Part Time Faculty Handbook 2 Table of Contents Welcome Letter from Dean Jane Ashdown………………………………….…… 3 Expectations for Part time Faculty………………………………………………………4 Overview of Part Time Faculty Hiring……………………………………………..5-‐7 School of Education Conceptual Framework………………………………………8 Communication Science and Disorders…………………………………………9-‐12 Curriculum and Instruction……………………………………………………… 13-‐21 Exercise Science, Health Studies, Physical Education and Sport Management…………………………………………………………..……….. 22-‐25 Academic Affairs Policies and Procedures…………………………………..26-‐32 Assessment System Information………………………………………………...33-‐36 Formal Process for Systematic Evaluation and Feedback……………. 37-‐41 School of Education Key Department Contacts …………….………….… 42 Departmental Course Coordinators……………………..……………………..43 3 Fall 2012 Dear Colleagues, Welcome to the Ruth S. Ammon School of Education. We value the important role our part-‐time faculty play in teaching and providing clinical supervision for our students. You bring contemporary, professional experiences and real world sensitivity to teaching and to clinical supervision. Your full–time faculty colleagues greatly appreciate the contribution you make to our students learning and their development as professionals. This handbook has been developed as a supplement to the University Part Time Faculty Handbook to give you specific information related to your employment in the School of Education. This Handbook includes sample materials from our annual Open House and Orientation as well as information about the formal evaluation system for monitoring and supporting your teaching performance and professional development. All good wishes for a productive year. Regards, Jane Ashdown, Dean 4 Expectations for Part Time Faculty To be recruited as an part time faculty member it is expected that you have demonstrated the following: • Successful completion of an advanced degree, Master’s or beyond, in the course subject matter (a waiver for the minimum degree requirement must be approved by the department chair and by the dean) as evidenced through official transcripts. • Contemporary and relevant professional experience (5 years) • Exceptional expertise in an area relevant to the teaching position reflected, for example, by special awards, professional association recognition, additional certifications. • Competence in technology applications relevant to the teaching position and program assessments. • Evidence of willingness to learn and enhance skills through professional development as appropriate. 5 Part Time Faculty Application and Hiring Process The following documents provide an overview of the application and hiring process along with examples of correspondence from University Office of Human Resources and from your departmental chairs. 6 Part Time Faculty Application and Hiring Process Applicant: • Responds to position posting and submits CV • Completes selection and interview process successfully • Completes online new hire information (University HR) • Receives syllabi, curricular information and assessment requirements from Program Director • Signs paperwork at HR and activates Email/Moodle • Signs and returns letter of intent • Begins course preparation and consults with Course Coordinator RSA-‐SOE: • Program Director identifies selection criteria, reviews CV, arranges an interview and contacts applicant to offer position • Program Administrative Assistant emails “Welcome Letter” with HR instructions • Program Administrative Assistant prepares Payroll Transaction Form (PTF), sends to HR with CV • Program Administrative Assistant sends Letter of Intent to applicant • Office of Scheduling lists applicants name as instructor for course • Program Director provides key institutional and assessment material plus contact information for Course Coordinators 7 University Office of Human Resources Welcome Letter Welcome to Adelphi University! We are excited that you have decided to join us as a new employee. In order to expedite the completion of your new hire paperwork, establish an email and other computer accounts, and get you on payroll, please click on the link below. You will be asked to input your name, address, and other personal information in a secure website which will transfer the information which will transfer the information to our database. Once you have completed the input, print the documents, and bring the completed documents, along with you identification (see list on the 1-‐9 Form) to the Office of Human Resources in Levermore Hall, Room 203. https://class.adelphi.edu/newhires/passwd.php The password is Adelphi. If you have any difficulty with this process, please contact Steve Frey at 877-‐3218. We look forward to meeting you. The Office of Human Resources 8 RUTH S. AMMON SCHOOL OF EDUCATION: CONCEPTUAL FRAMEWORK The Ruth S. Ammon School of Education mission is aligned with the School's six core values: scholarship, reflective practice, social justice, inclusive communities, wellness, and creativity. Scholarship: We believe CSD professionals must be scholars who value and engage in lifelong learning. Reflective Practice: We believe learning should take place in meaningful contexts (e.g., through client studies in the classroom and clinical internships/externships which include opportunities for supported reflection. Social Justice: We believe that it is the role of CSD professionals to serve as advocates for all of our clients, regardless of age, disability, socioeconomic status, or ethnic background. Inclusive Community: Given New York's diversity, we believe that CSD students must be able to deliver culturally and linguistically sensitive services to people with disabilities of all cultures and social classes across the lifespan. Clinical decision-‐ making is best when professionals and families collaborate. Likewise collaboration in the classroom enhances learning. Wellness: Learning is holistic. We must assess and treat the whole person, not just the speech, language, or hearing disorder. In addition, our students learn about preventative and early interventions which can help minimize severity of certain disorders. Creativity/The Arts: We believe in the value of creativity and artistic expression in our professional practice as it relates to intervention and nurturing the whole client. **The full version of the Conceptual Framework is available at http://education.adelphi.edu/about/ncate/institutional-‐report/overview-‐ conceptual-‐framework/ 9 DEPARTMENT OF COMMUNICATION SCIENCES AND DISORDERS Part Time Instructor Policy and Procedures Welcome to Adelphi Thank you for serving as an part time instructor for our program. Please note the following policies and procedures: • Check with Jill for your Adelphi email account, and remember to check your email daily. • You can answer many of your questions by visiting the website at www.adelphi.edu. First go to the ecampus link, and establish a password. Your user ID will be the name on your email account (usually your last name or your last name plus a number). Ecampus will link you to various sites including email. • Part Time Handbook: Can be accessed electronically on the Adelphi website at www.adelphi.edu. Go to faculty