The Instructor's Companion - Faculty Resources - Marietta College

The Instructor’s Companion – 2011-12

A WORD FROM THE PROVOST TABLE OF CONTENTS

One of life‘s frustrations is remembering MISSION STATEMENT, and Inside

cover

reading something somewhere but not THE SEVEN CORE VALUES

VISION 2020 2

being able to remember where. The

INFORMATION IN SYLLABUSES 3

purpose of this document is to remove Plagiarism and Academic Dishonesty 3

some of this frustration at least as far as Disabilities Services 3

academic policies are concerned. This Learning Communities 4

compilation is based on memoranda which 21ST CENTURY GENERAL

I and Sue DeWine before me, working with EDUCATION CURRICULUM 5

the Division Coordinators, have sent out SOME LEGAL ISSUES 10

during the recent past. Some policies from Family Educational Rights and

Privacy Act, “Buckley Amendment” 10

other divisions are included for complete- Higher Education Opportunity and

ness. Thus, this list should include the Affordability Act 11

policies and practices which are relevant to Copyright Policy 11

our day-to-day work as we plan and teach TEACHING AND LEARNING ONLINE 11

our courses. ACADEMIC ALERT AND

The Instructor’s Companion will be up- INTERVENTION PROGRAM 13

dated regularly, so please inform this office INTERNSHIP POLICY 13

of items that would be useful additions. EXCUSED ABSENCES 14

Also some of the policies described here ACADEMIC AND CO-CURRICULAR

PROBATION 15

may require refining, so pass along

WORKING WITH STUDENTS WITH

opportunities for improvements. DISABILITIES 16

ACADEMIC DISHONESTY 23

Rita Smith Kipp,

ACADEMIC GRIEVANCES 27

PROVOST AND DEAN OF THE FACULTY,

Undergraduate students 27

2007-2011 Graduate students 28

OVERLOAD POLICY AND

June 6, 2011 COMPENSATION 30

Pay Action Request Form 32

Extra Compensation Form 33

COMPENSATION FOR OFF-CAMPUS

PROGRAMS 34

ASSESSMENT @ MARIETTA

DIVISION COORDINATORS

COLLEGE 35

FUNDING OPPORTUNITIES AND 36

Janet Bland (2010-2013) AWARDS

Arts and Humanities CAPACITY LIMITS ON COURSES 38

Janet.Bland@marietta.edu WRITING LETTERS OF 39

RECOMMENDATION

Ryan K. May (2011-2014) WAITLISTS: THE PROCEDURE 41

Social Science, Business TEAM-TAUGHT COURSES 41

and Leadership Studies

Proposal Form 42

Ryan.May@marietta.edu POLICY FOR ORDERING TECHNICAL

John C. Tynan (2011-2014) EQUIPMENT 43

Sciences TWO TELEPHONE TIPS 44

John.Tynan@marietta.edu 2011-12 ACADEMIC CALENDAR 45









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VISION 2020

MARIETTA COLLEGE transforms intellectually curious students into agents of change

for the global society of the 21st century.

A distinctive integrated liberal arts curriculum prepares all graduates to under-

stand such issues of their time as global competition and the rise of China as a world

power, the growing demand for energy and for protection of the environment, the

importance of health and wellness, and the role of leaders and leadership in every

field of endeavor.

Every student develops knowledge and problem solving skills in the classroom,

through international experience, internships and research or creative activities,

and in co-curricular activities that develop individual talents, civic responsibility,

teamwork and leadership.

MARIETTA COLLEGE will offer every student the opportunity to become more than

you imagined and will prove that the education it provides meets that expectation.









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INFORMATION IN SYLLABUSES



I N addition to information on learning objectives, grade composition, office hours, and

attendance policy (see ―EXCUSED ABSENCES‖ section later), you are asked to include in your

syllabuses each semester statements such as the following regarding plagiarism, disabilities

services, and, if relevant, learning communities. Department chairs are asked to ensure that

adjunct and new faculty have this information.



1. PLAGIARISM AND ACADEMIC DISHONESTY

Each syllabus should include a statement on plagiarism. You are reminded that you have access

to the "turnitin.com" software. This site will check any paper you submit for plagiarism and will

cite sources that are used in the paper. If you are unfamiliar with the software you should contact

either Jessica Nowacki, Writing Coordinator, or Bev. Hogue, Director of the Worthington Center

for Teaching Excellence. They can describe the most effective use of ‗turnitin.‖

It is suggested that the following notice be included in your syllabuses:



All work produced in this course is considered “public” and is used for purposes of

teaching and evaluation. This likely includes the use of your work as a model for

future students/courses and the submission of your work to an online plagiarism

detection service

Further, you might consider using the following statement in your syllabuses:

Academic dishonesty within the academic community is a very serious matter,

because dishonesty destroys the basic trust necessary for a healthy education

environment. Academic dishonesty is any treatment or representation of work as if

one were fully responsible for it, when it is in fact the work of another person.

Academic dishonesty includes cheating, plagiarism, theft, or improper

manipulation of laboratory or research data or theft of services. A substantiated

case of academic dishonesty may result in disciplinary action, including a failing

grade on the project, a failing grade in the course, or expulsion from the College.

(Marietta College Undergraduate Programs, 2011-2012 Catalog, p. 128.)

For guidance on how to handle instances of suspected plagiarism and other examples of academic

dishonesty, please see the section ―ACADEMIC DISHONESTY‖ later in this document.



2. DISABILITIES SERVICES

Marietta College complies with Section 504 of the Rehabilitation Act of 1973 and the Americans

with Disabilities Act regarding non-discrimination against persons with disabilities. A statement

like the following should be included in every syllabus



Students who believe that they may need accommodations due to a documented

disability should contact the Academic Resource Center (Andrews Hall, Third

floor, 376-4700) and the instructor as soon as possible to ensure that such

accommodations are implemented in a timely manner. You must meet with the

ARC staff to verify your eligibility for any accommodation and for academic

assistance.

See the ―WORKING WITH STUDENTS WITH DISABILITIES‖ section in the Companion, pp. 16ff.



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3. Learning Communities

Learning Communities (LC) have become a significant part of the College‘s education program,

especially at the first year level. Instructors participating in LCs receive a stipend: $1,000 for

developing and teaching a three-hour class, and $500 for teaching a repeat course within an LC.

You are asked to include language such as the following in the syllabus for an LC course:



Congratulations on enrolling in a learning community!

In case you are not clear what that means, here is a quick definition: Learning

communities are classes that are linked during an academic term, often around a

theme, enroll a common group of students, and where there is a conscious effort by

the participants at linking the content and processes of the classes.

BENEFITS of the Learning Community:

Students will experience:

 A greater sense of community among students and between students and

their instructors

 Higher student academic achievement

 Supportive study groups

 More coordination of course work

 The ability to see how content learned in a skills course such as COMM 101

or WRIT 101 can transfer over into other courses

 Increased student involvement and motivation

 Opportunity to make friends!

LEARNING OBJECTIVES for a Learning Community

Students will learn how to:

 Share responsibility for discovery and learning within the classroom

environment

 Interact with each other and instructors in meaningful, functional and

necessary ways within the course to accomplish learning in community

rather than in isolation

 Make connections to other related learning and life experiences beyond the

course in order to decrease one’s sense of curricular and personal isolation

 Work to create an inclusive learning environment where the diverse

backgrounds and experiences of learners are welcomed in such a way that

they help inform the group’s collective learning



Important note: Electronic archive of syllabuses.

Instructors are asked to archive their syllabuses in a depot through the MyMarietta portal. In the

portal look to the top right corner for the Collaboration menu. Click on Document Depot, and

when it opens, you will find a link called Syllabi. You will be able to upload your syllabuses

there, but each one will need to be named in a specific way that is modeled clearly on the depot

home page. The depot will be accessible only to faculty and staff.

Having an archive of this kind is important for various reasons, one of which is that former

students sometimes need to retrieve a syllabus for purposes of documenting credit or course

content.





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21ST CENTURY GENERAL EDUCATION

CURRICULUM

1. To meet the challenges of the 21st century, students must be prepared to make responsible

decisions about their personal and professional lives. To prepare them for the challenges ahead,

the curriculum must provide the opportunity to acquire a basic educational foundation for life-

long learning.



2. The goals of this curriculum are to:

1. Integrate the Marietta College core values into the curriculum;

2. Develop a distribution model based on disciplines and cognate areas rather than

administrative structures;

3. Build on the curriculum changes made in 2000-2001.



3. Rules for Implementation

1. Unless otherwise stated, general education requirements may be satisfied only by three or

four hour credit courses. Combinations of one and/or two hour courses can be used to

satisfy general education requirements only when approved by the Curriculum

Committee.

2. With the exception of Writing Proficiency Courses, no course can count for more than

one general education requirement. However, a single course may count as both a course

for a major/minor/certificate and a general education requirement.

3. Unless otherwise stated, all specific criteria must be met in order to receive a course

designation.

4. Students may not count more than 3 courses in the same subject area towards general

education requirements. "Subject area" is defined by the course prefix used by the

Records Office.



4. Outline of curriculum

Credit Course 21st Century General

Hours Code Education Requirements

3 FYE 101 (or Honors 101)

3 Writing 101 (or Honors 201)

3 Communication 101 (or Honors 202)

3 P Historical Perspectives

8, 10 B, C Scientific Inquiry

6 Y Social Analysis

3 Q Quantitative Reasoning

6 R Fine Arts

3 L Literary Analysis

6 X Diversity and

M Global Perspectives

3 K Leadership and Ethics

0-6 W Writing Proficiency Courses†

47-55 Total Hours

†

Can be combined with other General Education courses.









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5. Cognate Area Descriptions, Objectives and Criteria

First Year Seminar, 3 credit hours (Core Value 1)

FYE 101

Writing Proficiency (Core Value 1) as revised Fall 2004

Writing 101, 3 credit hours, with a grade of at least a C-, plus Writing Proficiency Courses, ―W‖

6 credit hours.

A Writing Proficiency course is one in which formal or informal writing is an integral part of

student learning. The intent of a ―W‖ course is to provide students with opportunities to write, to

receive feedback from their instructors and/or peers, and to demonstrate how to write in particular

style or discipline.

The criteria for Writing Proficiency courses are:

1. Writing 101 as a prerequisite

2. Clear description of the writing assignments in the course syllabus

3. Implementation of a pedagogical strategy to improve student writing skills. No single

model is necessarily appropriate to all disciplines and courses. The course should include

preliminary process assignments that culminate in one or more completed works, as the

emphasis of Writing Proficiency courses is to help students improve the quality of the

final work. The number of final and process assignments in the course is left up to the

instructor, but the writing pedagogy should reflect the commitment of the course to

improve student writing.

Oral Communication Competency (Core Value 1)

Communication 101, 3 credit hours, with a grade of at least a C-.

Historical Perspectives, ―P‖, 3 credit hours (Core Value 1)

The objective of the historical perspectives requirement is to examine worlds of the past. This

requirement introduces students to the political, cultural or intellectual contexts of previous eras.

The intent is to examine the interconnectedness and continuity of the human experience, as well

as introduce the process of historical interpretation.



