Part-Time Faculty Resource Guide

Welcome

Welcome to Illinois Valley Community College (IVCC)! We are grateful you chose to share your expertise and enthusiasm with our students. This handbook is designed to provide essential information about policies, procedures, and resources that support your teaching success at IVCC.

Mission, Vision, and Core Values

Campus Safety and Emergency Procedures

Campus Security: Available 24/7 at (815) 224-0314 (ext. 314).

In an Emergency

Getting Started

Memorandum of Teaching Assignment

Your teaching assignment is sent via email prior to the semester. Review all listed courses and note any updates regarding cancellations, enrollment, or meeting times. Sign and return one copy to your division office by the deadline.

New Part-Time Faculty Academy

To support a successful transition to teaching at IVCC, all new part-time faculty are required to complete the online Part-Time Faculty Academy (PTFA) during their first semester of teaching. Completion of the orientation is required to remain eligible for future teaching assignments.

Information regarding the PTFA will be provided during the onboarding process through Human Resources. The orientation is administered by the Center for Excellence in Teaching, Learning, and Assessment (CETLA) and is designed to familiarize faculty with College policies, instructional expectations, available resources, and best practices for student success.

Human Resources and Payroll

Refer to Human Resources and Payroll for onboarding, payroll, and benefits information. Timesheets must be submitted via Self-Service by 3pm on Friday preceding the payroll date for any hourly employee.

Leave time

Leave time

Part-time faculty are eligible for paid personal leave. Leave is granted at a rate of up to 36.25 hours annually, prorated based on assignment, and may be used for personal business, illness, or other approved absences. Additional unpaid leave may be available with supervisory approval. All leave must be reported through the College's established procedures and used in accordance with Board policy and payroll requirements.

Conditions of Employment

Your Teaching Agreement outlines employment expectations. Responsibilities include, but are not limited to timely submission of syllabi, attendance verification, assessment, and grade reporting. 

The classes listed on the agreement are scheduled to run as of the day of printing; however, they may be cancelled due to insufficient enrollment prior to the start of the semester.

Academic Freedom

As set forth within Board Policy 2.2, Illinois Valley Community College faculty members are entitled to freedom in the classroom to discuss their subject. This freedom includes the advocacy of the faculty member’s point of view, as well as the presentation of representative views within the discipline.

Access, Equipment, and Office Space

Keys and Badges

Instructors will need a key or an employee badge to enter classrooms, lab spaces, and offices.  Human Resources will help you obtain an employee badge as part of your new instructor onboarding.  Keys will be requested from Facilities through your academic division office.  Classroom and faculty office doors should be closed and locked when not in use.

Shared Offices

Academic divisions may have a shared office or workspace that can be assigned to you.  Access will be arranged by your academic division office.

Technology

College-issued computers are not provided for adjunct faculty.  However, shared offices and classrooms have desktop computers, monitors, and phones for faculty use.  All instructors also have access to the Microsoft Office Suite (Outlook, Word, PowerPoint, Excel, Teams, etc.), the Brightspace LMS, and Zoom and Teams video conferencing software.

Textbook Adoptions and Desk Copies

Textbooks for each semester are due months in advance, and many courses use a standard textbook.  Textbooks for your first class at IVCC may have already been ordered.  Contact the division office or the textbook publisher to request a desk copy.  For courses that have Inclusive Access, instructors can access the digital textbook through Brightspace.

In subsequent semesters, instructors or the division office will submit textbook adoptions through the eCampus Faculty Adoption website.  Adjunct instructors should consult the academic dean if they are planning to adopt alternative textbooks.

Ottawa Center

Classes may be held at the Ottawa Center. Contact staff at the Ottawa Center before your first day of class for room access and technology support.

Who’s Who at IVCC

Academic Affairs

Academic Affairs is the portion of the college that oversees instruction, curriculum, and faculty support.

Academic Divisions

Illinois Valley Community College is organized into four academic divisions, each comprising multiple disciplines and led by a dean responsible for scheduling, faculty oversight, and program coordination. In addition to these divisions, the College offers Continuing Education and Adult Education, which serve as essential components of IVCC’s mission by providing non-credit, career-focused, and community-based learning opportunities.

Academic Course Foundations

Course Outlines and Syllabi

Instructors are responsible for creating a syllabus that aligns with the official Master Course Outline for your course and includes IVCC’s Best Practices for Faculty Syllabi.

