov. 10, 2004)

Substitute Instructors:

The department chair/director should be notified prior to an absence from class. A substitute instructor will be provided with pay for all absences covered by the College leave policy. Also, substitute pay shall be authorized for jury duty and similar unavoidable absences approved by the Division Dean.

Instructors will attempt to give as much advance notice as possible to their department chair and dean when they must miss classes.  Department Chairs or deans will utilize full-time instructors to cover classes when possible.  Faculty members are expected to accept such substitute teaching assignments as a part of their professional responsibility because of their accessibility and familiarity with college operations.  Every effort will be made not to dismiss classes but to ensure that students are offered meaningful learning experiences by qualified faculty. “Walks” should be cleared by the Division Dean.

There are essentially four levels of substitutions:

  1. Short Term Substitutions:  A short-term substitution is defined as three class hours or less in one class.  Short-term substitutions are paid at a rate of $20.00 per hour.
  2. Long Term Substitutions:  A long-term substitution is defined as more than three hours in one class or as soon as it is known that the substitution will be for more than three hours.  Long-term substitutions involve preparation and grading and are paid the equivalent to the hourly rate of a standard overload course per the faculty pay schedule.  If the class is an overload or taught by a part-time instructor, the original instructor’s pay will end when the long-term substitution pay begins.
  3. Proctoring an Exam:  This is paid at the rate of $10.00 per hour.
  4. “Meeting a Class”:  No pay is given for meeting a class to take roll, give an assignment and/or dismiss the class.

Student Success Programs:

The Student Success program has a variety of programs for students that will help them with the challenges of being a college student.

Student Success: Available to all students.

  • Free tutoring
  • Computer Labs with Internet access.
  • Study Skills advising, tapes and viewing facilities.
  • Study Skills course (COLS 0300)
  • New Student Orientation

Study Skills Courses: An introduction to those issues that help students be successful in higher education.  Topics include are college policies and procedures, time management, study skills, goal setting, information technology, selecting a major, transferring, finances, health and wellness, and decision making.

New Student Orientation:  is required for all first time college students in order to register for classes.  This also applies to students who took college courses prior to high school graduation.  Transfer students and students who have not attended in several years are encouraged to attend.  These sessions are designed to acquaint the new student with: campus life, student services, campus resources, and to meet and enjoy fellow students, faculty and staff.  You will have the opportunity to meet with a faculty advisor or counselor and register early for your semester classes.

Learning Framework (EDUC 1300):  A study of the research and theory in the psychology of learning, cognition, and motivation; factors that impact learning, and application of learning strategies. Students use assessment instruments (e.g., learning inventories) to help them identify their own strengths and weaknesses as strategic learners. Students are ultimately expected to integrate and apply the learning skills discussed across their own academic programs and become effective and efficient learners.

Instructional Student Support Services:

The Instructional Student Support Office is designed to help special population students who are enrolled in workforce programs meet their educational and career goals through the provisions of supplementary support services.

Supplementary Support Services Include:

  • Counseling (career, academic & personal)
  • Tutoring
  • Career Planning Resources
  • Services for Students with Disabilities
  • Emergency Child Care Assistance
  • Textbook Assistance
  • Transportation Vouchers
  • Part-time Employment
  • Referrals to Community Resources

Special Population Students are:

  • Individuals with disabilities
  • Individuals from economically disadvantaged families
  • Individuals  preparing for nontraditional training and employment
  • Single parents, including single pregnant women
  • Displaced homemakers
  • Individuals with limited English proficiency

Students who meet one or more of the criteria above are welcome to complete an application.  Applications are available in Longview at the North Building in room 101 and in Kilgore at the Devall Student Center counseling office or call 903-983-8683. Funding is limited and some restrictions apply.

TRIO Fast Track:

The TRIO Fast Track Program, (Fostering Academic Success and Transfer) located in the Student Support Building, Room 123, provides support services to first generation, low-income and disabled students who wish to complete a Bachelor’s degree.  Services include individual tutoring, individual counseling and mentoring, access to a computer lab, career exploration, academic advising, transfer counseling and visits to four-year universities, cultural enrichment and summer leadership activities, and financial aid assistance and scholarship opportunities. 

The TRIO Fast Track Program is funded by a grant from the US Department of Education.  All services provided by the TRIO Fast Track program are free to TRIO participants.  To be eligible to receive services, a student must be a first generation college student, be Pell Grant eligible or have low income, and/or have a disability.  Participants must also be U.S. Citizens or Permanent Residents.

Randolph C. Watson Library:

The library, located between the Liberal Arts Building and the Engineering Science Building provides a comprehensive array of services, including books, electronic information resources, and periodicals and newspapers in electronic, paper and microform.  Library professionals are ready to help faculty at any time and can be enlisted for special classroom presentations on how to use the library, how to conduct research, using the vast array of information resources available today.

Library Mission Statement:

The primary mission of the Randolph C. Watson Library is to provide access to a broad range of informational resources and support services.  The library will serve as a partner with faculty in the teaching and learning process, identifying and providing resources to support the curriculum and providing instruction in the use of the library by educating users to effectively access, utilize and evaluate available information resources.

Library Services for Faculty:

Bibliographic Instruction: Library staff will work with faculty to develop a program that will integrate information literacy, research techniques and library skills into the curriculum.  The library has an instruction room where the classes may be conducted.

  • Reserves: Faculty may place books, articles, videos, etc. on reserve in the library.  Placing materials on reserve allows all students equal access to an item within a limited time period.
  • Interlibrary Loan: Materials that are not available locally may be borrowed or copies made from other libraries.
  • Check out books/videos: Faculty may check out materials for one semester.  Materials may be renewed at the end of the Fall semester without physically bringing them in; all materials must be returned at the end of the Spring semester.  They may be renewed at that time for teaching of classes during the summer.  Overdue fines are not charged to faculty, but faculty will be required to pay for lost materials.
  • Acquisitions: Book selection is done in a systematic and comprehensive manner in order to acquire materials that support curriculum.  Responsibility for the selection of library materials lies with the entire college community.  Faculty members are largely responsible for recommending the acquisition of materials in their subject field.  Any member of the faculty or staff may request that an item be added to the college collection by submitting the information to the acquisitions librarian.
  • Web Page: The library maintains a web page with additional information and forms at http://kcfac.kilgore.edu/library.  The online catalog and many electronic databases may be accessed through the web page.  Faculty must be current in the library’s system in order to be authenticated for off campus use.
  • Bone Learning Center: A general-purpose computer lab with 44 computers including two Apple computers.

At the Longview Campus, a general open computer lab, located in Room 203, is available to students.

Testing Centers:

Kilgore College has two testing center locations. The Testing Center located in Kilgore (Kilgore campus) offers a comprehensive program of services including a variety of national standardized exams and the Texas-mandated TSIA.

The center is located on the second floor of the Devall Student Center, Broadway Boulevard and is open during the fall and spring semesters Monday thru Thursday 8 am - 8 pm; Friday 8 am - 3:45 pm.  During the summer, the center is open Monday-Thursday from 8 am -7 pm and from 8 am-3:45 pm on Fridays.  NO TESTING is available on Fridays. Additional information may be obtained by contacting the center at 903-983-8215 or 903-983-8690; by email at testing @kilgore.edu or by visiting the website at www.kilgore.edu/testing.

The KC-Longview Testing Center provides GED, Accuplacer and instructional testing on a regular basis.   The Kilgore College—Longview Testing Center is open Monday through Thursday 8 am – 9 pm; Friday 8 am – 3:00 pm with no testing on Fridays.  Two shifts of instructional testing will be conducted each evening, from 4:30/5:00 to 7:00 and from 7:00 to 9:00.  A Request for Testing form must be submitted before a student can call and make an appointment for an instructional test. 

Students must have photo identification and will not be permitted into the Testing Center late.  Additional information may be obtained by calling 903-753-2642 or 903-236-2051, emailing longviewtesting@kilgore.edu, or by visiting the website at www.kilgore.edu/testing_longview.

KC Bookstores:

The KC Bookstore, located in the Devall Student Center, sells textbooks, supplies, articles of clothing, souvenirs, and miscellaneous items. The Bookstore accepts cash, personal checks, money orders as well as MasterCard, Visa, American Express and Discover charge cards. The Bookstore is open from 7:30 a.m. to 5:00 p.m. Monday through Thursday and from 7:30 a.m. to 3:00 p.m. Friday. The Bookstore will be open until 6:30 p.m. the first two days of classes of long semesters. The phone number is (903) 983-8277. 

