Important COVID-19 Information

For all University updates and resources regarding COVID-19, please visit www.doane.edu/covid-19

FAQ

Everyone has questions. We just pulled together a few of the frequently asked ones here for you to search. Let us know if you need any additional assistance. We'd be glad to help.

10 Doane Education Standards for the Developing Professional
  1. To understand content knowledge of the discipline(s). 

  2. To understand how children learn and develop, and provides opportunities which support intellectual, social, and personal growth.

  3. To recognize and provide for the individual differences and diversity of their students.  

  4. To use a variety of instructional strategies to encourage student's development of skills, and strategies, for critical thinking and problem solving. 

  5. To create a positive learning environment by utilizing motivational strategies and classroom management. 

  6. To apply knowledge of effective communication techniques.

  7. To utilize effective planning techniques.

  8. To understand the assessment process.

  9. To be a reflective practitioner who actively seeks out opportunities to grow professionally.

  10. To foster relationships with school colleagues, families, and agencies in the larger community to support students' learning and well-being. 

Acceptable Use Policy

 

Access databases from off campus

All current students, faculty, and staff of Doane University may have off-campus access to most of the databases and other electronic resources on the Perkins Library website. Click on the link for the database of your choice and enter your Doane username and password -- these are the same as the credentials you use on campus. You should be connected to the search screen of the database. If you get the database login screen or have any other problems with access send a message toJayne Germer

Accessibility

 


The following is a video that explains the civil rights issues for all students with disabilities. 


 


ADA Compliant Guidelines


ADA Compliant Guidelines Checklist



Font


When choosing a font for online course content, consider the following.


  • Fonts should be sans serif having squared edges without having decorative elements such as hooks. 

  • Try to keep the font size between 12-18pt. Font styles should not be italic, oblique, highly decorative, or in any unusual form.

  • Several accessible fonts are:
    • Times New Roman

    • Verdana

    • Arial

    • Tahoma

    • Helvetica

    • Calibri

    • AvantGarde


  • Whenever possible, text on a website should be kept as text. Do not include essential text within a picture or a graphic.

  • To ensure text is legible to all people regardless of ability, make sure there is a high level of contrast with the background of pages. We recommend black text color against a white background.

  • Hyperlinks should appear as blue. Hyperlinks should be the only underlined text.

  • Avoid using font appearance as a way to convey messages. Bold and italicized texts do not register with all screen readers, and as a result and implied messages could be lost. Instead, use headers (styles like H1, H2) to organize content.

For more information, please visit www.boia.org/blog/best-fonts-to-use-for-website-accessibility.


Images


If using any images within your course design, please consider the following.


  • Images used to relay content and information (like graphs) should include a text alternative (alt-text.) Text alternatives/descriptions should be below the image. At a minimum, images should have a short description conveying the essential information presented in the picture.

  • Please avoid using unnecessary or decorative, blinking, flashing, images, or distracting features.

  • Avoid images with text overlay (text is on the picture) if possible. If they are necessary, a description must be below the image detailing precisely what the text overlay says.

For more information, please visit www.w3.org/WAI/tutorials/images.


Videos and Other Multimedia


If using videos in your courses, please consider the following:


  • All videos must have closed-captioning that has been checked for accuracy.

  • Closed-captioning should be synchronized with the video images and audio track of the video. Click here for a zoom tutorial.

  • Minimize blinking, flashing, or other distracting features in videos.
    • If videos have blinking, flashing, or other distracting features, the ability to pause the video is a necessity.


  • Consider attempting a document containing a transcript of any videos.

  • Avoid using autoplay features that start videos as soon as a webpage opens.

  • For synchronized zoom session: Record your session, enable transcribing, and share your recording with the transcript after the meeting. Visit Zooms' how to Transcribe Your Session Automatically.

For more information, please visit:
https://www.ada.gov/pcatoolkit/chap5toolkit.htm
https://www.boia.org/blog/checklist-for-creating-accessible-videos


Attached Documents and Files


  • All fonts and images within attachments should follow the previously mentioned guidelines.

  • Searchable ODF files are the best file format for text files. Searchable PDF makes it easier for screen readers to function.