and staff-‐>faculty handbooks-‐>part time faculty handbook. • FCPE: The Adelphi Faculty Center for Professional Excellence is available for technical support with such systems as Moodle and PowerPoint. • Communication systems: Telephone numbers, voicemail, and email accounts will be assigned to each instructor. By request, instructors may also have access to the Moodle Learning System , a comprehensive e-‐learning software platform that provides a web interface linking faculty and students, giving them exclusive access to their course material. We recommend creating an email list or phone chain so you can contact students directly in the event of an emergency class cancellation. This is especially important for weekend students arriving at 8:30 AM. Planning your Course • Course coordinator: Each part time instructor will be assigned to a course coordinator who will serve as a mentor to the part time instructor. The purpose of faculty mentorship is to ensure consistency of course content in courses taught by different instructors in the program. Contact the course coordinator before writing the syllabus to obtain course content areas. Part time faculty should be in contact with the course coordinator before and during the semester in which the course is to be taught. You must submit your syllabus to your course coordinator at least 2 weeks prior to the beginning of the semester. • Office hours: Part time faculty are required to hold 1 office hour per week per course taught; this should be posted on the syllabus 10 Syllabus: To ensure consistency across sections, course coordinators have developed syllabus templates for each course. YOU MUST USE THESE TEMPLATES TO DEVELOP YOUR SYLLABUS. YOU HAVE ACADEMIC FREEDOM TO TEACH AND ASSESS AS YOU CHOOSE, BUT WHAT YOU TEACH AND ASSESS IS GUIDED BY THE TEMPLATES. For the graduate program, the templates specify the course objectives (what you will teach) and the performance outcomes (what the students will demonstrate). These competencies are aligned to the ASHA standards. YOU MUST ASSESS STUDENTS IN THE OUTCOME AREAS. FOR EXAMPLE, IN THE DISORDERS COURSES, YOU MUST ASSESS STUDENTS EVALUATION SKILLS AND THEIR THERAPY SKILLS. A sample course syllabus will be provided on request. As all students may not have the opportunity to work with clients across ages and disabilities, IT IS IMPERATIVE that you include case studies in your courses. Finally, please remember to weave in multicultural issues into your courses as well as technology when appropriate. Please consult with the assigned course coordinator prior to the submission of the syllabus. Teaching your Course • Academic calendar: Go to the Adelphi website to check the schedule of class meetings, as there is a different calendar for the weekday Garden City campus than there is for the Manhattan and Garden City Sunday program. • Attendance/lateness policy for students: Attendance records must be kept for each class meeting. The instructor must identify the attendance policy on the syllabus. Grade deductions associated with absences and lateness must be clearly stated on the syllabus. Absences should be discouraged without appropriate excuse (medical, family emergency, etc.), particularly in 8-‐week cycle courses (which would be the equivalent of missing 2 traditional lectures). • Class meetings: Instructors must hold class according to the dates, times, and location of the assigned course and follow the academic calendar. Classes must be held for the entire time scheduled. For those teaching in the Sunday programs, you may not end class early in place of a mid-‐class break. Notify the Chair immediately of any change in the course instruction, room, or schedule. In the event you must cancel a class or leave class early, it must be made up in actual seat time by you, a guest speaker (honorarium may be provided for professionals), via an online course, etc. Please advise Chair of your plans. • Early warning process (UG only): Faculty who teach undergraduate classes will be required to complete Early Warning forms (electronically) approximately six weeks into the semester. These forms will ask you to identify any student who is having a problem and the nature of the problem (e. g., attendance, exams). It is very important that these be completed by the deadline so that students who need support can receive it in a timely fashion. The Office of Academic Services will try to steer the student to the appropriate office for help. Let your course coordinator know who received early warning. • Final exams/Final class meeting: In-‐class final exams must be held during final exam week. Should an in-‐class final not be required. Class must be held during the final week. 11 • Student concerns: We hold very high standards for academic and professional behavior in both the academic and clinical settings. Please meet with students who struggle with material in your class and document on our REMEDIATION PLAN FORM. For students who display unprofessional behaviors, again, meet with them and document using our PROFESSIONAL BEHAVIORS DOCUMENTATION FORM. Advise the Chair of any academic or behavioral concerns as they arise. We expect all faculty to model the behaviors we expect from our students. At the End of your Course • Student evaluations: Usually in the next-‐to-‐last week of class, you will receive evaluation forms for students to complete. During the following semester you will be able to go to ecampus for quantitative analysis of student evaluations; handwritten comments will be available in the Department office. • Incomplete grades: a grade of "Incomplete" may only be granted to students under extenuating circumstances (e. g.. family or medical emergency). Student work must be satisfactory (B-‐ or better) for coursework already completed to be granted an incomplete. Please do not issue any grades of incomplete without consultation with the Department Chair. You will haveto fill out a contract form for the student, indicating assignments to be completed and timetable. • On-‐line grading: Logon to https://class.adelphi.edu/ Click on Faculty LOGIN. Enter your login ID (which is your Adelphi ID number or your social security number). Enter your PIN ( I f you do not have one, please click on "create a PIN" to establish it). Click on LOGIN. On the left side menu, click on MY GRADE ROSTERS. This will give you a listing of the course you are teaching for the semester. Click on the roster for which you wish to enter grades. Next to each student's name appears a "pull down" arrow. This will reflect the grading option available for the course/student. Click on the grade you wish to enter. When you are ready to review the grades you have input, click on SUBMIT. This will bring you to a review page that you can print for your records. If you find an error, you can use your back arrow to make the correction, and then click on SUBMIT again. When you are finished reviewing, click on Save at the bottom of the page. This will submit your roster to the system. • Competency ratings (grad only): Upon completion of the course, you are required to submit a competency rating form documenting how students performed on ASHA standards. Students must be rated 1 (did not meet competency/failed), 2 (approaching competency/C grades), or 3 (met or exceeded competency/B or above). For example, in a disorders class a student achieved a C on the midterm which focused on assessment. She would be rated "2" on this standard. On the final, which focused on treatment, she got an A which equals a rating of "3." See the form for clarification. 