KC–Longview Bookstore, located in the Hendrix Building, is open from 7:45 a.m. to 7 p.m., Monday through Thursday, and 7:45 a.m. to 1:30 p.m. on Friday. The phone number is (903) 753-2642. 

Kilgore College Distance Education/Electronically Published Course Materials Policy

Note:  The following material will be in a state of revision with the implementation of the Title III grant.

Section 1 Introduction:  This policy addresses the issues surrounding distance education/electronically published course materials at the Kilgore College District (“College”). The purpose of this document is to protect the rights of both the faculty member and the College and to encourage the offering of quality distance education courses and programs.  This policy is a supplement to the College Intellectual Property Policy. Should this policy conflict with the Kilgore College Intellectual Property Policy, this policy prevails.

Section 2 Definitions:

  1. “Distance Education”, for purposes of this policy, is defined as instruction whereby students are taught using electronically published course materials, normally via a course management system. Students are usually located at a site physically separate from the instructor for a majority of the class time.
  2. “Electronically Published Course Materials” (“Materials”) include but are not limited to televised courses, internet courses, computer-based courses, video and audio taped courses and other home study courses or any combination of the above.
  3.  The “Work” pertains to the specific Materials utilized in the course named in the corresponding Kilgore College Distance Education Course Materials License Agreement (“Agreement”).
  4.  “Direct Support” is defined as assistance related to course development that requires time, human, physical facilities and/or financial resources of the College. It includes the resources of the Distance Education and Instructional Technology department, including media services or other faculty support services. This includes the acquisition or extended use of college-owned tools, software or equipment and any specialized training provided at college expense required for the development, delivery, or support of the course.
  5.  “Minimal College resources” is defined as the occasional use of existing equipment, training, services, facilities and/or equipment resources owned or licensed by the College. Occasional use of specialized College resources, including software, services and equipment such as those available in the Distance Education and Instructional Technology department are included.
  6.  “Substantial College resources” are those resources of value to the College that are provided at the College’s expense and deliver expertise beyond that needed to perform normal job responsibilities. This includes sustained use of personnel, training, and time; as well as specialized facilities, software and hardware furnished by the college to facilitate development and delivery of the work.

Section 3  General Guidelines:

  1. Scope of the Policy. The Distance Education Course Materials Policy (“Policy”) shall apply to all persons employed by the College, to anyone using College facilities, and students under the supervision of College personnel.
  2. Intellectual Property and Copyright Ownership. The college recognizes that the Author retains the intellectual property rights and any copyright ownership in scholarly works by faculty or students; works created jointly by faculty, authors and others; and works created collectively. The Author owns the intellectual property and retains any copyrights for portions of the work developed by the Author. Unless exempted in an Agreement, the author grants the college a non-exclusive royalty-free right to copy, distribute, display, perform, transmit, prepare derivative works of, and use the work in whole or in part for instructional, educational, and administrative purposes at the College.
  3. Faculty Responsibility to Currently Enrolled Students. Faculty members have a responsibility to meet the reasonable needs of their currently enrolled students, including those needs best addressed by the use of technologies to make class materials readily available. For example, if recordings may be needed by remote or handicapped students they should be created in the ordinary course of teaching and made available under reasonable circumstances. Electronically published course materials such as tape recordings and videotapes created in the ordinary course of instruction and not intended for use beyond the end of the current semester or by students other than those registered for the class are the property and responsibility of the faculty member who creates or authorizes them. Faculty should be willing to utilize technologies appropriate to the circumstances to make their course materials reasonably available to their currently registered students.  Faculty may dispose of such materials in whatever manner they choose at the end of each semester and in accordance with the Records Retention Policy.
  4. Course Development. The Kilgore College Distance Education Course Development Procedure (“Procedure”) must be followed. The author is expected to make certain that the design and delivery of the course insures that the overall quality, including student learning outcomes, student retention and student satisfaction, are comparable to the traditional on-campus format.  The Author will develop the course using the Procedure as a guide in completing the final product.  It is the Author’s responsibility to notify the appropriate Instructional Dean of modifications to the general design as contained in the initial proposal.
  5. Course Development Compensation. Faculty do not normally receive a stipend for the development of Materials. Consideration related to course development must be delineated in an executed Agreement between the author and the College.
  6. Revision Rights. Each faculty member or author(s) will have the right and professional obligation to revise the Work as often as needed in order to maintain academic standards. If the College believes a revision is necessary and no timely revision is made or if the revision made, in the College’s opinion, does not maintain academic standards, the College may refuse to market the product or offer the course or the College may employ another person to update the Work unless rights to the Work are limited in an Agreement.
  7. Royalties. The allocation of royalties between the College and the Author(s) must be set forth in writing indicated by execution of an Agreement.
  8. Contributed Materials. Liabilities may be incurred with respect to the inclusion of content in the Materials other than materials created by the author of the Materials and inclusion of voices or images of persons in the Materials, including audience members and guest lecturers. It is the policy of College that all faculty and staff comply with the law, including copyright and privacy laws; therefore, it is the responsibility of the creator of the Materials (normally the faculty member) to obtain all permissions and releases necessary to avoid infringing copyright or invading the personal rights of others.  The Author(s) will provide a defense and indemnify the College in the event that it is sued for violations for statute or common law with respect to the Materials.
  9. Protecting the Work. The Author will determine whether to register the copyright and will be responsible for enforcement of works they own. Authors will make such decisions and take such steps to protect works they own. Any one of the authors of a joint work may register and enforce the copyright in the names of all owners, with accounting.
  10. Nonexclusive Commercial and Educational License Rights and Retention. Any licensing rights of the College granted in the Agreement shall continue regardless of whether the Author has remained an employee of the College.
  11. Administration. The Vice President of Instruction will ensure that this policy and related procedures are followed, particularly the Kilgore College Distance Education Course Development Procedure.

Distance Education Course Development Procedure:

  1. Ensure that the distance education course is also offered in an on-campus format.
  2. Determine if a market exists for a distance education version of the course. Potential sources: Advisory Boards, Institutional Research Data, Employment Forecasts, Departmental Data Collection (online course requests, etc.)
  3. Complete and submit the "Kilgore College Web Course Proposal" form.
  4. If desired, complete and submit “Kilgore College Distance Education Course Materials License Agreement” (see “Kilgore College Distance Education/Electronically Published Course Materials Policy).
  5. Request master course shell to be set up in Blackboard.
  6. Contact book publisher/rep to see if content is available in Blackboard format to jump-start the development process.
  7. Get training. Professional development opportunities are available through the eLearning department and one-on-one assistance may be arranged.
  8. Develop the course materials using the “Web Course Review/Evaluation” rubric as a guide.
  9. Once the course is completed, contact the Director of eLearning who will arrange for an appropriate person to evaluate the course using “Web Course Review/Evaluation” review rubric.
  10. Once the course meets the minimum review standards, it will be cleared to list in the semester schedule.

Web Course Proposal:

Course Number & Name:____________________________________


Is this course currently taught online at Kilgore College?  Yes  No

Will you use Blackboard to deliver the course? If no, please explain.

  • Yes ____________________________________
  • No ____________________________________

How often is this course currently taught and what is the average enrollment? ____________________________________

How will an online section affect face to face enrollment in the course? ____________________________________

When will your course first be offered online and how often will it be offered? ____________________________________

Textbook: (title, edition, publisher, isbn): ____________________________________

Will you use a different textbook from that which is used in the classroom?

If yes, please explain:

Describe the resources you plan to include in your course.

Does your proposed textbook have resources available such as a publisher epack, course cartridge, companion CD, website that interfaces content with Blackboard (Connect, etc.), electronic test bank, canned PowerPoints?

Describe and include any additional cost that the college may incur in order to acquire and use these resources.

Describe and include any additional cost that the student may incur in order to take this class online (special software, access codes, etc.).

Will your plan for this course require the college to purchase additional equipment, software or other resources?

Distance Education Course Materials License Agreement:

This License Agreement ("Agreement") is made effective as of ____________________________________ by and between ____________________________________  (hereinafter referred to as “Author”), and Kilgore College (hereinafter referred to as “College”).  This license agreement pertains to the electronically published course materials in the course entitled ____________________________________ (hereinafter referred to as the “Work”).