  • If you are converting a Microsoft Word document to a PDF format, ensure the material is accessible. Please visit how to convert office products to PDF format to ensure accessibility. 

AdelaideX Big Data Micromasters Certificate

AdelaideX Big Data Micromasters Certificate will transfer in as a block of 9 credits to fulfill the Data Analytics Emphasis area for the MBA or MAM program. 


Must achieve 60% or higher on the comp exams for transfer to Doane University and 80% or higher on individual courses (or achieve an 80% or higher average on coursework). 


AdelaideX Main Page


AdelaideX Big Data Micromasters


 

After becoming eligible for VA benefits, do I have to do anything?

Chapters 30, 1606, and 1607 need to verify attendance each month via the WAVE system (Web Automated Verification of Enrollment).  Monthly payments are not dispersed until this is done.

Are my scholarships and other financial aid renewable?

Yes, provided you meet grade point averages and department requirements. For federal financial aid, students must make satisfactory academic progress toward a degree as described in the Doane University Catalog.


Federal financial aid is determined each year as described above. Funds may or may not be renewed based on eligibility and availability of funds at the time of application. 

Are participants required to stay for lunch?

Lunch is part of the workshop.  It will be followed by the keynote address and the awards.  All activities will end by 1:00.

Are there any requirements for federal aid?

There are some that must be met to receive federal aid. A student must be degree seeking, a U.S. citizen or eligible non-citizen, and must not be in default on a federal student loan, or owe a refund on a Federal Pell Grant, Federal SEOG, or TEACH, etc. A student must maintain satisfactory progress in his/her course of study and must register with the Selective Service, if required to do so. More information on these requirements, as well as students' rights and responsibilities, may be found in The Student Guide, published annually by the U.S. Department of Education. It is available in the Doane Financial Aid Office, the U.S. Department of Education web site, or by calling 1.800.4.FEDAID. The satisfactory progress policy is found in the Doane University Catalog and our Web site.

Are these courses graduate level?

Yes, all courses are taught at the graduate level and may be used as electives for the Master of Education in Curriculum and Instruction. Should a student wish to complete the Master of Education degree program, three additional courses are required after completion of the certification classes.

Arrival

Instructions


  1. If you are arriving by air, plan to arrive at the Lincoln, Nebraska airport. The airport code is LNK.

  2. Contact the Admissions office with your arrival information at least five days in advance of your arrival. Email Admissions at admissions@doane.edu

  3. Make sure to arrange transportation from the airport to campus. Doane University can have a student or employee pick you up, or you can contact OMALINK Transportation. Please note there is a fee for this service. (www.omalink.com or +1-402-475-5465)

  4. Follow the directions in your admission packet for check-in and orientation. Check-in with Student Leadership or Office of International Programs for additional information.

Timeline


  • Arrive at Doane University the Tuesday before classes begin.

  • International Student Pre-Orientation the Wednesday and Thursday before classes begin.

  • New Student Orientation on Friday.

  • Class begins the following Tuesday.

As a student, how much will I be expected to contribute?

The contribution from the student is based on the student's earnings from the previous year and any savings or investments the student has. A contribution from your income and assets will be assessed according to the federal aid formula.

Assess Student Learning

It is fairly easy to give small quizzes to hold students accountable or do spot-checks on their learning, and this might be ideal to keep students on track during class disruptions. Providing high-stakes tests online can be challenging, however; they place extra stress on students, and test integrity is difficult to ensure. If you know there is a date for resuming on-campus classes, consider delaying exams until you return. Work with CETL, Instructional Design, your Dean, Department Chair, Program Director to determine alternative assessments that work for your course. IDS is investigating proctored online testing tools for fully online courses but this will take time and community conversations.


General tips for assessing student learning during class disruption:


  • Embrace short quizzes: Short quizzes can be a great way to keep students engaged with course concepts, particularly if they are interspersed with small chunks of video lectures. Consider using very-low-stakes quizzes to give students practice at applying concepts—just enough points to hold them accountable, but not so many that the activity becomes all about points.

  • Move beyond simple facts: It is good to reinforce concepts through practice on a quiz, but generally it is best to move beyond factual answers that students can quickly lookup. Instead, write questions that prompt students to apply concepts to new scenarios, or ask them to identify the best of multiple correct answers.

