Mixed Mode
Faculty
Information
Guide
Summer 2002
CyberCampus  Golden Gate University  536 Mission Street  San Francisco, CA 94105
1
1-888-874-CYBER  415-369-5250  fax: 415-227-4502
email: mailto:cybercampus@ggu.edu  http://cybercampus.ggu.edu/
Table of Contents
TABLE OF CONTENTS
WELCOME!
3
THE DEVELOPMENT PROCESS
4
MIXED MODE COURSE ELEMENTS
7
SYLLABUS PAGE
8
OUTLINE PAGE
15
SESSION PAGE
16
DISCUSSION AREA
20
MEETING WITH YOUR DESIGNER
22
COURSE DEVELOPMENT TIMELINE
24
QUALITY ASSURANCE
26
CYBERHELP
28
ADMINISTRATIVE SUPPORT
29
POLICIES
30
WRITING OBJECTIVES
32
CHAT FEATURE
34
GROUP WORK
36
GGU EMAIL ACCOUNT
37
© 2001 CyberCampus
1
Table of Contents
FORMATTING TEXT
38
CYBERCAMPUS STAFF
40
CYBERCAMPUS CONTACT INFORMATION
41
INSTRUCTOR & STUDENT RESOURCES
42
PUBLISHING COMPANIES
44
© 2001 CyberCampus
2
Welcome!
WELCOME!
Welcome to Golden Gate University’s CyberCampus! We are very glad you will be part
of this adventure. We look forward to working with you to develop your Mixed Mode
course. The Mixed Mode program is a wonderful opportunity for the University to offer
students another option for course delivery that provides the benefits of both traditional
classroom and online learning.
CyberCampus has been developing full online GGU courses since 1997 and Mixed
Mode courses for two trimesters, and we are excited about this relatively new format. In
this guide, we hope to share what we have learned from offering over 1000 courses for
GGU students. This guide outlines our Mixed Mode course development process for
the Prometheus platform, and gives you the information you need to develop a
successful course.
After you complete our two online courses for faculty (CCAcademy 101 and 201) and
attend classroom training, using the paper documentation and online resources, you
can develop courses that are solid both technically and pedagogically. Because
Prometheus includes many features for faculty use, you can develop your course more
easily and independently. Your CyberCampus Instructional Designer can help you
learn how to use the more advanced features of Prometheus. He or she will also be
your partner in developing a course that is pedagogically effective and enjoyable.
Because the online activities of a Mixed Mode course are documented in ways that are
impossible for entirely classroom-based courses, you will find different levels of
expectations, with a different level of support. Your dean, department chair, and
CyberCampus staff observe online course components to ensure that you facilitate the
course effectively. We provide several guidelines in this guide to ensure you face no
surprises and are aware of the resources you have to support your efforts. In brief, you
should respond to student communications within 24 hours, and actively participate in
and manage the online course, including posting items in the Discussion area during
online class sessions at least 3 times per week.
Instructors who regularly respond to student email and Discussion Board postings
receive the highest evaluations for their courses.
Because the Mixed Mode program is a relatively new format for GGU, CyberCampus
may ask instructors and students to fill out a survey during the trimester. This survey is
separate from the standard course evaluations that are conducted for all GGU courses.
Knowledge gathered from the survey will allow us to create better Mixed Mode courses
and instructor training in the future.
© 2001 CyberCampus
3
The Development Process
THE DEVELOPMENT PROCESS
The CyberCampus staff helps develop 90-120 courses each trimester. To make sure
you can take advantage of the time your designer has available for you, please follow
the guidelines below. Following these procedures helps make sure you and your
Designer can work together most effectively.
1. Read this guide.
This guide provides lots of useful information and can answer many of your
questions. Read it carefully before meeting with your Instructional Designer.
2. Take the online courses, CCAcademy 101 and 201.
CCAcademy 101 familiarizes you with the features and options available in the
course delivery system (called Prometheus) and gives you a student's perspective of
a course.
CCAcademy 201 builds on the skills you learned in CCAcademy 101 and gives you
a chance to practice with features of Prometheus available only to instructors.
3. Meet with your Instructional Designer.
CyberCampus assigns you an Instructional Designer. Consider your Designer a
partner; you are the content expert and provide years of classroom and/or
professional experience. Your Designer will:
 Ensure you understand and meet course requirements.

Help you establish your online course management techniques.

Provide technical training when needed.

Answer course development questions.
The most important role your Instructional Designer has is as your educational
consultant.
All CyberCampus Designers have completed graduate coursework in education
and/or have multiple years of experience in the education field. Your Designer has
advanced knowledge of applying adult learning theory and can help you generate
ideas, organize and lay out content, and create learning activities so that students
are more likely to meet learning objectives. Please use this valuable resource!
4. Write your course objectives.
Writing objectives can take considerable time. But, if you take the time to write
clear, specific objectives, the rest of your content will flow smoothly from them.
© 2001 CyberCampus
4
The Development Process
First, think about your students. Who are they? What do they already know? What
do they need or want to know? Next, think about the course's context. What are the
prerequisites? What will students take next? Armed with this information, define the
overarching goal for students taking your course. Very simply, you can just fill in the
blank: This student is taking my course in order to _________________________.
Consider the steps students must take to reach that goal. What skills, knowledge,
and attitudes must students possess? These steps become your objectives if you
make them active and specific.
Think about how you will evaluate whether students accomplish their mission for the
course. This leads to the initial planning of tests and other activities to confirm
learning.
See the section on Writing Objectives for more information.
5. Write your course content.
Compose your content in Microsoft Word. Don't worry about exact formatting.
Your content is based on your objectives. Put the objectives into a logical sequence.
Break the objectives into logical chunks if they encompass a large amount of
knowledge and skills. Decide what is a reasonable amount to learn in a week, then
divide your content into pieces sized for each week.
Decide which activities teach the objectives best. Also consider what other
resources provide the chance to practice with the new skills, knowledge, and
attitudes. Identify any additional information students need to meet the objectives.
Write text to bring together the reading, activities, etc. Review all your work to see
that it matches your original objectives.
And don’t forget tests! Look again at your objectives. Plan your tests so that they
mirror the objectives.
6. Attend technical training to learn the course delivery platform.
CyberCampus provides you with a combination of online training, classroom training,
and learning aids. Use any combination of these to make sure you can use the
course delivery platform with ease.
All new instructors are required to attend classroom training. Contact CyberHelp or
your Instructional Designer to sign up.
7. Put your content into your course.
After you complete the technical training, you can access the shell we made for your
course. The shell has built-in templates that match the required course elements.
Match your content to the various pages and text boxes available in the templates.
There is a place for everything; use the learning aids or online courses as a
reference to find what you need.
© 2001 CyberCampus
5
The Development Process
8. Contact the GGU Library to create a course resource page.
The Library helps you find Web sites and materials to support course content. They
will send you a list of links, organized by topic, or will create a Web page of course
resources. GGU’s accrediting agencies look for this information.
Contact Janice Carter at the GGU Library: (415) 442-7248 or jcarter@ggu.edu.
© 2001 CyberCampus
6
Mixed Mode Course Elements
MIXED MODE COURSE ELEMENTS
Every Mixed Mode course has the same basic structure. Each has four main parts and
each part has certain required elements. You may include additional elements if you
wish.
This consistency between courses benefits both students and instructors in that it helps
clarify expectations for what information can be found in which places. Consistency
means each course provides essential course information for students, students can
easily navigate individual courses, and instructors can quickly create successive
courses once they understand course elements. And course elements are flexible
enough that you still have room to be creative and express your own personality in your
courses.
Four Parts of a Course
(Each part is described in detail in the following pages.)
1. Syllabus
Similar to a syllabus you would hand out in class. The Syllabus gives students an
overview of the course including a course description, learning outcomes, grading
criteria, and other items you wish to include.
2. Outline
Weekly list of course sessions organized by date. The Outline provides a
convenient link to each Session page.
3. Session Pages
Contain the bulk of the course content. Most courses have one Session per week.
4. Discussion
Serves as a bulletin board for posting responses to the weekly discussion topic.
© 2001 CyberCampus
7
Syllabus Page
SYLLABUS PAGE
Whenever you and your students enter your course, the first page you will see is the
Syllabus page. This page provides the information you wish to make available about
the course.
The required elements for the Syllabus page cover the minimum amount of information
students need to make an informed decision about taking your course. Students who
know in advance what is expected of them throughout the trimester can balance their
course loads more effectively.
Required Elements

