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Classroom Teaching Tips @ Spalding

This guide provides useful tips for instructors teaching traditional/hybrid courses at Spalding University.


The Family Educational Rights and Privacy Act of 1974 (FERPA) provides students certain access to and control over information contained in educational records. In accordance with FERPA, applicants for admission and enrolled students are advised that the requested disclosure of their social security number to the University is voluntary. The applicant or student has the right to refuse disclosure of this number or request its removal from records without penalty. The student's social security number must be furnished, however, (a) to determine eligibility, certify school attendance, and report student status and (b) as an identifier for grants, loans, and other financial aid programs. The student's social security number will not be disclosed to individuals or agencies outside Spalding University except in accordance with the Spalding University Policy on Student Records.

The following items pertaining to students are considered directory information, and may be disclosed in response to inquiries concerning individual students, whether the inquiry is in person, in writing, or by telephone:

  • Student's name
  • Address
  • Telephone number
  • Date and place of birth
  • Honors and awards
  • Dates of attendance

Directory information is available in the Enrollment Services Center and Student Life and Development. Students who desire that any or all such information not be released without prior consent must notify the registrar in writing within 15 days of registration.  More information about student FERPA rights are available in the university catalog.  Questions about FERPA may be directed to:

Jennifer Gohmann, Registrar

(502) 873-4416

Egan Leadership Center - 303B

FERPA & Online Discussions

Good practice by faculty requires that they maintain, use, and report student data in compliance with the requirements of FERPA. This is particularly true when conducting course communication online either through email or Moodle.  The following statements provide practical guidelines to follow when participating in student communication online:

  • Do not ask for a student's Social Security number. If a student gives you the number voluntarily, that is fine.
  • Do insure privacy when asking for student Spalding ID. When on the telephone, be aware that the student may not be in a private environment.
  • Do not include the Spalding ID in the subject line of an email message.
  • Do not notify student grades via email. There is no guarantee of confidentiality.
  • Do not display student scores or grades publicly in association with the student name, Spalding ID, Social Security number, or other personal identifier. Scores or grades may be posted using the feedback are in Moodle Gradebook which is accessible only to you and the student.
  • Avoid any references to "lost points" or "reduced grade" in discussion forum posts.  Private feedback may be posted in the Moodle Gradebook feedback area.
  • Do not circulate printed class lists containing non-directory information such as, Spalding IDs for purposes of taking attendance. Instead, use a blank "sign in" sheet.
  • Do not conduct research using student information without first receiving approval from the Research Ethics/Institutional Review Board and ensuring compliance with FERPA requirements.
  • Do not share, by phone or correspondence, information from student educational records, including grades or grade-point averages, with parents or others outside the University, including within letters of recommendation, without written consent from the student. 
  • If you plan to have a guest speaker invited to class, it is not acceptable to send your guest speaker an advance copy of your class roster (unless you have permission from all students).


Courtesy: Penn State University, Guidelines for Faculty and Staff, and Virginia Commonwealth University, FERPA Implications in Teaching Online

Suggested Articles for the Traditional Classroom

Schiller, E., & Joseph, J. (2010). A framework for facilitating equitable discourse in science classrooms. Science Scope33(6), 56-60

Muller, H. L. (2014). A grounded practical theory reconstruction of the communication practice of instructor-facilitated collegiate classroom discussion. Journal Of Applied Communication Research, 42(3), 325-342. doi:10.1080/00909882.2014.911941

Drew, C. P. (1990). Are you spoon-feeding your students? A paper on facilitating a collaborative learning experience.

Geissler, G. L., Edison, S. W., & Wayland, J. P. (2012). Improving students' critical thinking, creativity, and communication skills. Journal Of Instructional Pedagogies8

Suggested Articles for the Online Classroom

Stephens, G. E., & Roberts, K. L. (2017). Facilitating collaboration in online groups. Journal Of Educators Online14(1), 20-35.

Curry, J. H., & Cook, J. (2014). Facilitating online discussions at a manic pace: A new strategy for an old problemQuarterly Review Of Distance Education15(3), 1-12.

Guo, W., Chen, Y., Lei, J., & Wen, Y. (2014). The effects of facilitating feedback on online learners' cognitive engagement: Evidence from the asynchronous online discussionEducation Sciences4(2), 193-208.

Wang, Y. (2013). Questioning as facilitating strategies in online discussionJournal Of Educational Technology Systems42(4), 405-416. doi:10.2190/ET.42.4.f