  • Check for publishers' test banks: Look to see if your textbook publisher has question banks that can be loaded into Blackboard. Even if you don't use these questions for your exams, they can be useful for simple quizzes. Some textbooks also have their own online quizzing tools that can help keep students engaged with the material.

  • Update expectations for projects: Campus disruptions may limit students' access to resources they need to complete papers or other projects, and team projects may be harmed by a team's inability to meet. Be ready to change assignment expectations based on the limitations a crisis may impose. Possible options include allowing individual rather than group projects, having groups record presentations with Zoom, or adjusting the types of resources needed for research papers.

  • Consider alternate exams: Delivering a secure exam online can be difficult without a good deal of preparation and support, so consider giving open-book exams or other types of exams. They can be harder to grade, but you have fewer worries about test security.

Belief Statement for the Education Unit

Becoming a teacher and leader is emergent based upon the integration of theory and practice to develop knowledge, skill, and dispositions. 


We believe programs of quality: 


  • Promote learner-centered experiences and collaborative planning among the college teacher-educators, liberal arts faculty, K-12 practitioners and pre-service programs

  • Promote inquiry and reflectivity, and develop leadership to improve professional practice.

  • Provide a learning environment encouraging teachers to inquire into the context of learning and practice, act on beliefs, critique their own learning and teaching, and accept their research as an authentic and important means of improving practice. 

  • Facilitate curriculum and instruction honoring diversity in gender, ethnicity, culture, language, social class, and exceptionalities. 

  • Promote modeling as an essential aspect of effective teacher education. Faculty in teacher education will model excellent teaching as defined by current research, applied practice, and professional experience. 

  • Require engaging faculty in teaching authentic settings and utilize research for the direct purpose of enhancing educational practices. 

  • Offer opportunities for students to examine the moral purposes of education and put into practice a 0philosophy of learning and teaching that is inclusive, and based on a personal ethical platform. 

  • See change and innovation as an essential element in learning, teaching and leadership, and promote practices which value students, teachers and administrators as change agents in educational settings. 

  • Prepare teachers to work in, and contribute to society utilizing community resources and interacting with its constituency. 

  • Prepare teachers to advocate for students valuing self-determination and fairness, and believing in the right for all students to succeed. 

  • Promote the practice of leadership by providing opportunities for accepting different roles, becoming a leader in the school, community, and in engaging self-development. 

Benefits & When They Begin

Within your first three days of employment, your supervisor will inform you when and where you will meet with a member of the Human Resources team to go over your benefits package. 


You can check out an overview of Doane's employee benefits and benefit eligibility beforehand by visiting the Benefits page


If you are eligible for insurance benefits, the benefit will begin on the first of the month, following your first day of employment. Or, on the first day of the month, if you start work on the first. 

Benefits & When They Begin

Employee Benefits and Eligibility


For faculty contracts starting in August, your insurance benefits will begin on September 1st, with your first premium deducted from your August paycheck. 


For faculty contacts starting outside of August, your insurance benefits will begin on the 1st of the month, following your first contracted day of employment or on the first day of the month, if your contracted start of employment is on the first.


Visit the New Hire Checklist for more information on benefits enrollment.

Break Rooms & Tiger Bucks

If you would like to bring your meal or snack from home, there are break areas provided for employees, typically including a refrigerator, freezer, microwave, and table space. Ask your supervisor for details about the break room closest to you. 


If you work on the Crete campus, you can join in the student dining experience (during the academic year) visit the dining hall, or click here to sign up for the Tiger Bucks Program. This program provides 10% off OBC Grill and Lakeside Coffeehouse and in the dining hall, allows you to buy nine meals at a discount, and receive your tenth meal for free. 


There are snack and beverage vending machines available in some areas; check with your supervisor for the nearest location. There are also dining options available in the communities of each of our campus locations if you would like to leave campus for your meal break. 

Can a family's income be too high to be eligible for financial aid?

No. There is no automatic income cutoff. As stated previously, a number of factors are taken into account in determining financial need.

Can I access internet while on campus?

Wireless internet access is available campus wide.

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