The parties agree as follows:

To be bound by all of the terms in the Kilgore College Distance Education Course Materials Policy (“Policy”) as adopted by the Board of Trustees on February 12, 2002. The parties further agree as follows:

  1. Copyright and Intellectual Property: The intellectual property and copyright to the portion of the Work developed by the Author is owned by the Author.
  2. Rights Granted:  (select one of the following:  The Author hereby grants to the College the non-exclusive, royalty-free right to copy, distribute, display, perform, transmit, prepare derivative works of, and use the Work in whole or in part for instructional, educational, and administrative purposes at the College; OR any College use of the Work other than use by the Author requires previous written consent of the Author.
  3. Consideration: As the use of distance education course materials has become commonplace the College does not offer additional consideration for delivery of the Work.
  4. Transfer of Rights: The College shall have exclusive rights to assign the contracts.
  5. Entire Agreement: This Agreement and the applicable College policy contain the entire agreement of the parties and there are no other promises or conditions in any other agreement whether oral or written. This Agreement supersedes any prior written or oral agreements between the parties.
  6. Amendment: This Agreement may be modified or amended, if the amendment is made in writing and is signed by both parties.
  7. Severability: If any provision of this Agreement shall be held to be invalid or unenforceable for any reason, the remaining provisions shall continue to be valid and enforceable. If a court finds that any provision of this Agreement is invalid or unenforceable, but that by limiting such provision it would become valid or enforceable, then such provision shall be deemed to be written, construed, and enforced as so limited.
  8. Waiver of Contractual Right: The failure of either party to enforce any provision of this Agreement shall not be construed as a waiver or limitation of that party's right to subsequently enforce and compel strict compliance with every provision of this Agreement.
  9. The Author(s) will provide a defense and indemnify the College for all costs, fee, and interest in the event that it is sued for violations for statute or common law with respect to the electronically published course materials.
  10. Venue: The parties herein agree that this contract shall be enforceable in Kilgore, Texas, and if legal action is necessary to enforce it, exclusive venue shall be in Gregg County, Texas.
  11. Governing Law: This contract shall be governed by and construed in accordance with the laws of the State of Texas.
  12. Alternative Dispute Resolution: Chapter 2260 of the Texas Government Code establishes a dispute resolution process for contracts involving goods, services, and certain types of projects. If Chapter 2260 applies to this Agreement, then the statutory dispute resolution process must be used by Author to attempt to solve all its disputes arising under the

Agreement: This provision does not apply if the author is an employee of an institution of the State of Texas.

KC Distance Education Development & Evaluation Process:

Web Course Setup and Teaching Expectations Before the start of the term:

The instructor copies the Blackboard course content from the master to the current semester course shell.

The instructor updates the online course syllabus before classes begin and posts to Blackboard as soon as possible:

  1. The semester/term that the information applies to
  2. An accurate e-mail address (external to BlackBoard)
  3. An up-to-date biography
  4. A brief overview of the course including general layout, testing requirements and deadlines.
  5. A list of required texts, special materials, software and equipment.

Many students base their decision on whether to continue in a course on their review of the syllabus and are influenced by the level of clarity and professionalism exhibited in that document. Starting the first day of class, students who decide to drop the course section forfeit a portion of the tuition paid and are counted as withdrawing. This can reflect negatively on both the student and the course. Therefore, students need to be able to evaluate the course before it begins via orientation materials in order to make an informed commitment and to avoid late withdrawal penalties, or even worse, remain in the class by default.

When creating content and assignments for the online classroom, the following principles should be kept in mind:

  1. Learning activities should be closely aligned with all course learning objectives, particularly those stated in the syllabus, and adequate practice should be provided to master them. Be explicit with students about the objectives for each assignment and also explain how the assignments are inter-related and build upon each other.  Research findings show that students acknowledge and express satisfaction with clear goals and objectives and appreciate when a detailed timeline and successive steps are set forth for meeting objectives. Also, findings indicate that student, require repeated practice on objectives in order to master them.
  2. Pacing and sequencing of course activity (and content, to the extent that this applies) as well as clear deadlines are essential to help students manage their course workload.  Research findings indicate that students report high levels of satisfaction with faculty who display good organizational skills and a logical format. It is suggested that online faculty adhere to the following principle—“make learning goals and paths to them clear to students, e.g., provide learning modules/objects and a recommended order of their use in a course.”
  3. A variety of learning approaches should be used, including whenever appropriate, small group and peer-to-peer activities, project-based assignments, case studies, role- playing exercises and debates, problem-based learning, and multimedia-enriched presentations and resources. Through the use of collaborative work (class discussion, study groups, etc.) or public presentation of some assignments in the classroom, students are also able to develop a sense of a learning community.  When using Study Groups, faculty shouldn’t assume that students know how to organize themselves or work collaboratively. Give detailed directions, guidelines, and due dates. Let students know ahead of time that you are monitoring the activity (ask students to do all work in the classroom or to cc you on emails) and that you are ready to jump in to assist if needed.  Research findings indicate that students expressed satisfaction with the enhancement of the learning environment through the use of multimedia and other learning objects. Higher levels of student satisfaction and retention are correlated with activities involving collaboration and interaction, when well designed and structured, such as study groups, case studies, group projects and class discussions.
  4. Online students expect opportunities to explore beyond the assigned textbook(s), including faculty commentary (especially when there are no provided modules), web resources, and multimedia. It’s important to integrate web, textbook, and library resources into the course so that students feel these are intrinsically valuable and relevant to the course. Faculty should provide guidance as to the appropriate use and purpose of all course content.  Research findings indicate that students express dissatisfaction when there is too much material from many assigned textbooks and a resultant lack of comprehension of the material provided, or when textbooks simply go unused or are irrelevant to the course activities. Another practice to which students respond poorly is the encouragement of skimming by the instructor. Findings also show that students expect notes that are pertinent and insightful, weekly commentary and suggestions, and evidence of faculty expertise in the subject matter.
  5. Incorporate adult learning principles into assignments and discussions, such as allowing students to apply their real-world experience to the course content.  Research findings indicate that students appreciate when subject matter is relevant to their interests and careers and when course content is applied to life situations. Higher retention rates are associated with such instructional practices.
  6. Emphasize discussion questions and assignments that require critical thinking skills. Promote active learning strategies.  Research findings show students express satisfaction with instruction that encourages them to look at issues from many different angles, and affords them the option of advanced challenges.  Encouraging students to question assumptions made by others or themselves is a strategy associated with higher retention rates. Findings recommend eliciting active, critical reflection on students’ growing experience and providing challenges tailored to individuals’ readiness and potential.
  7. Provide a list of any on site course requirements such as proctored testing, face to face labs or others (such as visiting an art museum or concert, observation at a location, proctored testing and ProctorU information if applicable).
  8. Include the semester/year that the items pertain to so that students will know they are getting up to date information.

At the beginning of the term:

The following should be visible to students in the eLearning classroom no later than the first day of class. If faculty must revise the syllabus after it has been made visible to students, they should announce that updates have been made. (Faculty may even want to highlight the changes by using red font, etc.)

1. A detailed course syllabus in accordance with departmental guidelines that includes (if not already provided):

  • faculty contact information, including where, when, and how students may contact the instructor and the timeframe for responding to them
  • course goals and objectives, if not already provided
  • required text and other course materials, if not already provided
  • grading criteria, including explicit expectations for participation and policy on late submissions
  • a brief description or listing of project assignments and any extra credit opportunities
  • course schedule (including all inclusive dates for weeks/units/modules and especially dates for all items due).

The syllabus is the main reference document that students print out and rely upon for information when they are offline as well as online. Therefore, it should be as complete and as accurate as possible.

2. Verify the overall accuracy of the syllabus and attend to details (free of grammatical and spelling errors; all dates and information updated when re-using material from an earlier class).

Findings indicate that student satisfaction is correlated with perceptions of faculty as well prepared and organized. Students react negatively to inaccurate information and syllabi containing many grammatical and spelling errors or incorrect dates.

3. An introductory announcement, welcoming students, detailing any necessary explanations about the layout of the classroom, and giving them directions about how to get started in the course.