Specific Criteria required for Historical Perspectives courses:

Historical Perspectives courses are those whose primary focus is on each of the following:

1. Studying the causes and consequences of events and ideas in the past

2. Developing theses explaining processes of historical change and continuity

3. Using both primary and secondary sources to analyze events, people, movements, and

ideas over time

4. Providing an appreciation for the uniqueness of historical contexts and for the social

construction of reality



Scientific Inquiry, a minimum of 8-credit hours, including at least one course with a lab. The

requirement may be fulfilled by two, 4-credit lab courses, ―B‖; or one 4-credit lab course plus

two, 3-credit non-lab courses, ―C‖ (Core Values 1 & 4)

Objective: An understanding of the process by which science discovers new knowledge and how

that knowledge is put into practice is essential to living and functioning effectively in modern

society and is a critical component of a college education. The scientific inquiry requirement is

designed to impart an understanding of:

1. Basic content knowledge in at least one area of science

2. The scientific method and inquiry, including its capabilities and limitations



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3. Scientific concepts including the development of the student's ability to use

experimentation and measurements in exploring and testing hypotheses

4. Scientific thinking and technology as they relate to societal issues and problems

Specific criteria required for Scientific Inquiry courses:

Must address all of the following:

1. Provide an in-depth analysis of scientific concepts and the scientific method

2. Include material that demonstrates the discipline's impact on society

3. Include some historical perspective with respect to the development of the discipline's

concepts, theories, and models

Additional criteria required for lab components of Scientific Inquiry courses:

Must address all of the following:

1. Provide knowledge of and use of the scientific method.

2. Make use of some computer-based technology for acquisition and/or analysis of data.

3. Include at least two experiments in which students are actively involved in the following

elements of the scientific method:

a. hypothesis development

b. experimental design

c. collection and analysis of data and observations

d. drawing conclusions based on experimental results

e. written report



Social Analysis, ―Y‖, 6 credit hours (Core Value 1)

Objective: The requirement in social analysis is designed to familiarize students with different

approaches to the study of social life and to introduce them to modes of thinking about social

institutions and cultural norms and their interconnectedness with forms of human behavior. The

Social Analysis requirement is designed to introduce students to some of the central concepts and

methods of the social sciences and show both the variety and the interconnectedness of social

institutions. For example, courses in this area may examine how individuals interact with, and are

shaped by, social groups and institutions, including those associated with politics, economics,

religion, family, the arts, health, and education; how and why particular forms of social

organization and social relations emerge within a group or culture; and the origins,

characteristics, and consequences of social conflict and change.



Specific criteria required for Social Analysis courses:

Must address all of the following:

1. Use of models/theories that describe, explain, and/or predict behavior of individuals and

groups

2. Use of empirical methods to evaluate models/theories, using quantitative and/or

qualitative evidence

3. Examination of the interrelationship of human behavior and social institutions

4. Examination of how social analysis can be applied to further understanding of social

events, problems, and situations



Quantitative Reasoning, ―Q‖, 3 credit hours (Core Value 1)

Objective: Quantitative reasoning is a process in which problems are described mathematically

and solved within a structured mathematical framework. This requirement introduces students to

the manipulation and interpretation of numerical and categorical information and the quantifica-

tion of inferences drawn from that information. Appropriate courses include those that address

theoretical and/or empirical questions. The goal of this requirement is to give students an under-



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standing of basic mathematical and/or statistical methods and their applications to provide them

with an ability to understand and appreciate quantitative issues that have become part of everyday

life.



Specific criteria required for Quantitative Reasoning courses:

Must address at least three of the following five aspects of Quantitative Reasoning:

1. Interpreting Data: Must cover the use of data to create and read graphs, draw inferences,

and recognize sources of error. This perspective differs from traditional quantitative

reasoning in that data (rather than formulas or relationships) are emphasized.

2. Logical Thinking/Deductive Reasoning: Must include methods of analyzing evidence,

reasoning carefully, understanding arguments, questioning assumptions, detecting

fallacies, and evaluating risks.

3. Making Decisions: Must introduce the use of quantitative reasoning to make decisions

and solve problems in everyday life.

4. Application of Quantitative Reasoning: Must introduce students to the use of appropriate

quantitative reasoning tools for specific contexts.

5. Cultural Appreciation: Understanding the nature of quantitative reasoning, its role in

scientific inquiry and technological progress, and its importance for comprehending

issues in the public realm.



Leadership and Ethics, ―K‖, 3 credit hours (Core Value 6)

Objective: The requirement in leadership and ethics is designed to engage students in disciplined

reflection on human conduct, character, and ways of life. Courses in this area focus on leadership

related issues, particularly related to ethical thought and moral values that shape individual and

collective life. It is important for students to understand the role of citizen-leader if they are to

create a livable, sustainable, ethical future. Through inquiry into questions of ethics and morality,

these courses will help students to discern, understand, and appreciate ethical issues and to

articulate, assess, and defend moral judgments in an informed and thoughtful way.



Specific criteria required for Leadership and Ethics courses:

Must address at least two of the following:

1. The course examines the way leaders and followers develop, maintain, and articulate

shared goals and values

2. The course introduces the student to the major moral principles, such as utility, rights,

justice, and virtue

3. The course requires students to reflect upon living in a society with pluralistic values

4. The course examines conduct, character and other factors that influence the decision-

making of leaders and followers, particularly as they relate to important historical and/or

contemporary societal issues



Fine Arts, ―R‖, 6 credit hours (Core Value 1)

Objective: The requirement in the Fine Arts emphasizes a variety of critical and analytical

approaches to artistic expression and engages students in creative practices. These courses

provide an opportunity to gain an understanding of the impact and importance of the aesthetic

elements in our world through experiential opportunities as creators and informed audience

members. These courses aspire to meet students at their individual proficiency levels in each art

form and challenge students to make conscientious and steady progress. To ensure the

development of well-rounded individuals, the guiding principle of this cognate area is to increase

and deepen the level of student exposure to the arts.







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Specific criteria required for Fine Arts courses:

The Fine Arts are practical, analytical, or critical courses that specifically focus on the creative,

visual, or performing arts in at least one of the two following ways.

1. By significantly engaging students in the study of the visual or performing arts. In these

courses, students will

 Develop technique through the progressive application of interpretation,

performance, and/or presentation skills

 Balance discipline and creativity through regular practice

 Collaborate appropriately with others in the critique of technique or aesthetics

2. By developing students‘ skills in the reception, analysis, and understanding of the arts. In

these courses, students will

 Develop a basic understanding of the terms and concepts employed in forming

critical responses to art

 Integrate analysis with historical knowledge and context.

Literary Analysis, ―L‖, 3 credit hours (Core Value 1), as revised.

Objective: The primary purpose of the Literary Analysis requirement is the critical analysis and

study of literature. The requirement allows students to develop critical skills through the study of

the history, aesthetics, and theory of literature. Literature courses emphasize critical analysis in

literature (in English, English translation, or other languages). The Literary Analysis requirement

emphasizes the development of the skills of reading, observing, and analyzing and frequently

points to the complex interplay between individual talent, artistic tradition, and historical context.

Specific criteria required for Literary Analysis courses:

Must address both of the following:

1. Provide a close reading of the texts or films, including knowledge of their historical and

cultural contexts. In most cases this will require a special attention to language.

2. Teach students how to identify and understand the characteristics and conventions of the

genre being studied (e.g., epic poetry, dramas, documentaries, novels, memoirs, etc.)

Diversity and Global Perspectives, ―X,‖ ―M‖, 6 credit hours (Core Value 3, as revised)

Objective: The requirement in Diversity and Global Perspectives prepares students to understand

diversity within their own society, the role of culture in shaping human lives, and the relations

among states or groups of people. Dimensions of diversity include but are not limited to race,

ethnicity, gender, physical or mental ability, religion, language, socio-economic status and sexual

orientation. These courses prepare students to live and work in a diverse society and a connected,

interdependent world. While any two courses will fulfill the requirement, a student whose first

course is in a language is strongly encouraged to fulfill the second requirement with a second

course in that language.

Specific criteria required for Diversity and Global Issues courses:

Must address all of the following:

1. Culture: Focus on at least one culture through the study of one or more of the following:

social structures, religions, historical traditions and customs, languages, politics,

economics, etc.

2. Diversity: Explore the diverse backgrounds and characteristics found among humans

through the examination of at least one of the following issues: age, disability, ethnicity,

gender, race, religion, sexual orientation, or social class

3. Global Perspectives: Compare and understand some factor or set of factors in different

cultural or regional settings, or investigate the relationships among states or groups of

people.



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SOME LEGAL ISSUES

1. FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (“FERPA”), A.K.A. THE

“BUCKLEY AMENDMENT”



W e need to remember that the College abides by the Family Education Rights and Privacy

Act of 1974, or ―FERPA‖ or the ―Buckley Amendment.‖ For example, this requires that

students‘ grades may be released to parents or legal guardians only at the request of the student.

The student must provide the College with a signed waiver for such release of information. The

waivers are maintained in the Records Office. In our attempt to be helpful, it is very easy to find

ourselves discussing grades with a student‘s parents. We may need to remind parents of the

―Buckley Amendment‖ and we can do this in a manner which is not perceived as obstructionist

but rather shows us as (a) obeying the law, and (b) respecting the privacy of the student.

Please review the items below for a brief overview of the types of information that are protected

by FERPA and the sort of situations in which violations may occur.



 Any personally identifiable information, such as birth dates and social security numbers, is

protected by FERPA. This now includes institutionally assigned student ID numbers. Please

do not use MARIETTA COLLEGE ID numbers for posting grades, etc. unless you have written

consent from the student. WebCT provides an excellent forum for allowing confidential,

individual feedback for your students, while also maintaining their privacy.

 Documents pertaining to confidential information, including grades, should be managed in a

manner that prevents others from viewing the information. Particularly, students should not

have access to records, such as degree audits, grade change forms and advising transcripts,

that belong to other students. If it is necessary for a student to deliver these types of materials,

the documents should be sent in a sealed envelope.

 When talking with parents or guardians of your students and/or advisees, please confirm that

the student has filed a waiver to release such information prior to discussing FERPA pro-

tected information. Personal observation may be disclosed without such a waiver. However,

anything that is included in a student record, e.g., course schedule, grades, GPA, academic

standing, etc. requires the student's signed consent for disclosure. Remember that a student

may rescind such permission at any time. You may contact the Records Office to verify that

the student has a current waiver on file.

 Reference letters may only include confidential information such as cumulative GPA or

major GPA if the student gives his/her consent in writing.

 FERPA protected information may only be disclosed to other college personnel when there is

a legitimate educational interest. Use caution when discussing student performance with your

colleagues. Also, if we question your interest in a student's records, please understand that we

are simply fulfilling our responsibility in protecting our students' rights

 Remember, FERPA protects all of our students, regardless of performance. While we do in-

clude academic honors as directory information, which may be released without student con-

sent, specific grades and GPAs of exceptional students should not be shared any more freely

than those of less successful students.

 Please feel free to contact the Records Office with questions regarding FERPA.









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2. THE HIGHER EDUCATION OPPORTUNITY AND AFFORDABILITY ACT (“HEOA”)



H EOA came into effect on July 1, 2010 and concerns information on textbooks and materials

that must be made available to students prior to class registration. The College Bookstore

(Follett‘s) is the conduit for this information and Mr. Chuck Atkins, Bookstore Manager,

atkinsc@marietta.edu , writes as follows,



―For those of you who are not familiar with this Act, the Federal Government requires

institutions that receive financial aid to make course materials information and prices

known to the public at the time of registration. Follett Higher Education Group, the parent

company of the Campus Bookstore, is working with Marietta College to make this

information known to the public. However, this cannot be done without your submission of

the information by the date prescribed. These dates are set to meet the deadlines of when

this information must be released to the public, not by the Bookstore's choosing as it has

been in the past. Previously I have had requests to extend the deadline, to those requests I

can only refer to the language of the Act itself that states, the information should be made

known to the bookstore, "as soon as practicable".



