2013-14 | Teaching Manual Tompkins Cortland Community College 1
Tompkins Cortland Community College 2013-14 | Teaching Manual 1 Directory of Assistance ................................................................................................................................. 6 FORWARD ..................................................................................................................................................... 9 ACADEMICS ................................................................................................................................................. 10 About the College ................................................................................................................................... 10 Absenteeism (Students) .......................................................................................................................... 10 Academic Alerts ...................................................................................................................................... 10 Academic Calendar ................................................................................................................................. 10 Academic Calendar – Additional Details ................................................................................................. 11 Academic Integrity .................................................................................................................................. 11 Admissions .............................................................................................................................................. 11 The Adult Learner ................................................................................................................................... 11 Administrative Withdrawal ..................................................................................................................... 12 Assessment ............................................................................................................................................. 12 Attendance Reporting Procedures.......................................................................................................... 13 Book Orders and Text Books ................................................................................................................... 13 Change of Grade ..................................................................................................................................... 14 Class Lists ................................................................................................................................................ 14 Classroom Behavior ................................................................................................................................ 15 College Catalog ....................................................................................................................................... 15 Credit Hour.............................................................................................................................................. 15 Curriculum- Master Course Syllabus and Course Outline....................................................................... 15 Curriculum – New Course Proposal Procedures ..................................................................................... 23 Demographics ......................................................................................................................................... 24 Directed Study Course ............................................................................................................................ 24 Policy Against Discrimination and Harassment ...................................................................................... 24 Enrollment Services Center..................................................................................................................... 24 Family Educational Rights and Privacy Act (FERPA) ................................................................................ 26 Field Trips ................................................................................................................................................ 27 Final Examinations .................................................................................................................................. 27 Forms – Academic Records ..................................................................................................................... 27 General Education Requirements ........................................................................................................... 27 Global Connections ................................................................................................................................. 28 2 Grades ..................................................................................................................................................... 28 Grade and Attendance Records .......................................................................................................... 30 How to Access myINFO (Self-Service) ................................................................................................. 30 Daily Attendance Function .................................................................................................................. 35 Grading System ....................................................................................................................................... 40 Grade Appeals ......................................................................................................................................... 40 Guest Speakers in Classes ....................................................................................................................... 41 Honors College ........................................................................................................................................ 41 Hybrid Course Development ................................................................................................................... 41 Independent Study Courses .................................................................................................................... 41 Internships .............................................................................................................................................. 42 Instructor’s Checklist............................................................................................................................... 42 Liberal Arts and Sciences Disciplines/Courses ........................................................................................ 43 Make-Up Tests and Assignments ............................................................................................................ 43 myTC3 – myINFO .................................................................................................................................... 43 Office Hours ............................................................................................................................................ 43 Online Courses – ANGEL ......................................................................................................................... 44 Online Courses – Attendance ................................................................................................................. 44 Outlines................................................................................................................................................... 44 Performance Evaluation.......................................................................................................................... 44 Placement Testing................................................................................................................................... 49 Plagiarism ............................................................................................................................................... 49 Retention of Records .............................................................................................................................. 49 Selected Topics Course ........................................................................................................................... 49 Special Topic Course ............................................................................................................................... 49 Student Code of Conduct ........................................................................................................................ 49 Study Abroad .......................................................................................................................................... 50 Sustainability Designation ....................................................................................................................... 50 ADMINISTRATIVE MATTERS ........................................................................................................................ 51 Building Use ............................................................................................................................................ 51 Certificate of Residence .......................................................................................................................... 52 Class Cancellation ................................................................................................................................... 52 3 Classrooms .............................................................................................................................................. 55 Campus Technology Policy and Procedures ........................................................................................... 55 Confidential Records ............................................................................................................................... 55 E-Mail ...................................................................................................................................................... 55 Emergencies – What is an Emergency? .................................................................................................. 56 Field Trip Insurance ................................................................................................................................. 57 Financial Aid ............................................................................................................................................ 57 Hazardous Chemicals on Campus ........................................................................................................... 57 Human Resources Department............................................................................................................... 58 Guidelines for Research Involving Human Subjects ............................................................................... 58 Off-Campus Activity Control Policy ......................................................................................................... 58 Off-Campus Activity Notification Questions/Answers............................................................................ 60 Overload Compensation Salary Formula – Full Time Faculty ................................................................. 60 Campus Police ......................................................................................................................................... 60 Portal ....................................................................................................................................................... 60 Purchasing Supplies ................................................................................................................................ 61 Textbook Desk Copies ............................................................................................................................. 61 Tuition Refunds ....................................................................................................................................... 61 College Vehicle Use ................................................................................................................................. 62 SERVICES ..................................................................................................................................................... 63 Dr. Lucille S. Baker Commons ................................................................................................................. 63 Library Services ................................................................................................................................... 63 Tutoring Services ................................................................................................................................. 63 Technology Support ............................................................................................................................ 63 Disability Services for Students ........................................................................................................... 64 Emergency Evacuation Procedures for Persons with Disabilities ....................................................... 64 Working with Non-Native Speakers of English ................................................................................... 64 College Teaching Center (CTC) ................................................................................................................ 68 Communications ..................................................................................................................................... 68 Copy Center ............................................................................................................................................ 69 Developmental Education Program ........................................................................................................ 71 Educational Technology Services ............................................................................................................ 71 4 External Relations Group ........................................................................................................................ 72 Student Health Services .......................................................................................................................... 72 Off-Campus Services ............................................................................................................................... 72 Ithaca Extension Center at TC3 Tioga Place ........................................................................................ 73 TC3 Cortland Extension Center ........................................................................................................... 74 The PACE Program .................................................................................................................................. 75 Pathways Program .................................................................................................................................. 75 Students of Concern................................................................................................................................ 75 Student Success and Advisement Services ............................................................................................. 76 ADJUNCT FACULTY ...................................................................................................................................... 76 Clerical Support Services ......................................................................................................................... 76 Credit Course Instruction ........................................................................................................................ 76 Fringe Benefits for Adjunct Faculty......................................................................................................... 77 Pay Periods.............................................................................................................................................. 79 Adjunct Instructor Personnel File ........................................................................................................... 80 Getting Started as an Adjunct Faculty Member ..................................................................................... 80 Professional Development Program for Adjunct Faculty ....................................................................... 80 Salary Formula for Adjunct Instructors ................................................................................................... 81 Teaching Assignments for Adjunct Instructors ....................................................................................... 82 Typing and Copying Services ................................................................................................................... 