12 Attachments • Course coordinator l ist • Syllabus template (also will be sent as an electronic attachment) • School of Education Conceptual Framework • Department mission statement • Competency rating forms • Academic concerns/remediation form • Professional behaviors documentation form • ASHA standards We would like you to feel part of the Adelphi community. There will be a University-‐ wide orientation for part time faculty, to be announced. If you have any questions, please contact Professor Schoepflin at the Department of Communication Sciences and Disorders (516) 877-‐3443. Maria Denicola and J ill Wishney in the Administrative Office can be contacted at (516) 877-‐4770/4766. General information about Adelphi University can be obtained from the website: www.adelphi.edu I wish you a productive and enjoyable semester. Janet R. Schoepflin, Ph.D. Department Chair 13 DEPARTMENT OF CURRICULUM AND INSTRUCTION Policies and Procedures Letter of Intent Professor John Doe 123 Shore Dr. Manhasset, NY 11030 Dear Professor Doe: On behalf of the Department of Curriculum and Instruction in the Ruth S. Amnion School of Education and upon the recommendation of the program directors. I am pleased to offer you the following part-‐time faculty assignment(s) for summer 2010, Special Sessions. Garden City campus. Please call the week prior to the semester for room assignment. Course: 0802*530*020 -‐ Literacy for Physical and Health Educators Day/ Time: TWRF -‐ 9:00am-‐5:00pm Date: July 6. 2010 -‐ July 9, 2010 All part-‐time faculty at Adelphi University are engaged contingent on sufficient enrollments and the final determination of faculty load assignments. Please be aware that according to the University contract part time faculty may not teach more than nine credits in the University per semester and not more than 16 credits per academic year. It is your responsibility to comply with this regulation. Please note that all grades must be posted on CLASS 48 hours after your last class session. In addition, you must electronically send your COURSE OUTLINE to the Program Director and Margaret Connolly at Connolly@adelphi.edu two weeks in advance of the semester begin date (email heading must include course and section number). The course textbooks may be ordered online. • a requirement to meet NYS instructional time, we are asking all instructors to add the following paragraph to their course outlines. We will be offering workshops on smart board for a ll students out of class time. "New York State requires 12.5 hours of instructional time for each credit hour. In this 3 credit course, the required 37.5 hours consists of 27.5 hours of in-‐class instruction and 10.0 hours of extended instruction Extended instruction refers to "outside of the classroom" learning, the delivery and content of which will be determined by the instructor. In this course, extended instruction will consist of the following: Moodle and smart board training". 14 To accept this appointment, • please sign, date and return one copy of t his agreement within two weeks of the date of this letter; • return the agreement along with an updated copy of your curriculum vitae • contact the office of Human Resources at 516-‐877-‐3223, if you have not been employed by the University within the past year; I recognize the valuable knowledge and s kills of our part-‐time faculty and look forward to your contribution. However, if I do not receive the information requested, by the dates indicated, this position w i l l be offered to another instructor. Sincerelv. Anne Mungai, Ph. D. Chair, Curriculum and Instruction Ruth S. Ammon School of Education 1 will accept _____________________________________ I cannot accept ____________________________________ Signature Signature Date: ________________________________________ 15 SYLLABI AND CV • The Office of Scheduling and Academic Support maintains an electronic database for both CVs and Syllabi for the Ruth S. Ammon School of Education. • The samples below are the preferred format for sending your CV and Syllabi to this office via email. o PLEASE SEND CV TO: EduCV@adelphi.edu (label file: last name, first) Example: Doe, Jane o PLEASE SEND SYLLABI TO: EduSyllabi(5)adelphi.edu (label file: 08XX-‐XXX -‐XXX name semester year) Example: 0802-‐601-‐001 O'Connor Spring 2011 • Please also review the attached CV and Syllabi templates. The CV template can be used as a reference; however, the Syllabi template should follow the prescribed format. NYS EXTENDED HOURS • Please add the following statement to all Graduate Course Syllabi EXTENDED INSTRUCTION New York State requires 15 hours of instructional time for each credit hour. In this 3 credit course, the required 45 instructional hours consists of 30 instructional hours (27.5 clock hours) of in-‐class instruction and 15 instructional hours (10.0 clock hours) of extended instruction. ROOM REQUEST Any room requests you might have can be sent to me via email to email@example.com Please keep in mind that I do not assign the actual rooms, however, I will forward all of your room requests onto the Registrar. Please include the course number in the subject line. 16 COURSE TITLE Fall 2012 Garden City EEC 0810-‐XXX-‐XXX -‐ T 06:00pm -‐ 08:20pm -‐ PSH Room 207 Professor: Email: Office Phone: Office Location: Office Hours: A. COURSE DESCRIPTION Must include course overview and summary. EXTENDED INSTRUCTION New York State requires 15 hours of instructional time for each credit hour. In this 3 credit course, the required 45 instructional hours consists of 30 instructional hours (27.5 clock hours) of in-‐class instruction and 15 instructional hours (10.0 clock hours) of extended instruction. e.g. (for your review only) • Projects requiring the research of current topics on the internet relevant to autism spectrum disorders. • Attendance at one conference, workshop, or other related event. B. REQUIRED TEXTS Must include description of the required texts. RECOMMENDED READINGS (optional) Other readings as assigned. 17 C. COURSE OBJECTIVES D. PERFORMANCE OUTCOMES -‐ based on the from the Ruth S. Ammon School of Education's Conceptual Framework (the following points must be included in all syllabi) 1. Scholarship. Students will understand the major issues and perspectives of current trends in Special Education as well as develop knowledge of Special Education legislation. 2. Reflective Practice. Students will write a personal philosophy of Special education. 3. Social Justice. Students will understand critical and ethical issues in the assessment, identification and instruction of special learners, particularly culturally diverse students. 4. Inclusive Community. Students will develop a basic understanding of the approaches used to accommodate students with special needs in general education classrooms and outside of school. 