It is not obvious to students in an online class how to begin and where to look for everything, even if they are familiar with the basic eLearning layout. It is also important to set a welcoming tone for the course and to get students off to a good start, preventing feelings of disorientation which can lead to frustration in online courses.

4. Classroom management/"housekeeping" information (this may appear in the syllabus or as part of an introductory announcement as well) that includes:

  • The instructor's preferred file formats and labeling conventions for assignment submission, as well as the method for submission
  • A short introductory document about the course as well as any required departmental information.

5. The first week’s complete content and activities, including faculty presentation material, reading or other content, and all assignments.

Again, starting the first day of class, students who decide to drop the course section forfeit a portion of the tuition paid and are counted as withdrawing. This can reflect negatively on both the student and the course. Therefore, students need to be able to evaluate the course before it begins in order to make an informed commitment and to avoid late withdrawal penalties, or worse yet, remain in the class by default.

7. Introductory and first week’s discussion, including:

A discussion where the instructor and students can introduce themselves during the first days of the course. The faculty member should post an introductory thread, introducing himself/herself and asking a few questions that will help students to get to know each other (For example— What do you hope to get out of this course? What do you already know about this course topic? What time zone do you log in from? ) Please note that the uploading of student photos should always be optional.

The biography area is an informational, non-interactive feature designed to house a formal biography that usually details the credentials of the faculty member. The introductory thread is generally less formal and immediately sets the tone for interaction with the student. It provides a prompt for students to respond in kind.

  • A discussion for casual conversation or off-topic issues (such as a “Cybercafé,” or “Water-cooler,” or “Lounge”)
  • A faculty-monitored discussion for student questions related to the course as a whole (not related to a specific week's questions)—this can be a separate discussion such as Administrative Questions or can be included in the Cybercafé- type discussion

Note: Some faculty prefer to maintain three separate discussions for the introductions, casual conversation lounge (Cybercafé, Watercooler, etc.) and administrative questions. Others combine two or all three of these into one discussion. When deciding how to set up discussion, consider three factors— ease for later reference, clarity, and the ability for students to notice newly posted information.

  • A content-related discussion for the first week where students can post and interact—the instructor should post the initial topic discussion threads.

During the semester/term:

The instructor verifies attendance. For online course census verification and participation, a student may be counted present if s/he has demonstrated participation in the class by engaging in an academically-related activity, such as the following:

  • contributing to an online discussion
  • completing an online activity such as a quiz
  • initiating contact with a faculty member to ask a course-related question

The following are essential practices for running a successful online classroom:

  1. Post materials and conference topic threads on a pre-announced and consistent schedule, for example, each Sunday before the Monday on which each week of the course begins. This helps busy adult students manage their time.  Time management is critical to the success of online learning. Research findings indicate that students expect instructors to use a logical format and to be well organized.
  2. Create at least one focused conference for each week or unit of the course. Provide deadlines and clear guidelines for conference participation so that students are able to participate as a unified group. Faculty may even want to make the conference “read-only” after the due dates. When appropriate, use conferences for presenting individual student projects, group work, weekly summaries by students, demonstrations of problem solving, or for other activities beyond “discussion.”  Students expect a shared classroom experience, not just self-paced, independent study. The discussion board area in BlackBoard provides a forum for discussion of each unit or important topic in the course but its use need not be limited to that activity—it is also an excellent venue for many types of shared activities. Interaction can be faculty to student or student to student in nature.
  3. Start initial conference topic threads for each weekly or unit-based conference.  As part of the faculty’s facilitation of class discussion, this serves to encourage and stimulate discussion and reinforces the focus of the week’s content.
  4. Facilitate but don’t dominate the discussions. Ask follow-up questions and redirect to elicit responses from classmates. Faculty should be “visible” (even if in a minor way) in each week’s conference to let students know that they are “listening.”  Interactivity means that discussion should not simply be one way or solely directive in nature. Research findings show that students appreciate interaction with other students as well as with faculty. Students also appreciate when faculty allow for, encourage, and respect students’ perspectives.
  5. Participate actively in the class conferences (including the monitoring or participating in study group conferences as needed) a minimum of three, but preferably four times or more per week.  Students don't know that a faculty member is reading their postings unless there is some indication in writing on the part of the faculty member. Frequent appearances, however short, do more to establish the instructor’s presence than do those at less frequent intervals. Studies concluded that faculty members have to work especially hard in online courses to enhance their presence in the eyes of their students. Best practices studies show a strong correlation between student retention and high levels of faculty feedback and interaction.
  6. Provide dated class announcements at least weekly in the online classroom. Previous announcements should also remain available somewhere in the classroom. If faculty remove announcements, they should always archive them in a conference for reference and to maintain a complete record of the course. Announcements can be used to remind students of due dates, to let students know that a new conference or lecture has been posted, provide encouragement and positive feedback, etc. Use emails primarily to repeat or reinforce class announcements.  This is a technique that assists students with time management. Research findings indicate students appreciate timely reminders.
  7. Respond to all student inquiries within 48 hours, even if it is just to let the student know that the instructor is working on the issue and will get back to the student in due time. If the instructor will be absent for any period of time, she or he should indicate the duration to the students.  Research findings emphasize that students expect faculty to be accessible and provide timely feedback. Responsiveness of this nature also contributes to the overall sense of instructor presence.
  8. Organize class activities so that they take place primarily in the online classroom, rather than by e-mail, phone, or mail.  This serves to reinforce the shared classroom experience over the independent study mode and contributes to the building of a learning community. Students are able to exchange ideas with peers and the faculty can more effectively manage workload and be attentive to students. It also enhances the archive value of the online classroom in case of later disputes.
  9. Send a personal email as a friendly reminder to students who are not actively participating in the class.  Sometimes students lose track of time in online courses and some positive encouragement can help keep them on task.
  10. Provide resources and referrals (both BlackBoard-based and external) as a way to offer personalized support and demonstrate concern. Examples include referrals to campus services such as Library and Counseling, as well as appropriate books or Web resources.  Students come with a wide range of different academic backgrounds and needs. Personalization is particularly appreciated in the context of an online classroom. Research findings are that high levels of student satisfaction are correlated with faculty offering support tailored to individual needs, including making students aware of resources and referrals for remediation. Such practices were interpreted by students as demonstrating concern for their progress.

The following are essential practices related to effective feedback and grading in the online classroom:

Provide adequate feedback on all assignments and pay special attention to providing adequate feedback on the first major assignment. Instructor feedback will help set expectations for students about future assignments.

Assignments on which future assignments depend should be returned as quickly as possible so students have plenty of time to make corrections based on your feedback that will carry over into the next assignment (e.g., annotated bibliography that will support a major paper)

Provide feedback that suggests areas for improvement and growth as well as reinforcement and acknowledgement, pointing students to possible use of what’s learned in forthcoming assignmen.  Research findings confirm that students desire proactive feedback and emphasize the need for useful feedback and guidance in online classes. Student satisfaction with grading was tied to the ability of the instructor to offer consistent, in-depth feedback that not only identified errors, but also their causes, and ways to correct them. Studies also show an association between lower withdrawal rates and regular feedback.

Clearly state the criteria or create rubrics to manage student expectations on grading.  Research findings show that students express dissatisfaction when grading does not appear to be systematic. Rubrics are also useful tools for managing faculty workload.

Comments and grades for individual work should be placed in the Gradebook in a timely manner. On major assignments (e.g., term papers, exams), students should receive their graded assignments back within 10 days.  Research findings show that students desire weekly grades and timely feedback. When faculty use the Gradebook, students are able to track their own progress. Use of the Gradebook ensures that there is a clear, auditable record of the student’s performance.

For group projects, students should be graded in some measure on individual contribution as well as for the group as a whole.  Research findings demonstrate that students expect substantial focus on individual work within the group in order to be graded more fairly and correctly

Make participation in the online classroom a significant portion of the grade (generally, 10-40% for discussion based or classroom based activities, depending on the course objectives and whether or not some posted assignments also count toward participation), and ensure that part of the participation grade is for responses and interaction with classmates, not just with the instructor. Discussion should be focused and task-oriented. Faculty should clearly communicate their precise guidelines and explain what constitutes participation.  Students take their cue from what faculty deem the decisive factors in grading. If discussion and other activities that are carried out in the online classroom do not comprise a significant portion of the grade, students will be less attentive to them. Online learning, even when asynchronous, depends on the back and forth communication with both classmates and faculty. This is an element that differentiates it from a correspondence course or other forms of independent study.

