Administrative Competencies

Administrative Competencies

There are some significant picture issues that faculty need to know to be effective online teachers. We offer this rubric for self-assessment of your administrative competency.

An instructor should be able to:

Additional guidelines

Examples and best practices

1. Adhere to Federal Educational Rights & Privacy Act (FERPA).

Familiarize yourself with students’ rights under this Federal Law –  Federal Educational Rights & Privacy Act (FERPA) along with the institutional policies.

Complete the training by following ISU’s FERPA Training guide.

2. Promote academic integrity.

Develop and provide clear expectations to students for completion of course work verbally, in writing. The syllabus, along with that noncompliance of these expectations, could constitute a violation of the policy.

Promote your expectations continually along with the information found on the Academic/Research Misconduct student page along with ISU’s Know the Code Academic Misconduct website.

3. Provide a comprehensive syllabus.

Adhere and enhance the 10.6 Course Information section of the Faculty Handbook along with your department and college guidelines for syllabi.

4. Convey expectations of student behavior to promote an inclusive learning environment.

Present your expectations to students positively. Use Netiquette guidelines along with the Principles of Community in your syllabus and throughout the semester.

Example syllabus statements:

  • “Netiquette is “Internet Etiquette” or the conventions of politeness about the way we use the Internet and interact with others online. To provide a foundation for civility in the online learning environment, we promote the following Netiquette at ISU (PDF) (/wp-content/uploads/2015/09/netiquetteatISU.pdf) for general guidelines when communicating in this course.”
  • ISU Principles of Community, “Students are responsible for living the tenets established in ISU’s Principles of Community: Respect, Purpose, Cooperation, Richness of Diversity, Freedom from discrimination, and the Honest and respectful expression of ideas. Visit ISU’s Principles of Community website (

5. Mediate course-related student conflicts.

Determine the best way to resolve student conflict and disruptions promptly.

6. Know where and when to get technical assistance and support for you and your students.

Identify the appropriate contacts before the course begins and share the relevant contact information to your students.

All 24/7 support options are accessible by clicking the ? Help icon (located on the left-hand navigation bar in Canvas) to access the support available to you:

  • 24/7 phone support. Call 515-294-4000, then follow the prompts to connect to Canvas.
  • Live chat with Canvas. Start a chat.
  • Find answers to common questions in the Canvas Instructor Guides.

For technical help, contact the Solution Center via email at or call 515-294-4000

Additional support and resources:

7. Communicate to students when assignments and exams will be graded and returned.

Reiterate information each time an assignment or exam is assigned.

Communicate this metric via the syllabus and also at the time of the assignment.

8. Report grades to students and record grades to the University’s grading system as required.

Adhere to the policy on grades along with following policies/guidelines for grade submission and grade processing.

To submit grades in Canvas, follow steps found on the End of Semester Checklist page.

9. Revise course content and instructional materials based on student feedback.

Fix any problems with the course content as soon as possible.

Instructors who do not have editing access to course materials should work closely with the course’s administrative support person or instructional designer to make revisions promptly.

Need help? Go to the Where to go for help page.

Teaching Online Competencies by the Center for Excellence in Learning and Teaching (CELT) at Iowa State University is s licensed under CC BY-NC-SA 4.0. This work, Teaching Online Competencies, is a derivative of Teaching Competencies for 100% Online Courses by the Center for Excellence in Teaching and Learning at Minnesota State University, Mankato (retrieved April 22, 2020) and the original work, Faculty Competencies for Online Teaching, developed by the Penn State Online Faculty Engagement Subcommittee (November 2011).