5. Wellness. Assigned readings will be a background for an awareness of the needs of special students based on physical, mental and emotional health. 6. Creativity and the Arts. Students will create an oral presentation in a group, latitude is provided to encourage a creative class presentation. E. ASSIGNMENTS F. REQUIREMENTS FOR SUBMITTED WORK G. YOUR FRIENDLY MOODLE (optional) MOODLE will be used extensively during this course, especially for downloading of course materials and uploading of completed assignments. H. GRADING I. ATTENDANCE POLICY (the following must be included in all syllabi) Students are expected to attend all of each session. If, however, it is necessary to miss class time, s/he is responsible for the material covered. J. USE OF STUDENT WORK (the following must be included in all syllabi) 18 All teacher education programs in New York State undergo periodic reviews by accreditation agencies and the state education department. For these purpose samples of students' work are made available to those professionals conducting the review. Student anonymity is assured under these circumstances. If you do not wish to have your work made available for these purposes, please let the professor know before the start of the second class. Your cooperation is greatly appreciated. K. UNIVERSITY STATEMENT OF ACADEMIC HONESTY AND INTEGRITY (the following must be included in all syllabi) You are expected to behave with the highest academic integrity. Cheating and other forms of dishonesty will not be tolerated and will receive the proper disciplinary action from the university. Classroom behavior interfering with the instructor's ability to conduct the class or ability of students to benefit from the instruction will not be tolerated. All beepers and cell phones should be turned off while class is in session. You are expected to come to class prepared -‐ this means having read the assigned chapters before classes. By having prepared in this manner, you will be able to maximize your time spent in class. L. DISABILITY SUPPORT STATEMENT (the following must be included in all syllabi) "If you are a student with disability and feel you may need accommodations for this class, please call the Disability Support Services Office at 877-‐3145 in order to begin the accommodations process." M. COURSE SCHEDULE (subject to change) 19 MODEL CURRICULUM VITA PERSONAL INFORMATION: Name Address Telephone EDUCATION: Degrees, institution, location and dates of attendance. Note: Please attach to the appendix, a copy of your diploma for the terminal degree, or a letter of verification from the institution. PROFESSIONAL EXPERIENCE -‐ ACADEMIC: FULL-‐TIME (Date, title, institution) PART-‐TIME (Date, title, institution) PROFESSIONAL EXPERIENCE -‐ NON-‐ACADEMIC: FULL-‐TIME (Date, title, institution) PART-‐TIME (Date, title, institution) PUBLICATIONS: All publications should be listed in chronological order, most recent first. PUBLISHED BOOKS: All citations must be complete -‐ author(s), date, book title, publisher's name and location. BOOK CHAPTERS: All citations must be complete -‐ author(s), date, book title, chapter title, publisher's name and location. REFEREED JOURNAL ARTICLES: All citations must be complete -‐ author(s), date, article title, full name of journal (no acronyms), volume, number, and pages. . NON-‐REFEREED JOURNAL ARTICLES: All citations must be complete -‐ author(s), date, article title, full name of journal (no acronyms), volume, number, and pages. REFEREED PAPERS AND PRESENTATIONS: All citations must be complete -‐ presenter name(s), date, presentation title, full name of conference/event (no acronyms), and sponsoring organization(s). Also indicate keynote presentations. NON-‐REFEREED PAPERS AND PRESENTATIONS: All citations must be complete -‐ presenter name(s), date, presentation title, full name of 20 conference/event (no acronyms,) and sponsoring organization(s). INVITED PAPERS AND PRESENTATIONS: All citations must be complete -‐ presenter name(s), date, presentation title, full name of conference/event (no acronyms), and sponsoring organization(s). Also indicate keynote presentations. BOOK REVIEWS: Citations must be complete. FCRTP members must be able to understand your accomplishments and be able to find a record of your documentation. OTHER CREATIVE WRITTEN PROJECTS: Citations must be complete. FCRTP members must be able to understand your accomplishments and be able to find a record of your documentation. Note: Artists please list publications you have authored beneath one heading and reviews written about your work under a separate heading ACCEPTED (BUT NOT YET PUBLISHED) WORKS: Citations must be complete and with anticipated dates of publications. WORKS IN PROGRESS: (Submitted, Under Review) Please clearly describe the stage/status of these works in progress. ARTISTIC ACHIEVEMENTS: All citations must be complete -‐ artist name(s), date, presentation title, full name of conference/event (no acronyms), and sponsoring organization(s). GRANTS: All citations must be complete -‐ name(s) indicating PI, date granted, complete title of grant, full name of granting organization (no acronyms). OTHER PROFESSIONAL ACHIEVEMENTS: Additional materials which do not fit into the above categories may be added here. (Ex. Media appearances) HONORS AND AWARDS: All citations must be complete. FCRTP members must be able to understand your accomplishments and be able to find a record of your documentation. ACADEMIC AND PROFESSIONAL SOCIETIES: Membership dates and responsibilities. 21 SERVICE: PROFESSIONAL: Journal Reviewer, Book Reviewer, Professional Organization Board Member SCHOOL/DEPARTMENT: Committees, dates, responsibilities, name of Committee Chair. Note: Please do not include responsibilities for which you have received teaching release time (i.e. dissertation advisement). Note: Please indicate Chaired positions. UNIVERSITY: Committees, dates, responsibilities, name of Committee Chair. Note: Please indicate Chaired positions. WORKLOAD: TEACHING WORKLOAD: List course numbers, course titles, and semester/year for the past two years. NON-‐TEACHING WORKLOAD: List responsibilities other than teaching. 