Course Number and Title (provided by CyberCampus)

Instructor Information (provided by CyberCampus)
Make sure CyberCampus has your correct name, title, and contact information.
Students need your email address, phone number, and office hours. (We
recommend using a separate email address for course communications; see the
section on GGU Email Accounts.)
You may want to provide CyberCampus with additional contact information such as
a second email address, work phone, or home phone to make communication with
your Designer as simple as possible.

Course Description
This brief paragraph (3 - 5 sentences) describes the topics the course will cover.
You can use the description from the GGU Bulletin.
Example:
This course provides an overview of the issues involved in bargaining and
administering organized labor contracts. You will examine three facets of
labor relations: history, labor relations in the public sector and application.
By the end of the course, you will be familiar with the scope of public
sector labor relations as a sub-discipline of public personnel management
and be able to apply the concepts developed in the course.
© 2001 CyberCampus
8
Syllabus Page

Course Objectives
Objectives, often called learning outcomes, describe what students will know or be
able to do by the end of the course. Write your objectives for your course before
writing any other content; your objectives will determine which lessons and learning
activities are appropriate for your course. Also, by matching the tests or quizzes to
the objectives, you ensure that your course stays on track.
See the section on Writing Objectives for more information.
Example:

By the end of this course, the successful student will be able to:

Create job aids, checklists, work flow charts and other assists that will
enable you to manage yourself, others, events and information in order
to improve your job effectiveness while reducing stress—yours and of
those working with you.

Identify your personal and managerial strengths, and how to use them
for greater impact within the work environment.

Learn the different ways top managers define problems and make
decisions in order for you to be more effective in your decision-making
responsibilities.

Describe and use appropriate techniques for influencing and motivating
others including employees, peer managers, and even bosses.

Learn and apply the concepts of managing effective team performance
including delegation and incentive management.
Prerequisites
List the courses the University requires students to take before they can enroll in
your course. Also, list any co-requisites.
If students will need special skills or tools to be successful in the course, such as
advanced knowledge of a software program, list this information here.
Example 1:
ENGL 1A and ENGL 1B, or consent of the Department Chair. Students
must have completed ENGL 1A and 1B with grades of C or better.
Example 2:
We will be using Microsoft Excel for the portfolio project. Proficiency
with and access to Excel are required for this course.
© 2001 CyberCampus
9
Syllabus Page

Required Texts
List all required texts, including the title, edition, author, publisher, and ISBN number.
List all required software, hardware, or technical needs. List any optional materials.
Example:
Textbook
The ColdFusion Web Application Construction Kit 4.0, 3rd edition by Ben
Forta, Que Publishing. ISBN0-7897-1809-X
Technical Needs
This class will require that you create Cold Fusion templates as text files,
upload them with your FTP program to your folder on the soem.ggu.edu
Web site, and test them with a browser. So you will need:
1. A computer with Internet access and sufficient memory and disk space.
(Please see instructions with the CD in the book for details.)
2. Notepad or WordPad for creating simple text files.
3. File Transfer Protocol (FTP) software.
Tip:

A digital picture of the text cover, sometimes available from the publisher,
can help students buy the correct text.
Course Activities
Explain the course structure, weekly assignments, course projects, etc. Tell
students:
 About in-person class session activities (lecture, group work, discussion of
case studies, experiments, etc.)
 About online class session activities (weekly readings, Web site reviews,
quizzes to reinforce learning, discussion topics, peer review of assignments,
etc.)
 About weekly assignments, the due dates, and how to submit them.
 About term projects, the due dates, and how to submit them.
 How many times you expect them to post to online class discussions.
© 2001 CyberCampus
10
Syllabus Page
Example:
This course meets in the classroom every other week, alternating in-person
sessions with online sessions.
Every Week
Students will have assigned readings from the text. This material may be
supplemented with articles available online. Students can take an optional
quiz online. The quiz will identify any areas needing review and is
recommended as preparation for exams.
In-Person Sessions
There will usually be a lecture reviewing the weekly reading and homework
assignments followed by small group activities.
Online Sessions
After completing weekly readings, students post to the discussion topic,
expressing their ideas, expanding on or contesting other students' postings
and answering any questions posed directly to them.
Homework
You will answer one short essay question each week (half page, single
space, 12 pt. font.) Turn in all homework over the Internet. Write your
solutions in Microsoft Word and SAVE. Then post to the course Files area.
All homework must be completed by the start of the following session (on
Wednesday) unless otherwise noted. Answers will be discussed at the next
in-person session.
Midterm
The midterm is the 7th week of class, online and open book. However, you
are not to discuss the test with classmates. The exam includes multiple
choice and short essay questions.
Final Project
You will write a 10-page research paper and present the paper in class the
last week. Select a topic and submit the idea to me for approval by Session
5. The topics should have some relationship to project management.
Citations (footnotes) are critical. Specific details are available in the course
Projects area.
© 2001 CyberCampus
11
Syllabus Page