The Family Educational Rights and Privacy Act (FERPA)

All IVCC students (including dual credit) are protected under FERPA. Faculty must maintain confidentiality of student records and may not share information—including with parents—without student authorization. Students may complete a FERPA release form to permit access. New instructors receive FERPA training through HR Vector. See link for more details

Academic Integrity and A.I.

Academic Integrity expectations are outlined in the IVCC Catalog. Faculty should include the policy link in their syllabus, promote integrity in course design (e.g., varied assignments, secure testing), and clearly define acceptable use of A.I. tools. Consequences for academic dishonesty may be determined by the instructor and should be communicated in the syllabus. All incidents must be discussed with the student and documented using the Academic Dishonesty Report Form (PDF).

Best Practices for Communicating with Students

Faculty are expected to maintain timely, professional, and consistent communication with students to support their academic success. As a best practice, all student emails and messages should receive a response within 24 hours on weekdays and 48 hours on weekends or holidays. Course expectations for communication, including preferred methods (e.g., email, LMS messaging) and availability, should be clearly outlined in the syllabus. Faculty are encouraged to model professionalism, provide clear and respectful responses, and proactively communicate important updates or changes in a timely manner.

Students with Accommodations

Faculty Rights and Responsibilities

Course Evaluations and Student Feedback Surveys

Student feedback survey evaluations are conducted after midterm via Brightspace, and results can be accessed in Brightspace after grades are submitted, provided at least five responses were received in the course. The Dean may also review survey results and follow up with instructors as needed.

Instructors are encouraged to seek informal student feedback throughout the semester and to incorporate low-stakes, informal classroom assessment techniques to monitor student learning.

Academic ILO Assessment and Program Reviews

Faculty are expected to integrate learning assessment throughout the term and participate in institutional assessment initiatives. Each course is aligned to Institutional Learning Outcomes (ILOs) identified on the Master Course Outline. Instructors are required to submit assessment data aligned to the designated ILO via Brightspace. For guidance, contact the academic dean, program coordinator, Assessment Committee, or CETLA. Faculty in accredited programs may also be asked to assist with additional data collection for program review.

Brightspace

Brightspace is our Learning Management System. 

We encourage you to meet with CETLA for training purposes.

Online Courses

All IVCC courses have a designated online space on the Brightspace platform.  In this sense, all classes are technology-enhanced, and instructors are encouraged to post the syllabus, online reading assignments, lecture notes (including chapter PowerPoints), assignment requirements, quizzes and exams, announcements, and grades on Brightspace.  New instructors may be asked to produce original online content, or an online course may include materials created by a previous instructor.

Instructors who wish to teach asynchronous online courses are expected to have previous online teaching experience or to complete online training through CETLA’s Excellent Online Teaching workshop or the Illinois Online Network (ION) at the University of Illinois Springfield.

All instructors will also be expected to learn to use Brightspace tools so they can post course content, communicate with students, and maintain an online gradebook.  Brightspace resources are posted on the CETLA webpage.

Additional support and training for online instruction is available through CETLA.

Dual Credit Courses

IVCC offers dual credit courses (college courses for high school students) at area high schools and online. Adjunct instructors may be assigned to teach a dual credit course at a high school.

Dual credit courses are IVCC courses and follow IVCC curriculum and academic policies, though they may align with the high school calendar. Students are held to the same academic standards but may need additional support as they adjust to college expectations.

Instructors are encouraged to attend Dual Credit Orientation and connect with the Dual Credit Office; additional support is available through CETLA.

Teaching During the Semester

Attendance and Active Pursuit

Faculty set attendance policies in their syllabi and maintain accurate records. Students not actively pursuing coursework may be withdrawn. Your syllabus should have an Active Pursuit Statement.

Student Athlete Attendance Tracker (SAAT) Policy

All student-athletes are required to use the SAAT (Student-Athlete Attendance Tracker) (PDF) during the fall and spring semesters. The SAAT must be signed on the day of class to verify attendance.

Student-athletes are responsible for notifying instructors of absences due to athletic events. Progress reports are typically completed twice per semester, allowing instructors to provide current grades and comments and discuss academic performance with the student-athlete.

TRIO Student Support Services and Progress Reporting

Illinois Valley Community College’s TRIO Student Support Services program provides eligible students with academic support, advising, tutoring, and resources designed to promote persistence and completion. Faculty play an important role in supporting TRIO participants by engaging in open communication and providing timely feedback on student performance.