22 DEPARTMENT OF EXERCISE SCIENCE, HEALTH STUDIES, PHYSICAL EDUCATION AND SPORT MANAGEMENT Policies and Procedures Welcome Letter Dear Colleagues, Welcome to the new semester. I hope your summer was restful and I anticipate a very lively fall semester at Adelphi University. I have enclosed a list of faculty and student expectations, along with a model for your course outline, calendar, and guidelines for class management. It is important that you review the class management guidelines carefully and if you have any questions, please feel free to contact me. It also is important that you use your faculty email, because from time to time I will be sending notices, some of them important to get the word out to your students. If you have any questions about policies, your course and/or procedures, please feel free to contact me. Sincerely, Ronald S. Feingold, Ph.D Professor and Chair 23 FACULTY EXPECTATIONS Inform students of requirements on the first day of class, including syllabi, grading and absence policy. Make sure you place syllabi and any assignments, lectures, etc on MOODLE. Whenever possible requirements should not change through the semester -‐ if necessary try to spread assignments over the semester. Students should be given feedback on how they are doing throughout the semester. Serious consideration should be made for using a variety of teaching methods -‐AV aids, guest speakers, field experiences, discussion, etc. Make self available prior to and after class for student questions and help. It is necessary to post office hours and also include on syllabi. In addition it may be necessary to meet with students at times other than your office hours. Papers MUST BE HANDED BACK IN A TIMELY FASHION with appropriate specific feedback and comments. Students doing poorly in class should be informed of their weaknesses as soon as possible -‐ and if possible provide additional help. Classes should not be canceled. If necessary when you have to miss a class, please try to provide an appropriate substitute. Or utilize Moodle. It is expected that one is up-‐to-‐date with the latest content material. Updated syllabi are a given. Students should not be allowed to pick up exams and papers in the main office. Give them out in class or if a final paper have them provide you with a pre-‐addressed envelope. This will help prevent students copying papers and exams. Final grades should be turned in on the CLASS system in a timely fashion. In addition please turn in the YELLOW SHEET with explanation of grades on assignments. -‐ There should be an appropriate distribution of grades. GRADE CHANGES -‐ must include appropriate proof that a mistake was made. Simple calculation mistakes will be turned back without showing how mistake was made. 24 CLASS MANAGEMENT GUIDELINES PART TIME SUPPORT 1) Course Outlines must be handed out the first day of class. Each outline is to include: (see sample outline) a. Course Title b. Course Description c. Your Email d. List of Core Values (see template) e. Professionalism f. Attendance Policy – g. Grading h. Required Textbook i. Course outline topics j. University statement on Accommodations or Adaptions k. Plagiarism 2) First Class -‐ suggest you obtain students email information, home and work telephone numbers, in case you need to contact for an emergency. Review course outline and department policies on attendance, plagiarism, etc 3) You must keep attendance for each class -‐ this is important should there be an emergency or if for whatever reason, outside officials in law suits etc., need proof as to the location of a specific student. 4) Use Moodle for your class -‐ if you do not know how to use it contact the department office for help. 5) If you can not make a class, make sure you have a replacement for your class -‐ if it is impossible, you will have to call each of the students and inform them that the class is canceled. 6) Absence Policy -‐ it is expected that students attend all classes. From time to time there are excused absences, athletic games, illness, etc. -‐ the work is expected to be made up by the students. 7) Students in the Learning Disability Program who take untimed test must inform you ahead of time. 8) Incompletes -‐ students may be sick for the final and you can not give a grade -‐ in this case you are to list an incomplete and note what they need to do to make up the incomplete. Incompletes must be made up within the year or they are turned into an F. 9) F grades -‐ if a student did not attend the class, but is still on the class roster, you must turn in a grade, in this case an F. 10) Warning -‐ around mid-‐term you will be asked to indicate if a student is having problems (attendance, late papers, poor exams, etc) -‐ you must turn in the report even if there are no problems -‐ this listing is on the Class system, (only undergraduates) -‐ Graduate classes please inform the 25 student. It is important that students doing poorly be informed as early as possible -‐ they may have problems or need time to set their priorities. 11) Grades -‐ at the end oi the semester you are to turn in grades on the CLASS system within 48hours of the last class. This is important because late grades may jeopardize students receiving teacher certification, graduation, etc.. 12) Yellow Sheets -‐ I will be asking for you to turn in yellow sheets -‐ on the form you are to list how you determined the grades of the students. This is important because students who do poorly may come into the office to question the grade and can not reach you. The yellow sheets make it easy to communicate how the grades were determined. 13) Class evaluations -‐ remind students to go through the email and evaluate the class. In addition, we have separate departmental class evaluations -‐ it is expected that all classes are evaluated by the university (email) and departmental class evaluations. The departmental evaluations you are to allow time for students to fill out, have a student collect them and return them to the department office. 26 Academic Policies and Procedures The following documents list the most common policies and procedures that faculty need to know in the RSA School of Education. For a full listing of University Academic Policies, please check http://www.adelphi.edu/faculty/faculty-advisement/academic- policies.php or check the Faculty handbook at http://www.adelphi.edu/faculty/pdfs/FT_Handbook12.pdf 27 Academic Policies and Procedures: 1. Syllabus Collection • The Scheduling and Academic Support Office (Peggy Connolly) maintains all syllabi files • All Faculty are required to submit their syllabi every semester that they teach. • All should syllabi should be emailed to edusvllabi(a>adelphi.edu (word document is preferred but pdf files are accepted) 2. CV Collection and Updates • The Scheduling and Academic Support Office (Peggy Connolly) maintains all CV files • All Faculty are required to submit an updated CV(curriculum vitae) once a year. • The Scheduling and Academic Support Office (Peggy Connolly) however will collect CVs every semester. If you have submitted your CV during the fall semester, please respond to this email indicating a fall submission with a note of NO UPDATES. • All updated CVs should be emailed to eduCV(S)adelphi.edu 3. Extended Instruction • Extended Instruction refers to "outside of the classroom" learning, the delivery and content of which is determined by the course instructor implemented to meet RSA-‐SOE's 10 hour deficiency of NYS mandated instructional time. • NYSED regulations states: Semester hour means a credit, point, or other unit granted for the satisfactory completion of a course which requires at least 15 hours (of 50 minutes each) of instruction and at least 30 hours of supplementary assignments, except as otherwise provided Based on this provision, a 3 credit course would need 3 of 15 hours (of 50 minutes each) of instructions OR 150 minutes x 15 weeks of instruction totaling to 45 instructional hours (37.5 clock hours). Currently our graduate 3-‐credit courses meet for 2 hours (2-‐50 minutes) for 15 weeks totaling to 30 instructional hours (27.5 clock hours). The graduate 3-‐credit courses are therefore deficient by 15 instructional hours (10 clock hours). 