Course Schedule
Let students know which class sessions meet online, which meet in person and what
assignments are due for each session. Specific information about assignment due
dates will help your course flow smoothly between in-person and online sessions
and reduce the possibility of student confusion.
Example:
This course meets in the classroom every other week, alternating in-person
sessions with online sessions. The first and last class sessions are inperson.
In-person sessions meet on Wednesdays. Online sessions start on
Wednesdays and end the following Tuesday.
All weekly assignments must be complete before the start of the next
session.
The schedule is as follows:
Session

Date
Meets
Assignments Due
1
Sept. 5
In Person
None
2
Sept. 12
Online
Read Ch. 1 & 2,
Study Questions 2-7
3
Sept. 19
In Person . . . (etc.)
Grading Policy
List the point value of assignments and activities, or the percentage of the final
grade each assignment or activity is worth, and give the grading scale. Include your
policies on late homework, position on quality writing, policy on attendance, or other
pertinent information.
© 2001 CyberCampus
12
Syllabus Page
Example:
Quality and timeliness will be used to judge all submissions. Please pay
particular attention to English language use; points may be deducted from
assignments containing improper use of English, typos, and misspellings.
Grades for late submissions will be reduced by 10% per week past due.
Grading will be based on the following:
 Participation
30%
 Midterm Exam 20%
 Final Exam
20%
 Case Studies
20%
 Term Paper
10%
Grading Scale:
 A 90 - 100%
 B 80 - 90%
 C 70 - 80%
 D 60 - 70%
 F below 60%
Tip:

Including participation as a substantial part of the final grade encourages
students to take part in the online discussions.
Instructor Bio
Tell your students about your education, experience and anything else you want
them to know.
Example:
Eric Johnson has BS (General Engineering) from U.S.M.A., West Point;
MS (Civil Engineering) from UC Berkeley; Master of Military Arts and
Sciences (International Relations), U.S. Army C&GS College and DBA
(Technology Management) from The George Washington University.
Public work experience includes overall management of all U.S. Army
Corps of Engineers projects in seven southwestern states, design and
construction of the Spaceport at Vandenberg AFB, and various port, harbor,
airfields, dam and other infrastructure projects.
After leaving the Army as a Brigadier General, Dr. Johnson's private sector
experience includes owning and managing an engineering firm, and owning
and operating a construction firm specializing in environmental cleanup.
© 2001 CyberCampus
13
Syllabus Page
Optional Elements

Faculty Photograph
If you do not have a digital photo, set an appointment for your Instructional Designer
to take your picture or have it taken when you attend technical training.

Academic Integrity
Example:

Course Communications
Example:

Students are required to be honest in their work. Cheating and plagiarism
(including copying the work of others and representing it as your own) are
serious offenses that may result in an F for the assignment and/or the class.
Please post course questions in the discussion area so all can share and learn
from the responses. Individual emails to the instructor should be kept to a
minimum unless students have private questions that can be answered only
by the instructor.
Other Information
Include any other elements you believe are helpful.
© 2001 CyberCampus
14
Outline Page
OUTLINE PAGE
The Outline lists all of your course sessions by date. The course shell includes the
Outline: One Session for each week of the course. You can change the defaults.
Minimum Requirements

Session Title
The default titles are "Session 1", "Session 2", etc. Change the titles to anything you
want. A number in each title helps students keep their place in the course.

Session Start Date
If your course start date is on Tuesday, each session start date will be on Tuesday.
You can change the start dates. For more than one session per week, add a
Session page and specify the start date. No two Session pages can start on the
same date.

Session Topic
Give each Session a short, descriptive topic. When students study for exams, the
topics will help them find the information they want to review.

Examples
One Session
Per Week:
Two Sessions
Per Week:
Tip:
Date
Session
Topic
Sep-11-01
Welcome
Course Introduction
Sep-12-01
Session 1
Project Management (in-person)
Sep-19-01
Session 2
System Management & Org. (online)
Sep-25-01
Session 3 . . . (etc.)
Date
Session
Topic
Sep-11-01
Module 0
Getting Started
Sep-12-01
Module 1a
Web Servers & Browsers (in-person)
Sep-14-01
Module 1b
CGI & Databases (online)
Sep-19-01
Module 2a . . . (etc.)
You decide which Sessions the students can access from the Outline
page. Some instructors “un-hide” one Session per week while others
display all Sessions from the start. We recommend starting with three
active Sessions and un-hiding one more each week. This keeps the class
together but allows a bit of flexibility for students to work ahead.
© 2001 CyberCampus
15
Session Page
SESSION PAGE
You must complete a Session page for each online and in-person class session. All
Session pages list the weekly Overview, Objectives, and Assignments. Online sessions
also have a Discussion topic and Lesson for the week.
Creating Session pages for all sessions ensures students know exactly what is
expected of them each week. It also helps create continuity between in-person and
online class sessions.
Minimum Required Elements for ALL Session Pages

Overview
A brief description (1-3 sentences) of the information covered in the session. The
Overview highlights the main topics and focuses students' attention on the material
to be learned.
Example:

In this session, we examine the increased consumerism in healthcare and its
effect on healthcare organizations. In addition, the session explores the
nature of strategic management, and introduces the concepts of strategy,
strategic planning and strategic management. As part of this discussion,
both the analytic and emergent models of strategic management are
presented.
Objectives
List 3-5 measurable learning objectives that the student should be able to meet
when finished with the session. Present the objectives from the student perspective.
See the section on Writing Objectives for more information.
Example:
Tip:
By the end of this session, the successful student will be able to:

Discuss the new role of the consumer in health care.

Define and differentiate "strategy," "strategic planning," and "strategic
management".

List and define the different strategic management models.
In your first class Session page, at the end of the Objectives, tell students
to use the objectives to test their knowledge. If they can't meet the
objectives after completing all session assignments, they should go back
and review the appropriate material.
© 2001 CyberCampus
16
Session Page

Assignment
List all reading assignments, written assignments and activities for the session.
Indicate how you prefer written assignments to be submitted (by email, turned in at
the next in-person session, uploaded in the course Files area, posted in the course
Discussions area, etc.)
Provide specific details. Anticipating questions will reduce the number of times you
need to repeat your instructions via emails and discussion postings.
Example:
Due by the START of this session (Session 2):
 Read "Consumerism in Health Care: New Voices", pp. 1-27, in the
Course Reader and Chapter 4 in the textbook.
 Answer questions 1-4 at the end of Chapter 4. Compose in Microsoft
Word, write a maximum of a half page, single-spaced for each answer.
Post in the Session 1 category in the course Files Area.
Due by the START of the next session (Session 3):
 Read Chapters 5 & 6 in the textbook.
 Review the Lesson: PowerPoint slides with lecture notes.
 Answer questions 3, 6 & 9 at the end of Chapter 5 and questions 2 & 8
at the end of Chapter 6. Compose in Microsoft Word, write a
maximum of a half page, single-spaced for each answer. Post in the
Session 2 category in the course Files Area.
 Email your term paper topic to me for approval. Send to
teacher@ggu.edu.
 After completing all reading and questions, post your thoughts on the
weekly discussion topic.
Tip:
If you list specific assignment due dates and give clear instructions on how
to submit assignments, you will avoid student confusion between online
and in-person class sessions.
Additional Required Elements for Online Session Pages