―I thank you for your assistance in this matter, and ask if you require any information or

assistance in making your decisions to meet the deadline please let me or my staff know.

We will do what we can to assist you.‖



For the 2011-12 academic year, you should submit textbook adoption information by the

following dates: October 14th for Spring 2012 semester, and March 8th for Summer and

Fall 2012. These dates are determined by the College‘s pre-registration dates.



3. COPYRIGHT POLICY



P lease check out the suggestions at http://library.marietta.edu/services/faculty/copyright_tips.html to

avoid problems with duplicating materials for class that are covered by copyright laws. Make

use of the service provided by the College Bookstore for duplicating materials under copyright.

They will do the research about making the materials available, pay for copyright fees, and sell

the selected readings to the students including those fees. Otherwise, the individual instructor

must pay the fees in order to use the material. Please remember if you willfully disregard

copyright law, you accept responsibility and assume all liability for your actions.









TEACHING AND LEARNING ONLINE



T he following policy and guidelines have been developed for instructors using an online

method of course delivery.

1. Those developing a course for online delivery, whether it is a new course or one taught

previously face-to-face, will receive a stipend of $1000. For teaching the course, instruc-

tors are paid the standard stipend for adjunct or overload teaching.

2. Instructors are expected to develop pedagogy appropriate to the online medium. Instruc-

tors receiving the developmental stipend will be encouraged to work with the Instruc-

tional Technologist and to have their course web site well developed before the start of



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the course. The construction of syllabi, the delivery of content, the structure of interac-

tion and communication, evaluation and assessment -- all of these may require re-think-

ing and modification to be most effective online, and instructors teaching online for the

first time are advised to plan and work well in advance of the delivery.

3. Instructors are strongly encouraged to use the course management system supported by

our instructional technologist. This allows us to prepare students new to online learning

before the class begins with a tutorial, and ensures that technological support will be

available for teachers and students during the course.

4. Instructors should encourage their students who have not taken courses online to take ad-

vantage of a tutorial on the management systems before the class begins, and should ex-

pect that some students will need to spend some days in the first week simply learning

how the instructor will be using the course management software. The instructor may

need to adjust the content delivery in the first week accordingly.

5. The cap for on-line courses should be no higher than 15 for those teaching online for the

first time, and no more than 20 after that (no more than 18 for writing proficiency

courses) in order to ensure timely feedback from the instructor and effective

communication among students in the class. Instructors may not combine two sections

of the same course into one class unless the combined enrollment is below 21.

6. Instructors are discouraged from offering more than one online section at a time,

especially if enrollments in both will be large.

7. Syllabi for summer courses, like those for courses during the semester, will be submitted

electronically to the Document Depot – see boxed text at foot of page 4.

8. Instructors will use a standard course evaluation with questions developed especially for

online instruction at Marietta College. Optional questions added to the form will need to

be submitted at the beginning of the course due to the short time span for these courses

when taught in the summer.

9. To motivate students to complete the course evaluation, instructors should remind them

of the value of these evaluations for their development as teachers, and of the timing of

the evaluation/grades process. Instructors should not post final grades on their course

website until notified that all of the students in the class have filled out the evaluation.

Students will not be able to see their grades in WebAdvisor (Datatel) until the end of the

summer. Likewise, faculty will not have access to their course evaluation reports before

the end of the last summer session.

10. Instructors should consider a proctored final exam in order to insure that the work

submitted is that of the student. Including a module on proctored exams in the course

can facilitate this process by providing a form for students to download and return by fax.

Alternately, computers with webcams can be used to insure the identity of the student

when taking an exam.

11. Online courses should be part of the assessment process for General Education and pro-

grams. Assessment data should be collected for these courses if they count for General

Education.

12. Marietta College will develop and provide appropriate support services to students taking

courses online.









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ACADEMIC ALERT AND

INTERVENTION PROGRAM



T he Academic Resource Center is committed to student success and retention. One of the best

indicators that a student is at risk for attrition is poor academic performance. Data demon-

strates that students who seek assistance persist at a higher rate than those who do not seek assis-

tance. The Academic Alert and Intervention Program is one way of connecting students with the

appropriate resources.

The Academic Alert and Intervention Program was developed to provide a comprehensive, con-

tinuous, proactive effort to identify those students who are exhibiting behaviors that indicate aca-

demic difficulties. The Program can be used continuously throughout the semester and the form

is available online. You are given a variety of choices in different categories to identify problem

areas as well as the option of providing comments. Once the form is submitted, an email is gen-

erated to the ARC reporting your concerns. The student is then contacted to schedule a meeting.

A notification is also sent to the Advisor, Coach, FYE Instructor, etc.

Successful academic progress and retention are concerns we all share. Please consider assisting

the Academic Resource Center in helping students achieve. The Academic Alert and Intervention

form can be found at: https://mcnet.marietta.edu/academics/resources/arc/warning.html. If you

prefer a paper copy or need to discuss the Program further, please contact The ARC at 376-4700.







INTERNSHIP POLICY

he ―World of Work‖ is Core Value #4 for the College. One way for academic departments to

T be true to this core value is through the provision of internships for our students. Internships

fall within the ―Individualized Courses‖ category and can be for credit or not for credit, can be for

pay or not for pay. Generally, credit hours for internships can be from 1 to 3, with an overall

limit of 9 hours for individualized courses counting toward graduation. Regardless of credit

earned, the tuition fee is the equivalent of 1 credit hour at the Continuing Education rate. For

2011-12, including summer term 2012, the rate is $340.

Students can always receive assistance before and during an internship from the Career Center.

Each department has an Internship Coordinator who works with the Career Center and with the

faculty serving as internship instructors. Most departments that require internships have devel-

oped guidelines specific to their program. Criteria for student eligibility for internships are de-

cided by the department giving academic credit. Academic internships, i.e., those being taken for

credit, require that students fill out an Internship Registration form obtained from the Records

Office and register for the semester or term in which the internship will occur. The student, in

conjunction with the internship instructor, will develop a proposal that outlines the learning

objectives.

International Students seeking internships must consult with the faculty advisor/instructor or

department chair and the Director of International Programs. International students are subject to

additional administrative procedures for internships in order to comply with the United States

Citizenship and Immigration Service regulations. Questions concerning international students and

internships should be directed to the Office of International Programs at ext. 4708.





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EXCUSED ABSENCES



T he policy on excused absences from classes appears in Appendix 1 of the Handbook section

of the Faculty Manual. The policy reads



Co-curricular Events Policy. Classes missed due to participation in college-

sponsored co-curricular events are considered excused absences provided

appropriate procedures are followed. In order for the absence to be excused, the

instructor must receive notification before the student misses the class. The

activity must be a performance, professional meeting, or contest to be considered

an excused absence.

An excused absence allows the student to make up exams or quizzes given during

the absence, to reschedule oral presentations, or to make some other equitable

arrangement as determined by the faculty and the student. Students must

recognize that many classroom and laboratory activities cannot be replicated and

that absences may be detrimental to the student‘s performance. It is the

responsibility of the student to get notes from the class and to compensate as much

as possible for the absence. It is also the student‘s responsibility to work with the

instructor in determining a time for make-up assignments.



A misunderstanding can arise when an instructor has an attendance policy which states, for

example, that a student may miss a certain number of classes, say two, without penalty. The

College‘s excused absences policy requires that excused absences are over and above the

two classes. Otherwise, the student with an excused absence is being treated in the same

manner as a student who chooses to sleep in and miss class. If an instructor includes

language like this in a syllabus for missed classes/ quizzes, etc. then the instructor needs to

be clear on how this is to be interpreted.



At the same time, instructors directing approved College activities have to be sure that they

are being responsible in the use of excused absences. For example, must a field trip or an

athletic team leave at 11:30 a.m. or will 12:20 p.m. do just as well, thus allowing students to

make their 11:00 classes; is a group of students expected to be away from campus too

frequently for events which are within the discretion of the instructor; is it fair to the students

to organize a trip that requires an absence from the campus for four or five consecutive

days? In other words, instructors must consider the ―costs‖ for students as well as the

acknowledged ―benefits‖ associated with trips away from the campus during the regular

teaching year.



If you are a department chair, please ensure that your adjunct instructors are aware of and

understand this policy.









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ACADEMIC AND CO-CURRICULAR

PROBATION

or an undergraduate student to be in ―good academic standing,‖ the student must achieve or

F exceed the following grade point average for number of semesters completed as a full-time

student.

Semesters completed Minimum gpa

Two or fewer 1.8

Three or more 2.0

A student not in good academic standing will have academic probation status which has its

own requirements. The student is also subject to co-curricular probation. You should refer

students to p. 134 of the Marietta College Undergraduate Programs, 2011-2012 Catalog,

where we read,

1. A student on academic probation may enroll in no more than 14 credit hours each

semester.

2. The following co-curricular restrictions will apply to a student on academic probation:

a. They are ineligible to participate in any college athletic team or club sport;

b. They may not hold office in any campus organization or social fraternity or

sorority;

c. They may not travel off campus to a meeting or trip with any college

organization or club unless required to do so for an academic program.;

d. They may not represent the college in any on-campus or off-campus public

events or other co-curricular activities (e.g. plays, musical performances, student

newspaper) unless required to do so for an academic course;

e. They may not register for courses that require co-curricular participation unless

required by their major.

The above restrictions, credit hours and co-curricular, first apply in the semester in which

the student is placed on academic probation, with the exception that for first year

students, implementation of the above co-curricular restrictions will occur at the end of

the spring semester. The restrictions continue in force until the student has returned to

―good academic standing‖, with the exception that when a student has earned a semester

grade point average of 2.0 or better, with a minimum of 12 credit hours attempted in the

last semester attended (Fall or Spring), co-curricular restrictions will not be enforced for

the following semester.









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WORKING WITH STUDENTS

WITH DISABILITIES



T he Academic Resource Center (ARC) houses services for students with disabilities at

MARIETTA COLLEGE. The Disability Specialist (DS), Barbi Cheadle, is the primary contact

for these services with support provided by Amanda Haney-Cech, Director of the ARC. The

ARC determines accommodations and provides services, auxiliary aids, assistive technology and

general support for students with documented disabilities. Equally so, the ARC is available to

assist faculty in the responsibility of ensuring all students have equal access to their education.

This handbook is intended as a guide to assist you in working with students with disabilities.



ARC Mission

The primary mission of the ARC is to provide resources and services to assist all Marietta

College students in the acquisition of information and development of skills to achieve their

academic potential. In addition to offering individualized services for students, the ARC

resources and information are available to all members of the campus community. The ARC

seeks to empower students with disabilities by providing services and programs that enable equal

access to an education as required by law.



Legal Mandates

Section 504 of the Rehabilitation Act of 1973 states:

―No otherwise qualified individual with a disability in the US...shall, solely by reason of his or

her disability, be excluded from participation in, be denied the benefits of, or be subjected to

discrimination under any program or activity of a public entity...‖



―Otherwise qualified‖ means ―a person who meets the academic and technical standards requisite

to admission or participation in the educational program or activity, with or without reasonable

modification to rules, policies or practices; the removal of architectural, communication or

transportation barriers; or the provision of auxiliary aids and services.‖



Americans with Disabilities Act of 1990 (ADA)

Title II of the ADA states: ―A public entity shall make reasonable modifications in policies or

procedures when the modifications are necessary to avoid discrimination on the basis of

disability, unless the public entity can demonstrate that making modifications would

fundamentally alter the nature of the service, program, or activity.‖

Legal mandates further require MARIETTA COLLEGE to demonstrate compliance by placing

notices of availability of services to students with disabilities in our handbooks (Faculty

handbook, Employee Handbook and Student Handbook) and on the syllabi for each course each

time it is offered. We are also required to have policy and procedures for filing Section 504

grievances.

