• All digital resources and course materials must be accessible when provided to students. This includes documents (handouts, articles, rubrics), presentations, textbooks, videos, websites, and more.
  • Design courses using Universal Design for Learning (UDL) principles.
  • Use accessibility checkers built into programs like Word, PowerPoint, PDFs to create accessible documents.
  • Ensure all online content and instructional platforms (such as publisher materials) used in your courses are accessible and compatible with assistive technologies.
• Use Blackboard (Stockton’s official learning management system) to provide reliable student access to course materials. Blackboard meets accessibility compliance standards.
• Use Ally (available automatically in Blackboard) to check accessibility and automatically provide alternative formats for your text-based course materials. Check audio, video, and other content with other accessibility checkers.
• Monitor and implement accommodations as identified in a student accommodation letter from the Learning Access Program (LAP). Accommodation letters should be dated for the current semester; accommodations are not retroactive.

For additional assistance related to compliance, contact the Learning Access Program (LAP), Dr. Anthony Thomas, Director of Learning Access Program [Anthony.Thomas@stockton.edu | 609-652-4988] or the Office of Diversity & Inclusivity, Dr. Valerie O. Hayes, Esq., Chief Officer for Diversity and Inclusion [valerie.hayes@stockton.edu | 609-652-4695]

• Course materials must be provided in a manner that does not violate copyright law. Apply the four fair use factors when using copyrighted material for teaching.
• Use content within copyright limits or seek permission when needed.
• Use library resources, open educational resources (OER), or a direct link rather than uploading copyrighted content in your course.
• Include proper attribution for all media and third-party content.

For additional assistance, contact the librarians at the Richard E. Bjork Library.

• Review and be familiar with Stockton’s Academic Honesty Procedure. Make sure students are aware of the guidance provided in the Procedure.
  • Set clear expectations around plagiarism, GenAI use, and collaboration in your course(s) and provide this information as a statement in the course syllabus.
  • Use Blackboard Safe Assign, Turnitin, or other plagiarism detection tools as appropriate.
  • Use recommended assignment and assessment best practices for your discipline. This may decrease plagiarism and scaffold student learning for the assignment.
  • Model and promote a culture of honesty and integrity.

For additional assistance, contact Academic Affairs, Dr. Ariane Hutchins-Newman, Associate Provost for Academic Success [Ariane.Newman@stockton.edu | 609-652-4514]

• Review FERPA guidelines.
• Do not disclose student information (grades, ID numbers, etc.) without written consent. Students can designate a proxy (parent, guardian, or third party) to view specific educational and financial records.
• Use secure Stockton platforms for posting grades and student communications.
• Avoid emailing class-wide grades or posting/leaving graded work in public spaces.
• Store student data in institution-approved platforms only.
  • Do not provide student or protected institutional data when using artificial intelligence (AI) tools.

For additional assistance, contact the Registrar, Dr. Amy Beth Glass, University Registrar [AmyBeth.Glass@stockton.edu | 609-652-4849]

• Maintain accurate and timely attendance and grading records.
• Complete Academic Engagement and Midsemester Progress Check activities as requested by email.
• Verify and maintain records of instructor and student participation (regular and substantive interaction) in online courses.
  • Use Blackboard’s tools to create regular (at least weekly) instructor-led engagement. Do not rely on pre-loaded content without instructor presence.
    • Use Announcements to provide weekly communication with updates, reminders, direct instruction, overviews, or key takeaways for weekly course materials/learning.
    • Facilitate academic discussions using thought-provoking prompts in Discussion Boards. Monitor and actively comment/facilitate the discussion.
    • Provide timely, personalized feedback within 7 days of submission using the Assignment Tool to collect work. Any assigned work should receive instructor feedback, comments, and/or grading.
    • Regularly assess student learning with low-stakes activities such as quizzes, short reflection journals, or self-check activities and use the Grade Center to provide feedback.
• For students who stop participating in class, report the last date of attendance to Financial Aid. If students may need assistance with academic or personal challenges, reach out to Stockton Cares.