Discussion Assignment
Ask an open question or describe a situation for discussion. A complex question or
situation with many different aspects usually works well to stimulate interaction.
The Discussion helps students organize and connect their thoughts on the topics
covered in the session.
See the section on the Discussion Area for more information.
© 2001 CyberCampus
17
Session Page
Tip:
Example:
If your response is longer than 1 or 2 short paragraphs, write your
thoughts in a Microsoft Word document and then attach the file to your
posting. Encourage your students to do the same. A lot of text slows the
system down and requires others to do too much scrolling.
Post your answer in the discussion area under "Session 2: Weekly Topic".
Read your classmates' postings first and respond to or expand on their
thoughts. Refer to the reading when commenting. If your response is
longer than 1 or 2 short paragraphs, write your thoughts in a Microsoft
Word document and then attach the file to your posting.
As discussed in "Consumerism in Health Care: New Voices", consumers
may have a bigger impact on healthcare than ever before. Do you think the
impact will be positive or negative? Why?

Lesson
Give your interpretation of the subject and readings. This is where you include
information usually covered in the lecture portion of an in-person class. It gives you
the opportunity to tie all parts of the session together.
The Lesson is a good place to introduce case studies, offer Web links, and discuss
professional experiences relevant to the session topics. You can also include any
supplemental material such as PowerPoint presentations, graphics, charts,
interactive spreadsheets, etc.
The minimum length requirement for the Lesson is 300 words of text.
Example:
Communication Plans
My professional PR experience tells me that practitioners spend a majority
of work time creating communications plans. Those plans are evolutionary.
They continually change based on situational assessments and evaluation of
ongoing activities/tactics.
Four PR Steps
All four PR steps often over-lap. Thinking strategically, the
communications professional develops plans that consist of:
1. Fact-finding and data-gathering (Research)
2. Planning and programming (Plan)
3. Action and communications (Implement)
4. Evaluation (Evaluate)
Planning and coordination are required for everyone in an organization to
convey messages about the organization that are harmonious. Often, efforts
are designed to neutralize a potentially adverse predicament, for example a
hazardous vapor leak at a food processing plant.
(continued on next page)
© 2001 CyberCampus
18
Session Page
Tri Valley Example
Tri Valley Growers, a large California grower-owned agriculture
cooperative with 7,000 seasonal employees experienced this situation.
Their environmental policy, drafted internally, served as a model for food
industry peers. As part of the policy development process, management
and PR staff identified hazardous materials handling and worker safety as
potential public relations vulnerabilities.
Ultimately, employee training and education included appropriate event
notification to PR staff to prepare them to respond to possible media
inquiries. Concurrently, the PR staff established working relationships with
company plant and operations managers, regulatory agency PR staffs,
media, community leaders, and elected officials.
In other words, they did their research. Target audiences were identified
and processes were in place to communicate with the public. The PR staff
was established as knowledgeable company spokespeople. They also
understood that, as the area's largest employer, activities at Tri Valley were
always potentially big news in the regional media.
The plan proved worthwhile when a chlorine leak at a Modesto cannery
occurred, necessitating the halt of operations and evacuation of 650
workers. Notification procedures were followed, and the PR director
received an immediate report from the plant manager. Using a prepared
emergency information questionnaire, the PR director recorded status of the
event, cause, people and operations affected, regulatory agencies notified,
and the name and phone number of the plant contact.
As expected, the local newspaper, The Modesto Bee, called the PR director.
The director provided the emergency information and information on the
company's employee safety and health programs. A short paragraph
covered the event in the next day's paper. Company officials were pleased
and relieved that a negative public relations situation was neutralized.
Personal Observation
I feel it's easy to get good PR when working for a good company or project.
Public relations reflects and supports organizational management and
activities. If a communicator's personal or professional ethics are
continually compromised by the organization he or she works for, then a
decision must be made to find another employer. Otherwise, your
credibility will be compromised and you'll fail at representing the company.
Tip:
Break your lesson up into manageable chunks. In the above example,
subheadings are used. The subheadings help students find information
when they are reviewing material.
© 2001 CyberCampus
19
Discussion Area
DISCUSSION AREA
The Discussion simulates the classroom. Here the instructor and students interact by
reflecting, sharing, posting, questioning, etc.
Every online session must have a discussion posting assignment.
We expect instructors to respond to student communications within 24 hours.
Instructors who regularly respond to student email and discussion postings receive the
highest evaluations for their courses.
Two or three times a week, summarize students' arguments, then address significant
issues. This encourages students to continue going deeper into the subject, rather than
reiterating the same points as their classmates.
Tip:
Present the discussion topics so that the students will use different kinds
of thinking skills. Sometimes, ask students to use their analytical thinking
skills; at other times, ask the students to use their creative thinking skills.
Tip:
To organize your Discussion area, create a category for each week of the
course. Within these categories, create separate topics for the question of
the week, homework issues, and general comments. Create additional
categories as needed for projects and other activities.
Features

Web-based discussion area (with and between students).

Asynchronous environment (students can participate at any time).

Organized by instructor who creates the categories and topics.

Room to post another Lesson or Lesson follow-up.

Room to respond to student questions.

Allows file attachments and links to outside Web pages.

Room for private group conferencing.
© 2001 CyberCampus
20
Discussion Area
Building Community through the Discussion Area

Ask students to post their biographies in the Discussion area.

State Discussion protocol, for example: "When you finish each session, go to the
Discussion area. Read all postings first and then post your comments and discuss
your relevant experience."

Ask students to share professional stories.

Ask students how they can apply learning to their own jobs.

Give class members responsibility to help conduct the class. Students can share
their specific technical expertise.

Establish a discussion topic called "Student Lounge" where students can talk about
things other than the course.

Ask students to discuss what they hope to get out of the course.

Establish discussion groups on specific topics.

Keep learners informed of follow-up courses.

Encourage and welcome students' questions.

Establish an alumni association and/or informational job openings discussion topic.
Tip:
To avoid being "timed out" and losing your work while composing a long
posting, write your message in Microsoft Word, save your work to your
hard drive, and then copy/paste the posting to the Discussion area or
attach the document as a file.
To learn more about the Discussion area, try the online course CCAcademy
121: Facilitating Discussions. To sign up for the course, send an email to
cyberhelp@ggu.edu and they will send you further information.
© 2001 CyberCampus
21
Meeting with your Designer
MEETING WITH YOUR DESIGNER
Your Instructional Designer's goal is to ensure you and your students succeed. Your
Designer is your partner in the development of your course and is a great resource for
questions about learning theory, course organization, course management, technical
tips and tricks, etc.
Come prepared to your first meeting. Read this guide, thinking about your course as
you go. Take notes and write down ideas. Bring any questions you may have or
material you want your Designer to review.
Note: If you live outside the Bay Area, talk with your Designer about meeting
options.
At the Meeting:

Establish a relationship with your Instructional Designer.