THE PROCESS TO ENSURE EQUAL ACCESS

The laws also mandate that at the post-secondary education level, individuals with disabilities

begin taking an active role in the process, thereby taking responsibility for their success. Any

student wishing to access accommodations due to a disability is responsible for initiating the

process. Disclosure of disabilities may occur when a high school student is looking at a college

and he or she wants to evaluate the services available. Most students reveal their disabilities





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during the admissions process or during orientation. Yet, others wait until they have gotten into

serious academic trouble – like probation or dismissal – before acknowledging their disabilities.



STEP 1 – The student must contact the Disabilities Specialist, present comprehensive

documentation that has been completed by a qualified professional within three years prior to

enrollment.

STEP 2 - The DS reviews the documentation and verifies that it meets our requirements. If

additional documentation is required, the student is given the opportunity to make it available to

the College.

STEP 3 - The DS meets with the student and makes a thorough assessment of her or his strengths

and limitations, then makes recommendations as to accommodations that would be appropriate.

The student also may request specific accommodations, however the DS must determine if the

request is reasonable. For the remainder of his or her MC career, at the beginning of each

semester, the student must meet with the DS to review the previous semester and determine

accommodations for the current semester.

STEP 4 - The ARC will send out an Accommodation Notice to all of the professors with whom

the student has courses for that semester. This is to let the professor know that the student has

verified the disability, followed procedure and the accommodations are relevant.

STEP 5 - The student is responsible for meeting with the professor of each course in which he or

she wishes to request accommodations at the beginning of the semester. The student and the

professor should review the specifics of the accommodations and determine if further

arrangements need to be made or if any other concerns should be addressed. Record the

accommodation arrangements on the Accommodation Agreement which is located on the back

side of the Accommodation Notice, sign, date and make a copy. Provide a copy of the completed

Accommodation Agreement to the student as he or she must return it to the ARC.



FAQ: I have a student who has previously disclosed a disability to me, yet this semester she

has not requested accommodations. Am I obligated to provide accommodations?

No. We cannot expect you to guess or predetermine what a student may need. Students have

the right to choose not to use accommodations. Neither can we expect you to retroactively grant

an accommodation that was not requested in a timely manner.





Note: Although in the interview stage, we outline the steps students must take to request

accommodations, they often drop the ball at first. Previously, in their secondary education

experience, it was the school’s responsibility to identify a possible disability, acquire the proof

and accommodate accordingly. The student had a passive role. In post-secondary education,

the student is expected to assume these responsibilities for herself or himself.

If you have received an Accommodation Notice for a freshman who has not attempted to

discuss the specifics, you may want to gently and confidentially remind the student that he or

she needs to follow up with you. In most cases, by the time you receive the Accommodation

Notice, you will have already gone over your syllabus and read the statement regarding

accommodating disabilities. Additionally, a student may experience embarrassment and be

reluctant to ask for help.





If a student does not comply by initiating a request for accommodations, providing

documentation and following through with the process; we are not required to accommodate

academically. Nor are we required to retroactively implement accommodations.









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CONFIDENTIALITY

Confidentiality is protected by law and must be maintained. The student is not required to

identify his or her disability to anyone other than the DS/ARC. Once a student has presented with

a documented disability and accommodations have been determined, he or she must sign a

Release of Information allowing us to disclose the accommodations to the instructor. (We also

require students to sign a ROI if they wish for us to communicate with their parents.) The student

may choose to disclose a disability to faculty or others on campus to facilitate understanding and

communication. Whether a student discloses the disability or you receive an Accommodation

Notice, you should not, in any way, identify that a student has a disability or the nature of the

disability.



FAQ: I have a student in my class who is struggling and I suspect she has a disability. I

have not received an Accommodation Notice can I ask her if she needs accommodations?

No. By law you cannot ask a student about a disability unless he or she has first disclosed

the disability to you. But you can talk to her about her difficulties and refer her to the ARC.

The ARC can help all students who are struggling academically. We can also provide her with

information about services for students with disabilities in such a way that protects her

confidentiality, thereby giving her the opportunity to reveal a disability and seek services if

she so desires.





Syllabus Statements

Please see ―Disabilities Services‖ under ―INFORMATION IN SYLLABUSES‖ section in the

Companion, page 3.



Four Typical Areas Requiring Accommodations

1. PHYSICAL OR LOCATION

Room choice – The Disabilities Specialist will notify you as soon as possible (ideally before the

semester begins) if a student has a disability that will affect the following:



 the location of a classroom

 furniture or workstations

 presence of auditory and visual warning systems (i.e. science laboratory)



Note: If specific furniture is placed in a classroom for a student with a documented disability,

it is our responsibility to ensure that the adaptive pieces:

 remain in the room and available for each use

 are in the proper location within the room

 are accessible by a clear pathway





Seating arrangements – the following are typical accommodations involving where in the

classroom a student needs to be seated:



 Front, or front and center

 Optimal for a hearing impairment, or for the placement of an interpreter/transcriptionist

 Close to the exit

 Close to electrical outlets or near specific pieces of equipment for the use of technical

aids



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Remember to provide advance notice and arrangements for fieldwork, out-of-classroom

exercises, attendance at other functions, etc. As necessary, collaborate with the student and with

the DS to make specific arrangements to ensure these activities are accessible.



FAQ: I have a student with a disability and accommodations, he has missed 8 classes (5

more than my attendance policy allows). Can I penalize him for the absences as I would any

other student? Yes. Attendance is an essential element of most courses. In the rare cases

where an attendance accommodation is granted, you would have been notified by the

Accommodation Notice as with any other accommodation. Should this situation occur with

any student, please consider submitting an Academic Alert on their behalf.





2. PRINT MATERIALS

Choose your course materials as early as possible!

Acquiring or converting to alternate formats (audio text, enlargements, Braille, etc) is a

time-consuming, labor intensive task. If we cannot get the alternate format from the

publisher in a timely manner which is becoming increasingly difficult, we are forced to

find another way to make the required text accessible to the student. We do not want

students to get behind because they do not have access to their textbooks.



Make lectures, notes, assignments, outlines and so forth available in electronic format.

An electronic file is necessary to convert to another format or to make accessible to

students to review the information at a later time or with assistive technology.



3. VERBAL OR AUDIO

The following are tips for making verbal or audio content accessible to all students.



 Face students when speaking to accommodate lip readers

 Facilitate use of sign language interpreters, oral interpreters or real-time captioners

 Use captioning (open, closed or real-time) with videos, films or other audio transmissions

 Make captioned media available for additional viewing outside of class time

 Use microphones in large rooms – repeat or rephrase questions/comments made by those

not using microphone

 Use a variety of visual aids to reinforce material delivered verbally for those with

auditory processing difficulties – then make same available for additional study outside

of classroom and class time

 Facilitate tape recording of lecture and class discussion

 For class discussions

o Pacing – to allow students with communication disabilities to participate

o Consider providing smaller group settings, seminars, or one-to-one opportunities

so benefits of interaction are not lost

o Allow for email or text messaging of comments and questions if anxiety or voice

production is a problem



4. STUDENT GENERATED WORK

Note Taking Accommodation

This is an important accommodation for many students due to the functional limitations

of their disability. As the course instructor, you are best able to ensure access to good

notes either yours or those of another student.





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Instructor‘s notes:

 Posted online for all students

 Copies for students with note taker accommodation

Peer‘s notes:

 Student already knows someone in the class and requests notes from him or her

directly

 Make a confidential announcement to class requesting volunteers – have

interested students meet with you after class or during office hours to make

arrangements. Avoid specific references to the student with a disability.

 If no volunteers, identify good students in your class who may be approached

confidentially to request their services as a note taker.

*** It is critical that we provide this accommodation. If you are having difficulty

finding a note taker, contact the Disability Specialist/ARC immediately for further

assistance.

To maintain confidentiality, the individuals providing note taking services may drop their

notes off in the ARC, we will copy and distribute to the recipient.



FAQ: A student in my class has a note taking accommodation. After I assisted him with

obtaining the services of a note taker, he has missed numerous classes. Should he be getting

the notes from the missed lectures? If a student regularly skips class and does not have

legitimate excuses, he has no right to get the notes from the classes missed. Please notify

the Disability Specialist as soon as possible in order that the DS can address the problem with

the student directly.





Exam accommodations

 Extended time – most require 50% more time, few may be granted double-time

 Distraction reduced setting - in the ARC or an appropriate location of your choice

 Use of a reader and/or scribe (person or computer)

 Use of assistive technology, computers, handheld spellers, calculators

 Use of alternative formats (print, audio, electronic)

 Forgiveness of spelling errors or provide word bank

Assignment accommodations

 Extra time to complete – appropriate extension to be agreed on at onset of assignment,

not on due date

 Grade for comprehension of subject not format

 Provide alternate forms of expressing knowledge

 Provide assistance with breaking down large writing assignments into smaller sections

 Provide proof reading assistance



GENERAL SUGGESTIONS

 Clearly state objectives, summarize and review periodically.

 Meet with student as necessary.

 Collaborate with Disabilities Specialist and student as much as possible.

 Consider incorporating ―Universal Design‖ as much as possible









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Universal Design for Learning is . . .

. . . the design of instructional materials and activities that makes the learning goals

achievable by individuals with wide differences in their abilities to see, hear, speak, move, read,

write, understand English, attend, organize, engage and remember.

. . . achieved by means of flexible curricular materials and activities that provides

students with a wide range of abilities, disabilities, ethnic backgrounds, language skills, and

learning styles multiple means of representation, expression and engagement.

. . . built into the instructional design not added on after-the-fact.

Universal Design for Learning addresses each of the following areas:

• Inclusiveness • Information Access • Feedback

• Physical Access • Interaction • Demonstration of Knowledge



Grievance Procedure

Not only does the law require the College to provide equal access and forbid us to discriminate on

the basis of a disability, legal statutes demand we provide an avenue of redress. If an individual

feels the College has violated her or his rights under Section 504 or the ADA, we must provide a

procedure to file a grievance.

 any student or employee may consult the 504 Coordinator, Barbi Cheadle, with any

questions or concerns related to compliance

 any student or employee may file a formal grievance

 any student or employee may file a formal grievance directly with the Office of Civil

Rights

 Grievance Procedures and contact information are located in the Faculty Handbook,

the Employee Handbook and the Student Handbook



ARC Exam Accommodation Process

1. Testing Accommodation Policy Contract – when the student is granted an exam

accommodation, he or she reviews and signs off on the Testing Accommodation Policy which sets

forth the rules and procedures that protect the student and the College in maintaining the

integrity of the exam procedure.

2. Proctor/Scribe Request Form – the student must complete this form for each exam/quiz to be

proctored in the ARC. We require at least 3 days advance notice, so that we can make the

necessary arrangements for space, materials, assistive technology, proctors, and receipt of the

exam from the professor.

3. Professor provides exam to the ARC – the student needs to make specific arrangements with

the professor before each exam to be proctored in the ARC. The professor is then responsible

for getting the exam to the ARC in a timely manner (it may need to be converted to an alternate

format.) We accept exams by email, on CD or in printed form. If you elect to have someone

else deliver the exam, please call prior to delivery and identify the courier. If a blue book or scan

sheet is required, please provide a sufficient supply. Please be sure that all directions or special

instructions are provided with the exam.