82 5 Directory of Assistance Teaching faculty with questions related to the topics below should direct them to the following individuals. A comprehensive directory is available on the college website. http://www.tc3.edu/about_tc3/directory.asp Topic Office General College Policies & Affairs Carl E. Haynes, President General College Policies & Affairs John Conners, Provost and Vice President of the College Academic Affairs Carl Penziul, Dean of Instruction Advisement Assessment/Placement Testing Katrina Campbell, Coordinator of Advisement Services Michelle Nightingale, Coordinator of Student Success Services Brandy Williams-DeBottis, Student Success Advisor Building Security, Medical Beau Saul, Director, Campus Police Business and Financial Affairs of the College Blixy Taetzsch, Dean of Operations and Enrollment Management Clerical Assistance Secretaries in Faculty Suites 220/241 College Teaching Center Darlene Gold, CTC Coordinator Patricia Buchanan, Adjunct Services Coordinator Contracts Teresa Mix, Administrative Assistant to Dean of Instruction Course Outlines, Master Schedule, Textbook Selection, Faculty Evaluation, and Instructional Techniques Carl Penziul, Dean of Instruction Copy Services Dan Paolangeli, Copy Center Supervisor Curriculum Assistance, Master Course Syllabus development Program Chair or Jane Hammond, Associate Dean for Curriculum and Academic Records 6 Distance Learning and Educational Technology Tony DeFranco, Coordinator of Learning Technology Services Bob Yavits, Instructional Software Specialist Extension Centers Martha Hubbard, Director of Adult Learning and Training Financial Aid Sharon Karwowski, Director of Financial Aid Full-time Student Admission & Matriculation Sandy Drumluk, Director of Admissions Global Connections, International Student Services and Study Abroad Walter Poland, Vice President for Global Initiatives Information Desk Services Mellora Paucke, Campus Technology Information Technology: communications including switchboard, mailroom, information desk, and administrative computer support including Outlook, MyTC3, internet, PowerCampus, PowerFaids, etc. Marty Christofferson, Dean of Campus Technology Library Gregg Kiehl, Library Director One Card Tova Sturmer Payroll Sunday Earle, Payroll Specialist Personal and Career Counseling Counseling Staff, Room 216 Ext. 4260 Purchasing Kevin Caveney, Purchasing Assistant Records Retention Olivia Hersey, Campus Technology Residence Life Darese Doskal-Scaffido, Director of Residence Life and Judicial Affairs Room Changes Lauren Wright, Academic Records Coordinator Services for Students with Disabilities of Access & Equity Services Carolyn Boone, Coordinator Staff Benefits, Equal Opportunity Plan, Affirmative Action Sharon Dovi, HR Administrator 7 Student Life Amy Trueman, Dean of Student Life Student Payments, Certificates of Residence, Details of Registration Michelle Doe, Student Enrollment Coordinator Student Records (Grades, Attendance) Lauren Wright, Academic Records Coordinator Student Success Michelle Nightingale, Student Success Coordinator Student Withdrawals or Absences, Transcripts, Class Rosters, Grade Rosters, Lauren Wright, Academic Records Coordinator Technology Support in the Classroom Brian Ackley, Director of Technology Support Dino Leopardi, Manager of Academic Computer Services Janice Lawrence (classroom technology set-up) Sr. Library Clerk Patricia VandeBogart, A/V Aide Textbooks Christopher Byrne, Bookstore Manager Tutorial Services Marilyn Webb, Coordinator 8 FORWARD This manual has been compiled as a reference for both full-time and part-time faculty members at Tompkins Cortland Community College. As such, we’re always interested in updating and augmenting our current compilation, and we encourage you to contact us with any changes or additions you feel would improve this collection. Thank you for all you continue to provide our students, and please allow us to assist you throughout your teaching career at TC3. Best wishes, Office of the Dean of Instruction Carl Penziul [email protected] 607-844-8222, ext. 4410 9 Teresa Mix [email protected] 607-844-8222, ext. 4349 ACADEMICS About the College Tompkins Cortland Community College offers a multipurpose program for full-time and part-time students. It is designed to meet the needs of persons who wish to complete the first two years of a fouryear college program, those who wish to complete two years or fewer of college work in a career field, and those who wish to take courses for cultural, career, or personal enrichment purposes. Please refer to the college catalog for admission information. http://www.tc3.edu/catalog/ss_admissions.asp. All credits from certificate programs may be applied toward an Associate of Applied Science degree in the respective program area. Several A.A.S. programs include variable electives so that students may build an area of specialization within the degree to meet their employment objectives. Please refer to the college catalog for a complete listing of available degrees and certificates. http://www.tc3.edu/catalog/ap_degrees.asp Absenteeism (Students) If a student is absent from your class for several sessions, please make some effort to contact that student. If the student is having academic difficulties, please make a referral to the Baker Center for Learning. If the student is having personal difficulties, a referral to the Counseling, Career and Transfer Services Office may be made. If the student is experiencing financial problems, they should contact Sharon Karwowski, Director of Financial Aid. If a student ceases attending, you should consider an Administrative Withdrawal. Academic Alerts Faculty may make a referral to Student Success and Advisement Services via myINFO from the class list function. Click the student’s name and choose the “Academic Alert” option. Simply click the appropriate options. Comments listed in the “additional information” section are always welcome. Following a referral, SSAS staff will reach out to the student to offer support and help the student to connect with various campus resources. In many cases, a referral provides a student the opportunity to recognize potential problems before they lead to academic failure. Academic Calendar TC3 offers courses in the fall, spring, winter and summer of each calendar year. The College offers traditional full-semester courses in the fall and spring, as well as three iterations of five-week courses and two iterations of 7½-week courses in the fall and spring. The winter session offers one session of five-week online courses between the fall and spring semesters. The summer session offers two fiveweek sessions, one eight-week evening session, and a 10-week session. NOTE: Summer session offerings often overlap. In addition to important session dates, the TC3 Academic Calendar also lists official College breaks and significant ceremonies. http://www.tc3.edu/catalog/ac_default.asp 10 Academic Calendar – Additional Details The general consensus of our faculty is to provide an academic calendar that includes the equivalent of fourteen 150-minute class sessions plus a class meeting during the final exam period. This needs to be accomplished with the faculty contract (i.e., 82 contract days in the fall and 83 contract days in the spring, holidays, etc.). The following notes illustrate how the 2013-2014 calendar achieves that goal (with only one exception each semester): Fall 2013 Semester For all day classes each fall, there are 13 Mondays, 14 Wednesdays, and 14 Fridays plus a class meeting during the final exam period; hence Monday/Wednesday/Friday day classes are short one 50-minute class. For Tuesday/Thursday day classes, there are 14 Tuesdays and 14 Thursdays plus a class meeting time during the final exam period. For evening classes, there are 14 Monday classes, 15 Tuesday classes, 15 Wednesday classes, and 16 Thursday classes including the final exam period. Spring 2014 Semester For all day classes each spring, there are 14 Mondays, 14 Wednesdays, and 14 Fridays plus a class meeting during the final exam period. For Tuesday/Thursday day classes, there are 14 Tuesdays and 14 Thursdays for the equivalent of fourteen 150-minute class sessions plus a class meeting during the final exam period. For evening classes, there are 15 Monday, Tuesday, Wednesday, and 16 Thursday classes including the final exam period. Academic Integrity If you find that a student has violated the policy on academic integrity, you should report the incident to the Office of the Provost. Please see the grades section for further information on this process. http://www.tc3.edu/catalog/pp_ac_statement.asp Admissions http://www.tc3.edu/catalog/ss_admissions.asp The Adult Learner How to Get Adults to Ask Questions When discussing suggestions to help new instructors get started effectively, adult education professionals often agree on the need to overcome the difficulty of getting adult class participants to ask questions. 11 Many new instructors make the common mistake of asking “Does everybody understand?” or “Do you have any questions?” and feel that when no participant raises his or her hand to announce to the class that they didn’t get the message (when everybody else obviously did), that the instruction has been effective. Many adults feel threatened by the classroom environment because their early schooling was a negative experience. Many are convinced to some degree that they can’t learn what it is you have to offer. Don’t contribute to this by asking them to announce that they aren’t learning. The responsibility for the success of the learning environment should be on the instructor, not the student. What you’re trying to find out before you leave the subject or dismiss the session is whether or not all the students understood the message you intended. This can be best asked by phrasing the question, “May I give you another example to make it more clear?” “Would you like another demonstration of this?” or “Have I completely confused you?” It is much easier for the adult student to answer “yes” to one of these questions, which suggest that the learning has not occurred, than it is for the student to answer the earlier questions, which indicate the student is deficient and unable to gain the understanding needed. The message back from the student will be the same-an indication that he or she needs more-but you’ll get that message more readily using the latter questions, and your participants won’t leave the classroom without the learning for which they came. Course Trends ∙Learning Resources Network (LERN)∙1550 Hayes Drive∙Manhattan, Kansas 66502 Administrative Withdrawal Students who stop attending/engaging in academically related activities before the semester withdrawal date may be administratively withdrawn from the course by a faculty member. Students who are administratively withdrawn will receive a grade of AW on their transcripts. A student may be administratively withdrawn through the ninth week of the semester. This option may not be used for disciplinary or poor academic performance reasons. All faculty members have the option of assigning an AW, which is not included in GPA calculations, but it does affect the earned/attempted ratio in determining academic status. It is suggested that if you wish to utilize the AW, you specify this consequence in your course outline. Please consult the Dean of Instruction for further clarification. Assessment The College’s assessment policy is designed to give students guidance in selecting courses at an appropriate skill level. All students must be assessed prior to course registration. Generally, placement tests in English, reading and mathematics are required as part of the admissions process for all students. All assessment takes place through the offices of Admissions and Student Success and Advisement Services within the Enrollment Services Center (Room 215). Placement testing is waived only in cases where a review of a student’s prior college transcript(s) indicates that testing is not necessary due to an award of particular transfer coursework. [Note: Transfer credits may also be awarded through 12 alternative methods such as AP or CLEP testing.] For more information about academic assessment, contact the Admissions office. Attendance Reporting Procedures All “no show” students must be reported at the end of the second week of the semester, before the drop deadline for the semester. This information is reported by faculty through myTC3/myINFO. A student logging into a fully online class without active participation does not constitute attendance; rather, there must be participation in an online discussion about academic matters. Also “initiating contact with a faculty member to ask a question about the academic subject studied in the course” constitutes attendance. Daily attendance rosters are available through myTC3 in printable and downloadable formats. Although faculty will not be required to report any additional attendance data for their students throughout the remainder of the semester, it is strongly recommended that all teaching faculty maintain personal attendance records for your classes, most particularly in situations where students have been informed through course outlines that attendance comprises part of how the final course grade is assigned. Please keep in mind that many of our colleagues, including counselors, coaches, advisors, financial aid staff, residence hall staff, and student success/advisement coordinators, will continue to rely on attendance information from faculty to sustain efforts that help our students succeed at TC3. Please consider submitting an “Academic Alert” via your myINFO account if a student is experience problems with attendance and/or academics. Book Orders and Text Books The TC3 Bookstore is managed by Follett Corporation and is located on-campus for the convenience of our students. Students with the appropriate financial aid may be eligible for a book deferral, where they may charge their books against financial aid. The College contract with Follett states “Follett shall have the exclusive right, free from any alternate source endorsed, licensed or otherwise approved or supported on campus, by catalog or through electronic commerce, including hyperlinks to alternate sources.” Due to this clause in the contract, TC3 faculty and staff are not permitted to include alternate sources for purchasing books in course outlines, emails or correspondence to students. Federal legislation requires that each institution of higher education receiving Federal financial assistance must disclose textbook information for each course (Including ISBN and retail price) listed on the TC3 course schedule as students register for these courses. To verify that a book order has been placed for your course, you may check online. https://myINFO.tc3.edu/SelfService/Search/SectionSearch.aspx You will search for the appropriate course (ie ENGL101) and period (ie Fall 2011). Once you locate the section you are teaching, click on the blue course code, and then “View Book Information”. 13 Some disciplines require that a standard book be used for certain classes. Please consult with your program chair regarding your course requirements. If possible, instructors should place a copy of their textbook on reserve in the library. Contact your program chair to see if funds are available for this expenditure. The bookstore has experienced a shortage of books for courses in which the instructor has not ordered materials in writing. Do not assume that if a book was used in the past or in a previous semester, the bookstore will automatically place the order for the same book. An order must be submitted for each course, each semester. Books will be available at the Bookstore on the main campus or through the web site at www.TC3.bkstr.com. If students are unable to get to the main campus to purchase their books, they should order them via this website, and/or contact the store manager, Christopher Byrne. The bookstore also offers purchasing class supplies over the Internet as well. For special arrangements call 844-8211, ext. 4489. Some texts are now available for rental. Students should contact the store manager for more information. Payment can be made by cash, check, American Express, MasterCard, Visa, Discover, Panther Dollars or Financial Aid. Students must visit the main campus Bookstore to arrange for special charges. The Bookstore offers students a mailing service, where the cost of shipping is based on the value of the order rather than the number of books. Follett Refund Policy http://www.bkstr.com/webapp/wcs/stores/servlet/HelpPoliciesView?langId=1&catalogId=10001&storeId=10382&demoKey=d#returnpolicy The Bookstore is open from 8:30 am to 4:00 pm Monday through Thursday and 8:30 am to 2:00 pm Friday, with extended hours during the start of each semester (fall and spring). The summer session schedule will be abbreviated. Change of Grade If a grading error should occur, the change of grade form should be used to make an official change in the student’s records. Change of grade forms are available on the portal, Academic Records Office, from the faculty suite secretaries, or extension center ESS. Instructors cannot change grades through MyTC3 once a grade has been posted for a student. Class Lists Class rosters containing students’ names and contact information (address, phone numbers and E-mail address) are available through myTC3. Instructors who are unable to access myTC3 may request class lists from the faculty suite secretaries, the adjunct office staff member, the ESSs at the extension centers, or from the Academic Records Office, All student contact information is to be kept confidential and used for educational purposes only. Please contact the Help Desk if you are unable to access your myINFO account. 14 Classroom Behavior TC3 values every student’s right to learn and each faculty member’s right to teach in an uninterrupted environment. To foster that environment, proper etiquette in the classroom is essential. The instructor has the right and responsibility to take appropriate action when a student’s behavior interrupts another student’s right to learn. Each individual course outline will establish both the classroom behavioral and academic integrity expectations from the instructor. Disruptions to classroom behavioral expectations may include, but are not limited to, interruptions through use of cell phones or other electronic devices, unnecessary or boisterous talking during lecture and exam sessions, arriving to class late or leaving class early, and inappropriate language and tone. Instructors may remove a student for the class session in which such disruptive behavior becomes continuous or serious, and may begin disciplinary proceedings in accordance with the TC3 Student Code of Conduct. http://www.tc3.edu/catalog/pp_nonacademic_code.asp College Catalog The college catalog is now completely online. http://www.tc3.edu/catalog/default.asp Credit Hour A semester credit hour is defined as the satisfactory completion of 15, fifty-minute hours of classroom instruction. As an additional guideline, each hour requires approximately two hours of outside preparation by the student. Courses involving lab components require more student contact hours depending on the type of lab activity. Please see your Program Chair if you have questions. Curriculum- Master Course Syllabus and Course Outline The Master Course Syllabus is the curricular blueprint for a course. It covers the subject matter including course goals, learning objectives/topics, general education emphasis, instructional methods and related principles/procedures that must be incorporated into all sections of the course, grading policy, textbook, bibliography and other non-print learning resources. Electronic versions of the master course syllabi of active credit courses can be accessed using MyTC3 Self-Service. For more information contact Jane F. Hammond, Associate Dean for Curriculum and Academic Records, 844-8211, ext. 4459 or [email protected]. 