Note the CyberCampus support structure (main contacts, CyberHelp).

Give your Designer your contact information.

Review timeline and deadlines for course development.

Review technical skills including use of browsers, email, file organization, etc.

Learn the basics of CyberPedagogy from your Designer.

Review the content required for the Outline, Syllabus, Session pages, and
Discussion area.

Think about which sessions will be online and which will meet in person.

Talk about using technology as a tool for online activities that will reinforce student
learning.

Review use of the Discussion area, and Chat and Group features.

Discuss course management issues such as tracking student participation,
contacting unmotivated learners, receiving assignments from students, etc.

Give your Designer your textbook information and discuss any special software or
hardware requirements for students.
After your first meeting, you will continue to consult with your Designer through email,
phone conversations, and/or additional meetings.
© 2001 CyberCampus
22
Meeting with your Designer
Review of Material
Your Instructional Designer will review your course material so that you can get rich
feedback on whether it meets the various standards. It usually works best to develop
your material as a Microsoft Word document with headings to match the pages and
elements included. Then the Designer can readily see how you plan for the elements to
fit together. This document also gives you a backup in case some terrible disaster
strikes.
Send the information as an email attachment. When Designers review material, they
usually prefer to engage in a dialog with the Instructors to make sure the students are
being served most effectively. You work iteratively to improve the material with the best
of the thinking of both you and the Designer.
After you agree that the course meets standards, you can proceed with loading the
material into the course platform. We provide several options for you to get the
technical training you need to work with the platform easily and choose the best of the
possibilities for positioning your content to the students’ advantage.
© 2001 CyberCampus
23
Course Development Timeline
COURSE DEVELOPMENT TIMELINE
Deadlines
Deadlines are in place so your course will be ready for students. Deadlines are
necessary to provide time to review materials and handle last minute details. The
Instructional Designers are assigned between 15 and 20 courses, and deadlines allow
them to balance their course load and complete courses on time.
If you anticipate any difficulties with a deadline, tell your Designer as soon as you can.
Communication is critical to the development process.
Timeline
ACTIVITY.
DATE
COMMENT.
MILESTONE.
2/27 - 3/21
Meet with your Designer, write objectives, write tests or other
measures of learning, organize content, and consider activities.
Prepare information for the Syllabus. Prepare content for the first 1/3
of the course.
2/27 - 3/21
Take CCAcademy 101. This one-hour online course is required for
those new to CyberCampus' Prometheus platform. It is open to those
who taught previously.
3/11
Complete content for Spring 02. Remember that stipends for
course development depend on an assessment of the completed
course. IDs will not sign off on an incomplete course. Do not expect
exceptions.
3/11- 3/21
Take classroom training. This is required for those new to
CyberCampus' Prometheus platform. This is open to those who want
in-person practice with Prometheus.
3/25
ALL COURSES: Give Syllabus information to the ID. Registration
begins. The ID will confirm that the Syllabus is complete and
objectives are specific, clear, and measurable.
3/25
NEW COURSES / MAJOR OR MEDIUM REVISIONS: Give content
for the first 1/3 of the course to the Instructional Designer. The ID will
confirm that the required elements are present, check the objectives,
and offer suggestions to improve instructional and technological
soundness.
Make revisions and begin loading the content in the platform. The ID
and CyberHelp will answer questions and teach how to load the
content.
(continued on next page)
© 2001 CyberCampus
24
Course Development Timeline
4/8
NEW COURSES / MAJOR OR MEDIUM REVISIONS: Give content
for the last 2/3 of the course to the ID. The ID will confirm that the
required elements are present, check the objectives, and offer
suggestions to improve instructional and technological soundness.
Make revisions and begin loading the content in the platform. The ID
will answer questions and teach how to load the content.
4/8
FULLY ONLINE COURSES ONLY: Submit instructions for
Supervised Exam.
http://www-coldfusion.ggu.edu/cfdocs/prj/cc/supexm01.cfm If you
miss this deadline, you may have to delay the exam because
students have not had proper time to get approval of proctors,
locations, etc. Do not expect exceptions.
4 weeks
before dates
on exam
instructions
FULLY ONLINE COURSES ONLY: Submit hard copies of the
Supervised Exam to CyberCampus. Supply one copy per student
plus 5 extras. Logistics require at least a four-week lead-time. Do not
expect exceptions.
4/8 - 4/12
Classroom training for instructors of web-enhanced courses.
4/15
FULLY ONLINE COURSES ONLY: Submit all handouts and other
course materials, which you want CyberCampus to mail to students.
If you miss this deadline, students may not get materials on time.
4/22
Spring 02 courses end. Students do not have access to Spring 02
courses after this date.
4/22
ALL COURSES: Complete loading Summer 02 course content.
Stipends for development depend on the assessment of the
completed course. The ID will not sign off until the course is
complete. Do not expect exceptions.
4/23
Prometheus software updated from v4.1 to v5.0.
4/24 – 5/2
Make a final review of your course as it looks with the updated
software.
Take CCAcademy 210 and practice the new discussion area. This
online course is required for those new to CyberCampus' Prometheus
platform. For those who taught previously, the course highlights the
differences between Prometheus v4.1 and v5.0.
5/2
Open Discussion area with at least a Welcome topic.
5/3
Students loaded into courses.
5/6
Check the course. Open Discussion Topic for Session 1. School
begins.
© 2001 CyberCampus
25
Quality Assurance
QUALITY ASSURANCE
The GGU Deans are responsible for overseeing and ensuring that courses meet or
exceed all minimum quality standards of WASC, GGU, and CyberCampus. Quality
assurance standards include the following:
1. All recommended standards set by the Quality Assurance Task Force apply to
the CyberCampus environment. These include:
a. adequate participation of full-time faculty
b. current curriculum guidance and ongoing program reviews
c. mentoring of new faculty in the program
d. advising
e. virtual classroom visits
f. student evaluations
g. faculty orientations
These procedures have been adapted to the cyber environment.
2. All guidelines published in the Guiding Principles for Distance Learning in a
Learning Society (1996) by the American Council on apply to the CyberCampus
programs.
3. CyberCampus instructors maintain normal office hours when they are available
to students in person and by phone, fax, and real time email. Instructors post
these office hours electronically for all CyberCampus students.
4. Faculty and/or their teaching assistants respond to inquiries or comments from
current students in online classes within 24 hours or by the end of the next
working day, whichever is later.
5. Instructors provide feedback regarding student performance on exams and
quizzes within ten working days, but need not return the actual exam.
6. All fully online courses have one supervised exam. (See section on Supervised
Exams for instructions). CyberCampus administers the proctoring of exams and
student evaluations.
7. Students are asked to evaluate every course. In addition, they are asked to
evaluate, five weeks into the course, every course meeting one of the following
criteria:
a. The course is new to CyberCampus
b. The instructor is new to CyberCampus
c. The instructor is new to the course
© 2001 CyberCampus
26
Quality Assurance
8. To meet the American Council of Education Guiding Principles and WASC
Standards four and six about effective learner support in library and information
services, all CyberCampus faculty meet with library support staff. The library
support staff help faculty with resources available online and text materials that
can be mailed to students. All CyberCampus faculty incorporate the library and
information standard into their course where applicable. This may include
support Web sites, library database articles, etc.
9. CyberCampus creates model courses and helps faculty in following them, to help
assure compliance with all of the quality standards described here. Faculty, with
agreement of CyberCampus staff, may diverge from this model for sound
pedagogical reasons. The CyberCampus dean must approve divergence from
the standard model.
10. Academic reviews occur both through the current academic structures and
procedures as well as through systematic, ongoing collection of data and
analysis. CyberCampus will prepare yearly reports assessing the CyberCampus
program both qualitatively and quantitatively.
© 2001 CyberCampus
27
CyberHelp
CYBERHELP
If you or your students experience technical difficulties or need assistance following one
of the Step-by Step Technical Guides, contact CyberHelp for assistance.
When sending an email or leaving a message, make sure you include:

your full name

whether you use a PC or a Mac

whether you use Internet Explorer, Netscape Navigator or AOL

any error messages you received

exactly what you were doing when you experienced difficulties
Hours
Monday - Friday, 9am - 5pm PST
Saturday & Sunday, 10am - 4pm PST
(The first two weeks of the trimester, weekday hours are extended until 7pm.)
Phone
Local: (415) 369-5251
Toll Free: (888) 874-2923
Email
cyberhelp@ggu.edu
© 2001 CyberCampus
28
Administrative Support
ADMINISTRATIVE SUPPORT
The CyberCampus staff performs the following support services for all instructors
teaching CyberCampus courses:
Student Access for Courses
CyberCampus provides all registered students clear instructions on how to access
CyberCampus courses, and also provides administrative and HelpDesk support for
those who encounter problems with this process.
Students obtain course access by going to the CyberCampus Web site at
http://cybercampus.ggu.edu and clicking the Course Entrance button. The page
instructs students to enter their email address, which references their student account,
and their course login information is then sent to that email address.
Registration data for all students is imported from the GGU registration system,
Colleague, to the CyberCampus course delivery platform nightly.
Course Rosters
CyberCampus’ Web-based course delivery platform allows instructors to view rosters
(including email addresses) of students in their courses. To see the course roster, login
to your course and click the Messages button.
Instructors can also request a printed roster from the Colleague database by contacting
the academic coordinator in their department or school.
© 2001 CyberCampus
29
Policies
POLICIES
Instructor Compensation for Course Creation
Instructors who are asked by their chair or dean to create a new Cyber or Mixed Mode
Course in cooperation with CyberCampus staff are paid a stipend of $2500. Instructors
eligible for this stipend receive a contract from CyberCampus at the beginning of the
development period. (Contracts for instructing a Cyber or Mixed Mode Course are
issued by the appropriate school or department.) Stipends are paid once the course’s
design has met Quality Assurance standards in the collective judgment of the instructor,
the department chair, and the Instructional Designer assigned to the course. Once
course design and development is complete, your Instructional Designer will request
that CyberCampus process your payment paperwork.
Course Revisions
Under certain circumstances, instructors receive a contract for making major revisions
on a previously developed Cyber or Mixed Mode Course. The instructor, the
department chair or dean, and the dean of CyberCampus must approve course
revisions in advance. Compensation for such revisions will not exceed $1250
depending on the amount of work involved.
All Revisions: CyberCampus instructors may make minor revisions to the
CyberCourses they teach, and are expected to make necessary revisions (as they
would for an in-person class) to keep their courses current. However, major revisions to
any existing Cyber or Mixed Mode Course must be approved in advance by the
appropriate dean or department chair and the CyberCampus dean.
Guests in Courses
CyberCampus instructors may have access to any active CyberCampus course. If an
instructor or a guest wishes to visit a CyberCampus course, he or she must first-- as a
matter of professional courtesy-- obtain permission from the instructor of the course.
"Guest" is defined as anyone other than current CyberCampus instructors, department
chairs, deans, and CyberCampus staff. Department chairs and deans are given
automatic access to the courses in their department. Instructors can view a list of those
enrolled in their course at any time by entering their course, clicking the Utilities button,
and then clicking the Student Panel button.
© 2001 CyberCampus
30
Policies
Incomplete Grades
In accordance with the Golden Gate University Policy for incomplete grades:
“Students may request an instructor to assign a grade of I (Incomplete) for
a course provided the student has been passing the course but is unable
to complete the remaining course work for unforeseen but fully justifiable
circumstances. An Incomplete will not be assigned to a student who has
not completed most of the course work.
The course work must be completed by the date set by the instructor, and
before the end of the trimester immediately following the trimester the
incomplete was assigned. If a student elects to retake the same course in
a subsequent trimester, the incomplete grade does not waive registration,
tuition or fees.”
© 2001 CyberCampus
31
Writing Objectives
WRITING OBJECTIVES
Take the time to write clear, specific objectives. If you do, you will find that decisions
about what content to include are much easier.
Include an Action Verb
Use strong action verbs in your objectives. Objectives specify observable and
measurable student behavior. Avoid using vague terms like know and understand.
How do you observe someone knowing or understanding?
Action Verbs:
list, explain, compare, identify, describe, complete, locate, label, pick,
create, calculate, analyze, recommend, evaluate, choose, select, define
Use the Student Perspective
Always write your final objectives from the student perspective. Students want to know
what they will be able to do, not what you are going to teach!
Consider a class on politics where you will discuss the differences between Republicans
and Democrats:
Rather Than:
Students will learn the differences between Democrats and Republicans.
Write:
By the end of the session, students will be able to list the differences
between Republicans and Democrats.
Test Your Objectives
How do you know if your objectives are acceptable? A good objective can easily be
turned into a test question. The example above suggests this question: List 3-5
differences between Republicans and Democrats.
What Can Objectives Do for Me?
Objectives are the acid test for your content. Once you have written them, you can
decide on appropriate reading assignments, lectures, activities, and supplementary
material that will help students meet the objectives. Writing objectives well and making
the content support your objectives almost ensures a course that is instructionally
sound.
To learn more about Objectives, try the online course CCAcademy 141:
Course Development – Behavior based Objectives. To sign up for the
course, send an email to cyberhelp@ggu.edu and they will send you further
information.
© 2001 CyberCampus
32
Writing Objectives
Example 1:
Objective:
The student will be able to evaluate 5 product-costing systems: job-order,
process, activity-based, JIT, and hybrid, and choose the best system for a
company.
Activities:

Give students examples of each type of system.