Use a framework in which grades are distributed over a variety of assignments rather than establish grades that are heavily weighted in favor of just one or two exams or deliverables, especially when these are due only late in the term.  Research findings show that students are dissatisfied when grades are too heavily weighted in favor of one or two elements, such as the final exam or group work.

At the end of the course:

The instructor:

  • Submits student grades and class records as required by college policy.
  • Ensures that the course is no longer available to students.
  • Retains student information in the course so it can be included in the system-wide course backup process.

Student Privacy Procedure:

Kilgore College is committed to protecting the privacy of a student’s educational record regardless of location or course delivery method.

Institution Responsibility:

Kilgore College complies with all of the requirements of the Family Educational Rights and Privacy Act (FERPA). The Registrar is the point of contact for all FERPA related issues, and all employees are informed and trained of their responsibilities of unauthorized release of confidential records or information. Since the online environment creates a record of student activity, it is therefore subject to FERPA privacy rights.

Access to student information available on the registration portal, course management system and other devices connected to the Kilgore College network is secured through the use of a secure login and password. Users have the ability to change their password when it complies with the server’s password complexity policy. Faculty and staff active directory passwords are required to be changed every 60 days.  Faculty and staff may synchronize passwords by using the MyKC portal.

Responsibilities of All Users:

User access to the Kilgore College portal, campus computers and course management system is controlled by a system generated userid and password in a prescribed format. Passwords may be changed by a logged-in user if it complies with the server’s password complexity policy. Users unable to logon may request to have passwords reset through the appropriate help desk protocol. It is the user’s responsibility to keep their password confidential.

Work submitted in open forums such as online discussion boards, chats or web conferences can be accessed or viewed by other students. Grades and other sensitive correspondence between specific students and Kilgore College employees must not be viewable by other students.

In order to maintain course security and protect student privacy, users must not access another users account or to gain unauthorized access as described in the Kilgore College Information Technology Acceptable Use Policy. However, Kilgore College employees with the proper level of access may from time to time access another user’s account for purposes of troubleshooting.

Responsibilities of Faculty and Staff:

Faculty and staff understand and carry out a commitment to confidentiality, integrity, and security to protect the privacy of students who use Kilgore College information technology resources. Students’ records are kept private by the instructor, except in cases where academic staff or administration access the course with legitimate educational interest under FERPA guidelines.

Only work submitted in open forums such as online discussion boards, chats or web conferences, should be accessible by other students; other assignments, grades and correspondence are not viewable by other students.

In order to maintain course security and protect student privacy, faculty do not access or attempt to access another employee’s or student’s account without prior authorization or to gain unauthorized access as described in the Kilgore College Information Technology Acceptable Use Policy.

Course Reviewed: ____________________________

Course Developer: ____________________________

Course Reviewer: ____________________________

Point System:

  • 3 points for Required Standards
  • 2 points for Preferred Standards
  • 1 point for Nonessential Standards


General Review Standard: The overall design of the course, navigational information, instructor and student information are made transparent to the student at the beginning of the course.

Specific Review Standards:

Annotation: What’s the idea?

I.1 Navigational instructions make the organization of the course easy to understand.

Instructions provide a general course overview, guide the new student to explore the course website, and indicate what to do first, rather than list detailed navigational instructions for the whole course. Instructors may choose to incorporate some of this information in the course syllabus.  If so, students should be directed to the syllabus at the beginning of the course.


Best Practices:

  • A “Read Me First” or “Start Here” button or icon on the course home page, linking students to start-up information.
  • A course “tour”
  • Clear statements about how to get started in the course
  • A “Scavenger hunt” assignment that leads students through an exploration of the different areas of the course areas


Points  out of 3

I.2 A statement introduces the student to the course and to the structure of the student learning.

The instructor’s statement gives the new student an idea of how the learning process is structured including schedule, communications modes, types of activities, and assessments. These features are often found in the course syllabus.


Best Practices:

  • Create a course schedule with assignment and test due dates. The course should have continuous assessment with regular homework, quizzes, and exams throughout the course.
  • dentify types of activities the student will be required to complete (written assignments, online self-tests, participation in the discussion board, group work, etc.)
  • Identify the preferred mode of communication between instructor/student and student/student (email, discussion board, etc.)
  • Identify testing procedures (online, proctored, etc.)
  • Identify the procedure for submission of electronic assignments



Points out of 3

I.3 Netiquette expectations with regard to communication are clearly stated.

Expectations of student online conduct are clearly stated, however brief or elaborate they may be. The expectations themselves are not evaluated.


Points out of 2

I.4 The self-introduction by the instructor is appropriate.

The initial introduction creates a sense of connection between the instructor and the students. It should present the instructor as professional as well as approachable, and include more than the essentials, such as the instructor’s name, title, field of expertise, email address and phone, i.e. information on teaching philosophy and personal information such as hobbies, etc.

Points out of 1

I.5 Students are requested to introduce themselves to the class.

The student introduction helps to create a supportive learning environment and a sense of community. Students are asked to introduce themselves and are given guidance on where and how they should do so. Student introductions themselves are not evaluated.

Instructors may ask students to answer specific questions (such as why they are taking the course, what concerns they have, what they expect to learn, etc.) or may choose to let the student decide. Instructors may provide an example of an introduction and/or start the process by introducing themselves.

Points out of 1

I.6 Minimum technology requirements, minimum student skills, and, if applicable, prerequisite knowledge in the

discipline, are clearly stated.

Explanations of technical requirements and skills, and prerequisite knowledge and skills may be found within the course, in documents linked to the course, or in supporting material not on the course site. Look for a link to that content and/or a reminder of it for the entering student.

Points out of 1

Specific Review Standards: Annotation: What’s the idea?


General Review Standard: Learning objectives are clearly defined and explained. They assist the

student to focus learning activities.

Specific Review Standards:

Annotation: What’s the idea?

{C}II.1 {C}The learning objectives of the course

{C}·     {C}describe outcomes that are measurable

{C}·     {C}address content mastery, critical thinking skills, and core learning skills

{C}·     {C}are articulated and specified on the module/unit level.

Measurable learning objectives ensure instructors precisely describe what students are to gain from instruction, and then guide instructors to accurately assess student accomplishment. Objectives should describe student performance in specific, observable terms. If this is not possible, (e.g., internal cognition, affective changes), check for clear indications that the learning objective is meaningfully assessed. Content mastery should be appropriate for the type and level of the course. If needed, ask the instructor’s Dean or Department Chair for guidance. Module or unit level objectives may be written by the instructor or come from the textbook. If no module or unit level objectives are found or referenced on the website, reviewers should communicate with the instructor to gather more information.


Points  out of 3

II.2 The learning objectives of the course are clearly stated and understandable to the student.

Instructions may take various forms (e.g. narratives, bulleted lists, charts) and may appear at different levels within the course, such as module-based or weekly assignment sheets. Instructions are clear and complete. Students can easily grasp the meaning of the learning objectives.  Use of jargon, confusing terms, unnecessarily complex language, and puzzling syntax are avoided.

Best Practices:

  • Module-based or weekly assignment pages in narrative, bulleted list, or chart form, indicate a list of steps that guide the student to meet learning objectives for each week
  • Information indicates which learning activities, resources, assignments, and assessments support the learning objectives


Points  out of 2


General Review Standard:  Assessment strategies use established ways to measure effective

Specific Review Standards:

Annotation: What’s the idea?

III.1   The types of

assessments selected measure the stated learning objectives and are consistent with  course activities and resources.

Assessments, learning objectives, and learning activities align in a clear and direct way. The assessment formats provide a reasonable way to measure the stated learning objectives.

Best Practices:

  • A problem analysis evaluates critical thinking skills
  • Multiple choice quiz tests vocabulary knowledge
  • A composition assesses writing skills

Some assessments may be geared towards meeting objectives other than those stated in the course; for example, a course may have a writing component as part of a college-wide “Writing Across the Curriculum” requirement. In that case, suggest including appropriate objectives in the course if needed.

(Note: Learning Objectives may be called Learning Outcomes.)


Points out of 3

III.2 The grading policy is transparent and easy to understand.