15 Select myTC3 from the main TC3 web page, then myINFO Select “Find Courses” 16 Select “Course Catalog” Search for the course by entering the course number (ie. ENGL101) in the course field, and click the Search button. There are no spaces between the ENGL and 101. If the course prefix is only three characters, leave a space (for example: ART 101, FSS 131). 17 Click the course you wish to view (blue course number) Scroll to the bottom of the page and select “Master Course Syllabus” 18 The course outline is an essential part of the educational process here at TC3, and the Academic Standards Policy at the College states: “Each instructor must deliver a course outline to each student no later than the end of the first week of classes. This outline will contain specific information about the topics to be covered as well as the expectations of that instructor, and will be consistent with the official syllabus.” This outline must address certain topics important to student success. In addition, it should be consistent with official master course syllabi on file; contact your department chair if you are unfamiliar with the requirements for the syllabus. In order to facilitate the preparation of these outlines, we suggest the format for the required topics as shown on the following two pages. You should be aware that these outlines have a reading audience much wider than just your students. Colleagues and administrative staff, both within and outside of the college, read these documents, often in critical academic situations. Transfer evaluations, reviews of course content, and decisions on student grievances are all made through reference to these outlines. Therefore, your style should be somewhat formal, and your information both accurate and complete. In summary, the course outline is an essential part of our academic practices at the College. By using the suggested format beginning on the next page and being aware of your audience, you can consistently ensure the accuracy, completeness and professional quality of this information. 19 TOMPKINS CORTLAND COMMUNITY COLLEGE SUGGESTED COURSE OUTLINE COURSE NO. ____________________ INSTRUCTOR _____________________ TITLE ____________________ OFFICE HOURS _____________________ CREDIT HOURS ____________________ OFFICE LOCATION _____________________ SEMESTER PHONE NO. _____________________ ____________________ INSTRUCTOR E-MAIL AND/OR ADDITIONAL CONTACT INFORMATION _____________________ □ □ □ □ □ □ □ □ □ □ COURSE DESCRIPTION Include the course description as shown in the online course catalog at: https://myINFO.tc3.edu/SelfService/Search/CatalogSearch.aspx COURSE PREREQUISITES The master course syllabus will list any course prerequisites. These prerequisites should be stated on the course outline. MINIMAL BASIC SKILLS NEEDED TO COMPLETE COURSE SUCCESSFULLY For many courses it is recommended that specific basic skill requirements be indicated, i.e. math, reading, writing. Contact your department chair for further information and refer to the master course syllabus. COURSE GOALS There are usually four to six general goals for each course outlined in the master course syllabus. These objectives should be included in the course outline for the students' benefit. REQUIRED TEXTS AND MATERIALS: OPTIONAL MATERIALS AS APPROPRIATE Distinguish between those materials that will be required, recommended, and/or on reserve in the library. The College contract with Follett states “Follett shall have the exclusive right, free from any alternate source endorsed, licensed or otherwise approved or supported on campus, by catalog or through electronic commerce, including hyperlinks to alternate sources.” Due to this clause in the contract, TC3 faculty and staff are not permitted to include alternate sources for purchasing books in course outlines, emails or correspondence to students. CLASS MODALITIES/ALTERNATIVE LEARNING STRATEGIES You should describe briefly the teaching methods you intend to use during the semester, i.e., lectures, field trips, discussion, audio-visual aids available, labs, clinics, etc. REQUIRED READINGS, PRESENTATIONS, WRITTEN ASSIGNMENTS, ETC. This section should include an explanation of each of the requirements for the course (i.e., homework assignments, term papers, term projects, quizzes, hourly exams, midterm exams, final exams, case problems, class participation, etc.). For each particular requirement for the semester you should detail your expectations. COURSE CONTENT PRESENTED IN UNITS OR SEGMENTS This section should include a listing by either week or class session of the respective topic(s) that will be covered during that time frame. If there are particular readings or homework assignments required each week, these should also be listed. EVALUATION/GRADING SYSTEM A summary should be provided of how the final grade will be determined. This would include a list of the course requirements and their respective weighing in the course. Either a point or a percentage system is typically utilized. The TC3 grading system is explained in the College catalog http://www.tc3.edu/catalog/pp_grading_policies.asp The master course syllabus may specify the grading criteria that must be followed by all instructors of an individual course. If, as a prerequisite, this course carries a minimum grade necessary to be earned (for example, a grade of ‘C’ or better), students may benefit from a detailed explanation of how that minimum requirement may be achieved. STATEMENT OF ACADEMIC INTEGRITY Refer your students to the college catalog http://www.tc3.edu/catalog/pp_ac_statement.asp and delineate clearly how you address first-time and subsequent academic infractions within your course (including, but not limited to, reduction in grade, elimination of grade, failure for the course). Note to faculty: Additional language has been included (listed below) to address the need for professional conduct in academic situations outside of the classroom. If appropriate, emphasize and include relevant assessment requirements as needed: 20 Several degree programs offer student learning opportunities (such as internships, field work, and clinical experiences) outside the standard classroom setting. As part of the learning process, students must understand and engage in conduct that adheres to principles guiding employment within the professional workplace. These behaviors include, but are not limited to, academic integrity, accountability, reliability, respect, use of appropriate language and dress, civility, professional ethics, honesty, and trustworthiness. Disciplinary action may be initiated for inappropriate conduct occurring while participating in any courserelated project or event. □ MAKE-UP POLICY / LATE WORK Your policy for submission of any late work and whether you provide make-up examinations should be spelled out completely. Here are some suggestions to consider: Make-up examinations will ONLY be allowed for those students who can provide: (a) Documented evidence of a death in the family; (b) A doctor’s note indicating serious illness or hospitalization of you or a family member in your care; (c) Evidence of participation in a job interview or closely-related employment pursuit; or (d) Evidence of involvement in a university-sponsored extracurricular trip and/or event. Late work will receive NO credit (but the make-up exam policy applies). Assignments/test not turned in DURING CLASS/taken on time will be considered late. I do not accept assignments by e-mail, through ANGEL, or at my office unless authorized in advance. □ ATTENDANCE POLICY College Attendance Policy (use/apply as necessary) To maintain good grades, regular attendance in class is necessary. Absence from class is considered a serious matter and absence never excuses a student from class work. It is the responsibility of all instructors to distribute reasonable attendance policies in writing during the first week of class. Students are required to comply with the attendance policy set by each of their instructors. Unless otherwise provided for by the instructor, all students are expected to promptly attend, on time, every class session for which they are registered. If absence from class is anticipated, it is the student's responsibility to inform the instructor as far in advance as possible. If the student is absent on the day of an examination or the day an assignment is due, the instructor will decide whether the exam or assignment may be submitted late. In all cases, it is the student's responsibility to find out what happened in class. Students are not penalized if they are unable to attend classes or participate in exams on particular days because of religious beliefs, in accordance with Chapter 161, Section 224-a of the Education Law of the State of New York. Students who plan to be absent from classroom activity for religious reasons should discuss the absence in advance with their instructors. A copy of this law can be found in the Office of the Provost and Vice President of the College. The College reserves the right to schedule additional class time to compensate for time lost because of weather, road conditions, or other reasons. Any student who wishes to challenge the application of the attendance portion of a course grade should refer to the student grievance process outlined in the student handbook. Note to faculty: You may wish to include a statement about how you determine whether a grade of “AW” (Administrative Withdrawal) is warranted. Please refer to the College catalog at http://www.tc3.edu/catalog/ss_tuition_fees.asp Instructors may administratively withdraw students if they have ceased to attend th classes prior to the end of the withdrawal period (usually the end of the 9 week of a 15-week semester). 21 □ STUDENT RESPONSIBILITIES Your expectations about the involvement of students in the learning experience should be positively and specifically stated here. You may also wish to include a statement regarding classroom citizenship, as follows: You are expected to (1) be on time; (2) refrain from talking to one another in class; (3) turn off your cell phone (or keep in quiet mode for emergencies); (4) refrain from texting, surfing the web on your laptop, etc.; (5) be mature and responsible; (6) show respect for your peers and your professor; and (7) otherwise act in a manner consistent with TC3’s Student Code of Conduct. Here’s the statement that will be included in the TC3 student handbook, which may be worth paraphrasing or integrating within your outline as appropriate: TC3 values every student’s right to learn and each faculty member’s right to teach in an uninterrupted environment. To foster that environment, proper etiquette in the classroom is essential. The instructor has the right and responsibility to take appropriate action when a student’s behavior interrupts another student’s right to learn. Each individual course outline will establish both the classroom behavioral and academic integrity expectations from the instructor. Disruptions to classroom behavioral expectations may include, but are not limited to, interruptions through use of cell phones or other electronic devices, unnecessary or boisterous talking during lecture and exam sessions, arriving to class late or leaving a class early, and inappropriate language and tone. Instructors may remove a student for the class session in which such disruptive behavior becomes continuous or serious, and may begin disciplinary proceedings in accordance with the TC3 Student Code of Conduct. □ E-MAIL USE TC3 recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The College encourages all official student email correspondence be sent only to a student’s TC3 email address and that faculty and staff consider email from students official only if it originates from a TC3 student account. This allows the College to maintain a high degree of confidence in the identity of all individuals corresponding and the security of the transmitted information. □ ADDITIONAL RESOURCE ASSISTANCE For several courses there are various types of tutorial lab support available to students. If this is true for your course, you should indicate this as well as the location of the lab and available hours for tutoring. □ ACCOMMODATION POLICY It is the College’s policy to provide, on an individual basis, reasonable accommodations to students with disabilities that may affect their ability to fully participate in program or course activities, or to meet course requirements. Students with disabilities should contact Carolyn Boone, Coordinator of Access and Equity Services at (607) 844-8222 (ext. 4283) or [email protected] to discuss their particular need for accommodations. This material is available in alternative formats upon request. Note to faculty: All publications, instructional and otherwise, must be provided in alternative formats upon request. Formats may include Braille, large print, audiotape and/or electronic forms. Options and assistance with conversion can be obtained from the Baker Commons. 22 Curriculum – New Course Proposal Procedures Step 1 The course developer contacts and discusses the course concept with the program chair or department coordinator of the program/discipline that the course will be listed under. Step 2 The program chair or department coordinator consults with other program or department faculty and then notifies Jane Hammond, Associate Dean for Curriculum and Academic Records that the development of a formal course proposal has been endorsed. Step 3 The associate dean contacts the course developer and provides information about the development and review process. This will include an explanation of the master course syllabus template, the library resource review form, the curriculum committee proposal form and the faculty and curriculum committee review processes. Step 4 The course developer sets up a meeting with a librarian to discuss the course content and the library resources that may be needed to support the course. Step 5 The developer completes and sends electronic copies of the proposed master course syllabus and a completed curriculum proposal form to the program chair or department coordinator, Jane Hammond, and a Library Representative. Step 6 The program chair or department coordinator distributes the syllabus and proposal form to program or department faculty with a request for feedback. Upon approval by the program/department faculty, the proposal materials are distributed, with a request for feedback and/or suggestions, to faculty in the Department the proposal falls under, i.e., Business or English/Humanities or METS or Social Science. Step 7 After the groups listed under step six have reviewed and had an opportunity to provide feedback, the proposed course is scheduled for review by the Curriculum Committee, which will subsequently vote on the course. Approval requires a “Yes”: vote by a majority of the voting members present at the Curriculum Committee meeting. For more information, contact: Jane F. Hammond Associate Dean for Curriculum and Academic Records [email protected] (607) 844-8211 Extension 4459 23 Demographics Demographic information may be found on the College’s Institutional Research website. http://www.tc3.edu/dept/ir/research.asp Directed Study Course A directed (independent) study course is designed to substitute for a traditional course that is needed for the student’s program of study but it is not available in a particular semester. The Directed Study option should be utilized only in unusual circumstances rather than an alternative to inadequate planning or inconvenient timing. It is expected that only instructors who normally teach the course will teach a directed study course. Regular tuition and fees will be charged for each directed study credit. Approval for including the directed study course during any semester must be granted by the Dean of Instruction. Note: See Independent Study for a description of expanded learning options beyond the regular curriculum. Policy Against Discrimination and Harassment Unlawful discrimination or harassment based on race, color, creed or religion, sex, sexual orientation, national origin, age, marital status, military status, genetic predisposition or carrier status, disability, or any other protected status is strictly prohibited by Tompkins Cortland Community College. The College is committed to maintaining an education and work environment that is free of any discrimination or harassment and to fostering positive business and personal conduct so that everyone, including students, employees, and invitees, is treated with respect and dignity in a non-discriminatory environment. Please refer to the college website for the college policies and procedures. http://www.tc3.edu/dept/hr/p_harassment.asp Enrollment Services Center The Enrollment Services Center, located in Room 215, combines functions of admissions, student success and advisement, financial aid, registration and billing into an area that provides services to students from the first time they contact the College until they realize their educational goals. The Enrollment Services Specialists, advisors, and staff can provide students and staff useful information regarding courses, programs, and College procedures related to academic planning and registration. Stop in or call 844-6580 for information or assistance. Course Enrollment: Instructor signatures are required if a class is full or if the class has already begun (or once the first full week of classes begins). It is the instructor’s decision to add a student at this time. The instructor should verify that the student has met course pre-requisites and basic skills for the course before granting permission to add the course. College Administration reserves the right to over-enroll classes by three-percent if necessary. A copy of the registration form can be found online www.tc3.edu/docs/enroll_svc/reg_form.pdf and schedule change form follows this section. Students may also obtain these forms from the Enrollment Services Center, Room 215. 