28 • Faculty should follow these guidelines when implementing Extended Instruction in their courses: ■ The strategies/methods for making-‐up should have a STUDENT-‐ TEACHER INTERACTION or should be TEACHER-‐ SUPERVISED. ■ The strategies/methods for making up should be indicated in the SYLLABUS. • Faculty should include this suggested language to be in the syllabus: EXTENDED INSTRUCTION New York State requires 15 hours of instructional time for each credit hour. In this 3 credit course, the required 45 instructional hours consists of 30 instructional hours (27.5 clock hours) of in-‐class instruction and 15 instructional hours (10.0 clock hours) of extended instruction. In this course, extended instruction will consist of the following: XXXXX (this is where you are required to describe the specific activities to satisfy extended hours requirement) 4. Learning Goals: General Education Requirement • Beginning in fall 2011, a new set of General Education requirements apply to new first year students entering that semester and in all succeeding semesters, and to new transfer students entering in fall 2012 and thereafter. • The general education program includes a set of distribution requirements to ensure that students receive direct instruction and feedback in six fundamental areas: o Information Literacy o Critical and Integrative Thinking, o Communication Quantitative Reasoning o Artistic Understanding and Practice, and o Global Learning/Civic Engagement. • If you are teaching an undergraduate course that was identified by your department to meet these distribution requirements, please include in your syllabus these Learning Goals that address a specific fundamental area/skill. 29 5.Class Rosters and Attendance • Class rosters are available online by accessing the CLASS system and Moodle. • The rosters should be checked against class attendance, if a student is in class that is not on the roster, the student should be informed to register before the last day to add deadline. • If the last day to add has passed, the student should be informed to file a petition. Please see petition guidelines. 6.Add/Drop • Within the official time periods students may Add, Drop, or Withdraw from a course. They may also change the grading option (see Pass/Fail below). • The deadlines are in every academic calendar. • In general, students may: Add a class up to the middle of the 2nd week of classes, Drop or change the grading option up to the end of the 4th week, and Withdraw up to the end of the 9th week. NOTE: Any of these actions (except changing the grading option) can have a financial impact. A Withdrawal has a different impact than a Drop and the student should be advised to check with their adviser before they drop or withdraw from a course. If a student has more than 17 credits there will be an additional charge. Students should be urged to check with Student Financial Services regarding the financial impact of an academic action. 7.Pass/Fail Students can choose to take a class on a Pass/Fail basis in many cases. They can elect this option when they register or within the first 4 weeks of the semester. If they do not elect it at the time of registration the student can make the change on-‐ line or by submitting an Action Request to the Registrar. A student may not take a course Pass/Fail if it is being used to satisfy General Education requirements. Also, a student may not take a class Pass/Fail to meet major or minor requirements or if the student is on Academic Probation. 8.Withdrawal from a Course Within the first 10 weeks of the semester a student may Withdraw from a class. A completed Action Request with a signature of the Instructor, or Chair of the department, or the Dean must be submitted to the Registrar. Students should understand that too many W’s on a transcript raises eyebrows. Also, not completing a number of classes can have impact on financial aid, and, of course, making normal progress toward a degree. Intercollegiate athletes should inquire of Athletics how a withdrawal will impact eligibility. 30 9.Independent Study The purpose of independent study is to pursue an academic interest not adequately covered by the regular course offerings. Students must register for independent study during the regular registration periods and never later than the last day to drop courses. Independent study may not be taken Pass/Fail. http://academics.adelphi.edu/regulations/independent-‐study.php SOE Guidelines Independent study is open to juniors and seniors (if undergraduate) only and no student may take more than 12 credits of independent study. Students should consult with their academic adviser about the regulations governing independent study. Permission forms for Independent Study are available from the Office of the Dean. http://academics.adelphi.edu/education-‐ curriculum.php 10.Petitions • Academic regulations are established by the University to maintain and enforce academic standards and are rigorously adhered to. Petitions are requests for an exception to an academic rule or deadline and are only granted under special and unique circumstances. Any student has the right to petition to waive a regulation. The University similarly has the right to disapprove any petition on the grounds that the circumstances are not compelling enough to warrant an exception to the established regulation. • Student should consult with an adviser, before filing the petition. The request must be in writing addressed to the Associate Dean of Academic Affairs and should document the extraordinary circumstances that necessitate the petition. The dean may approve or deny the petition after which it is forwarded to the Associate Provost for Academic Affairs for a final decision. • Exemptions from a rule are generally granted only once, so the faculty and the student must fully consider all ramifications of the action. Approval of an academic petition does not result in any corresponding • financial credit or refund. Such requests must be filed with the University Cashier and Billing Office/Collections. For more information, please contact 516.877.3270. • Any student petition for retroactive action must be submitted within one academic calendar year. Any student petition requesting a medical withdrawal must be submitted during the semester to which it applies. 