When requested, faculty are expected to complete TRIO progress reports in a timely and accurate manner. These reports are used to identify students who may benefit from additional support and to connect them with appropriate resources. Faculty are encouraged to communicate any academic concerns early and collaborate with TRIO staff to support student success.

Class Cancellations

Class Cancellations

Instructors are expected to hold class during all scheduled days and times. If an absence is necessary, instructors should make reasonable arrangements for instruction (e.g., alternate coverage or assignments) and notify students in advance whenever possible. Use of appropriate leave time may be required.

For cancellations due to illness or unforeseen circumstances, notify your academic division office as early as possible and follow your dean’s process. This may include contacting the information desk for early morning or evening classes. Provide your name, course details (days/times/sections), and any instructions for students (e.g., check LMS).

Programs with specialized accreditation may require a plan to make up missed content. Excessive absences or cancellations may result in disciplinary action.

Drop and Withdrawal Procedures

Students may withdraw themselves from the course at any point prior to the withdrawal deadline using Self-Service; however, a student cannot withdraw from a course to escape the consequences of academic dishonesty. Instructors should direct students to complete this process themselves if needed.

Instructors may also withdraw students from a course until the withdrawal deadline using the active pursuit standard. Instructors can submit an electronic withdrawal request through withdrawal.

Retention Alert

Faculty may refer students for academic or personal support through the Retention Alert in Self-Service.

Ending the Semester

Final Exams

All in-person courses are required to meet during the scheduled final exam time.  A course does not have to administer a final exam (if the course does not require a final exam); however, the class should do something substantively academic during that class period, such as student presentations, reflective writing activity, or submit a writing assignment.

Online courses can administer a final exam at any point during the final exam week.

Final Grade Submission

Enter final grades in Self-Service by the published deadline. Verify all entries for accuracy. Download and retain your Brightspace gradebook at semester end; email a copy to Admissions and Records.

Incomplete Grade Policy

An incomplete (“I”) may be issued for illness or unavoidable absence. Coursework must be completed by the end of the following semester or the grade reverts to an "F." When entering an “I”, the faculty member must also include the last date of attendance when submitting final grades.

Record Retention

Submit gradebooks and attendance records to Admissions and Records for audit compliance.

Instructional Excellence

Best Practices for Teaching

Best Practices for Teaching (PDF)

  • Align teaching with Master Course Outline objectives.
  • Provide clear policies and consistent communication.
  • Use varied assessment measures, both low-stakes formative activities, that allow students to test their knowledge and practice their skills (such as quizzes and discussions), and major summative assignments that evaluate student learning (such as writing assignments, oral presentations, unit exams).
  • Create opportunities for student engagement during class through discussion, in-class activities, skill practice sessions, group work, etc.
  • Utilize the entire scheduled class period for instructional purposes.
  • Maintain professionalism and student-centered interactions.
  • Consider whether course units are designed to build sequentially upon one another or to address independent concepts and skill sets.

Best Practices for Writing Assignments

  • Provide clearly defined assignment requirements that include a cohesive, overarching prompt, rather than a fragmented list of questions or individual components (e.g., opposing arguments, interviews, or required academic sources). Ensure that prompts and accompanying rubrics are aligned and clearly articulate expectations for student performance.
  • Use grading rubrics and share them with students in advance.
  • Clarify requirements for assignment format (such as essay, poster, report), citation style (APA, MLA, Chicago), and length.
  • Define late submission, plagiarism policies, and guidelines for use of A.I. (ie, what is acceptable and what is not acceptable).
  • Share models or examples.
  • Direct students to Writing Center and Library resources.
  • Create assignment scaffolding by requiring a proposal, outline, rough draft, and final version, and provide feedback after each stage of the assignment.
  • Provide timely and detailed written feedback when grading.
  • Demonstrate how to incorporate information from outside sources logically and how to cite sources.
  • Consider opportunities for incorporating technology and I.A. tools.

Part-Time Faculty Observation Procedure

Part-time faculty are observed to ensure instructional quality, support professional growth, and inform future teaching assignments. Observations are conducted by the program coordinator or academic dean, typically during the first and second semesters of teaching, and then every three years if expectations are met.

The process includes a scheduled classroom observation using a standardized rubric that evaluates areas such as course preparation, instructional delivery, classroom management, professionalism, and alignment with institutional values.

Following the observation, faculty receive timely, constructive feedback through a brief meeting, and documentation is maintained for institutional records. Ongoing support or follow-up observations may be provided as needed.

Part-Time Faculty Observation Process

Part-Time Faculty Classroom Observation Rubric

Key Campus Resources