24 25 Family Educational Rights and Privacy Act (FERPA) Currently enrolled students may withhold disclosure of any category of information under the Family Educational Rights and Privacy Act of 1974 (see catalog for more details). To withhold disclosure, written notification must be received in the Academic Records Office within the first two weeks of a semester, and re-filed annually. Forms requesting the withholding of directory information are available online. http://www.tc3.edu/student/forms.asp Tompkins Cortland Community College assumes that failure on the part of any students to specifically request the withholding of categories of directory information indicates the individual approval for disclosure. The primary purpose of directory information is to allow TC3 to include this type of information in certain college publications. Examples include: Dean’s List, President’s Citation or other recognition lists; Graduation programs; and News releases Directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can also be disclosed to outside organizations without the student’s prior written consent. TC3 has designated the following information as directory information: Name Participation in officially recognized activities and sports Address Telephone listing Weight and height of members on athletic teams Electronic mail address Photograph Degrees, honors, and awards received Date and place of birth Major field of study Dates of attendance Class level, i.e., Freshman, Sophomore The most recent educational agency or institution attended The student also must make the request in writing in order for you to release any information regarding a student’s education. Please see the following list for examples of such confidential information: o Student Schedule (i.e., courses, meeting times, rooms) o GPA o Grades o Credits (i.e., attempted, earned, GPA) o Quality Points o Courses o Emergency contact o Advisor 26 o o High school or previous college information Academic information other than major (degree program) Parents: If the parent pays for the student’s tuition, they may request to see the student’s educational record. This request should be processed through the Associate Dean for Curriculum and Academic Records. Please refer to the Confidential Records section of this manual for information on maintaining confidential records. Field Trips Please feel free to take your class on a relevant field trip. File the required forms (Notice of Off-Campus Activity and Volunteer Driver Information) including a current class list indication which students will be transported in which vehicle at least two weeks in advance through the Dean of Instruction’s Office. This information will be shared with the Campus Police in the event that any lost students need to catch up with the class. Also, please refer to the notes on insurance in this handbook. Required forms can be downloaded from the TC3 website at http://www.tc3.edu/faculty/forms.asp (see transportation section). Final Examinations Instructors may not administer a final exam prior to the last week of classes. You may give a test that is one of several, but you may not give a comprehensive final exam. You may neither require nor allow students to use additional time outside the regular class period to complete a test during that week. To do so would put many students in the uncomfortable position of missing another class, and it would be disrespectful and unfair to faculty colleagues. You must meet with your class during the exam period to which it has been assigned. In most cases, you will give a final exam. In those instances in which a faculty member does not give a final, he or she must hold class. Not meeting at all is not an option. The Academic Records Office has scheduled the period of your final exam; in almost every case, this time will not coincide with the time when a given class has met all semester. Please check the schedule and act accordingly. If you have any questions about the schedule, please contact the Academic Records Office. Fall 2013 Final Exams are scheduled for the week of December 9 – December 13, 2013. Spring 2014 Final Exams are scheduled for the week of May 12 – May 16, 2014. Forms – Academic Records Academic Records forms (Classroom Request, Change of Grade, Administrative Withdrawal, Incomplete, etc.) may be found on the portal. https://my.tc3.edu/Portal/Forms General Education Requirements Please refer to the college catalog for information regarding SUNY General Education requirements and approved courses as well as the TC3 General Education requirement. 27 Global Connections Global Connections is an international partnership program with over 60 signed partnership agreements. This program is most active in the summer intensive 10-week semester, yet students from France, Spain, Dominican Republic, Colombia, Honduras, Peru and many more, utilize transfer courses from their home institution to shorten the time needed to complete and associates degree at TC3. For more information, please contact [email protected]. http://www.tc3.edu/global/connections_default.asp Grades Final grades must be entered online through myTC3. To obtain access to myTC3, complete an Administrative Network/Data Access form (FERPA form) available in the Academic Records Office. Once the Associate Dean for Curriculum and Academic Records has approved the request, Campus Technology will provide you with your login information through TC3 e-mail. For instructors who are unable to submit grades online, preprinted grade rosters should be requested from the Academic Records Office no later than two weeks before the end of the semester and must be completed according to instructions provided with the roster and returned in person to the Academic Records Office by noon on the published due date. Grades are generally due 72 hours after the final exam or last class meeting. Submission due dates will be emailed to your TC3 email account each semester. Mid-semester Performance Indicators At the end of the 7th week of classes, instructors must submit Mid-semester performance indicators. The performance indicators are posted in the grades section of “myINFO” and students will be able to access them through myTC3. Instructors may request a preprinted mid-semester performance indicator roster from the Academic Records Office if they cannot enter the students’ performance indicator on-line. The following scale will be used: S+ S SU Good to High Achievement Satisfactory Achievement Below Satisfactory Achievement Failing Students can access their mid-semester progress performance indicators through myTC3 . Retention of Records You should maintain a grade book or listing including class number and title, location, date and time class meets, student attendance, test grades, and final grade. This information must be kept for two years. Examinations, test papers and answer sheets must be kept for one year. If you leave the employment of the college, you must submit these records to the Office of the Dean of Instruction. 28 Statement of Academic Integrity Every student at Tompkins Cortland Community College is expected to act in an academically honest fashion in all aspects of his or her academic work: in writing papers and reports, in taking examinations, in performing laboratory experiments and reporting the results, in clinical and cooperative learning experiences, and in attending to paperwork such as registration forms. Any written work submitted by a student must be his or her own. If the student uses to words or ideas of someone else, he or she must cite the source by such means as a footnote. Our guiding principle is that any honest evaluation of a student’s performance must be based on that student’s work. Any action taken by a student that would result in misrepresentation of someone else’s work or actions as the student’s own - such as cheating on a test, submitting for credit a paper written by another person, or forging an advisor’s signature – is intellectually dishonest and deserving of censure. If students have additional questions, you may wish to refer them to this site for more information: http://www.tc3.edu/library/g_plagiarism.asp Procedures for Handling Academic Infractions 1. The faculty member who discovers an instance of academic dishonesty shall be responsible for determining and administering sanctions. Potential sanctions for a violation of the College’s policy on academic integrity include, but are not limited to: reduction in grade, elimination of grade, and failure for the course. The faculty member shall discuss the incident with the student prior to any formal action. 2. The faculty member shall notify the Provost within five class days regarding all instances of academic dishonesty where a penalty has been administered to a student. The Provost of the College may recommend additional sanctions relative to the student’s status, depending on the severity of the infraction. These recommendations and a report of the violation shall be maintained by the Provost’s Office. Flagrant violations (violating computer security, submitting false information about a student’s condition, etc.) may result in probation, suspension, or expulsion from a program or the College. 3. The Provost may impose further sanctions for repeated offenses; these may include probation, suspension, or expulsion from the College. In addition, a permanent or temporary notation that the student has violated the Policy on Academic Integrity may be made on the official academic records of the student. Extenuating circumstances will be considered for each individual case. Counseling may be recommended. The student shall have the right to appeal a penalty for academic dishonesty if the student considers the penalty to be unjust or unwarranted. Grounds for appeal include claims of bias, procedural infractions, and/or new evidence. Assistance in Fostering Academic Integrity at TC3 Barbara Kobritz, Librarian at the TC3 Library, manages the College’s account with Turnitin, a software program that identifies unoriginal work in research papers and other work. Contact her to obtain your 29 unique Turnitin account or simply to chat about academic integrity. She also maintains two informational pages on academic integrity on the Library Gateway for teaching faculty (http://www.tc3.edu/library/f_academic_integrity.asp) and for students (http://www.tc3.edu/library/g_plagiarism.asp). Barbara is also delighted to visit classes to discuss academic integrity issues with students. Contact her at [email protected] or at ext. 4362. Grade and Attendance Records Grades must be turned in to the Academic Records Office at the end of each session using myTC3 within 72 hours after completion of the course. Contact the Academic Records Office to request a Network/Data Access form which must be completed and approved by the Associate Dean for Curriculum and Academic Records prior to receiving access to myTC3 at the College’s website. Timely submission of grades is extremely important. Repeated failure to comply with the regulation deadlines may lead to a non re-hire decision for adjunct faculty in future semesters. How to Access myINFO (Self-Service) At the home page, www.tc3.edu, select myTC3 (upper right of initial screen). 30 Sign in using your User ID and Password; these are provided by Campus Technology. Click the CLASSES tab. (Please note that your screen will not display all of the tabs in the sample, it will display only the functions you need.) 31 Click Schedule Faculty Schedule to view your schedule for the semester selected. Select the Year/Term from the drop-down box and click the submit button. Click View Class List to reach your class list. All students who are officially registered for your course will appear on the list. If a student is in your class but is not on this list, the student is not officially registered and should go to the Enrollment Services Center to register. The class list shows information about each student enrolled in your section: name, TC3 ID, major and attendance as reported by you. 32 A student’s contact information, including mailing address and phone numbers, can be found by clicking a student’s name. You can email your students from this screen either by clicking the box beside an individual student or clicking Totals at the bottom of the page. All students are provided a TC3 email address. Official communications from the college are sent to the students’ TC3 email addresses so students should check their TC3 email account often. For Attendance and Grades, click Grading. Click Attendance in left hand column. Then click on the course. 33 You can download an attendance roster in several formats including HTML, Word, and Excel. The attendance roster shows only those days your class is scheduled to meet. You will see several options. For submission purposes, log in to myINFO/Self-Service, Classes Grading Attendance your course View Overall Section Attendance. 34 There is a drop down box to enter “Never Attended” for no show students. See below for Daily Attendance explanation. Daily Attendance Function One of the course management features will allow you to record daily attendance for your personal needs throughout the semester. Grading Attendance your course Daily Attendance 35 You will see the dates your class is scheduled to meet and only those dates. Click on the appropriate date and an alphabetical list of registered students will appear. You can enter that day’s attendance status from the drop-down box: Absent, Absent-Unexcused, Present, Tardy, Tardy-Unexcused. You can select a status and apply it to all students by selecting a status from the drop-down box in the upper right of the page and click in Apply Status. Click on Save at the bottom of the page. To enter your grades, log into myINFO/Self-Service, Classes Grading Overall Grades your course. 36 Mid-term grades (mid-semester performance indicators) should be entered at the end of the seventh week of classes. Mid-semester performance indicators are unnecessary for courses that run for less than the full semester. Mid-semester progress performance indicators should be rated S+ for above satisfactory, S for satisfactory, S- for below satisfactory, and U for unsatisfactory. For further information or clarification, consult your program chair for guidance on theses definitions for your course. 37 Final Grades should be entered by the published due date. The final grade entry module will be made available approximately one week before the end of the session. A drop down box will display all the grades available to instructors. Audits, Withdrawals (W, AW, WP, WF) and Incomplete may be input only by the Academic Records Office upon student request. You may not enter an I (incomplete) grade through myTC3. Students should complete the Incomplete Request form and the Instructor must also sign. This form is available from the Enrollment Services Center or the Academic Records Office; students may also email such a request to the instructor who should forward the approval to Academic Records ([email protected]) through your TC3 email account. The Academic Records Office will enter the incomplete grade upon receipt of this written request. Grading information will not be accepted from other email domains. Incomplete grades are intended for situations where a student may have experienced difficulties which prohibited them from completing the course (such as illness or injury, family crisis, etc.) This option should only be considered if the student is in good standing in the class and could easily complete the assignments within a reasonable amount of time. You may enter the final grades for a class at different times; grades may be left blank while others are completed if you wish to enter only some of the grades at a given time. Use the Save button to record your interim grades in your myINFO account. *Note the grade is saved, but not submitted. Once grades are entered, click the Submit button at the bottom of the page. You can save your grades in myINFO without submitting them, however you must click SUBMIT FINAL to upload your grades into the college’s computer system. You can change a grade until the grade submission deadline. Once the grade submission deadline has passed, you must submit any additional grade changes to the Academic 38 Records Office in writing, either through your @tc3.edu email account or using a Change of Grade form available from the secretaries. Once grades are entered and the Submit button is clicked, you will see the grades successfully submitted under the “Actual Grade” column. If there is a problem with your grade submission, you will receive an error message in red. Click on the red message and it will show you which student’s record needs attention. See below: 39 Enter the appropriate grade. S+, S, S-, and U are mid-semester ratings only; they may not be assigned as a final grade. Grading System Grades will be available to students through myTC3. Students may request grades be mailed to them through the Enrollment Services Center. Grades posted to the computer system are immediately available to students through myTC3. Mid-semester progress reports are issued to assist students in identifying and correcting academic deficiencies. The instructor’s assessment of each student’s achievement should be in accordance with the grading system outlined in the college catalog. (http://www.tc3.edu/catalog/pp_grading_policies.asp) The most recent grade earned in a repeated course will be included in the final GPA. All grades earned will be included on the student’s permanent record. Please note: only the Academic Records Office may assign “W/WP/WF”. Only students who officially withdraw may receive “W”, “WP” or “WF”. Grade Appeals Any student who wishes to challenge a course grade should do so within two weeks of the beginning of the following semester for 10 or 15 week courses. For all courses meeting less than 10 weeks, within two weeks after the grade is posted in MyTC3. Please refer to the College catalog for further information. http://www.tc3.edu/catalog/pp_grade_challenge.asp 40 Guest Speakers in Classes You are welcome to invite experts in your field to visit your class. If a particular speaker would be of interest to the public, they may be invited for the lecture also. In any event, please advise the Information Desk if you are expecting a guest so that he/she can be welcomed properly and directed to the appropriate class location. The College has no funding available to reimburse guest speakers. Honors College The TC3 Honors College provides a challenging curriculum for highly motivated students who have demonstrated their academic ability. Honors students work in a community of scholars, engaging in academic discussion and projects that require a high level of participation and independent investigation. Please refer to the college website for further information. https://www.tc3.edu/catalog/ap_honors_college.asp Hybrid Course Development TC3 Campus Technology Precepts and Guidelines http://www.tc3.edu/docs/campus_tech/TC3_Hybrid_Course_Guidelines.pdf What is independent study? Independent Study Courses a. Intended to expand a student’s learning experience beyond the normal program curriculum b. Not intended as a substitute for an existing course c. Provides the student with an opportunity to pursue/research a subject in more depth, and in a more independent manner than would be possible in a traditional course d. Each hour of credit should reflect a minimum of 45 hours of work e. Can be sponsored by all programs and disciplines and listed under the relevant discipline and a 280 course number, e.g., BIOL 280, ENGL 280 How is an independent study developed? a. Eligibility Criteria – The student must demonstrate the ability to undertake independent work in the specified area. b. Specific prerequisites, role in curriculum, i.e., program, liberal arts or unrestricted elective, minimum completed credits, GPA, or other requirements may be established by individual programs/disciplines. 