31 • Students requesting a petition should contact Barbara Selva in Harvey Hall, room 110 for instructions, (firstname.lastname@example.org or 516.877.4090) http://academics.adelphi.edu/asr/petitions.php 11.Incompletes • The designation "I" (Incomplete) will be issued when the student has not completed the course requirements by the end of the semester and has obtained permission from the instructor to take additional time to complete the course work. • The Incomplete designation "I" may be used by instructors only if a student has been excused from the completion of course requirements because of illness or other exceptional, compelling circumstances. • Students may have no more than one calendar year after the end of the semester in which the grade was given to resolve Incompletes. • If the student needs more time to complete the course requirement beyond a year, then a petition must be filed for an extension. • Unresolved Incompletes convert to "F"s after this time. This then becomes the final grade. http://ecampus.adelphi.edu/registrar/grades.php 12.Grade Changes • Grades are submitted only by the instructor of the course. Any change of grade must be approved by that instructor. A grade may be changed only if there is unequivocal evidence that it was the result of computational or mechanical error. Students who believe their grades are incorrect or unfair should: 1. Discuss their course work with the instructor 2. Review with the course instructor the grading policies for the course 3. If still dissatisfied, disputes concerning grades should be brought to the chair of the department (if there is a chair) 4. The chair may choose to discuss the matter with the instructor to try to resolve the issues 5. If still dissatisfied, or if there is no chair, students should bring their concerns to the assistant or associate dean of the school responsible for the course 6. The dean may choose to discuss the matter with the chair and/or the instructor to try to resolve the issues 7. If the issues remain unresolved, the student may request that the Office of Academic Services discuss the matter with the instructor 8. The Associate Provost may choose to discuss the matter with the dean. 9. If the Chair, Dean, or Provost concludes that a grade was a result of arbitrary or capricious conduct on the part of the instructor, the student may be allowed to withdraw from the course. In the case of 32 arbitrary or capricious conduct, the department or school may allow the substitution of another course to replace the course in question. All disputes concerning the accuracy of a grade must be raised within one calendar year. Grade changes must first be signed by the instructor and then by the department chair and the appropriate dean before being submitted to the Registrar. http://ecampus.adelphi.edu/registrar/grades.php 13.Completing the Change of Grade Form • "Grade changes must first be signed by the instructor and then by the department chair and the appropriate dean before being submitted to the Office of the University Registrar." (http://academics.adelphi.edu/regulations/index.php ) • There should be no corrections/changes made on the change of grade form, Registrar will return any forms where the information has been corrected/changed to the Dean’s office, and a new change of grade will have to be completed. • In the Reason for Grade Change box, the explanation must be clear as to what work the student has completed. • Some Suggested language: • Course work completed • Instructor made a calculation error • Change of Grade Forms are available at your department • Change of Grade forms will not be released to a student. • Finally, please be reminded of Adelphi’s Honor Code http://academics.adelphi.edu/policies/index.phpa. We are all expected to uphold and model professional behavior. 33 Assessment System Information The following documents are examples of correspondence that you will receive regarding the collection and submission of key assessment data. These data are critical to monitoring candidate progress and identifying ways to improve our programs. 34 Email from the RSA SOE Office of Assessment and Research Subject: Data Collection Dear Faculty, As you approach the end of the semester, please be reminded of our on-‐going data collection processes. While this is a standard practice each semester, this semester is particularly important. We need to collect the data in a timely fashion, so it can be entered, summarized, and prepared for all of the programs who will be re-‐submitting data for the SPA rejoinders and for the IR (Institutional Report). If you teach a course with a KEY ASSESSMENT 1. Go to SPA NCATE Moodle and locate your program box 2. Click (List of Assessments/word doc) to confirm that your course is a Key Assessment Course 3. Click Key Assessment Forms/yellow folder and download the Excel Form 2 4. Complete the Form 5. Submit via Moodle or email (see attached Form 2 Instructions Spring 2012) DISPOSITIONS 1. Enter all disposition data for each student on CLASS (this is the same process that you have done in the past). DUE DATES All data submission due at the same time as grade submission. Once data are submitted the Office of Assessment and Research will summarize and post on the SPA NCATE Moodle site by program approximately 1 month later. ** Please note, posting of data summaries is dependent on the data being submitted within the above time frame. Please let me know if you have any questions or concerns. Best regards, Corinne Donovan Director of Research & Assessment email@example.com 35 Ruth S. Ammon School of Education Office of Assessment and Research Instructions: Key Assessment Submission Logging into Moodle: 1. Access the Adelphi University website 2. Click on eCampus (top center of the screen) 3. Enter username and password 4. Click the services tab 5. Scroll down and click the Moodle Course Management icon 6. Scroll down and click on “SPA NCATE School of Education” (at times, this may be on the right side of the page) Finding your Key Assessment: 1. Scroll down and locate your program 2. Click on “List of Assessments” to identify courses that have a Key Assessment 3. Click on folder labeled “Key Assessment Forms” a. the word document is the rubric b. the excel document is the Form 2 (you enter data on this file) 4. Click on the corresponding “Key Assessment” excel document for your course 5. Click on the tab at the bottom labeled with your section number 6. Complete Form 2 (enter data for your students) Saving & Sending Data File 1. Click on the “File” tab, then click “Save As” 2. Save file and label by program followed by KA# and course number. Example: “Childhood.KA3.0807.700” 3. Submit the form via Moodle or as an e-mail attachment to Patty at firstname.lastname@example.org 36 Uploading to Moodle 4. Click on the clip board icon labeled “KA Form 2 Spring 2012 Submission” 5. Click on the “Browse” button and find your file in the pop-up box that appears. 6. Select file, and Click “Open” which will put your file name in the box. 7. Click on “Upload this file” to complete process. Repeat for each file. For questions, contact Patty Esposito at 516-‐877-‐4088 or email@example.com Note: Form 2 is the Excel spreadsheet used to collect Key Assessment Data every semester. 