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At George Brown, our faculty members are entrusted with key responsibilities, including adhering to course outlines that define learning outcomes and assessment criteria, incorporating accessible media to foster inclusivity, upholding academic integrity, and delivering timely and constructive feedback to students. For new contract faculty, it's crucial to acquaint yourself with the following policies before embarking on your teaching journey as these policies lay the foundation for successful teaching experiences and ensure alignment with our institution's standards of excellence.

Course Outlines

At George Brown course outlines must be prepared using the college-approved template and posted in an accessible format in accordance with Accessibility for Ontarians with Disabilities Act (AODA) requirements. Course outlines are reviewed and approved, at a minimum, on an annual basis by the relevant academic administrator or designate.

At the beginning of each course, an approved course outline must be provided to each student via the Learning Management System (LMS). In support of the college’s sustainability plan, the preferred method for distributing course outlines is via email or Brightspace, with hard copies reserved for special circumstances or students who require accommodations.

For more information about the course outline critical components read the Course Outline Policy.  

Once outlines have been revised by faculty and approved by the relevant Associate Dean or Director, they can be obtained here Course Outlines Search. If the course outline you require is not available through this service, please contact the school providing the program.

Accessible Learning & Media

The Accessible Learning Policy establishes guidelines to ensure learning accessibility and foster social inclusion for students with disabilities enrolled in or applying for academic programs at George Brown College. Faculty members are responsible for implementing classroom accommodations as outlined in the accommodation plan and should seek support from Accessible Learning Services if any questions arise. You can view accommodation plans for your course(s) that have been assigned to your students on STU-VIEW.  

In accordance with the Accessible Media Policy, all audio-visual media and print materials purchased, produced, or used by employees must be available in an accessible format. For example, all audio-visual media and recordings must feature closed captioning, described video, transcripts, or real-time captioning to ensure accessibility. Additionally, all print materials must be available in an accessible OCR electronic format that is compatible with adaptive technology. This encompasses textbooks, course packs, course outlines, reading lists, assignments, articles, tests, examinations, notes, and any other handouts, or materials distributed or assigned to students. 

Academic Integrity

George Brown College is committed to the highest standards of academic integrity. Students, individually and in groups, are responsible for demonstrating behaviour that is honest and ethical in their academic work. Forms of academic integrity ( ) and informal and formal resolution steps are outlined in the George Brown College Academic Integrity Policy.

The Academic Integrity Breach Reporting Portal was designed in concert with the College’s Academic Integrity Policy. The intention of this portal is to provide faculty with a quick and easy electronic method to report on and track student breaches of academic integrity in the courses they teach.

If you find that a student has acted in a manner that breaches academic integrity, speak to the student about the breach as part of an informal resolution process. Visit Academic Integrity | George Brown College for more information.

Feedback & Grading

Giving Students Feedback: Giving students effective feedback is an important teaching strategy and a vital part of the on-going conversation instructors have with learners. The Office of Academic Excellence has created this online module which examines the barriers, myths and misconceptions associated with feedback while providing effective tips and tools to try out in your classroom!

To learn more, visit Giving Students Feedback.  

Grading Student Work: Grades can be critically important for students at the same time grading students’ work is a challenging, complex and time-consuming process for faculty. The Office of Academic Excellence has created this online guide provides an overview of the process with tips and tools to make it a less daunting task and ensure students are evaluated consistently and fairly. The principles, tips and systems discussed in this module are designed to support processes and practice that help to meet both student and faculty needs!

To learn more visit Grading Students Work