41 c. The student consults with a faculty member in the semester before the independent study. If the faculty member agrees to supervise the study, a proposal/learning contract is prepared. d. The learning contract should include a title, description of the project, credits to be awarded, learning objectives, content (topics, learning and research activities, etc.), required student/instructor meetings, bibliography/reading list, outcomes (presentation(s), paper(s), journal, etc.), and grading criteria. e. The learning contract must be signed by the student and the instructor, and then submitted by review and approval by the Dean of Instruction or his designee. Independent studies supervised by an adjunct faculty member must be approved by the program/department chair. Note: See Directed Study for sections of regular courses in independent study format. Internships Internships are an opportunity for students to gain work experience directly related to their field of study. A discipline offering this course type must have an approved course syllabus that has been formally reviewed and approved by the department or program the discipline offering falls under, and the Curriculum Committee. Instructor’s Checklist The following questions can serve as a checklist for teachers to determine if they have been providing necessary help for students. The list is not exhaustive, but it will encourage instructors to generate other questions to determine if they are creating the classroom scenario necessary for students to become really involved with their questions. • • • • • • • • • • Did I provide an atmosphere which was non-threatening and which encouraged students to “blue sky” about the questions they wished to ask? Did I schedule opportunities for students to discuss their questions with fellow classmates, with me? Did I encourage student discussion of the consequences of the questions they asked? Did I offer specific suggestions to students about how to plan, recognize and implement particular question types into certain strategies for processing information? Did I provide students with opportunities to test their questions in role-playing or simulation? Did I, as the teacher, serve as an effective exemplar of the good questioner? Did I sit down with particular students or the class and discuss dimensions of particular strategies and the place of the question in these strategies? Did I assign opportunities for students to analyze the questions of resource persons? Did I discuss with students the task of analyzing questions they encountered in written materials? Did I provide situations in which students planned games of recognizing certain types of questions and generating questions from materials encountered? 42 • • • • • • Did I give students time to try out their questions in mini-investigations to get “input” on the effectiveness of their questions? Did I schedule opportunities for students to react cognitively and effectively to questions encountered or planned? Did I give guidance to students in judging their questions on cognitive and affective levels? Did I encourage and assist students in engaging in self-analysis relating to their questions? Did I provide students with opportunities to learn about the criteria of effective questions and situations in which to apply these criteria to their own questions? Did I schedule opportunities or allow students to schedule their own opportunities to analyze their questions and questioning techniques to determine if any problems existed? Hunkins, Francis, P. Involving Students in Questioning. Allyn and Bacon, Inc.: Boston, Mass., 1976, p. 11-12. Liberal Arts and Sciences Disciplines/Courses Based on New York State Education Department (NYSED) guidelines about liberal arts and sciences disciplines, the TC3 categories were revised. For degree purposes, there are three Liberal Arts categories: Humanities, Math/Natural Sciences, and Social Sciences. The disciplines/courses under each category are listed in the college catalog. http://www.tc3.edu/docs/academic/tc3_las_disciplines.pdf Make-Up Tests and Assignments Please try to be as helpful as possible to students who wish to make up tests and/or assignments when they have been absent for valid reasons. Make-up tests should be scheduled during your office hour(s). You can increase scheduling flexibility for yourself and for your students by making arrangements with other teaching faculty to help assist during respective office hours or class times. Each semester, the Office of the Dean of Instruction will provide a daily 1-2 hour proctoring opportunity. The specific schedule of this service will be shared with the teaching community by the end of the third week of each semester. myTC3 – myINFO https://my.tc3.edu/Pages/Default.aspx The TC3 Wiki provides answers to frequently asked questions. https://my.tc3.edu/Portal/Wiki/myTC3%20FAQ%20WIKI/Home.aspx Office Hours You should schedule at least one office hour per week for each section you teach in order to be available to students for extra assistance. At the first class session, please make your students aware 43 of when and where they will find you for help. Shared office space is available for adjunct instructors in Room 122. Keys to cabinets assigned will be issued through Facilities office as needed. Adjunct faculty should post office hours with the secretary in the adjunct office. Full time faculty should give their schedule to the secretaries in the faculty office suites by the first day of classes. Online Courses – ANGEL If you are interested in creating an online presence for your course(s), you will find helpful training materials and tutorials on your ANGEL home page in the “Faculty Resources” area. Campus Technology (or Tony DeFranco and Bob Yavits) also provide individual and group training on ANGEL. Contact Tony DeFranco at ext. 4399 or Bob Yavits at ext. 4357 Online Courses – Attendance Logging into an online class without active participation will not constitute attendance; rather, there must be participation in an online discussion about academic matters. Also, initiating contact with a faculty member to ask a question about the academic subject studied in the course constitutes attendance (courtesy the SUNY Registrar’s Association). Outlines The course outline is an essential part of the education process here at TC3, and the Academic Standards Policy at the College states: “Each instructor must deliver a course outline to each student no later than the end of the first week of classes. This outline will contain specific information about the topics to be covered as well as the expectations of that instructor, and will be consistent with the official syllabus.” Please refer to the curriculum section of this publication for details regarding the creation of your course outline. A copy of this document must also be submitted to the Office of the Dean of Instruction by the end of the first week of classes. Please email this document to Teresa Mix, [email protected] or drop off a paper copy in room 229. Performance Evaluation Student evaluations are conducted online through OnlineCourseEvaluations.com (OCE). Following this section is an image of the student evaluation form as well as a link to the OCE training website where you can become familiar with this process. These evaluations are completed each semester for adjunct instructors (fall and spring semesters only) as part of the ongoing evaluation of both classroom and online instruction. Full-time teaching faculty should refer to Article XI of the current faculty association contract for frequency and number of student evaluations and observations visits. The student evaluations are processed in the Office of the Provost and will be available to instructors after the completion of the semester. These evaluations will now be accessed online by students through the myINFO interface, and will contain the questions as shown on the following page. Students will be expected to complete and submit the evaluation with a reasonable window of access during weeks 11-13 of a 15-week course; courses running for shorter periods of time will have different access dates published as necessary. With prior arrangement through the Dean of 44 Instruction’s office and based on availability, faculty may schedule their classes to use a computer classroom for purposes of completing the evaluation. OnlineCourseEvaluations.com Training website: https://demo.onlinecourseevaluations.com/training/instructors.aspx The “Supervisor’s Observation Report” is used when a scheduled class observation occurs. Adjunct instructors will be observed during their first semester of instruction, and may be observed periodically thereafter. Full-time teaching faculty will be observed in accordance with the current faculty association contract. 45 46 TOMPKINS CORTLAND COMMUNITY COLLEGE SUPERVISOR’S OBSERVATION REPORT INSTRUCTIONAL PROFESSIONALS Employee: Title: Observer: Title: Course being observed: Number of Students: Date of observation: Room/location: Time observer arrived: Time observer left: Number of times you have formally observed this employee: --------------------------------------------------------------------------Instructions: Using the scale below each question, check the number which is appropriate for the professional employee you are rating. --------------------------------------------------------------------------I. Illustrates knowledge of the subject: 1 2 3 4 5 Poor Satisfactory Excellent Comments: II. Class/module preparation: A. Objective(s) of observed class/module: B. Were the objectives for the class session/module made clear to the students? 1 2 3 4 5 Poor Satisfactory Excellent Comments: C. Organizational plan clearly demonstrated: 1 2 3 Poor Satisfactory Comments: 47 4 5 Excellent III. Presentation: A. Modes of presentation (describe, e.g., use of chalkboard, lecture, films, discussions, mini-lecture, links, video/audio clips, etc.): Comments: B. Effectiveness of modes of presentation as noted above: 1 2 3 4 Poor Satisfactory 5 Excellent Comments: C. Instructor communicated clearly: 1 2 Poor 3 4 Satisfactory 5 Excellent Comments: D. Accomplishment of objectives for this class: 1 2 3 Poor Satisfactory 4 5 Excellent Comments: E. Student involvement in class (i.e. questions, responses, attentiveness, note-taking, etc.) as appropriate: 1 2 3 4 5 Poor Satisfactory Comments: IV. Additional comments: 48 Excellent Placement Testing Information concerning placement testing is located on the college website. For further information about placement test scores and course placements based on testing, please contact the Student Success & Advisement Services office. http://www.tc3.edu/success/a_placement.asp Plagiarism If you find that a student has violated the policy on academic integrity, you should report the incident to the Office of the Provost. Please see the grades section for further information on this process. http://www.tc3.edu/catalog/pp_ac_statement.asp Retention of Records You should maintain a grade book or listing including class number and title, location, date and time class meets, student attendance, test grades, and final grade. This information must be kept for two years. Examinations, test papers and answer sheets must be kept for one year. If you leave the employment of the college, you must submit these records to the Office of the Dean of Instruction. Selected Topics Course Identified by discipline and a 239 course number A selected topics course covers discipline-specific subject matter that is not presented in a regularly offered course. The program faculty develops a general course description about the subject matter that such a course could cover based on the academic discipline, individual faculty expertise and student interest. The course description is included on the college catalog. 1-4 Cr. Special Topic Course Identified by discipline and a 249 course number Offered on an experimental or temporary basis, a special topic course focuses on an issue or topic that is not covered in the formally approved college curriculum. A given topic may be offered under the special topic designation no more than three times. A student may receive credit for multiple special topic courses provided that the subject matter of each is unique. For information about special topic course offerings, consult the semester course schedules. 1-4 Cr. Student Code of Conduct http://www.tc3.edu/catalog/pp_rights_responsibilities.asp 49 Study Abroad Student opportunities: http://www.tc3.edu/catalog/ap_sa_default.asp Faculty information: http://www.tc3.edu/docs/global/study_abroad/sa_faculty_handbook.pdf Sustainability Designation The very nature of environmental issues demands an interdisciplinary approach when seeking sustainable solutions. TC3’s sustainability designation is designed to expose a student to the broad topic of sustainability through an interdisciplinary exploration of interrelated subjects. The designation will provide evidence that the student has completed a coherent course of study in the emerging field of sustainability. Students who complete this course of study will receive a designation on their TC3 diplomas and transcripts. Implementation An interdisciplinary faculty advisory committee will be formed to establish criteria for a course to be approved for this designation. The committee will also consider proposals for alternative ways to earn this designation. For example, an individual program might propose that students in the program could receive this designation by completing specific sustainability projects for their required courses. The committee will also consider whether there should be a minimum grade or grade point average for the 15-17 required credits. In addition, the committee will discuss the addition of an out-of-class requirement such as participation in a community event, arranging a campus event/speaker, or attending an off-campus presentation(s), etc. For more information, see the college catalog and/or contact Kelly Wessel, Environmental Studies Program Chair. https://www.tc3.edu/catalog/ap_sustainability_designation.asp 50 ADMINISTRATIVE MATTERS Building Use Beverages: Beverages including coffee, tea, milk, soft drinks, etc., are prohibited in all spaces except for the dining area, vending areas, staff-work stations, and those areas wherein a special catered function has been scheduled and approved on the appropriate Building Use Form. Beverages that are being transported from space to space shall have sealed lids or be in an enclosed container. Food: Food is prohibited in any space other than the dining area, vending area and those areas wherein a special catered function has been scheduled and approved on the appropriate Building Use Form. Furniture: Faculty are asked not to rearrange classrooms. If furniture is moved, you need to put the room back into its original configuration at the end of the class. To change to a different classroom you should submit a Classroom Request form to Lauren Wright ([email protected]) in the Academic Records Office. If you need additional furniture, contact the Facilities Department. Keys: Adjunct Faculty needing keys to classrooms may sign them out from the Assistant to the Director of Facilities. Authorization from the Office of the Dean of Instruction is required before a key will be issued. Keys must be returned at the end of each semester. Posting: Nothing should be attached to the walls with any kind of tape. If there is a need for posting in the room, the boards are usually magnetic and the Facilities Department can provide magnets. If there is a need for more posting areas, you should work with the Facilities Department to meet your requirements. Recycling and compost: Stations are located as follows: • Athletic facility main door • Student Center • First Floor of Main Building • Near dining hall • Across from the Adjunct office area • Outside the fireside café • Near the Vending machines in the front entry area • Second Floor of Main Building: near rooms 212, 220, 241, 244, 285, 288, upstairs yellow vending machines. For details on how to recycle, instructions are posted near each bin or you may visit the TC3 website http://www.tc3.edu/about_tc3/sustainability_recycle.asp. Smoking Policy: Smoking is prohibited in all areas inside of the College, and is restricted to designated outdoor smoking areas. 