For additional assistance with compliance issues, contact Financial Aid, Christopher J. Connors, Jr., Director of Financial Aid [Chris.Connors@stockton.edu | 609-652-4836]

• Create an environment free from discrimination.
  • Review relevant policies and procedures.
  • Monitor classroom interactions for inclusive language and equitable participation.
  • Address discriminatory behavior and report it.

For additional assistance, contact the Office of Equal Opportunity & Institutional Compliance (OEOIC), Brittany Medio, Esq., Interim Title IX Coordinator [Brittany.E.Medio@stockton.edu | 609.652.4733]

• Title IX prohibits sex discrimination, harassment, and violence.
  • Use the University’s Title IX statement in your syllabus with reporting procedures and contact information.
    • The sample syllabus provides an appropriate Title IX statement under Campus Support.
    • As a faculty member, you are a mandatory reporter. Report sexual misconduct to the Campus Police [609-652-4390] or the Women’s, Gender, and Sexuality Center [609-626-3611], and, as appropriate, to the Office of Equal Opportunity and Institutional Compliance [609-652-4693].
    • Brittany Medio, Interim Title IX Coordinator [Brittany.E.Medio@stockton.edu | 609-652-4733], may also receive reports of sex/gender discrimination.
• Complete required training to familiarize yourself with Stockton's Title IX training and procedures including updates and clarifications.

For additional assistance, contact the Office of Equal Opportunity & Institutional Compliance (OEOIC), Brittany Medio, Esq., Interim Title IX Coordinator [Brittany.E.Medio@stockton.edu | 609.652.4733]

• Align course content, assessments, and learning outcomes with course, program, and general education outcomes.
• Assessment activities should be regular and systematic.
• Use assessment data and findings to inform changes to courses, programs, teaching practices, or supports.
• Document teaching effectiveness and student learning in course syllabi and evaluations.
• Participate in assessment activities and data reporting for accreditation.
  As applicable, follow specialized accreditation requirements.

For additional assistance with course or program assessment, contact the Office of Academic Assessment., Alaina Walton, Director of Academic Assessment [Alaina.Walton@stockton.edu | 609-652-4624]

• Follow institutional policies for absences and other faculty issues.
• Stay current on training required by Stockton (e.g., harassment prevention, cybersecurity).
• Adhere to NJ State regulations on public records (OPRA), employment law, and data privacy.

For additional assistance on compliance training, contact the Office of Human Resources, Christy Cunningham, Associate Director for Training & Professional Development [Christy.Cunningham@stockton.edu | 609-652-4778]

• Clear Learning Outcomes/Alignment: Align all course activities including assignments/assessment with well-defined, measurable student/course learning outcomes. Course learning outcomes should align to program outcomes (and accreditation standards if applicable). A curriculum map should provide guidance on how a course relates to other courses in the program.
• Inclusive Pedagogy: Foster an inclusive classroom that creates a sense of belonging and increased engagement by respecting diverse perspectives, using culturally responsive teaching methods, and offering multiple ways for students to engage and demonstrate understanding. Learn and use student names during class.
• Active Learning: Avoid passive lectures (talking at students). Incorporate strategies such as discussions, case studies, and group projects to enhance engagement and learning. Students learn by doing.
• Timely Feedback: Provide regular, constructive feedback in a timely manner to support student progress.
• Grading: Make course grades available to students throughout the course using Blackboard Grade Center. This allows students to monitor progress and take appropriate actions to maintain a passing grade or withdraw. Report final grades in a timely manner. Adhere to guidelines for grade appeals.
• Office Hours & Availability: Maintain consistent office hours and be responsive to student inquiries. Consider having a Blackboard discussion board for students to post general course questions permitting the entire class to make and view responses.
• Course Syllabus: The course syllabus should be available on Blackboard (24/7) to students one week prior to the start of class. Consider using the CTLD sample syllabus that provides information related to compliance issues as a template for your course syllabus. If you prefer to use a personal syllabus design, consider copying and pasting relevant information from the sample syllabus to your syllabus.

For additional assistance, review Teaching Tips or contact the Center for Teaching & Learning Design (CTLD)., Kathy Klein, Executive Director, Center for Teaching & Learning Design [kathleen.klein@stockton.edu | 609-626-3408]