Review the clarity of presentation to the student, not the simplicity or complexity of a given grading system itself. A relatively complex grading system can still be unambiguous and easy to understand.

Best Practice:

  • {C}·        A list of all activities, tests, etc. that will affect the students’ grade is included at the beginning of the course.


Points out of 3

III.3 Assessment and measurement strategies provide feedback to the student.

Students learn more effectively if they receive frequent, meaningful, and rapid feedback. This feedback may come from the instructor directly, from assignments and assessments that have feedback built into them, or even from other students.

Best Practices:

  • Instructor participation in a discussion assignment
  • Writing assignments that require submission of a draft for instructor comment and suggestions for improvement
  • Self-mastery tests and quizzes that include informative feedback with each answer choice
  • Interactive games and simulations that have feedback built in.
  • learning, assess student progress by reference to stated learning objectives, and are designed as essential to the learning process.


Points out of 3

III.4   The types of

assessments selected and the methods used for submitting assessments are appropriate for the distance learning environment.

Assessments make use of the technologies and security typically found in an online classroom.

Best Practices:

  • Submission of text or media files by email or ‘drop box’
  • Proctored examination comprise at least 40% of the final grade
  • Quizzes with time limitations, printing disabled, randomly selected questions, shuffled answers and other security measures
  • Multiple assessments which enable the instructor to become familiar with individual students’ work and which discourage “proxy cheating” (someone other than the student completing and submitting work)
  • Use of the college LMS with secure student logon to track student activity

Examples that do NOT meet the standard:

  • Required assessments that cannot be submitted online, such as a lab practicum in a science course.
  • A course in which the entire set of assessments consists of 5 multiple choice tests taken online, with no enforced time limit, the print function enabled, and minimal security features in place.


Points out of 2

III.5 “Self-check” or practice types of assignments are provided for quick student feedback.

Students have ample opportunity to measure their own learning progress. Look for examples of “self-check” quizzes and activities, as well as other types of practice opportunities that provide rapid feedback. These types of assignments should be voluntary or allow multiple attempts.

Best Practices:

  • Practice quizzes
  • Games, simulations, and other interactive exercises
  • Practice writing assignments
  • Peer reviews


Points out of 1


General Review Standard:  Instructional materials are sufficiently comprehensive to achieve announced objectives and learning outcomes and are prepared by qualified persons competent in their fields. (Materials, other than standard textbooks produced by recognized publishers, are prepared by the instructor or distance educators skilled in preparing materials for distance learning.)

Specific Review Standards:

Annotation: What’s the idea?

IV.1 The instructional materials support the stated learning objectives and have sufficient breadth and depth for the student to learn the subject.

Instructions should provide meaningful content in a variety of ways, including the textbook, PowerPoint presentations, websites, lecture notes, outlines, and multimedia.

Decisions on this standard may be particularly difficult for individual reviewers whose expertise is not in the course discipline. Reviewers should consult with the SME (subject matter expert) and use common sense to determine if the content is robust enough to support the course.


Points out of 3

IV.2  Instructional

materials are presented in a format appropriate to the online environment, and are easily accessible to and usable by the student.

Students who have the required technical equipment and software can view the materials online.

If some of the course resources, including textbooks, videos, etc., are unavailable within the framework of the course website, determine how students would gain access to them and examine their ease of use.

Best Practices:

  • Textbooks and other publisher materials, if used, include titles, authors, publishers, ISBN numbers, copyright dates, and information as to where copies can be obtained
  • A navigation button is devoted to “Resources” and appropriately tied in with the overall course design
  • Required software plug-ins are listed, along with instructions for obtaining and installing the plug-ins

Examples of some visual format problems:

  • Text size may be too inconsistent for typical View/Text Size setting
  • Large text files are presented without table of contents or unit numbering
  • Multimedia files require plug-ins students do not have
  • Science lab courses may include learning activities that are not easy to format for online learning


Points out of 3

IV.3 The purpose of the course elements (content, instructional methods, technologies, and course materials) is evident.

Students can easily determine the purpose of all materials, technologies and methods used in the course and know which materials are required and which are recommended resources.

For example, a course may be richly garnished with external links to Internet resources, but it is not clear whether those resources are for background information, additional personal enrichment, or required for an assignment.

Best Practices:

  • Links to external web sites indicate the purpose of the links or are completely self-evident.
  • The functions of animated games or exercises are clearly explained or are completely self-evident.


Points out of 2

IV.4 The instructional materials, including supporting materials

- such as manuals, videos, and computer software – are consistent in organization.

Online courses often use multiple types of instructional materials. Students can easily understand how the materials relate to each other.  The level of detail in supporting materials is appropriate for the level of the course.

For example, a course requires students to use the following materials: a textbook divided into chapters, video segments ordered by topics, a website organized around specific skills, and a tutorial that has an opening menu consisting of “practice quizzes,” “images,” and “audio examples.” Reviewers would need to determine if such diversely formatted course materials are integrated well enough to be useful to the uninitiated student.

Decisions on this standard may be particularly difficult for individual reviewers whose expertise is not in the course discipline. Reviewers should consult with the Instructor’s Dean or Department Chair and use common sense to determine if the materials are appropriate to this course.

Points out of 1

IV.5 All resources and materials used in the online course are appropriately cited.

Materials created by the instructor and those borrowed from other sources are distinctly identified. Text, images, graphic materials, tables, videos, audios, websites, and other forms of multimedia are appropriately referenced according to the institution’s copyright and intellectual property policy.


Courses that use an e-pack or course cartridge may provide a blanket statement acknowledging that a significant portion of the course materials came from the publisher rather than include individual citations for each instance of publisher materials.

Points out of 1


General Review Standard:  The effective design of instructor-student interaction, meaningful student  cooperation, and student-content interaction is essential to student motivation, intellectual commitment and personal development.

Specific Review Standards:

Annotation: What’s the idea?

V.1     The learning

activities promote the achievement of stated objectives and learning outcomes.

Learning activities are various including class discussions, case studies, simulation exercise, practice quizzes, tests, etc. Activities align with and support the learning objectives. Most of the objectives can reasonably be achieved by students completing the learning activities.


Points out of 3

V.2     Learning activities foster instructor- student, content- student, and if appropriate to this course, student- student interaction.

All online courses should include interaction between the instructor and the students and between the students and the content. The degree and type of student-to-student interaction may vary with the discipline and the level of the course.

Best Practices activities that foster the following types of interaction:

  • Instructor – student (consider for ALL courses): Self-introduction; discussion postings and responses; feedback on project assignments; evidence of one-to-one e-mail communication, etc.
  • Student – content (consider for ALL courses): Essays, term papers, group projects, etc. based on readings, videos, and other course content; self-assessment exercises; group work products, etc.
  • Student – student (if appropriate to this course): Self-introduction exercise; group discussion postings; group projects; peer critiques, etc. If student-student interaction is appropriate for this course, then consider this in deciding if this standard is met. If student-student interaction is not appropriate, then focus only on instructor-student and student-content interaction to decide whether this standard has been met. If needed, include recommendations and comments where student-student interaction can be incorporated in this course.


Points out of 3

V.3     Clear standards are set for instructor response and availability (turn- around time for email, grade posting, etc.)

Information clearly indicates how quickly the instructor will respond, when feedback will be provided, and when the instructor is available to meet.

Information clearly indicates instructor response time for key events and interactions, including an e-mail turnaround time of at most 48 hours, time required for grade postings, discussion postings, etc. Standards also include instructor availability, including e-mail response time, degree of participation in discussions, and availability via other media (phone, in-person, etc.) if applicable.

Best Practices:

  • Email turnaround is 24 hours
  • Normal assignment (discussion posts/quizzes/activities) grades are posted within 7 days or 14 days for written essays.


Points out of 3

V.4     The requirements for course  interaction are clearly articulated.

A clear statement of requirements should indicate the criteria for interaction.

Best Practices:

  • Students required to participate in discussions are told how many times each week they must post original comments, post responses to other’s comments, what the quality of the comments must be, and how the comments will be evaluated.
  • Students required to participate in discussions are told what grade credit they can expect for various levels of performance and whether the interaction is required or optional.


Points out of 2

V.5     The course design prompts the instructor to be present, active, and engaged with the students.

Students know that the instructor is approachable and will regularly interact with them. Opportunities for interaction will vary with the discipline of the course.