51 Certificate of Residence A certificate of residence is required to qualify for the New York state resident tuition rate. Certificates of Residence are valid for a period of one year. Students may apply for a certificate no sooner than 60 days before the beginning of classes. Students will be responsible to pay the non-resident tuition charge if a certificate is not on file at the college at the start of classes. Information concerning eligibility and instructions for applying please refer to the college website http://www.tc3.edu/enroll_svc/st_certificate.asp. Class Cancellation Cancellation of Classes by Instructor: State University regulations require a specified number of class contact hours for all credit courses. Since classes are scheduled very closely, instructors should encourage students to attend all class meetings during the semester. If it is necessary for you to be absent during the semester, please follow the procedures outlined below: A. Day Classes: 1. If you need to cancel a class at any time during the semester, please contact any of the suite secretaries or the Dean of Instruction’s Office. If you send e-mail, please e-mail more than one individual in the event that someone is out that particular day. Suites 214 & 220 Chrissie Askew, ext. 4200 [email protected] or [email protected] Dean of Instruction’s Office Teresa Mix, ext. 4349 [email protected] or [email protected] Sandy Eldred, ext. 4250 (arrives by 7:30) [email protected] or [email protected] Renee Hollenbeck, ext. 4371 [email protected] or [email protected] Suite 241 Bev Carey, ext. 4241 [email protected] or [email protected] Carl Penziul, ext. 4410 (arrives by 7:30 am) [email protected] or [email protected] Lolly Carpenter, ext. 4221 (arrives by 7:30 am) [email protected] or [email protected] TC3 Cortland Extension Center, 756-5275 Gail Munson or April Byers [email protected] ([email protected]) or [email protected] TC3 Ithaca Extension Center, 272-3025 Maureen Maus or Sharon Sanford [email protected] or [email protected] [email protected] or [email protected] If you’re unable to speak in person, please leave your name, class schedule for that day and the reason for cancellation (sick, personal, family, etc). We’ll post a sign on the classroom door, the cancellation 52 information will be posted on the web site, a text message will be sent out automatically to the students in your class that have signed up for this service, and an e-mail will be sent to the students. 2. When possible, arrangements for another instructor to meet the class will be made in conjunction with your Program Chair. Please inform the Dean of Instruction of your arrangements. 3. If the class must be canceled, arrangements to cover missed work should be settled with the students as soon as possible. You may want to discuss alternatives through the Dean of Instruction’s Office. 4. If you have announced your absence in class to your students, please be sure to inform the Dean of Instruction’s Office as well. We often have students who have missed the message contact the college to inquire as to the whereabouts of the class. B. Evening Classes: 1. If you find that you cannot hold a scheduled class, please contact the Dean of Instruction’s Office as early as possible. If you call before 4:00 pm, an e-mail and text message (to students enrolled in the text message system) will be sent, and a cancellation notice is posted on the college website and classroom door. If the office is closed, or in the case of an emergency, contact the Campus Police (ext. 6511). 2. If you know about a necessary absence ahead of time, you may arrange for a guest speaker or another instructor to meet the class. 3. If the class must be canceled, any alternative arrangements (such as a make-up class) should be settled with the students as soon as possible; please notify the Dean of Instruction’s Office of your arrangements. 4. It is recommended that, when the semester begins, you survey your class to determine a day and time on which the group could meet in the event of a class cancellation due either to bad weather or instructor absence. If a substitute instructor teaches a class for you, you must make your own arrangements for reimbursement or other reciprocity; the College will not pay for short-term substitution instruction. Cancellation of Classes Due to Bad Weather: A. Notice of cancellation will be given to local television and radio stations and posted on the college website by 6:30 a.m. for day classes and by 3:00 p.m. for evening classes. Please do not call the college. Campus Police personnel will not be able to answer general information telephone calls made to the college on mornings when the college is closed for a snow emergency. B. Be aware that extension centers may be open even though the main campus is closed. The reverse is also true. Call the Center for an up-to-date message on closing. Ithaca: 272-3025 Cortland: 756-5275 The following policies will apply if major snow storms occur: If courses are cancelled on the Dryden campus, courses will normally be cancelled at all off-campus locations during the same time period. For Saturday classes at Extension Centers, the decision on cancellation will be the option of the instructor in consultation with the Dean of Instruction. The instructor must inform students of the need to check the message on the Extension Center phone at either 272-3025 or 756-5275. A closing message will be put on the extension center phone if the class is cancelled. 53 If emergency closings force cancellations of the equivalent of one week’s worth of instruction or less, instructors will have the option of arranging for special make-up classes. It will be the instructor’s discretion to determine whether or not it is necessary to make up time missed for one week’s worth of equivalent instruction. If the instructor schedules such a make-up class, it must be at the convenience of all students in that particular class unless an alternative is arranged. Such arrangements must be cleared with the Academic Records Office in order to allow for room and facility scheduling. The appropriate Program Chair should also be made aware of the arrangement. If emergency closings force cancellations of the equivalent of one week’s worth of classes in any given semester, the College may act to formally schedule special make up dates for classes. Such arrangements may include scheduling of Saturday classes and/or, if necessary, the extension of the semester beyond its scheduled termination dates. This will be the prerogative of the Dean of Instruction with the approval of the Provost and the President. Notification of extension of classes and make up dates will be made to students and staff within an adequate amount of time to arrange for personal schedules. Weekend Closing Procedures: The college will remain open on Saturdays and Sundays unless either Tompkins County or Cortland County declares a state of emergency and close the roads in their county. It is expected that classes and services provided at the College will be available until the college officially closes. Credit Courses – Faculty members have the authority to cancel class due to inclement weather/road conditions. The faculty member must contact the students in their class and the Campus Police. An announcement will not be placed on the radio/television stations. Offices/Services Available – Departments that maintain Saturday hours should make their own decisions about whether to close due to inclement weather/road conditions. If a decision is made to close, the individual in charge must notify the Campus Police. An announcement will not be placed on the radio/television stations. Workshops – Workshop coordinators have the authority to cancel their events due to inclement weather/road conditions. Workshop coordinators should contact all participants if a workshop is cancelled. The local media may be used if unable to contact everyone. The workshop coordinator must contact the Campus Police as well. Special Events – Event coordinators have the authority to cancel their event due to inclement weather/road conditions. Each department that sponsors weekend events will clearly identify who has the authority to cancel the event. The Office of Student Activities, through the room reservation system, coordinates the scheduling of activities. The individual responsible for making a decision regarding cancellation of the event should be stated on the reservation form. A copy of the reservation form will then be forwarded to the Campus Police. Event coordinators must notify the Campus Police if an event is cancelled and the local media to announce the cancelation. 54 Classrooms The college will try to accommodate instructor preferences for classrooms as needed. If you would like to request a room change, please submit a Classroom Request form (available on the portal) to Lauren Wright in the Academic Records Office, Room 223, email her at [email protected]. https://my.tc3.edu/Portal/Forms Six (6) computer classrooms have computers for each student and an instructor computer that is connected to a digital projector. Each computer also has internet access. These rooms are 163B, 163C, 206, 209, 281A and 289A. Smart classrooms have an instructor’s computer (or provision to connect a personal laptop) with internet access, and is connected to a ceiling mounted digital projector, document camera, DVD/VHS player, SmartTech Sympodium and a gyro mouse. Semi-Smart classrooms have a DVD/VCR and a laptop with internet access and a ceiling mounted digital projector. Campus Technology Policy and Procedures Information concerning Campus Technology services and policies such as Information Security Protocol may be found on the college website. http://www.tc3.edu/dept/campus_tech/default.asp Confidential Records The college’s Information Security Protocol prohibits any “personally identifiable” information from being kept on removable media, without working with Campus Technology to encrypt the data (files are saved with a password). The most critical data which should not be kept on your laptop or memory stick is SSN, credit card data or ID numbers. Please contact Campus Technology (Help Desk, room 208 or at ext. 4270) to help you secure this information if you must have this type of info on removable media. E-Mail All TC3 teaching faculty must acquire and utilize a TC3 e-mail account. All college correspondence between instructors and students should be conducted via TC3 email accounts. Completion of the Network Access/FERPA paperwork is required to receive a TC3 e-mail. E-mail accounts expire and if you have not used your account for 60 days; you will be notified via college e-mail when your account will be deleted. Please maintain your mail box on a regular basis, deleting all old email and saving attached documents on your personal computer. Accounts inactive for a 60-day period may be removed from the TC3 system. Outlook Web Access can be accessed whenever you have an internet connection. While logged into your myTC3 account, select the myMAIL tab. Select MyTC3 from the main web page (www.tc3.edu) and enter 55 your Active Directory ID and password. Your Active Directory ID and password will also be used for MyTC3 for class lists and to enter grades. Adjunct Instructors must request e-mail accounts from the following web site: http://www.tc3.edu/faculty/adjunct/adjunct.asp Once you access this web site, click the “Request a TC3 E-mail Account” link under the “Obtain an Outlook E-mail Account” section. In the E-mail request, please include the following information: your first name, middle initial, last name, your current E-mail address, and a phone number where you can be reached. After the account is activated, secretary in the adjunct office (ext. 4281) will contact you to schedule a brief meeting (10 minutes) for training on the e-mail system. Emergencies – What is an Emergency? An emergency is any situation that requires an immediate police, fire, or medical response to preserve life or property. These include: Serious illness or injury Assault or immediate danger of assault Violent or criminal behavior Chemical spill Bomb threat Loss of consciousness Fires Situation involving weapons Fight Explosions Choking or drowning Any serious threat to health and safety The Tompkins County Department of Emergency Response (911 Center) will contact TC3’s Campus Police and initiate the proper emergency response. When calling 911, make sure to let the 911 dispatcher know your exact location and try to stay on the line. In an emergency, seconds count. If time permits after completing the 911 call, please call the Campus Police at 844-6511 or ext. 6511. Use 911 only for emergencies (any campus phone is capable of dialing 911) – misuse of 911 is against the law because it may delay response to a legitimate emergency. For more information on responding to an emergency, refer to the Campus Police website at http://www.tc3.edu/student/ops_emergency.asp. Don’t call 911 to report: • Minor auto accidents or disabled vehicles • Road or weather conditions, power outages or directions • Crimes no longer in progress and not requiring an immediate response to preserve life or property • Loud parties • Missing property • Telephone, cable, or power outages not requiring an immediate response to preserve life or property In cases like these, please dial 844-6511 or 844-8222 ext. 6511 instead. Refer to the Emergency Evacuation Procedures for persons with disabilities on the college website http://www.tc3.edu/bcl/d_evacuation.asp. 56 Any student, employee, or visitor on campus can, and should report suspected crime or unusual incidents to the Campus Police. From any campus phone, simply call 6511. From other phones, please dial 844-6511. Field Trip Insurance On numerous occasions, faculty and staff undertake field trip educational opportunities with and for students. All College procedures for notification should be followed. The College does carry liability insurance, which protects staff and volunteers of the College should they be liable for negligence while supervising, teaching, or acting in an official capacity on a field trip. This coverage also protects the staff member and the College for any accident occurring while driving a College-owned vehicle. Students and staff who drive to and from a field trip in private vehicles are covered by their own automobile insurance, not the College’s. The College’s insurance coverage would not extend to liability for negligence while operating a private vehicle. The College strongly recommends that individuals using their personal vehicles for College business have the following minimum coverage: limits of at least $300,000 combined single limit, or bodily injury per person of $100,000/$300,000 per occurrence and property damage per accident of $100,000 are recommended with respect to the motor vehicles to be used for that purpose. It should be kept in mind that student accident and illness insurance is available and should be suggested to students. Financial Aid Changes to student schedules (drop, withdrawal, etc.) could impact financial aid. Students should be directed to make an appointment with the financial aid office when making adjustments to their schedule. To schedule an appointment they should contact the office by emailing [email protected]. http://www.tc3.edu/enroll_svc/financial.asp Hazardous Chemicals on Campus The Hazard Communication and Right To Know Act (Article 28 of the NYS Labor Law) requires that employers develop a comprehensive program to inform and train employees about the hazards associated with the use of toxic chemicals found in the workplace. The law also requires that employers obtain Material Safety Data Sheets (MSDS) for all chemicals used in the workplace. The College has adopted strict procedures for the purchase, storage, handling and disposal of hazardous chemicals used on campus. If a product constitutes a hazard (flammable, explosive, reactive, etc.) or has the potential to cause adverse health effects, it is considered hazardous. Hazardous Chemicals will not be brought onto campus unless first approved by the department supervisor. All chemicals used on campus must be accompanied by a Material Data Safety Sheet. A copy of the MSDS must be maintained in the Security Office and the department where the chemical is used. Each department must inventory chemicals in stock on an annual basis. Disposal of waste or surplus 57 chemicals is strictly regulated under NYSDEC and USEPA laws. You are responsible for the safe handling, use and disposal of chemicals in you possession. For further information, please contact James Mawson, Campus Safety Officer at ext. 4291. Human Resources Department The Human Resources Department is located in Room 219 on the second floor at the north end of the building in the green section by the railing. Although its normal hours are from 8:30 a.m. to 4:00 p.m., we can be available at other times upon request. If you have any questions concerning employment or other personnel-related matters, please visit or call the Human Resources Department 844-8211, ext. 4440 or 4228. http://www.tc3.edu/dept/hr/ Guidelines for Research Involving Human Subjects Prior to initiating research or sponsoring student research that involves human subjects, instructors must contact the Department of Institutional Research to ensure they are following College guidelines. The guidelines are listed on the Institutional Research website. http://www.tc3.edu/dept/ir/guidelines.asp Students wishing to conduct surveys or other research must obtain approval from Institutional Research staff, located in room 229. For more information see the college website http://www.tc3.edu/dept/ir/ or contact Kris Altucher, [email protected], 844-8222, ext. 4392. Off-Campus Activity Control Policy The following statement of procedures and regulations for the off-campus activity control policy became effective October 1, 1986. The Board of Trustees has approved the following off-campus activity control policy: It is the policy of the College that only responsible and competent individuals shall be permitted to organize and conduct off-campus activities, or transport people to and from them. Additionally, any student-related activity conducted off campus in connection with or under the auspices of the College or any academic course offered thereby shall be subject to the review of the individual so designated in the regulations. Further, no such activity shall be scheduled or conducted unless the organizer thereof complies with the regulations and procedures as approved by the President of the College. The following shall outline the procedures and regulations for implementing the above policy of the Board of Trustees. 