Identify features, benefits, and disadvantages of each type of system.

Describe ways that a "hybrid" system incorporates aspects of other
systems. Create examples.

Read case studies and identify which system the companies are using.
Supplements:
charts, tables, graphs of various systems, vocabulary list, formulas used to
derive comparisons
Test Item:
Given data about 5 sample product-costing systems, compare and contrast
the systems and recommend your top choice.
Example 2:
Objective:
The student will be able to review and identify how the societal, cultural
and global political conditions of the 1960's and 70's significantly impacted
contemporary artists and the arts.
Activities:

Provide a broad instructional overview of this content in the online
Lesson.

Visit Web sites that focus on historical events of the '60s and '70s.

Provide a PowerPoint presentation of different categories of art from
the '60s and '70s.

Review timelines (see Supplements below) and have students choose
three historical events they feel made the greatest impact on Arts &
Culture and their resulting contemporary influences. Discuss choices
in the Discussion area.
Supplements:
Test Item:
© 2001 CyberCampus
Create two historical timelines including links to relevant educational
graphics, for the student to review and compare.

One timeline lists general historical events of the '60s and '70s. Each
event is categorized as impacting technology, humanity, history, or
music.

The second timeline lists historical art events that occurred in the '60s
and '70s.
Compare/contrast three significant art events from each decade to the art
that is being created today in the same genre.
33
Chat Feature
CHAT FEATURE
The Chat feature in Prometheus allows you to interact with students synchronously (in
real time.) Using this feature, you can hold virtual office hours, present slides and audio
lectures while your students type responses, host special guests, discuss a Web site
without needing to set up a computer in your physical classroom, and provide student
project groups with virtual meeting rooms where they can discuss projects.
Requiring Chat Participation
With the Chat feature, you can require students to log in for an online session at a
specific time. Because your in-person class sessions have a specific meeting day and
time, you can choose to hold online sessions during the same time slot. Students
"attend class" together without leaving their home or computer. This is different from
completely online courses where the importance of anytime, anywhere learning is
stressed and students are never required to participate in a synchronous event.
Interactive Lecture Examples

Participatory Lecture
Students share opinions and ideas, and the instructor responds by classifying,
evaluating, and/or generating other questions.

Role-Play
Stage a role-play. Assign characters to students and let them play out their roles.
Then you can lead a discussion of major points.

Demonstration
Demonstrate a technique or procedure with discussion and encourage learner
participation.

Team Quiz
Each team works together to answer quiz questions, trying to find the answer before
the other teams.

Cooperative Lecture
A design where different teams are responsible for teaching the class. They have to
learn it to teach it.

Job Aid Lecture
Use a job aid and focus on the key points.
© 2001 CyberCampus
34
Chat Feature

Structured Debate
First, describe issues to the participants. Then assign a position to participants that
is the opposite of their view. Each team prepares points in support of their assigned
view. They may interview people who share that view. Then a captain can
represent the team’s viewpoint. End the activity with a discussion of issues.

Cartoon, Movie, Paper or Book Lecture
Use one of these to represent a point or points in your course. Have the students
explain its relevance to the session and its objectives.

Problem-Centered Lecture
A case study or group discussion.

Life Stories
The instructor and students share a personal or professional example.
Tip:
Modify these examples for use in the regular, asynchronous Discussion area.
© 2001 CyberCampus
35
Group Work
GROUP WORK
You can create a special section in your course where groups can work apart from the
rest of the students in the course. You can form your class into groups for tasks, labs,
or projects.
The Group area makes communication simple. Group members can share files with
each other that only they and the instructor can see. You can send emails and post
announcements to specific groups. The Chat area offers space for groups to work
together synchronously. These features enable students to work on assignments
together without always having to meet in person.
Prometheus can randomly generate groups for you or you can assign students to
groups.
© 2001 CyberCampus
36
GGU Email Account
GGU EMAIL ACCOUNT
CyberCampus recommends acquiring a GGU email account if you do not already have
one. A GGU email account will enable you to:

Separate course communications from your personal and/or work emails.

Access your email anywhere you can access the Internet.

Receive general GGU informational emails sent to the whole campus.
Your Instructional Designer can request a GGU email account for you. Once you
receive the account, any problems should be reported to the GGU HelpDesk (not the
CyberCampus HelpDesk) at 415-442-7070 or help@ggu.edu.
If you already have a GGU email account and want a second account, you can sign up
for a free account that is accessible over the Internet from www.hotmail.com or
www.yahoo.com.
© 2001 CyberCampus
37
Formatting Text
FORMATTING TEXT
The Prometheus platform has a built in WYSIWYG (What You See Is What You Get)
editor to help you format your text. However, this editor works only in Internet Explorer
on a PC. If you do not use IE on a PC, you can still format your text with HTML.
HTML Hints
In order to make words bold, change text color, create a bulleted list, etc. use HTML
tags. An HTML tag is a type of programming code that lies between the "greater than"
and "less than" signs on the keyboard.
For example, the following HTML code indicates that you want something to be in bold:
<b>. When you want to turn the bold off, you add a slash before the alphanumeric
character like this: </b>. When your browser finds the <b> and the </b> tags, it will
make all the text between the tags bold.
Here are some examples:
If you want:
You type:
This is a bold word.
This is a <b>bold</b> word.
This is an italic word.
This is an <i>italic</i> word.
These are bold and italic words.
These are <b><i>bold and italic</i></b> words.
The word apple is red.
The word <font color="red">apple</font> is red.
(Other colors that work are green, blue, indigo, orange,
violet, pink, and purple.)
Following is a bulleted list:
Following is a bulleted list:
<ul>
<li>This is the first bullet.</li>
<li>This is the second bullet.</li>
</ul>
This is no longer bulleted.
This is a link to
<a href="http://www.yahoo.com">Yahoo</a>.