Best Practices:

  • An actively used and well organized instructor-facilitated discussion board
  • Optional “electronic office hours” provided in the chat room or chat sessions on selected topics, archived/edited and posted as a FAQ for other students
  • An invitation for the class to email the instructor with individual concerns
  • Current announcements, either in an “Announcements” link, the discussion board or via email


Points out of 2


General Review Standard:  To enhance student learning, course technology enriches instruction and fosters student interactivity.

Specific Review Standards:

Annotation: What’s the idea?

VI.1 The tools and media support the learning objectives of the course and are integrated with texts and lesson assignments.

Tools and media used in the course support related learning objectives and are integrated with texts and lesson assignments. Students know how the tools and media support the assignments and how they support the learning objectives. Technology should not be used simply for the sake of using technology.


Points out of 3

VI.2 The tools and media enhance student interactivity and guide the student to become a more active learner.

Tools and media used in the course help students actively engage in the learning process, rather than passively “absorbing” information.

Best Practices:

  • Automated ‘self-check’ exercises requiring student response
  • Animations, simulations, and games that require student input
  • Software that tracks student interaction and progress
  • Use of discussion tools with automatic notification or ‘read/unread’ tracking feature


Points out of 2

VI.3  Technologies

required for this course are either provided or easily downloadable.

For this standard, the term “technologies” may cover a range of plug-ins such as Acrobat Reader, media players, etc. In addition, courses may require special software packages (spreadsheets, math calculators etc.). Clear instructions tell students how to obtain needed plug-ins and software packages.


Points out of 2

VI.4 The tools and media are compatible with existing standards of delivery modes.

Course tools, media, and delivery modes meet current standards for widespread accessibility.

For example, if most students have access to DVD players or use streaming media, use of those delivery modes in an online class meets this standard. If the typical student cannot be expected to have access to a technology at his or her out-of-the box home computer off campus, that technology should probably not be used in the course.

Points out of 1

VI.5 Instructions on how to access resources at a distance are sufficient and easy to understand.

Online students need to know about and be able to obtain access to educational resources by remote access. Information on these resources is readily visible with clear instructions on how to access these resources.

Best Practices:

  • All course information (for example: video links, worksheets, etc) is contained within the course.
  • The instructor mails/emails students a custom CD/USB/Zip file prepared for the course
  • An explanation of how to obtain resources needed for an assignment is provided in the assignment that requires their use

Points out of 1

VI.6 Course technologies take advantage of existing economies and efficiencies of delivery.

As innovative technologies appear on the market all the time, online course technology should be current. Courses not recently developed may need to be updated.

Points out of 1


General Review Standard:   Courses are effectively supported for students through fully accessible modes of   delivery, resources, and student support. Look for evidence that students have access to academic support services from within the course. The purpose is not to review the adequacy of those services on an institutional level.

Specific Review Standards:

Annotation: What’s the idea?

VII.1 The course

instructions articulate or link to a clear description of the technical support offered.

Technical support includes information about such topics as how to use the software and how to upload files. It does not include help with course content, assignments, academic or student support services (see Standards VII.2 and VII.3 below).


  • {C}·        A clear description of the services, including a link to a technical support website
  • An email link to an online learning helpdesk or phone number for an online learning helpdesk


Points out of 2

VII.2 Course instructions articulate or link to an explanation of how the institution’s academic support system can assist the student in effectively using the resources provided.

Academic support for online students, and the scope of what “academic support” entails, differs from institution to institution.  For the purposes of review, academic support includes access to library resources, readiness assessment, testing services, tutoring, a writing center, a math center, supplemental instruction programs, and teaching assistants.

Best Practices:

  • A clear description of the academic support services and how to access them.
  • A link to the academic support website, along with a definition of academic support


Points out of 2

VII.3 Course instructions articulate or link to an explanation of how the institution’s student support services can assist the student in effectively using the resources provided.

Student support services for online students, and the scope of what such support entails, differs from institution to institution. For the purposes of this review, student support services include advising, registration, financial aid, student life, counseling, etc.

Best Practices:

  • A clear description of student support services and how to access them
  • A link to the student support website, along with a definition of student support services

Points out of 1

VII.4 Course instructions articulate or link to tutorials and resources that answer basic questions related to research, writing, technology etc.

Online students’ access to tutorials and help files related to writing, technology, research, etc. differs from institution to institution.

This item does NOT refer to:

  • Students getting help from another person
  • Tutorials and resources specifically related to course content

Points out of 1


General Review Standard:  The course is accessible to all students.

Specific Review Standards:

Annotation: What’s the idea?

VIII.1   The course

acknowledges the importance of ADA


All online courses should direct students to the institution’s Americans with Disabilities Act (ADA) services on their campus. There should be a statement in the course that tells students how to gain access to ADA services at their institution.

To meet this standard a course must have both a statement that tells students how to gain access to an institution’s ADA services AND be on an approved Learning Management System (see instructor’s Dean for approved LMS) or documentation provided by the LMS that it is ADA compliant.

Encourage faculty to consult the office on their campus that provides disability services for the wording of an ADA Statement appropriate to their institution.


Points out of 3

VIII.2   Web pages

provide equivalent alternatives to auditory and visual content.

Alternative means of access to course information are provided for the vision or hearing impaired student, such as, equivalent textual representations of images, audio, animations, and video in the course website. Presenting information in text format is generally acceptable because screen reader software (used by the vision impaired) can read text.

Best Practices:

  • Audio lecture has a text transcript available
  • Video clip, image, or animation is accompanied by text transcript

Points out of 1

VIII.3   Web pages have

links that are self- describing and meaningful.

Instructors provide links to Internet content that includes useful descriptions of what students will find at those sites. These descriptions enable the vision impaired student to use screen reader software to understand links.

Best Practices:

  • All file names and web hyperlinks have meaningful names. For instance, the link to take a quiz should say “Take Quiz 1”, not “click here”
  • Icons used as links should also have HTML tags or an accompanying text link

Points out of 1

VIII.4   The course

demonstrates sensitivity to readability issues.

The course employs appropriate font, color, and spacing to facilitate readability and minimize distractions for the student.

Best Practices:

  • Formatting such as bold or italics in addition to color coding text
  • Web page provided in an alternate, non-color-coded format
  • Formatting and color coding serve instructional purposes. For example, format and color are used purposefully to communicate key points, group like items and emphasize relevant relationships, etc.

Points out of 1

Total Score:______________________

Meets Expectations if:

  • 3 out of 3 points for all Required Standards


  • 59 points or more


Guidelines for E-Learning Exams Proctored in the Testing Center:


Testing Center-Kilgore Campus
100 Broadway Kilgore, TX  75662
Phone: (903) 983-8215

Email:  testing@kilgore.edu

Center Hours:

  • Monday - Thursday 8 a.m. to 8 p.m. (last test starts at 6:30 p.m.)
  • Friday – 8 a.m.-10 a.m. (last test starts at 10 a.m.)

Summer Hours:

  • Monday - Thursday 8 a.m. to 7 p.m. (last test at time 5:30 p.m.)
  • Friday – 8 a.m. to 10 a.m. (last test starts at 10 a.m.)

The Testing Center will proctor distance education exams according to the following guidelines:


  1. contact the Testing Center Manager at the beginning of each semester regarding exams to be proctored in the center
  2. complete and submit to the Testing Center the “eLearning. Course Information Sheet” listing exam dates and deadlines for each course by the end of the first week of class.
  3. send test material, passwords, and instructions; students are not allowed to schedule appointments until test material has been received in the center
  4. send a copy of his/her course syllabus if not available on the distance ed. website
  5. supply ample copies of test material; additional copies will be charged to the appropriate departmental budget


  1. schedule an appointment to test at least one day (24 hrs.) in advance of desired testing time
  2. should know their course prefix & number, date and time for testing, test number and instructor’s name when scheduling an appointment to test
  3. arrive on time for testing appointment. Students arriving more than10 minutes late will be turned away.
  4. present a current/unexpired, recognizable photo id upon each visit to the center
  5. will only be allowed to use items specified by the instructor during testing
  6. do not bring visitors or children to the Testing Center during testing. Waiting areas for such guests are not provided.
  7. turn off completely all cellular and electronic devices prior to testing. Students who violate this policy will be promptly dismissed from the testing center.
  8. abide by all testing center guidelines and will be immediately dismissed for failure to do so

The Testing Center:

  1. requires instructors to collect exams on a regular basis
  2. will not allow a student to take a test past the posted deadline without written permission from the instructor
  3. is not responsible for making additional copies of instructor exams. Instructors should supply ample copies of test material.  Fees for additional copies will be billed to the appropriate department.
  4. requires that students not enrolled directly through KC pay a proctoring fee for each test monitored in the center.