58 A. Definitions: The following definitions shall apply: 1. “Student-related” shall mean an event requiring or involving attendance or participation by any duly enrolled part-time or full-time student of the College. 2. “Off-campus activity” shall mean and include, without limitation, any studentrelated trips, seminars, visits, tours, competitions, exercises, or other like expeditions or events, which either occur off campus and/or require travel to an offcampus activity. 3. “Campus” shall mean the buildings compromising Tompkins Cortland Community College and their immediate environs located in the Town of Dryden, and the extension centers currently located in Ithaca and Cortland, New York. 4. “Motor vehicle” shall mean any and every vehicle that can be operated or driven on a public highway. B. Procedure: 1. Completion of Form At least two (2) weeks before scheduling any off-campus activity, the individual planning it shall prepare and submit to the appropriate person a completed “Notification of OffCampus Activity” form, including a class list of students participating in the activity and the “Volunteer Driver Information” form if applicable. www.tc3.edu/docs/faculty/forms/transportation/off_campus_activity.pdf www.tc3.edu/docs/faculty/forms/transportation/volunteer_driver.pdf For any activities related to the academic curriculum offerings of the college the form shall be forwarded to the Dean of Instruction’s Office. For any activities related to student clubs, extracurricular activities or FSA-sponsored events, the forms shall be forwarded to the Director of Student Activities. The Dean of Instruction’s Office or Director of Student Activities will forward the form to the appropriate Dean or Campus Police at least one week prior to the scheduled activity. 2. Review and Standards a. No individual will be permitted to transport anyone attending, enrolled at, associated or affiliated with the College to or from an off-campus activity if the information provided by that individual indicates that he or she may not do so safely. b. No individual will be permitted to transport anyone attending, enrolled at, associated or affiliated with the College to and from an off-campus activity unless he/she first satisfactorily demonstrates that he/she maintains a valid, existing liability insurance coverage. Limits of at least $300,000 combined single limit, or bodily injury per person of $100,000/$300,000 per occurrence and property damage per accident of $100,000 are recommended, with respect to the motor vehicle to be used for that purpose. c. No motor vehicle shall be used to transport anyone attending, enrolled at, or affiliated with the College to or from an off-campus activity if the information 59 provided as herein prescribed indicates that the motor vehicle may not be used for that purpose. d. All individuals involved in the transportation of anyone attending, enrolled at, associated or affiliated with the College to or from any off-campus activity shall abide by any and all pertinent laws, rules and regulations governing the use and operation of motor vehicles in the state of New York and any other jurisdiction within which such a vehicle is operated. 3. Accidents All accidents must be reported immediately to the nearest police agency. Accidents involving injury to students, staff or any member of the College community, in addition to those involving damage to College vehicles, must also be reported promptly to the Campus Police at 844-8211, ext. 6511. 4. No Exceptions There shall be no exceptions to these regulations unless otherwise specified in writing by the Dean of Operations and Enrollment Management. Off-Campus Activity Notification Questions/Answers www.tc3.edu/docs/faculty/forms/transportation/off_campus_activity_questions.pdf Overload Compensation Salary Formula – Full Time Faculty Schedule for Overload Salary Rates (per C.H.E. Basis) Fall 2013/Winter 2014/Spring 2014/Summer 2014 Level 1 Level 2 Level 3 Level 4 Level 5 $870 $925 $990 $1060 $1135 Campus Police For emergencies, please see page 56 of this document, the TC3 OPS website: http://www.tc3.edu/student/ops_staff.asp or by obtaining a copy of the OPS “Safety and Security Information and Emergency Response Guide.” Portal You may obtain access from your myTC3 account to the TC3 Portal to view discussions and share documents and information. The “College Corner” section of the portal allows an area for college and non-college related postings or discussions. Please use this venue for any non-college related advertisements (ie. personal items for sale, hobbies, etc.) https://my.tc3.edu/Portal/SitePages/Home.aspx 60 Purchasing Supplies Please refer to the TC3 website for purchasing information. http://www.tc3.edu/dept/finance/purchasing.asp Textbook Desk Copies If you need a desk copy of a text, see your Program Chair or Teresa Mix, Dean of Instruction Office (Room 229) to order it from the publisher directly. See “Book Orders and Textbooks” for information regarding the College Bookstore. Tuition Refunds Tuition refunds for withdrawal from school or for dropping courses will be granted only if a written request is made to the Enrollment Services Center of the College prior to 4:00 p.m. on the last day of the drop period. Consult the College Calendar for the specific date each semester. Refund: If a student drops a course or withdraws from college, they will be charged non-refundable tuition and fees according to the following schedule for 15 week courses: Fall/Spring Non-Refundable Charges Prior to the start of classes During the first week of classes During the second week of classes During the third week of classes After the third week of classes 0% 25% 50% 75% 100% Failure to attend class or notification of instructor does not constitute official withdrawal. Students must withdraw officially through the Enrollment Services Center. *Non-Refundable charges for courses that run less than 15 weeks are prorated on a similar schedule. Summer Non-Refundable Charges Prior to the drop deadline After the drop deadline 0% 100% 61 College Vehicle Use In view of safety considerations, people who drive the College/FSA vans for sporting events, field trips, etc., are now required to complete a five hour safety program. The program will consist of a: - Five hour classroom program that will have one hour dedicated to a laboratory exercise - Individual driver evaluation that must be scheduled at a later date - Completion certificate for those who successfully complete the program The program is open to college/FSA employees and students who as part of their job or leadership responsibility have a need to drive the vans. Participants must possess a valid New York State driver’s license and be cleared via a motor vehicle record check. Van driver workshops are offered once a semester. College wide e-mail is used to announce the date and time of the workshop. For more information, contact The Student Activities Office. 62 SERVICES Dr. Lucille S. Baker Commons The Baker Commons brings together services that support students in all aspects of their academic experience. In addition, we provide expertise and resources for faculty and staff to support and enhance learning in their courses and across the curricula. The learning commons concept is based on a partnership model designed to support and enhance student learning. http://www.tc3.edu/bakercommons/ Library Services http://www.tc3.edu/library/ You may reserve recording equipment as well as request a video by sending an e-mail to [email protected]. Include your course name & section, start & end dates for viewing, and any special considerations (close-capturing, subtitles, etc.) needed. Tutoring Services http://www.tc3.edu/bcl/tutoring.asp Technology Support Technology Support installs, maintains and supports a wide variety of technology for use by staff and students in all areas of the College including: • Computer Classrooms • Smart Classrooms • Adjunct Offices • Extension Center • Baker Commons The Baker Commons provides computers to support all computer classes and to provide support for students in a variety of other courses. Internet access is available on most student-use computers and on computers located in the first floor hallway across from the pool. The hallway computing (including printing) is available whenever the main building is open. Should you need assistance with technology please contact Technology Learning and Support Services. If you are in a classroom without a computer, projector, etc., you can request equipment to be delivered. Wireless Internet access is available from many points on campus including the Baker Commons, Fireside Café and cafeteria. General Contact Information Phone: ext. 6566 Email: [email protected] Room: 258 63 Disability Services for Students Any student who identifies as being a person with a disability is invited to meet with the Coordinator of Access and Equity Services, Carolyn Boone. Using the information contained in the student’s documentation, Carolyn works individually with each student to develop and recommend an accommodation plan. Students who desire to use their accommodations must deliver a memo of academic accommodations (created by the Baker Center for Learning (BCL)) to you each semester. The BCL assists the faculty by providing testing accommodations when possible. The BCL also provides adaptive equipment and software. More information is provided on the college website; for additional procedures and information, contact the BCL at 607-844-8222, ext. 4415. http://www.tc3.edu/bcl/disabilities.asp Emergency Evacuation Procedures for Persons with Disabilities It is the goal of Tompkins Cortland Community College to plan for the safe and orderly evacuation of persons with disabilities during an emergency. This section provides advice for assisting with some of the more common disabilities that may impair a person’s ability to respond to an emergency situation. Certain medical situations and cognitive impairments may also create a risk. If you observe someone whom you believe may need assistance, ask if and how you can be of help. Members of the College community should prepare for emergencies ahead of time by learning the locations of accessible exit routes, exit stairwells, and procedures for assisted evacuation. Those in supervisory positions, including faculty, should discuss emergency procedures with all individuals they supervise or teach. ALWAYS ASK someone with a disability how you can help before giving assistance or attempting any recue technique. Ask how he or she can best be assisted or moved and whether there are any special considerations or items that need to come with the person, such as respirators, mobility aids, or other equipment. For more information, please see the college website. http://www.tc3.edu/bcl/d_evacuation.asp Working with Non-Native Speakers of English Working with non-native speakers of English can be delightfully challenging. It is delightful, first of all, because the students are generally highly motivated, intelligent, and respectful. They contribute to the learning environment of a classroom by sharing their knowledge and life experience in other cultures. It can be challenging because these students often cannot express themselves in ways that truly reflect their abilities. It may be difficult to know that they understand class discussions. They may be suffering from culture shock, loneliness or homesickness, which can have an impact on their work, and they may not have the ability to express what they are going through. Following are some suggestions and tips to help you as you work with these students. Diversity Non-native students at TC3 are can be characterized most accurately by noting their diversity. We generally have around 150 non-native students during our regular semesters. They come from a wide variety of countries. They range in age from “typical” to older and in background from just out of high 64 school to fully professional in their own countries. Some come just to improve their English; others are here while their spouses are at Cornell. Some will spend only one semester with us, others will transfer to four-year institutions. Many plan to spend the rest of their lives in the United States. International Students About half of these students are here on F-1 (student) visas, which mean they are on an international student visa. These students must be full-time and must maintain both good attendance and academic records. Some may be here on J-1 (also a student visa category, usually scholarship or other sponsorship) and may need to return home for at least two years at the end of their TC3 program for the purpose of allowing their education to benefit their home country. Permanent Residents The largest portion of the other half of our non-native speakers is permanent residents. Immigrationwise, these students are treated as if they were regular American students: they are eligible for financial aid and they may or may not be full-time matriculated students. They may not, however, have full proficiency in English nor do they always have a full comfort level with U.S. culture. Typically, though, they are more likely to have lived in the U.S. longer upon entering college and plan to stay. Others Other non-native speakers may be here with a variety of visa types. English Proficiency -- Make No Assumptions What you see is not necessarily what you get when you are working with non-native speakers of English. Some may speak quite fluently but write poorly; others may write very well but be very difficult to understand and/or have trouble understanding others. Some may have been learning English for a long time, but are hindered by “fossilized” or impractical English. You may find that some students have acquired what amounts to a theoretical foundation of English, which is to say they have been studying for many years but cannot produce speech or writing that meets their actual communicative needs in and out of the classroom. Such students may have gotten good grades and come to the U.S. confident in their abilities. Thus, they become disappointed or upset when the results are not what they expect. Placement and Levels Determining if non-native speaking students need ESL classes is challenging. If you have questions about a student’s placement in your class, check with the ESL Program Chair, to learn more about the individual student. Accommodations of non-native speakers Speaking English as a second language is not considered a learning disability. Therefore, it has been our policy at TC3 that non-native speakers do not need special accommodations. However, it is true that non-native speakers may process information more slowly than native speakers. (It may be helpful to remember that these students speak our language better than we speak theirs!) If a teacher wishes to provide longer time limits on exams or the use of a bi-lingual dictionary, he or she may do so, but is not obligated to do so. If you have questions, contact Robin Hinchcliff, ext. 4382, room 220. Tips for working with Non-Native Speakers Adjust your communication style in order to be understood, if necessary. • Avoid speaking through someone else. • Try to learn and pronounce names correctly. 65 • • • • • Use literal or “straightforward” language as much as possible. Avoid the use of irony and figurative language, but if you must do so then make sure to provide the appropriate context and explanation If comprehension is a problem, use slower speech and enunciate clearly Emphasize key words and phrases through gestures. Make an effort to avoid slang, idioms, and relaxed speech patterns (Whaddaya wanna do?) Encourage students to make connections to their culture • Prompt your students (non-native and native speakers alike) to draw examples from their own experiences. • Allow your students to choose their topics for their reports and their writing or research assignments. • Open the discussions of lesson material to include different perspectives. Don’t be let any unfamiliarity with other cultures on your part prevent you from letting international students share their perspective. • Diversify your use of illustrations and examples and avoid exclusively drawing from an American context. • Use text and other lesson material that have a global or multi-cultural theme. • No matter what you teach, read the newspaper; get more familiar with world events. For the good of all students -- not just internationals --actively foster a global perspective. Build redundancy into your verbal language. • Simplify: The government’s funds were depleted. It was almost out of money. • Expand: The government’s funds were depleted. It had spent a lot of money on weapons, equipment, and help for the poor and could no longer afford certain programs. • Define: The government’s funds were depleted. This means that the government spent all of its money. Check frequently to see that you have been understood. • Master the “CCQ” or “comprehension-checking question”. Ask open-ended questions of the group that go over what you have been discussing to ensure that an overall level of understanding has been achieved. Example: “What are the main principles of a communist society?” See what they have understood. • “Yes/no” questions do not effectively ensure that understanding has been achieved. • Similarly, do not assume nods or smiles indicate understanding. Non-native speakers will go to great lengths to avoid the embarrassment of admitting they haven’t understood. • Build understanding of concepts and encourage interaction buy having students to do in-class tasks and small group discussion. Don’t just lecture. Prepare the student for the learning task or assignment. • Provide context or background information, especially when talking about things that are familiar to Americans. • Call attention to specialized vocabulary. Write it on the blackboard or provide a key word list. • Over-explain assignments rather than under-explain them. • Write out or email details of assignments, rather than giving only verbal instructions. 