This is the first bullet.
 This is the second bullet.
This is no longer bulleted.
This is a link to Yahoo.
Under this is a horizontal line.
_________________________
Above this is a horizontal line.
Under this is a horizontal line.
<hr>
Above this is a horizontal line.
(continued on next page)
© 2001 CyberCampus
38
Formatting Text
If you want:
You type:
This is the first paragraph.
<p>This is the first paragraph.</p>
<p>This is the second paragraph</p>
<p>This is the third paragraph. Notice there is a
blank line between each one.</p>
This is the second paragraph.
This is the third paragraph. Notice
there is a blank line between each
one.
I want to start
every four words on
a new line just
below the previous one.
Then I want to start a new
paragraph.
Regular sized text.
Larger text
Smaller text
© 2001 CyberCampus
<p>I want to start<br>
every four words on<br>
a new line just<br>
below the previous one.</p>
<p>Then I want to start a new paragraph.</p>
Regular sized text.
<font size="+3">Larger text</font>
<font size="-2">Smaller text</font>
39
CyberCampus Staff
CYBERCAMPUS STAFF
NAME
PHONE
EMAIL
Marvin Weinbaum
CyberDean
(415) 369-5260
mweinbaum@ggu.edu
Alan Roper
Senior Program Administrator
(415) 369-5263
aroper@ggu.edu
Luisa Lemus-Jimenez
Program Administrator
(415) 369-5269
llemus@ggu.edu
Shamica Jackson
Program Coordinator
(415) 369-5265
sjackson@ggu.edu
Bernadette Cordova
Academic Coordinator
(415) 369-5261
bcordova@ggu.edu
Liana Jussupova
Lead Student Assistant
(415) 369-5250
ljussupova@ggu.edu
Trish Ross
Manager of Instructional Design
(415) 369-5272
pross@ggu.edu
Linda Mahnken
Senior Instructional Designer
(415) 369-5273
lmahnken@ggu.edu
Kate Burns
Instructional Designer
(415) 369-5275
kburns@ggu.edu
Kim Barber
Instructional Designer
(415) 369-5271
kbarber@ggu.edu
Katie Laubengayer
Instructional Designer
(415) 369-5274
klaubengayer@ggu.edu
Tom Howell
Instructional Designer
(415) 369-5267
thowell@ggu.edu
Rodney Tom
Instructional Designer
(415) 369-5266
rtom@ggu.edu
Lilly Cho
Instructional Designer
(415) 369-5277
lcho@ggu.edu
Nakul Chaturvedi
Assistant Web Developer
(415) 369-5254
nchaturvedi@ggu.edu
Shetal Bengali
Assistant Web Developer
(415) 369-5252
sbengali@ggu.edu
Jarinya Sorchom
Assistant Web Developer
(415) 369-5251
jsorchom@ggu.edu
Administrative Team
Course Consultants
© 2001 CyberCampus
40
CyberCampus Contact Information
CYBERCAMPUS CONTACT INFORMATION
Department / Issue
Contact Number
Admissions Requirements
415-442-7800
Registration - Phone
415-442-7222
Online Registration
Contact Person: Luisa Lemus-Jimenez
415-369-5269
(Available only for students registering for at least one
CyberCampus course.)
Financial Aid
415-442-7270
Advising
Contact Person: Alan Roper
415-369-5263
1-888-874-2923 ext. 4
cyberadvise@ggu.edu
(For students who are only registering for CyberCampus.
Other students must see their campus advisors.)
CyberCampus - General Questions
415-369-5250
cybercampus@ggu.edu
CyberCampus Development Lab
415-369-5251
Proctored Exams
Contact Person: Shamica Jackson
415-369-5265
1-888-874-2923
Help & Technical Assistance
Mon. - Fri.: 9am - 5pm
Sat. - Sun.: 10am - 4pm (voice-mail and email only)
415-369-5251 (7 days)
1-888-874-2923 (7 days)
cyberhelp@ggu.edu (7 days)
(Note: first 2 weeks of the trimester, weekday hours
extended to 7pm.)
User Name and Password Questions
© 2001 CyberCampus
415-369-5250 (weekdays)
415-369-5251 (7 days)
1-888-874-2923 (7 days)
cyberhelp@ggu.edu (7 days)
41
Instructor & Student Resources
INSTRUCTOR & STUDENT RESOURCES
CyberCampus Home Page
http://cybercampus.ggu.edu
The general information or “marketing” site for CyberCampus. Our Web site includes a
link to the demo course, the trimester schedule, access to your courses, information
about online degrees, etc.
Course Access
For course access, go to the CyberCampus home page (http://cybercampus.ggu.edu)
and click on the Course Entrance button. Type your user name and password and click
the login button. The Portal page appears with your courses listed at the top left of the
screen.
If you forget your password, or have never received a password, click the Send My
Password Link.
Step-by-Step Prometheus Guides (for instructors only)
Instructors can download and print step-by-step technical guides that offer detailed
instructions for creating, editing and communicating in a course.
To access the Guides, go to http://cybercourses.ggu.edu/prometheus/guides.html.
CCAcademy (for instructors only)
CyberCampus Academy offers several online and in-person courses in the areas of
pedagogy, course management and technology skills. For more information on these
courses, please email cyberhelp@ggu.edu.
© 2001 CyberCampus
42
Instructor & Student Resources
Portal Page
Several useful links are listed on your Portal page on the right side of the screen. They
include:

GGU Home Page
http://www.ggu.edu/
The Golden Gate University home page.

Bookstore
http://shop.efollett.com/htmlroot/storehome/goldengateuniversity690.html
Order textbooks online through eFollett, GGU's official online bookstore.

Step-by-Step Student Guide
http://cybercourses.ggu.edu/prometheus/students/guides.html
Students can download and print this Step-by-Step Guide that helps them navigate
and work successfully in their courses.

CyberHelp
http://cybercourses.ggu.edu/cyberhelp/CyberHelp/CyberHelpStFinal.html
The CyberHelp page has contact information, trouble-shooting tips, and answers to
frequently asked questions.

Online Writing Lab (OWL)
http://cybercourses.ggu.edu/OWL_site/OWL.html
The OWL offers online writing assistance to GGU students via email. OWL tutors
provide feedback and point to specific problems in a student's work, guiding students
through the writing process.

GGU Libraries
http://www.ggu.edu/library/home.html
Information for all of GGU's libraries.

GGU Library Resources
http://internet.ggu.edu/university_library/subj.html
GGU Library resources listed by subject including on-line databases, CD-ROM
databases, and Web sites.

Web Research Manual
http://internet.ggu.edu/university_library/ustudy/
GGU Library's guide to performing effective research.
© 2001 CyberCampus
43
Publishing Companies
PUBLISHING COMPANIES
Addison-Wesley Longman
Jossey-Bass Publishers
http://www2.awl.com/corp/
http://www.jbp.com/
CyberText Publishing
Macmillan
http://www.cybertext.com/
http://www.macmillan.com/
HarperCollins Publishers
The McGraw-Hill Companies
http://www.harpercollins.com/
http://www.mcgraw-hill.com/
Harcourt Brace College
Publishers
O’Reilly and Associates
http://www.ora.com/
http://www.hbcollege.com/
Pearson Custom Publishing
Houghton Mifflin Company
http://www.ssnewslink.com/
http://www.hmco.com/
Prentice-Hall
IDG Books
http://www.prenhall.com/
http://www.idg.com/
John Wiley & Sons, Publishers
Prentice-Hall Companion Website
Gallery
http://www.wiley.com/
http://www.prenhall.com/pubguide/
© 2001 CyberCampus
44