4. Test Security – upon receipt of the exam, it is kept in a secure location accessible only by ARC

staff until exam time. While students are taking exam, they are monitored. Any inappropriate

behaviors or exam materials are reported back to the instructor. After the exam is completed, it

is kept secure until it is picked up. After the exam is turned over to the professor, any remaining

copies are deleted or destroyed.

5. Exam Pick-up – when the student completes the exam, the ARC will notify the instructor by

phone and/or by email. The professor should notify the ARC as to how she or he intends to

retrieve the exam, including the identity of the person picking up the exam if other than the

instructor.





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Questions or Concerns



The ARC Staff is always more than willing to hear any concerns you may have and answer

questions regarding any aspect of the department. You may certainly have questions regarding

this important and sensitive aspect of a student‘s learning. Please do not hesitate to contact any of

our staff regarding your questions and/or concerns. It is our goal to maintain the professional

integrity of your course and material by supporting you in providing necessary accommodations

to students with disabilities. Your feedback is important to us.



Contact Information

You are invited to contact the ARC, the Director, or the Disabilities Specialist at any time. We

welcome your collaboration with and participation in providing students with disabilities equal

access to an education and college experience.

ACADEMIC RESOURCE CENTER

740-376-4700

arc@marietta.edu

Disabilities Specialist Director of the ARC

Barbi Cheadle x4467 Amanda Haney-Cech, M.A. x4837

barb.cheadle@marietta.edu amanda.cech@marietta.edu

Andrews Hall, Third Floor Andrews Hall, Third Floor

Marietta College Marietta College

215 Fifth Street 215 Fifth Street

Marietta, OH 45750 Marietta, OH 45750

A guidebook, Policies and Procedure Guidelines for Students with Disabilities at Marietta

College, is on the Web at http://www.marietta.edu/academics/resources/arc/index.html and

copies were distributed to academic departments during the Fall 2008 semester. This guidebook

is available in alternate format upon request. Call the ARC at 376-4700 to make this request.









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ACADEMIC DISHONESTY



T he procedure for handling academic dishonesty is still new and students may not be aware of it. In the

past, plagiarism and other academic dishonesty issues have been handled though the Academic

Grievances process. What follows is from Appendix 1 of the Handbook section of the Faculty Manual.



10. Academic Dishonesty. Dishonesty within the academic community is a very serious

matter, because dishonesty destroys the basic trust necessary for a healthy educational

environment. Academic dishonesty is any treatment or representation of work as if one were

fully responsible for it when it is in fact the work of another person. Academic dishonesty

includes cheating, plagiarism, theft or improper manipulation of laboratory or research data

or theft of service. Plagiarism occurs when a writer deliberately uses someone else's

language, ideas, or other original (not common-knowledge) material without properly

acknowledging its source.

A substantiated case of academic dishonesty may result in disciplinary action, including a

failing grade on the project, a failing grade in the course, or expulsion from the College.

Penalties for dishonesty should be determined by the instructor in consultation with the

department chair and must be clarified in the instructor's course syllabus and/or assignment

sheet. In cases where no instructor plagiarism policy is outlined, students are still expected

to understand which actions constitute plagiarism and are subject to the penalties outlined in

the Student Handbook. These actions are discussed in Writing 101 and Communication 101,

and information on plagiarism is available through the Campus Writing Center.

Students have the right to appeal charges of academic dishonesty. Faculty members selected

to serve on an appeals committee are asked to determine whether or not the alleged

academic dishonesty occurred and/or whether the penalty is appropriate.

This policy applies to all students at Marietta College, both undergraduate and graduate. In

the case of graduate students, ―program director‖ replaces ―department chair‖ in the

procedures.



10. 1 Complainant is the instructor



A. If the instructor is the complainant, he or she will confer with the department chair. (If

the department chair is the complainant, s/he will consult with another chair within the

academic division.) The chair and instructor will decide on an appropriate penalty, ranging

from a deduction of points on the assignment to an F on the assignment or an F in the

course. Even if no penalty is exacted, the instructor will meet with the student to explain

academic conventions and community standards and to reinforce the importance of

academic honesty.



B. If a penalty is to be exacted, the instructor will inform the student of the allegation and

the penalty. This may be done in person at the instructor's discretion. Depending on the

timing within the semester, a face-to-face meeting may not be possible. With or without

such a meeting, the student must also be informed in writing (or e-mail), stating the

allegation descriptively and the specific nature of the penalty. The communication will

include information on the process to be followed if the student wishes to contest an

allegation or a penalty, i.e., as described in section 10.1.D





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C. The chair and the Provost will receive a copy of the written communication to the

student, which may also include a report on the face-to-face communication with the student

if one occurred. Any relevant documentation should be sent to the Provost.

D. An undergraduate student wishing to contest an allegation or a penalty should follow the

procedures for appeal described below in section 10.4. A graduate student wishing to

contest an allegation or a penalty should follow Step II of the Procedure for Academic

Grievances as described under Graduate Student Academic Grievances (section 13 of this

appendix), initiating the process in person or by e-mail within one month of having received

the instructor's written notification. If there is no contact within one month, whether in

person or by e-mail, the Provost will assume that the student accepts the charge and the

penalty.

E. The Provost sends the student a letter in hard copy summarizing the charge and the

penalty.

F. The Provost will maintain a list of students charged with and found responsible for

academic dishonesty. A student's name is removed from this list and the documentation

destroyed seven years after the student's graduation or separation from the College,

whichever comes first.

10.2 Complainant is not the instructor

If the person wishing to file the allegation is not the instructor of the course, that person

informs the instructor of the allegation. The instructor will ask the complainant to submit

the allegation in writing with documentation to the extent possible. The instructor will

confer with the department chair to determine if the allegation has validity. (If the

department chair is the complainant, s/he will consult with a senior member of the

department or another chair within the academic division.) If the instructor and the chair

determine that the complaint does not have merit, the chair will inform the complainant that

the allegation was considered but will not be pursued. If the complaint is judged to have

merit, the instructor proceeds as in 10.1.B.



10.3 College penalties for multiple offences

A. If the Provost‘s record shows that this is not the first sustained complaint of academic

dishonesty, the student is liable for a College penalty. The letter from the Provost to the

student (See 10.1.E) will also specify that this is not the student's first offence.

B. The Provost will request that the Assistant Academic Deans review the current and

earlier complaints and make a recommendation to the Provost for a College penalty which

will be in addition to the penalties exacted by each instructor. This may range from a grade

of F for the course, to restrictive probation, to suspension for a specific number of semesters,

to expulsion. (See the Student Handbook definitions of suspension and expulsion.)

C. The Provost will confer with the Assistant Deans and make a decision on the College

penalty.

D. The Provost will convey the College penalty to the student in writing.

E. The student may appeal the College penalty by appealing the charge as described in

section 10.4 within one month of having received the Provost's letter.







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10.4 Appeals Procedure for Charges of Academic Dishonesty

A. A student penalized by an instructor or the Provost for infractions of academic

dishonesty has the right to appeal the charge and the penalty within one month of having

received written notification. The criteria for an appeal are either a procedural error, the

availability of new evidence, or that the charge was based on insufficient evidence. An

undergraduate student may initiate the process in person or in writing, addressing the appeal

to the Vice President for Student Life. Graduate students should follow the grievance

procedure outlined under Academic Grievances in the Graduate Programs Catalog. See also

Appendix 1.13 of the Faculty Handbook.

B. The Vice President for Student Life will convene an appeals committee within 10

business days of receiving the student's appeal. The committee shall be composed of three

members of the full-time teaching faculty, one chosen by the student, one chosen by the

Provost, and one chosen by the Vice President for Student Life in consultation with Faculty

Council.

C. The appeals committee shall hear testimony from the student and will examine the

evidence and communications about the case or cases on file in the Provost's office. The

committee may hear testimony from instructors or any others it deems necessary. Faculty

members selected to serve on the appeals committee are asked to determine whether or not

the alleged academic dishonesty occurred.

D. The appeals committee shall maintain confidentiality concerning any information

presented in the hearing.

E. There shall be no legal counsel present in the hearing of the appeals committee. One

member of the Marietta College community may accompany the student.

F. Within 10 business days after completion of the hearing, the appeals committee shall

submit its decision to the Vice President for Student Life and the Provost. The Provost

sends a copy of the decision to the student and keeps a record of it on file.

G. The student may withdraw the appeal at any point in the proceedings by so requesting in

writing to the Vice President for Student Life.

H. The Vice President for Student Life may grant an extension of the time limit of this

procedure for good cause.









25

The Instructor’s Companion – 2011-12









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26

The Instructor’s Companion – 2011-12



ACADEMIC GRIEVANCES



M ARIETTA COLLEGE is committed to the highest principles of academic and personal

integrity and a sensitive regard for the rights of others. Essential to these rights are the

individual responsibilities of faculty and students. Faculty are responsible for clearly

communicating their grading policies, testing procedures, and expectations of student

performance at the beginning of each course, as described in the Faculty Manual. Students are

responsible for following these policies and fulfilling those expectations. Although students have

the right to their opinions about course content and delivery, they remain responsible for learning

the content of the course and for fulfilling all degree requirements.

Definitions for Academic Grievance

1. Complaint: An informal claim made by a student that an instructor has carried out his or her

responsibilities improperly.

2. Grievance: A written allegation by a student that an instructor or other representative of the

College has carried out his or her responsibilities improperly.

3. Respondent: The instructor or other person identified by the affected student as causing or

contributing to the complaint or grievance.

4. Time Limit: The time limit is defined as the semester following the incident in which the

grievance took place. The summer term does not count as a semester.



An aggrieved UNDERGRADUATE student should follow the following procedure:



Step I

It is recommended that a student consult with his or her academic advisor before and while

initiating a complaint or grievance. In cases where the academic advisor is the subject of the

complaint or grievance, the student should consult the Provost.

1. The student shall discuss the problem with the respondent.

2. If a problem is not mutually resolved, the student shall confer with the immediate

supervisor (usually the department chair) of the respondent. If the respondent is a

supervisor or department chair, the student shall confer with the Provost or the person to

whom the Provost has delegated this responsibility, hereafter referred to as the Provost‘s

designate. A student should not assume that petitioning a complaint or grievance means

that the petition will be granted. The student should continue to attend classes and fulfill

the requirements of the course in which the student is currently enrolled.

Step II

1. If the complaint is not satisfactorily resolved in Step I, the student has the right to file a

grievance with the Provost or the Provost‘s designate. This written allegation shall

describe the grievance, a summary of the circumstances surrounding it, the related

evidence, and what has already been done in attempting to resolve it.

2. The Provost or the Provost‘s designate shall convene a grievance committee and a

hearing shall be scheduled within 15 days after the receipt of a written grievance.

a. The grievance committee shall be composed of three members of the full-time

teaching faculty, one chosen by the student, one chosen by the respondent, and

one chosen by the Provost or Provost‘s designate. All three members selected for

the committee will be based in the instructor‘s academic division. In cases where



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The Instructor’s Companion – 2011-12

the instructor is not represented by an academic division, the Provost or Provost‘s

designate will facilitate the selection process.

b. The grievance committee shall hear testimony from the student, the respondent,

and whomever else it deems appropriate.

c. The grievance committee shall maintain confidentiality concerning any

information presented in the hearing.

d. There shall be no legal counsel present in the hearing of the grievance committee.

e. At the discretion of the Provost or the Provost‘s designate, the committee shall

have access to all material it feels is relevant to the case.

3. Within 15 days after completion of the hearing, the grievance committee shall submit its

recommendation to the Provost or the Provost‘s designate for his or her resolution. A

copy of the resolution shall be sent to the respondent and the student. A file of the

recommendation and resolution is kept in the Provost‘s office.