37 Formal Process for Systematic Evaluation of Part Time Faculty in Support of Professional Development 38 1. Student Feedback on Teaching and Learning Feedback from students is a vital component of the faculty development process. Since Spring 2001, student feedback regarding faculty has been solicited each semester in the form of anonymous course evaluations which are distributed at the conclusion of each course. Pursuant to the current Collective Bargaining Agreement (CBA), effective fall 2009 course evaluations will be available for student input on the Web and each faculty member and academic administrators will be able to access the summaries via eCampus. **Please see p. 42-‐43 in the University Part Time Handbook for a full description of this process. **The following link provides samples of Student Course Evaluations: http://www.adelphi.edu/ncate/pdfs/eer/5/53c-‐Policies-‐Procedures-‐for-‐Evaluation-‐ of-‐Teaching-‐and-‐Clinical-‐Supervision.pdf 2. Guidelines for Peer Observation An additional source of professional development and support for part time faculty is formal observation by full time faculty colleagues as part of a systematic process of evaluating teaching quality and identifying professional development needs. A peer observation can be requested but will also be required based on department policies. Please see below for a full description of this process ************************************* The selection of the faculty observer will take place in consultation with your Program Director and/or Department. Prior to the observation, the observer and the faculty member will meet and discuss the class which will be observed. The instructor should take this opportunity to discuss the context of the class session as it occurs in the syllabus, the expected content of the session, the explicit intentions and objectives for this session, the intended class format, role of instructional technologies in the session, and the expected participation of the students. Following the observation, the observer completes the observation form (see below), discusses with the faculty member and submits it to the faculty member, and to the Department Chair or his/her designee. 39 Written comments by faculty member, (optional) if any, should be forwarded to the observer and the Department Chair by the faculty member. The Department Chair, the Program Director and the part-‐time faculty member will review any professional development needs arising from the observation. Form for Peer Observation of Teaching ** This form is also available via eCampus and the intranet (Forms) Please observe and comment on each of the areas listed below, where appropriate. The purpose of the observation is to provide feedback that will enable the faculty member to assess and improve teaching effectiveness. To clarify your observations, please provide examples or evidentiary grounds for the points you are making. Several examples have been supplied for each category but you need not limit yourself to them. j There are three essential areas which should receive comment: Subject matter, Presentation, and Student engagement. i I. Subject Matter of the Observed Session 1. Please comment on the Instructor's knowledge/expertise of the course content. (For example, does the instructor demonstrate references to appropriate literature and thinkers? Does the instructor present principles, explanations, examples, and other clarifications?) 2. Please comment on the apparent relevance of the content of the session to the course objectives and the achievement of those objectives. (For example, what goals of the syllabus are evident from the presentation? In what way are assignments integrated into the class content? Does the instructor use pertinent examples, cases, and situations? How does the instructor keep the class focused on relevant topics?) II. Presentation 1. Please comment on the organization, integration, and focus of the course material. (For example, does the presentation have clarity? How does the instructor indicate transition from one theme to another? How does the instructor relate the topic of the day to the course as a whole? Does the instructor review or summarize main points, go over new terminology carefully, etc.?) 2. Please comment on the utilization of appropriate methods and instructional technology. 40 (For example, use of BlackBoard Learning Environment, tables and charts, overhead projector, power point, videos, audios, web sites, scale models, laboratory equipment) 3. Please comment on the effectiveness of the class format for the material. (For example, lecture, studio, lab, demonstration, seminar, etc.) III. Engagement of Students 1. Please comment on the Faculty member's ability to engage attention of the students^ ( For example, levels of student attentiveness, responsiveness, evidence of students being challenged, moving around class, changing formats, the kinds of questions students ask, voice tone, pacing, eye contact with students, etc.) 2. Please comment on the effectiveness and appropriateness of Student/Faculty interaction. (For example, how does the instructor respond to students' questions? Are there interesting dialogues and discussion, questions and answers?) Summary A. Performance strengths B. Areas for improvement C. Other comments suggestions, and/or concerns. ************************************ Formal evaluation policies and procedures for mentoring vary by department. Please consult with your department chair. As an example below are the policies and procedures for Part Time Faculty Mentoring and Evaluation adopted in Curriculum and Instruction. Departmental policy and observation framework established Fall 2009 for the systematic mentoring and evaluation of part-‐time faculty. CURRICULUM AND INSTRUCTION DEPARTMENT All directors have discussed with their faculty had have agreed on the following: 1. Observe in their own programs. 2. Observe 2 part-‐time faculty per year (Each part-‐time faculty will be observed once for every five courses taught). 41 3. Use the University peer observation framework (see below). 4. Observations are for mentoring and evaluation purposes. 5. After observation the part-‐time faculty member will receive a copy of the observation form and will debrief with the observer. 6. If a part-‐time faculty member is satisfied with the report, the full-‐ time faculty will forward it to me and if not, they will have the opportunity to: (1) repeat the observation (once) with the same or if they prefer, a different full-‐time faculty member [and then decide which of the two reports they want to include in their file] and/or (2) append a rejoinder to the report. 7. Program directors keep a copy of the evaluations and give the Chair a hard copy for filing. ************************************* Each year the RSA SOE faculty approve two part time faculty as representatives to participate in school governance through the RSA SOE faculty meetings. If you are interested in serving in this capacity please contact the Dean who will refer you to the appropriate Governance Committee Chair for consideration. 42 Key School of Education Contacts School of Education Main Line 516-‐877-‐4100 Harvey Hall Reception 516-‐877-‐4080 Curriculum and Instruction: Department Chair-‐ Anne Mungai 516-‐877-‐4096 Exercise Science, Health Studies, Physical Education and Sport Management: Department Chair-‐Ron Feingold 516-‐877-‐4764 Communication Science & Disorders: Department Chair-‐ Janet Schoepflin 516-‐877-‐3343 Academic Affairs: Associate Dean-‐ Emilia Zarco 516-‐877-‐3346 Scheduling-‐ Peggy Connolly 516-‐877-‐4071 Assessment and Research: Assistant Dean-‐ Corinne Donovan 516-‐237-‐8503 Assistant Director-‐ Patty Esposito 516-‐877-‐4088 Office of School and Community Partnerships Front Desk 516-‐877-‐4086 Hy Weinberg Clinic: Director-‐ Bonnie Soman 516-‐877-‐4845 43 Department Course Coordinators sheet is distributed as an insert each semester. Subject to personnel changes.
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