Final Exams:

In long semesters, final exams for distance education classes begin one week prior to final exams for traditional courses.

VCT Overview:

The Virtual College of Texas (VCT) is a collaborative of Texas' fifty community college districts and the Texas State Technical College System. It functions as a service of the Texas Association of Community Colleges. Through VCT, students may take courses from colleges anywhere in Texas while getting support services from a local college.

To take a course from a remote (provider) college, a student enrolls at a local (host) community or technical college. The host college supports the student with a full slate of student services, including advisement and counseling, financial aid, and learning resources. The host college receives the student's tuition, fees, and the state's reimbursement for the enrollment. This college also awards credit for the course and transcripts it.

The provider college provides course instruction. Assignments, tests, and grades are administered by one of its instructors. For this instructional service, the host college pays the provider college an "instructional lease fee," as specified in an agreement between the two colleges. This is not an additional fee for the student.

This arrangement between local/host and remote/provider colleges makes it possible for VCT member colleges to leverage their distance learning resources -- including faculty, courses, support services, and technology -- to benefit students throughout Texas no matter where they live or where instruction originates.

Kilgore College Distance Education & VCT:

Hosted Courses:

Kilgore College students or advisors may initiate requests for a specific distance learning course that is not listed in the KC course schedule by locating it in the VCT course catalog. There are several stipulations: 1) the course must be listed in the Academic Course Guide Manual (ACGM), Workforce Education Course Manual (WECM) and attached to an approved program at the college at least as an elective, or on both college’s approved course inventory; 2) the dean or department chair must approve the course; and 3) the host college must agree to host the VCT student and confirm that space is available in the class.

Providing Courses:

Kilgore College distance learning instructors may also provide their course to students at other colleges in Texas. They must have successfully taught the distance learning course at least one semester.  VCT enrollments are reported to the appropriate division dean.

For more information on course availability, visit the VCT website at:   www.vct.org KC students or advisors requesting a VCT course should contact the eLearning department via email at  disted@kilgore.edu.  Include the student name, ID number and email address as well as the name, start date and provider school for the requested course. Note that Kilgore College charges students a non-refundable VCT course reservation fee that is triggered when the course is approved.

Kilgore College Distance Education Advisory Committee:

Purpose: The primary purpose of the Distance Education Advisory Committee (DEAC) is to recommend changes and improvements to the operations and processes related to distance education at Kilgore College.

Committee membership: The advisory committee is composed of 1 faculty member from each academic division in Kilgore, 1 faculty member from Kilgore College – Longview, 1 instructor from continuing education and the Director of eLearning.  The committee will be chaired by the Director of eLearning.  Other members will serve 2 year terms.

Meetings:  The committee will meet at least 2 times each academic year.

Virtual Office Hours:


As indicated in the Kilgore College Faculty Handbook “up to 3 virtual office hours per week may be approved by the dean”. Although there are a number of technologies that can accomplish this task, the preferred method is to use Blackboard Collaborate. This product can be integrated with Blackboard Learn or operate as a stand-alone software service on the desktop or mobile environment. Described as having features like high- quality, high definition audio and video, application sharing, and recording capabilities.

Faculty approved for virtual office hours must complete training and/or demonstrate proficiency in operating the software. For more information, contact the Director of eLearning.

Planning & Reference Resources:

  • The following books and publications are located in the Distance Learning Office and are available for loan to any KC employee:
  • Alessi,  Stephen  M  &  Trollip, Stanley R..  (2001). Multimedia  for  Learning: methods and development. (3rd ed.).  Needham Heights, Massachusetts: Allyn & Bacon.
  • Anglin,  Gary J. (Ed.).  (1995). Instructional  technology: Past,  present,  and  future  (2nd  ed.). Englewood, Colorado:  Libraries Unlimited, Inc.
  • Bergman, Jonathan & Sams, Aaron. (2012). Flip Your Classroom: reach every student in every class every day.  Eugene Oregon:  International Society for Technology in Education.
  • Boettcher, Judith V. & Conrad, Rita-Marie. (1999). Faculty guide for moving teaching and learning to the web.  Washington:  League for Innovation in the Community College.
  • Bonk,  Curtis  J.  & Zhang, Ke.  (2008). Empowering Online Learning: 100+ activities for reading, reflecting, displaying and doing.  San Francisco, California: Jossey-Bass.
  • Clark, Ruth Colvin & Mayer, Richard E. (2011). E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. San Francisco, California: Pfeiffer.
  • Clyde, William & Delohery, Andrew. (2005). Using Technology in Teaching. New Haven, Connecticut: Yale University Press.
  • Connick, George P. (Ed.),   Western Cooperative  for Educational Telecommunications.   (1999).  The distance learner’s guide.  Upper Saddle River, New Jersey: Prentice-Hall.
  • Cyrs, Thomas E. (1999). Designing a quality instructor workshop for distance learning. Las Cruces, NM: Author.
  • Cyrs, Thomas E.         (1999). Policy  and  administrative  issues  to  support  top quality distance learning programs.  Las Cruces, NM: Author.
  • Dalziel, Chris, (Ed.), The Instructional Telecommunication Council.  (1998).  New connections: a guide to distance education.  Washington: Author.
  • Dick, Walter, & Carey, Lou. (1996). The systematic design of instruction. (4th ed.). New York: Longman.
  • Driscoll, Margaret.       (1998). Web-based  training:  Using technology to  design  adult learning experiences.  San Francisco: Jossey-Bass/Pfeiffer.
  • Hall, Brandon.  (1997).  Web-based training cookbook.  New York:  John Wiley & Sons, Inc.
  • Haley, Kenneth L. & Heise, Karen.  (2008).  Building the Successful Online Course (1st ed.). Charlotte, North Carolina:  Information Age Publishing, Inc.
  • Khan,  Badrul  H.  (Ed.).  (1997). Web-based  instruction.  Englewood  Cliffs,  New  Jersey: Educational Technology Publications, Inc.  League for Innovation in the Community College & Archipelago Productions. (1999). Teaching at a distance:  A handbook for instructors.  Mission Viejo, CA: Author.
  • Lovingood, Deborah. (Ed.), The Instructional Telecommunications Council. (1999). Digital video:  A handbook for educators.  Washington: Author.
  • Magnan, Robert (Ed.). (1990). 147 practical tips for teaching professors. Madison, Wisconsin: Atwood Publishing.
  • McCormack, Colin & Jones, David. (1998).  Building a web-based education system.  New  York: John Wiley & Sons, Inc.
  • Moore, Michael G. (1996).  Distance education, A systems view.  San Francisco: Wadsworth.
  • Norton, Priscilla, & Wiburg, Karin M. (1998). Teaching with technology. Orlando: Harcourt Brace & Company.
  • Park, Daniel. (2006). Camtasia Studio: the definitive guide.  Plano,  Texas:  Wordware Publishing, Inc.
  • Proter, Lynnette R.  (1997). Creating the virtual classroom:  distance learning with the Internet.  New York:  John Wiley & Sons, Inc.
  • Richardson, Will.(2006). Blogs, Wikis, Podcasts and other powerful tools for classrooms.  Thousand Oaks, California.  Corwin Press.
  • Rovai, Alfred P. & Ponton, Michael K. & Baker, Jason D. (2008). Distance Learning in Higher Education: a programmatic approach to planning, design, instruction, evaluation, and accreditation.  New York:  Teachers College Press.
  • Smith, Patricia L., & Ragan, Tillman J. (1999). Instructional design. (2nd ed.). Upper Saddle River, New Jersey: Prentice-Hall.  The Annenberg/CPB Project. (1996). Going the distance: A handbook for developing distance degree programs.  Washington: Author.  The  Center  for  Distance Learning Research.   (1998). Videoconferencing:  A  basic guide to teaching using videoconferencing equipment.  College Station, TX: Author.