4. The student may withdraw the grievance at any point in the proceedings by so requesting

in writing to the Provost or the Provost‘s designate.

5. The Provost or the Provost‘s designate may grant an extension of the time limit of this

procedure for good cause.

6. The student or the respondent may appeal to the Provost (if the Provost has not handled

the case himself or herself), and then to the President of the College if either finds the

resolution of the matter unsatisfactory.



If a GRADUATE student believes he or she has a legitimate complaint or grievance, the student

should follow the following procedure:

Step I

It is recommended that a graduate student consult with his or her academic advisor before and

while initiating a complaint or grievance.

1. The graduate student shall discuss the problem with the instructor (for problems

involving a single class) or program director (for problems involving the program in

general).

2. If a problem is not mutually resolved, the graduate student shall confer with the program

director of the graduate student‘s program. Some programs may have their own grievance

procedure; the program director will inform the graduate student of this procedure. If the

problem is between the student and the program director, then the graduate student shall

confer with the Provost or the person in that office to whom the Provost has delegated

this responsibility, hereafter referred to as the Provost designate.

3. A graduate student should not assume that petitioning a complaint or grievance means

that the petition will be granted. The graduate student should continue to attend classes

and fulfill the requirements of the course in which the graduate student is currently

enrolled.

4. A complaint or grievance must be initiated by the date mid-term grades are due in the

semester following the incident triggering the complaint/grievance. The summer term

does not count as a semester.

Step II

1. If the complaint is not satisfactorily resolved in Step I, the graduate student has the right

to file a grievance with the Graduate Council. The graduate student should contact the

current chair of the Graduate Council to obtain the current procedure (given below) for an

appeal to the Graduate Council.





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The Instructor’s Companion – 2011-12

2. In general, the following types of grievances will be heard by the Graduate Council:

appeal of grades, extension of time to complete program requirements, non-professional

behavior, plagiarism, and any other matter that may potentially fall within the scope of

the Council.

3. The Graduate Council will hear the graduate student‘s case (using the procedure below).

The decision of the Graduate Council will be forwarded to the Provost and the student. If

an appeal arises, the Provost can affirm or overturn the decision. There is no appeal of the

Provost‘s decision.

Important Note to Graduate Students There is always a subjective component to grading.

Because of the specialized nature of graduate education, the Graduate Council is not in a position

(i.e. does not have the expertise) to second-guess the instructor as to the appropriateness of a

grade. In an appeal of a grade, you must demonstrate that the grade was unfair in some way

(expectations were not clear, the instructor was unprofessional in dealing with you, etc.). The

standard for successfully appealing a grade is very high and must be accompanied by clear,

unambiguous documentary evidence.



Procedure for an Appeal to the Graduate Council

1. The chair of the Council will supply the graduate student with a copy of this procedure.

2. The chair of the Council will appoint a representative of the Council to help the student

formulate the appeal. Normally this person will be the Director of Graduate Programs,

but it can be any member of the Council not directly involved in the appeal.

3. The student, working with the Council representative, will produce a written allegation

describing the grievance, a summary of the circumstances surrounding it, the related

evidence, and what has already been done in attempting to resolve it. Sufficient copies of

this document must be delivered to all faculty/administration members of the Graduate

Council at least 48 hours prior to the hearing. Student representatives on the Graduate

Council do not hear appeals.

4. The graduate student will work with the chair of the Graduate Council to schedule the

hearing at a mutually agreeable time, normally the regular meeting time of the Council.

The student is entitled to a hearing within 15 days of the time the student first contacts

the chair of the Graduate Council.

5. At the hearing, the graduate student will have a reasonable amount of time (about 15

minutes) to present his or her appeal. The faculty member and/or affected program will

then have a similar amount of time. Neither of the affected parties will be present to hear

the other party‘s presentation; neither of the affected parties will be present during

deliberations. The Graduate Council may hear additional witnesses at the chair‘s

discretion. A decision will be forwarded to the Provost within 8 days of the hearing.

6. There shall be no legal counsel present in the hearing.

7. The Graduate Council shall maintain confidentiality concerning any information

presented in the hearing.

8. The Graduate Council shall have access to all material it feels is relevant to the case.

9. Cases brought before Graduate Council will be decided by a simple majority vote.

10. The decision of Graduate Council will be forwarded to the Provost and the student. If an

appeal arises, the Provost can affirm or overturn the decision. The Provost will inform the

student and the Council of the final decision. There is no appeal of the Provost‘s decision.

11. The graduate student may withdraw the grievance at any point in the proceedings by so

requesting in writing to the Provost or Chair of the Graduate Council.

12. The Provost or Chair of the Graduate Council may grant an extension of the time limit of

this procedure for good cause.





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OVERLOAD POLICY

AND COMPENSATION





T he general rule for faculty is that a full-time instructor carries a course load of twelve credit

hours each semester. Instructors sometimes agree to go beyond the twelve hours and the

purpose of this document is to provide information on the ―overload‖ payment policy currently in

force. Two compensation request forms are given on pages 32 and 33.



(A) “REGULAR COURSES”

(i) Undergraduate

When an instructor agrees to teach during fall or spring semesters a 3-hour course as an

―overload‖ that enrolls at least six paying students, the compensation is $2,000, payable in four

equal installments during the semester. The stipend for a summer term 3-hour class is $2,500

payable in two installments. For overload courses, a ―Pay Action Request‖ form, see page 32,

from the department chair must accompany the course schedules submitted to the Records Office

and be approved by the Provost. (The form is available electronically: http://www.marietta.edu/employees/

and under Employee Policies, click on ―Pay Action Request‖.)



When a course described in the previous paragraph enrolls fewer than six students, the stipend

will be pro-rated by a fraction, where the numerator is the number of paying students enrolled and

the denominator is ―6‖. For example, an instructor of a 3-hour summer course enrolling four

students will receive $2,500 x 4/6, or $1,667.



(ii) Graduate

Payment for graduate-level courses varies. For a 3-hour course stipends are $3,000 for MAEd,

MAP, and MICM courses, and $4,000 for MSPAS. Overload graduate courses must be approved

by the director of the graduate program and the Provost. The pro-rating mechanism described

above for undergraduate courses applies also to graduate courses. The stipend for supervising a

MICM project (MICM 690) is $1,000 and $500 for each of MAP Thesis I and Thesis II (MAP

691 and 692).



(B) “INDIVIDUALIZED COURSES”

(i) Undergraduate

This memorandum addresses the following ―independent study‖ situations:



Number Title Number Title

X93 Honors thesis X97 Internship

X95 Directed research XXX Independent Study

X96 Independent Study (Catalog courses)

(not in Catalog)



In 1998 Faculty Council approved the following policy contained in section 8 in Appendix 1,

Academic Policies, of the Handbook section of the Faculty Manual. The policy has been

updated as to the compensation and reads:

Extra Compensation Procedures. Full-time Marietta College faculty are paid annual

salaries which normally cover various educational and service activities. Often the

normal teaching loads include some supervision of student research, independent studies,



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The Instructor’s Companion – 2011-12

special studies, etc. Faculty can request that the dean of the faculty provide extra

compensation for some of these special activities according to these guidelines:

It is expected that faculty who choose to supervise Directed Research or Independent

Studies projects will complete six credit hours as part of their normal responsibilities.

After that, additional projects will be compensated at the rate of $111 per credit hour. We

have established the rough rule of thumb that a Directed Research or Independent Studies

project will involve a minimum of six hours involvement per credit hour on the part of

the faculty member.



The payment is based on the $2,000 stipend paid for a regular 3-hour overload course with at

least six students. Thus, the hourly rate is $2,000 divided by 18 student credit hours (3x6) or

$111, and the payment for a 3-hour independent study is $333. The Extra Compensation Request

Form is replicated on page 33 and should be submitted once the final grade for the independent

study has been recorded. (The form is available electronically: http://www.marietta.edu/employees/ and under

Employee Policies, click on ―Faculty Extra Compensation Request Form‖.)





The policy covers all independent studies except that the ―six hours each year‖ rule does not

apply to summer courses, honors theses, internships, or adjunct instructors.



Honors theses are paid at the rate of $666 for a 3-hour credit thesis with the Pay Action Requests

for honors theses being generated by the Director of the Honors Program.



For each internship (regardless of hours credit earned by student) supervised during the summer

session, the instructor of record receives a stipend equal to roughly one-third of the cost of one

credit at the summer school rate. Internships supervised during the spring or fall semester will

count as part of the normal load when the instructor of record has no more than two internships to

supervise in one semester. For each internship above two the instructor of record receives a

stipend equal to roughly one-third of the cost of one credit at the summer school rate. Pay Action

Requests for summer courses and internships are generated by the Registrar



Supervisors of Summer Investigative Studies projects receive a stipend of $500 on the basis of

a Pay Action Request Form generated by the Director of Investigative Studies.



(ii) Graduate

Independent studies at the graduate level come in two forms: individually-taught graduate work,

and enhanced undergraduate course.



(a) Individually-taught graduate work.

The stipend for a 3-hour graduate level independent study (Catalog course or true independent

study/research), regardless of program, is $400.

(b) Enhanced Undergraduate Courses

Where an instructor has an undergraduate course and arranges with a student to enhance the

course to bring it up to graduate level for the MICM degree, the compensation for a 3-hour

enhancement is $400. Payment is generated by the Registrar via a copy of the Learning Contract.









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The Instructor’s Companion – 2011-12

Pay Action Request

Adjunct Overload FT Faculty Grants/Award

(specify)__________________

Ind. Study Other____________________



Employee/

Contractor

Name:



Home Address:





Social Security Number: New Employee: Yes** No

(if new employee)



**Note, if this is a new employee, this person must complete all necessary tax papers before this

request can be submitted for payment. Please call ext. 4730 to make an appointment.





Budget/GL Account #: Dept:



Position Title or Duties assigned:

(example: Lecturer, Coach, Overload, Visiting Prof)

If applicable,



Total Contract amount: Actual Start Date:



Contract Period:

(example: September 2005 - May 2005)

To be JAN FEB MAR APR MAY JUNE JULY

Paid: AUG SEPT OCT NOV DEC



If applicable,

Course(s) being taught: Total Credit Hours:

(example: PSYC 101S-03, 3 cr hrs )



Special Provisions:







Requested by: Date Requested:



Title/Position:

Please sign and send back HR/Payroll Processing

in a sealed envelope to: Campus Box B-4 CONFIDENTIAL!!

THIS FORM MUST BE RECEIVED PRIOR TO THE

PAYROLL PROCESSING DATE (call ext. 4722 for next deadline)



Authorized by: V.P. _________________________________ H.R.______________



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EXTRA COMPENSATION REQUEST FORM

It is expected that faculty who choose to supervise Directed Research or Independent Studies

project will complete six credit hours each year as a part of their normal responsibilities. After

that, additional projects will be compensated at the rate of $111 per credit hour. The rough rule

of thumb is that a Directed Research or Independent Studies project will involve a minimum of

six hours per credit hour per semester.





STEP 1. To be filled out by the instructor and sent to the Provost after completion of six

credit hours of uncompensated projects.

I request approval for extra compensation for the following:



Semester__________ Course number ______________ Credit hours ______



Title of Project ___________________________________________

(Please attach a description which indicates the expectations placed on the student.)



Student name(s) ________________________________________________________



______________________________________________________________________



††Did this involve a minimum of 6 hours/credit hour on your part? __________



††Previous uncompensated projects this year _________________________________



______________________________________________________________________



Instructor signature _______________________________ Date _____________



†† Does not apply to summer courses, honors theses, internships, or adjunct instructors





STEP 2. To be filled out by the Provost and returned to instructor.



Approved _________________ Not Approved ________________



Provost‘s signature __________________________________ Date _____________









STEP 3. A copy of this form to be passed to Payroll Specialist by the Provost



Amount of Compensation approved $ ______________





← ↑ Forms are available at http://www.marietta.edu/employees/ and under Employee Policies, click on ―Pay

Action Request‖ or ―Faculty Extra Compensation Request Form‖.









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The Instructor’s Companion – 2011-12

COMPENSATION FOR OFF-

CAMPUS PROGRAMS



T his policy governs all off-campus academic programs, with exceptions as described below.

Faculty who create and conduct off-campus study programs for Marietta College students

will be paid in accordance with the following schedule. Each off-campus study program must

generate sufficient revenues to cover all expenses of the trip. If the off-campus study earns

undergraduate credit hours for participants, participants must pay prevailing Continuing

Education tuition and fees and, if applicable, room and/or board. Graduate level participants pay

prevailing graduate tuition rates and, if applicable, room and/or board. Participants who do not

earn credit hours must pay amounts sufficient to cover the apportioned stipend of trip leaders.

This policy is subject to the existing Off-campus Programs Budgeting Funding policy (revised

May 12, 2008). This policy is predicated on a minimum of eight (8) paying travelers per trip,

excluding the trip leader and support persons. Should a trip be planned for fewer than eight (8)

paying travelers, the trip leader may reduce tuition expenses (e.g., reduce trip leader/second

responsible adult stipends) in order to retain the viability of the trip and a balanced trip budget

Trips with both credit-earning and non-credit earning travelers revert to the terms of Credit

Earning Trips.



Compensation Schedule (for both undergraduate and graduate study)

Credit earning trips

1. Instructional stipend for trip leader for credit earning trips Up to $3,000

(Trip leader‘s instructional stipend may be administered as course overloads

OR as part of the trip leader‘s yearly course load based on prior consultation

with and approval from the trip leader‘s department chair and the Provost.)



2. Second responsible adult for credit earning trips of up to 8 paying travelers* Up to $1,000

a. Additional stipend for paying travelers in excess of 8 headcount Up to $75/

(*Actual amounts can vary with the person‘s role and responsibilities, which traveler

may include instruction. Stipend is set by the Provost on a case-by-case basis.)



3. Administrative stipend for trip leader of credit earning trips*

a. Stipend for organizing travel portion of course for up to 8 paying travelers Up to $1000

b. Additional stipend for paying travelers in excess of 8 headcount Up to $125/

(*Actual amounts can vary depending on the trip leader‘s and second responsible traveler

adult‘s roles and responsibilities. Stipend is set by the Provost on a case-by-case

basis.)



4 Tuition Reserves (limited application—see explanation below)* 15% of

(*Funds set aside from tuition revenues to cover costs associated with trip budgeted

implementation, including insurance premiums and staff support. Tuition reserves tuition

may also be used in resolution of unforeseen emergency situations during a trip. revenues

However, Tuition Reserves should not be viewed as available for expenditure under

normal trip circumstances. Budgeting for Tuition Reserves is not required for trips

that charge regular (non-Continuing Education) tuition rates, award academic credit

within normal Fall or Spring enrollment and course load, AND occur during the

regular Fall or Spring semester.)



5. Non-credit earning participants/travelers will be charged additional fees to cover

applicable trip expenses, including the administrative stipend of the trip leader.



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The Instructor’s Companion – 2011-12

Non-Credit Earning Trips

6. Trip leader for non-credit earning trips* Up to $250/traveler for first 8 travelers.

Up to $125/traveler for additional

travelers



7. Second responsible adult for non-credit earning trips* Up to $125/traveler for first 8 travelers

(*Actual amounts can vary with the person‘s role and Up to $ 75/traveler for additional

responsibilities, which may include instruction. Stipend is set travelers

by the Provost on a case-by-case basis.)



8. Support person (non-instructor, (―chaperone‖)* $0

(*Budgeted travel expenses are built into travel expenses

charged to travelers depending on the support person‘s role

and responsibilities)



9. Administrative stipends budgeted for the trip leader and

second responsible adult for non-credit earning trips will be

included in the travel expenses charged to participants.





Travel for Course Development

Course development and related travel expenses may be covered all or in part by an award from

the International Advisory Group (IAG) with the approval of the Provost. IAG awards aim

explicitly to encourage faculty to develop international opportunities for students. Limits to these

awards are set by the IAG and the Provost.









ASSESSMENT @ MARIETTA COLLEGE



M ARIETTA COLLEGE is committed to the assessment of student learning outcomes to assure

student learning. Moreover, the College supports the belief that assessment does lead to

improved teaching and learning.



The College assesses both the majors and general education curriculum. Academic program

assessment reports are regularly submitted to and critiqued by the Assessment Committee. Each

instructor delivering a section of a general education course at the College is charged with

assessing at least one of the student learning outcomes for each general education cognate area as

set forth in the 21st Century Curriculum. These data are collected and compiled by the Academic

Assessment Committee. In addition, standardized testing is used to supplement the course-level

assessment. Results are shared with the campus community.



Information and forms are available at the website of the Academic Assessment Committee:

http://faculty.marietta.edu/assessment/index.html. Be sure to refer to Assessment@Marietta

College: A Working Handbook. If you lack a copy, contact the Provost‘s Office.









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The Instructor’s Companion – 2011-12



FUNDING OPPORTUNITIES AND AWARDS



Research Support

Research Grants (RG. For use during academic year.

Expense line Expense line of up to $1,000 per project. Can be combined with

Research Load Reduction (see next item) and Sabbatical programs.

Applications to Chair of Faculty Development Committee..

Research Load Reduction A one-course release to allow pursuit of a research project. Expenses

Program (RLRP)† should be requested as a Research Grant (above).

Course release Up to five load reductions of one course per semester, research plus

instructional, can be awarded per year.

Applications to Chair of Faculty Development Committee, by mid-

January and mid-September for following semester. Faculty

Development Committee makes recommendations to the Provost.

See: http://faculty.marietta.edu/development/loadreduction.html

Professional Improvement Up to $3,000 to be divided between stipend and expenses with

Grant (PIG) maximum stipend being $2,000.

Summer support Applications to Chair of Faculty Development Committee, by mid-

January. See: http://faculty.marietta.edu/development/pig.html



Instructional Support

Instructional Load Reduction A one-course release to allow pursuit of a pedagogy project. Expenses

Program (ILRP) † up to $1,000 can be requested. (See Engaged Teaching/Learning Grants

Course release below.) Up to five load reductions of one course per semester, research

plus instructional, can be awarded per year.

Applications to Chair of Faculty Development Committee, by mid-

January and mid-September for following semester. Faculty

Development Committee makes recommendations to the Provost.

See: http://faculty.marietta.edu/development/loadreduction.html

Team-teaching. No stipend or expenses, but funds may be available to cover adjunct

Both instructors receive instructor. See section in Companion on ―Team-Taught Courses.‖

credit for course Applications to appropriate Division Coordinator by mid-January and

mid-September for following semester.

Division Coordinators consider institutional feasibility; Pedagogy

Committee considers instructional desirability

Engaged Teaching/Learning Expense line for materials, travel. Open to adjunct instructors.

Grants Applications to Pedagogy Committee, Pedagogy@marietta.edu

Expense line See: http://faculty.marietta.edu/pedagogy/index.html



Other Support

Sabbaticals Applications to Chair of Faculty Development Committee

Semester or year-long See: http://faculty.marietta.edu/development/sabbaticals.html

Mini-grants Up to $2,000 per faculty member in any academic year.

Expense line Applications to Chair of Faculty Development Committee

See: http://faculty.marietta.edu/development/minigrant.html

Enhancement of facilities Applications to appropriate Division Coordinator: Janet Bland, Arts

and programs and Humanities; Ryan May, Social Science, Business and Leadership

Capital or expense line Studies; John Tynan, Sciences



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The Instructor’s Companion – 2011-12

International travel grants Applications to Chair of International Advisory Group

Expense line See: http://faculty.marietta.edu/intladvisory/index.html

Improvement thru Applications to Chair of Academic Assessment Committee

Assessment grants See: http://faculty.marietta.edu/assessment/docs/improvements_Grants.pdf

Expense or adjunct stipend

Social Activism and Change Applications to Hartel Program Director, Dr. Mary V. Barnas,

& Freshman Retention Mary.Barnas@marietta.edu;

Expense line See: http://faculty.marietta.edu/hartel/index.html

Mentor Travel Grants Applications to Pedagogy Committee, Pedagogy@marietta.edu

Expense line See: See: http://faculty.marietta.edu/pedagogy/index.html

The Small But Important Applications to Provost: Provost@marietta.edu

Things Which Might Other-

wise Not Be Funded Fund



Awards

McCoy Professors Up to two instructors appointed for five years with stipend enhancement.

Nominations to Provost. Selection by External Review Committee

See: http://faculty.marietta.edu/mcfac/f_documents/McCoy.doc

Innovative Teaching Award Nominations to Chair of Faculty Development Committee

See: http://faculty.marietta.edu/development/innovative_teaching.html

Research Award Nominations to Chair of Faculty Development Committee

See: http://faculty.marietta.edu/development/research.html

Advising Award Nominations to Assistant Dean for First Year & Advising, Suzanne

Walker. Selection by Assistant Dean and First Year Advisory Council.

See: http://faculty.marietta.edu/development/advising.html

Harness Outstanding Up to three instructors with one-year salary enhancement, plus profes-

Educator Award sional development budget in second year. Nominations due in

Provost’s Office by mid-November. ―Access to file‖ waiver must be in

Provost‘s Office for nominee to be considered. Selection by Faculty

Council. See: http://faculty.marietta.edu/mcfac/f_documents/Harness.doc

Putnam Service Award Nominations due in Provost’s Office in mid-January.

(Staff and Faculty) Selection by Provost and Faculty Council.

†

Note on the Load Reduction Program (RLRP and ILRP)

1. The program allows for a load reduction of one course to be taken either in the Fall or Spring

semesters of any given academic year.

2. The Instructional Load Reduction program has two purposes: (a) transformation of a course in

terms of its pedagogy/delivery of material, and (b) preparation of a course in an area outside the

instructor‘s training and expertise.

3. When awarding instructional load reductions, preference will be given to general education

courses (especially literary analysis, diversity, and writing proficiency).

4. If necessary, the College will fund the hiring of an adjunct instructor to cover the load reduction.

5. The instructor may submit a request for an Instructional/Research Grant of up to $1,000 for travel

and materials related to the project.

6. The instructor may apply for a load reduction (instructional and research) once every five years.

7. The College will grant up to five load reductions (instructional and research) per academic year.

8. To allow for a course scheduling, load reduction proposals must be submitted in a timely fashion

to the Chair of the Faculty Development Committee and must show evidence of support from the

department chair. The Provost in consultation with the committee chair will select the recipients.

9. Instructional load reductions differ from research load reductions in that the latter focuses on

faculty research.







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The Instructor’s Companion – 2011-12



CAPACITY LIMITS ON COURSES



T he College is experiencing a time of increased enrollment. As enrollment edges upward the

College must ensure that the use of classroom facilities is efficient and the capacity limits on

courses are set at levels which are both optimal and equitable.



“Ceilings”

The Curriculum Committee in 2010 developed the following guidelines on upper limits for

courses.

The enrollment cap for a course will reflect a variety of considerations, including the nature of the

pedagogy, seating capacity of a classroom or lab, and availability of equipment. Department

chairs should also endeavor to achieve equity in the enrollment caps established for sections

taught by senior faculty, junior faculty, adjuncts, and one-year appointees.



The effects of allowing additional students beyond the established enrollment cap should be

carefully considered, and the decision to do so will normally be at the discretion of the course

instructor. Sometimes additional students on a wait-list can be accommodated, but instructors

and Department Chairs are generally discouraged from increasing an enrollment cap more than

10% because of the potential impacts on course pedagogy.



“Floors”

The great majority of courses currently have caps of 30 - 35, and that is expected to continue to

be the norm. But, recognizing that certain courses warrant lower caps, the Provost asks that

justification be given where a cap is set below 25.

Automatic exceptions to this 25 minimum are Modern Language courses where classroom con-

versation is a significant part of the course, and Writing Proficiency courses. For these courses

the normal cap will be 22 students. For COMM 101, FYE 101, 102, 194, HONR 101, 111, 112,

WRIT 060, 101 the cap will usually be 18. For ESL 102, 201, 202, the cap will continue to be 16.

For all other courses where an instructor wishes to set a cap below 25, a rationale, in writing,

must be submitted to the Provost for consideration and approval. The request for course caps

below 25 will probably require 250 or fewer words. The requests should have the support of the

department chair, and should be sent to Office of the Provost before provisional course lists are

due at the Records Office.

Naturally, exceptions will apply where equipment availability is a constraint and the nature of the

constraint should be described in the rationale.









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WRITING LETTERS OF

RECOMMENDATION









Letters of recommendation are often required to support most

applications for jobs, scholarships, and graduate or professional

schools. Due to the increasingly competitive nature of these

programs, letters of recommendation are becoming even more

important.



A useful resource for letter writers is “Writing Recommendation Letter”

by Joe Schall, (2nd edition, available from Outernet Publishing,

www.outernetpublishing.com). It includes sample letters for jobs,

graduate schools and major fellowships.



Guidelines:



 A letter of recommendation is meant to be a letter of

endorsement. If you feel uncomfortable writing a supportive

letter on behalf of a student, then it is advisable to decline the

request as soon as possible.

 Some programs ask for an evaluation and provide a form with

instructions on how to rate the student’s strengths and

weaknesses. It is very important to follow the instructions on the

form and include comments/examples, if possible, to reinforce

the ratings.

 Students should inform you (preferably) in writing, whether or

not they have chose or are required to waive their rights to gain

access to your letter. Confidential letters are usually given more

credence in the selection process.

 Most letters are one page long. Two pages maximum.

 Proofread carefully and don’t forget to sign your letter.

 Use your department’s letterhead to print out your letter. Then

seal the envelope and sign across the flap.

 Keep a copy of the letter.





Below you will find some suggested content/organization.



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Beginning

- State why you are writing the letter and how long and in what

capacity you’ve known the applicant

- Your assessment of the applicant compared to other students



Middle

- Discussion of the work/projects the applicant completed in

your courses, including grades

- A detailed assessment of the applicant’s qualifications,

supported by specific examples

- An evaluation of the applicant’s potential to succeed as

related to the program/reason for the letter of

recommendation



Depending on the nature of the application, you may wish to comment

on the applicant’s:



Intelligence Extracurricular activities

Originality Leadership achievements

Capacity for hard work Maturity/integrity

Leadership skills Social Skills

Communication skills Teaching or research potential

Writing skills Motivation

Analytical skills Knowledge of the field



End

- Reaffirm the recommendation

- Offer to answer additional questions, if necessary



Please remember FERPA (See page 5):



If any non-directory information (such as grades, GPA, class rank or

personally identifiable information) is included in the letter of

recommendation, the student’s written permission is required. Personal

observations are permissible without written consent.



Do not comment on student’s appearance, family background, religion,

health or other personal circumstances, unless they are immediately

relevant to the application.



It is NEVER appropriate to ask a student to write his/her own letter.









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WAITLISTS: THE PROCEDURE



T he College follows the following procedure for handling enrollment into waitlisted courses. When a

seat becomes available in a section with waitlisted students, the first student on the waitlist will be

notified by e-mail. The student will be given three days to contact the Records Office and accept or

decline the available seat. If the opening is declined or there is no response by the end of the third day,

the student will be dropped from the waitlist and the next student on the list will receive the same e-mail

notification. In order to benefit from this process, students must check their MARIETTA COLLEGE e-mail

account regularly.

Students will still have the option of seeking permission to be enrolled in a closed/waitlisted course. If

permission is granted, students must bring written consent from the instructor or department chair to the

Records Office in order to be enrolled in the course. Faculty should remember that only the Records

Office can register students into courses with active waitlists. Sometimes instructors or chairs give

special permission to allow a student to enroll in a closed course. If the course already has a waitlist, this

special permission may result in course enrollment exceeding course capacity.









TEAM-TAUGHT COURSES



T eam teaching a course can be a most rewarding experience for both instructors and students. The

division coordinators have developed guidelines for team-taught courses where both instructors

receive teaching credit.



A copy of guidelines and questions are given on the next page. Typically, the courses will be treated as

experimental courses and require approval by the divisional coordinators, Pedagogy Committee and

Provost. There is a strong preference for courses that qualify as general education, especially those

meeting the criteria for diversity and/or writing proficiency.



The College‘s resources allow up to one per division per semester. So, there is the need to keep the

opportunities open for everyone by expecting that any one instructor will usually participate in the

program only once in three years.



Courses will need to be approved by end of January and September for the following semester,



Proposals should include



 1-2 page response addressing the team-teaching aspect as outlined on the reverse side,

 A course description for inclusion in course lists distributed by the Records Office

 A syllabus

 If relevant, a completed Experimental Course form, including evidence of support from chair(s)

of department(s), and a completed General Education Assessment form









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PROPOSAL FOR A TEAM-TAUGHT COURSE

(Where both instructors are to receive teaching credit)

The proposal is to be submitted to the Provost together with, if relevant, a copy of the

Experimental Course form and its attachments and the General Education Assessment

form, both to be found on the Curriculum Committee website.

COURSE PROPOSAL

Please address the following:

1. Name and department of each instructor. Instructors ideally should be from different

departments or, in the case of departments with multiple disciplines, from different disciplines.

2. Last time each instructor team-taught a course for full credit. Typically, an

instructor will participate in a team-taught course no more than once every three years.

3. Benefit to course content from team-teaching. For both instructors to receive teaching

credit it must be demonstrated by a description of content and structure that a significant

benefit arises from team teaching.

4. Benefit to course pedagogy from team-teaching. For both instructors to receive

teaching credit it must be demonstrated by a description of process that both instructors will

participate significantly and beneficially in the course by, e.g. sharing teaching and leading

seminars, joint grading of papers/reports/projects, and attending most if not all class meetings.

5. Assessment. There should be consideration of how to assess the benefit arising from the

course being team-taught.

6. Proposals should also include

 1-2 page response addressing the team-teaching aspect as outlined above,

 A course description for inclusion in course lists distributed by the Records Office

 A syllabus

 If relevant, a completed Experimental Course form, including evidence of support from

chair(s) of department(s), and a completed General Education Assessment form.



PLEASE NOTE:

1. The course requires approval from the Provost, the Division Coordinators (as to institutional

feasibility), and the Pedagogy Committee (as to instructional desirability).

2. Complete proposals must be received by the Provost‘s Office no later than mid-January and

mid-September for the following semester.

3. Approval will probably be limited to a maximum of one from each division each semester.

4. Preference will be given to courses which meet the criteria for one or more general education

categories, especially diversity and writing proficiency.









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POLICY FOR ORDERING TECHNICAL

EQUIPMENT



T his policy from Information Technology applies to equipment such as computers, monitors, printers,

projectors, software, etc. that is technology-related. This applies to offices, classrooms and labs. The

process and reasoning for the process is as follows:



A. You need to get a quote and provide one of our technicians with an account number to charge

the equipment to – Please contact the following people for a quote



1. Contact Ken Nelson X4272 - for Computers, printers, software for classrooms or your office.

2. Contact Stephen Beck X4366 – For projectors, Multimedia set ups, screens, document cameras,

smartboards and other such equipment.

3. The reasons for having these individuals obtain a quote are:



o They have been ordering this type of equipment for years and they know

firsthand, which equipment is compatible with the systems we already have

running.

o They know which vendors have the best prices or are running special pricing.

o They know which vendors are slow to ship or don‘t charge shipping costs.



B. Next step is the online processing



1. Debbie Stödberg will enter your order online as a requisition with the appropriate account

numbers. Detailed information about the quote, providing information under comments, such

as who the equipment is being ordered for, what room number, building, department it will be

used in, etc.

2. Debbie will also have the appropriate people sign off on the purchase order (those who are in

charge of said budget accounts and the CIO as a final check).

3. The requisition is then sent to the Business Office for additional processing.



C. When the Requisition is approved in the Business Office, Debbie will receive an email

notification that the Purchase order is ready to be used.



1. Debbie will print out a copy of the purchase order and fax it to the vendor along with any

detailed quotes or necessary paperwork.

2. The purchase order is then monitored to make sure that equipment is received.

3. When the materials are received, they are given to the appropriate IT Technicians for

installation and testing.

4. The final step is when the order is completed. It is stamped and copies are made to send to

various departments to inform those involved, and for record keeping purposes.









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TWO TELEPHONE TIPS



T here are two different actions to describe: Call Forwarding and Call Transfer





1. Call Forwarding (manual) is used to automatically redirect inbound calls to another phone.

Situation: Dr. Smith expects an important call from a publisher, but she is called out to an academic

meeting.

Solution: Dr. Smith call forwards her telephone x4588 to her support person (Barb) to answer the call.

To activate Call Forwarding from a campus phone (i.e., x4588 Dr. Smith), Dial * 06, then the target 4

digit campus number (i.e., x4907 Barb). Remain on the line and announce to the target party (i.e. Barb)

that calls have been forwarded. If no one answers, call forwarding is still activated.

After Call Forwarding has been activated, the next call to x4588 (Dr. Smith) will only ring at x4907

(Barb). If the target number x4907 (Barb) is busy or not answered, the call will default to the voice mail

of x4588 (Dr. Smith).

In order to cancel Call Forwarding, it must be done from x4588 (Dr. Smith) by dialing * 07. A

confirmation tone (broken tone, then dial tone) will follow.





2. Call Transfer (manually) occurs when a call is answered (i.e., x4588), then a flash, transfer, or switch

hook is pressed, then a 4 digit campus number (i.e., x4907). Once the line starts to ring, the person who is

transferring the call has three options:

A. Two-way announced transfer:

Remain on the line and announce the call (the calling party is on hold) i.e., "Hello Barb, this is Dr. Smith,

I have Mr. Jones waiting for transfer to your line. He will be on the line when I hang up." Then hang up

(calling party and transferred party are connected upon hang up).

or

B. Three-way announced transfer:

Remain on the line. During ringing or when the calling party answers (i.e. Barb), press flash, transfer, or

switch hook and announce the call i.e., "Hello Barb, this is Dr. Smith, I have Mr. Jones on the line now

and he needs your assistance. I will hang up and both of you may continue with the call." Then hang up

(calling party and transferred party remain connected upon hang up).

or

C. Blind transfer:

Same procedure as above but simply hang up when the other line rings (the calling party will then hear

ringing, if no answer, then voice mail will process the call).



Note: If you encounter voice mail, dial a wrong number, or want to get the caller back during a two or

three way transfer, remain on the line and press flash, transfer, or switch hook. Then ask the caller what

they would like next (i.e., a phone number, transfer again, or call back).









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