66 • • • Clarify expectations. Help the student to develop an organized approach to the task. Break large assignments down into smaller parts. (For instance, assign separately: topic, research, outline/notes, first draft, second draft, final paper.) Understand that education has a culture of their own that varies greatly from culture to culture. For example, in certain other countries, citing sources of information is not nearly as underscored as it is here. Approaches to writing -- styles and ways of reasoning and reaching a conclusion -- vary wildly. Encourage frequent tutoring at the Baker Center. Working in assigned groups on a presentation or other assignment is uncommon in other countries, which can result in the international student failing to play a sufficiently active role in her group. It may help to take her an aside to insure she clearly understands expectations. Also, make sure students have the phone numbers of others in the group. Enhance learning. • Model procedures step by step. Provide models of completed assignments and explain how they are successful or where they fail. • Add a greater variety of contextual support: visuals, graphic organizers such as charts or diagrams, hands on activities, role-playing, and, cognitive maps. Preview reading assignments and provide study aids. Provide lecture outlines for note taking. • Build on students’ prior knowledge and experiences to make the material accessible. • Encourage risk-taking and higher order thinking. Both are difficult to do in a foreign language. Don’t assume that non-native speakers aren’t taking risks or thinking critically just because they are having difficulty expressing those ideas. • Help students to see patterns, to analyze, categorize and synthesize information. • Reinforce key concepts in a variety of ways. • Summarize and review frequently. • Provide time-limits for small group work that require specific outcomes. • Emphasize the importance of process rather than product. Remember that simply • correcting errors or providing the correct answer is of little help. • Encourage students during in-class tasks; follow-up with individuals who may be struggling. Allow sufficient wait time. • Non-native speakers might need more time to process questions and answers. • When students engage in group work, encourage the group members to share the floor with non-native speakers. Be sure you understand what the individual is trying to say. • Be aware of your non-verbal language so that you don’t communicate impatience when a non-native speaker is trying to express difficult ideas or concepts. • Ask the individual to repeat, speak slowly, or rephrase if necessary. • Repeat back to the student what you understood and ask for verification. Demonstrate sensitivity and caring. • Try to build confidence and encourage independence. • Be aware of possible cultural differences. For example, in some cultures… o direct eye contact shows disrespect. Avoiding eye contact doesn’t necessarily signal dishonesty. o nodding the head only indicates listening politely, not agreement or disagreement. 67 o o o o o o o o o o o o o o lack of facial expression is a taught behavior. Displaying emotion is often punished. compliments are a cause for shame or embarrassment. physical contact, such as touching the arms or shoulders, is offensive. creative thinking is not desired; formulaic or memorized answers are expected. asking questions of a teacher is rude and critical of a teacher. answering teacher questions may be seen as boastful displays. answering teacher questions incorrectly may be a cause of humiliation. quick responses are not desirable; silence or a long pause in conversation is not a cause of discomfort as in the US it is not at all “the norm” to visit with instructors during office hours or to casually interact with them; thus international students who may need help the most may be the least likely to voluntarily seek it. Remind them that it’s okay and even expected here. direct “yes” or “no” responses are considered impolite or too harsh licking fingers when passing out papers is offensive. teachers are not allowed to sit on the desk or interact casually with students. the “thumbs up” and/or the thumb-index finger gesture for “ok” or “good” has an offensive meaning. it is not plagiarism to use other people’s work or to share assignments. To the contrary – students are actually expected to help each succeed many in high-context cultures. Ask students to share their own experiences tactfully. Some may not wish to talk about their own countries because of unpleasant experiences or bad memories. But do provide opportunities for students to share if they are willing. International students have much life experience to offer to our classes. If a student has persistent problems with language, refer that student to the ESL Program Chair for help. College Teaching Center (CTC) Located in Room 252 on the second floor of the Baker Commons. The College Teaching Center enhances student learning by promoting the profession of teaching. The CTC provides information and opportunities for professional development as well as a space where faculty can get together to talk informally about issues of teaching and learning and make use of various resources. The CTC runs a number of programs during the school year. More information can be found on the college website. http://www.tc3.edu/faculty/ctc/ctc.asp Communications Operating Hours for services will be as follows during the regular academic year: Information Desk Mail Operations Switchboard Auto Attendant 7:45 am – 5:00 pm (M-F) 9:30 am – 3:00 pm (M-F) 8:00 am – 4:00 pm (M-F) 24 hours 7 days per week, (607)844-8222 68 To reach the Main Campus operators, call (607)844-8211. For college auto attendant call (607)844-8222. If it is a toll call, you can reach the Main Campus at (888)567-8211. Voicemail: The College’s voicemail system is available to adjunct faculty. If you would like to use this service, please contact the Sr. Systems Administrator by calling ext. 4314. This service is limited, so apply early. Mail: Adjunct Instructors will be assigned a mail folder at the Adjunct Office (Room 122). As this is a primary means of communication, please check your folder weekly. If you are teaching off-campus, you may request that all material from your folder be mailed or delivered to you. Materials will be picked up by a courier. Copy Center The Copy Center is open Monday – Friday, 7:30 am – 4:00 pm during spring and fall semesters, 8:00 am – 4:00 pm during the summer. Forms: Forms for requesting typing and Copy Center Services are from your Program Chair or the suite secretaries in Rooms 220 or 241. Please secure your department budget code (from your Program Chair). Please give a completion date and allow adequate time for processing your requests (NOT ASAP). An example of this form follows this section. Test Scoring Machine: Scantron machines are available in each of the faculty areas (rooms 220 and 241) as well in the Adjunct Faculty area (Room 122). Copyright Information: All copyright materials are the responsibility of the person copying them. Exams: To ensure secure and prompt handling of examination materials, the suite secretaries and the Copy Center have developed the following guidelines: 1. Place the exam/quiz in an interoffice envelope. 2. Fill out a work order being sure to include all pertinent information. A copy of this form is included following this section. 3. Attach the work order to the outside of the envelope. 4. If the test is already typed and just needs copies, take it directly to the Copy Center (240). Please do not submit tests which need typing to the Copy Center. 5. If you copy the test yourself, please be sure to check the machine for your original prior to leaving. Once an exam has been duplicated, it can be returned in one of the following ways: 1. It is held secure in the Copy Center (must be logged in and out). 2. Picked up by suite secretary (must be logged in and out). 3. Deliver to Extension Center (Cortland and Ithaca Extension Centers only). Electronic Services: The Copy Center has full electronic services, you can send an attachment in your email for copying or you can store it on flash drive or other storage medium. This includes both black and 69 white and full color services. [email protected] or [email protected] are the email addresses to assure prompt service. The Electronic Submission order form is located on the college website. http://www.tc3.edu/faculty/forms.asp Copiers and Locations: Large quantity copiers are located just outside The Copy Center office room 240, the green area near room 201 and in the Adjunct Faculty office, room 122. Beginning with the Fall 2011 semester, all copy orders and copy card refills must be approved by the Dean of Instruction Office, room 229. We ask that you consider the environment and expense when copying materials for class. Our college has a great deal of technology available to instructors that can assist in lowering our use of paper and copying budget. 70 Developmental Education Program TC3 offers four pre-college level courses that provide our academically under prepared students with the skills necessary to succeed in the college level courses and programs they wish to take to earn a degree or enter the workforce with greater competence and confidence. The developmental courses include ENGL099 (Basic Writing Skills), MATH090 (Developmental Mathematics), MATH095 (Beginning Algebra), and RDNG099 (Active Literacy). The co-chairs for each discipline area are: • Susan Cerretani – Co-Chair, English, 844-8222, ext. 4286 [email protected] • Sophia Georgiakaki – Co-Chair, Math, 844-8222, ext. 4277 [email protected] • Anna Regula – Co-Chair, Reading, 844-8222, ext. 4447 [email protected] The College has a number of professional development opportunities and organizations that developmental instructors may want to participate in and journals that they may find useful. There is a Developmental Education budget to provide all developmental instructors with the resources they need to help their students succeed. Please see the appropriate developmental co-chair for more information. Additionally, there is a new initiative associated with the developmental courses called Synergy that faculty and staff can recommend to students. Synergy is a place to study and prepare for assignments in ENGL099, RDNG099, MATH090, and MATH095. It is busy, diverse, and fun. The staff provide supplemental instruction, academic coaching, study skills, tutoring, and an environment that embraces a variety of learning styles. Synergy staff consists of Peer Guides (students who have graduated from developmental courses at TC3) and Professional Staff (instructors currently teaching the developmental courses), as well as the three developmental coordinators. All students in any of the developmental courses are invited to attend. Synergy is open Monday-Thursday from 3 pm - 7 pm and most Sundays 5 pm – 7 pm. It opens the first week of classes and closes at the end of the last week of classes. Educational Technology Services • • Bob Yavits, Instructional Software Specialist, [email protected] (ext. 4357) Tony DeFranco, Coordinator of Learning Technology Services, [email protected], (ext. 4399) Educational Technology provides a variety of services to assist college staff in integrating instructional technologies in teaching and learning. Specific services include selection and evaluation of computer software; development of instructional materials; training in the use of presentation hardware and software; assistance with Web-based course development including the SUNY Learning Network’s ANGEL Course Management System; and training in the use of Internet resources and navigational tools. The College offers distance learning courses primarily via the World Wide Web. These involve the use of personal computers connected to the Internet to deliver course content and to provide interaction between instructor and students among students. These courses are sometimes referred to as asynchronous distance learning courses in that the students access course resources at their own chosen time and location, using such things as e-mail or electronic discussion groups. These technologies may also be used to supplement learning in traditional courses or can be used to teach hybrid courses (courses that meet online and in the classroom). The SUNY Learning Network (SLN), through the ANGEL Learning Management System, provides support for the College’s asynchronous web-based courses, hybrid courses, and web-enhanced courses. If you would like to learn more about web-based instruction contact either Tony or Bob. 71 External Relations Group The external relations group manages a wide range of the college’s external relationships and programs. The overall mission of the group is to create and support learning by managing mutually beneficial relationships, cultivating resources and friends, and communicating effectively with college constituents. The functions in the external relations group include development, alumni, concurrent enrollment, customized training for employers, non-credit courses, printing and duplicating, marketing communications, public relations, and the college web site. The external relations group also manages the college’s extension centers in Ithaca and Cortland. Student Health Services The TC3 Student Health Services offers students: • • • • • • • • • • • Health counseling and care of acute illnesses Personal wellness care to promote positive lifestyle changes Referrals to community agencies and services Assistance with maintenance of chronic health problems Health promotion education Substance abuse risk reduction education and counseling Common, single dose over the counter medications Dispensary for TC3 provider prescribed medications Immunizations, including Free Flu Vaccine Contraception HIV testing If you have an emergency, call 911. Campus Police: Ext. 6511 TC3 Health Services DOES NOT provide excuses for routine illnesses, injuries, and mental health problems that may lead to missed classes, labs, exams, or deadlines. To find out more about this policy and what assistance is possible with serious and ongoing illness or injury please visit our website. http://www.tc3.edu/student/health_center.asp Please note: the Student Health Center will be closed if the Campus is closed due to inclement weather. Off-Campus Services Various off-campus services will be available, depending on site. 1. Student Advisement is available once per month during the regular semester and at specified times (usually pre-registration). See staff for schedule. 2. Financial Aid assistance available once per month. See staff for schedule. 3. Student Registration and Add/Drop at appropriate times during the semester. 72 4. Smart Classroom equipment in most classrooms. Contact the center for specific requests prior to your class beginning. 5. Delivery of prepared materials to adjuncts at least twice per week via courier from main campus. 6. The Bookstore does not sell books at the Center, but will deliver them to the Center for students who cannot get to main campus. 7. For assistance in needs assessment of off-campus students, contact Carolyn Boone, ext. 4283. 8. Martha Hubbard, Director of the Center of Adult Learning and Training oversees both Extension Centers, and should be contacted if you have any concerns about the Center facilities, staffing or students. Nancy S. Lieberman Ithaca Extension Center at TC3 Tioga Place 118 North Tioga Street Ithaca Commons Ithaca, NY 14850 (607) 272-3025 An Enrollment Services Specialist is on duty at the IEC Monday through Thursday from 8:00 a.m. – 9:30 p.m. when classes are in session. When classes are not in session, or during the summer, the schedule may change. Students can arrange for advisement including program planning, course selection, and other academic concerns by appointment at the main campus. Advisement and Financial Aid appointments are available periodically at the Center and students can schedule appointments with the Enrollment Services Specialist. Classroom Technology: All classrooms on the 6th floor are smart classrooms; the classrooms on the 5th floor are semi-smart but have an overhead projector. Each classroom is equipped with a LCD projector, computer and TV/VCR. Most rooms have white boards and black boards available. Special equipment or use of a computer lab may be arranged for by contacting one of the Enrollment Services Specialists. Make all requests for films, film projectors, slide projectors, cassette players, videotape playback, and similar services through Technology Support at 844-6566, or email [email protected]. Please provide at least forty-eight hours’ notice since equipment may need to be delivered. Remember that advance notice is required for the use of any software. Classroom Furniture: If you move any desks or chairs around, please return them to their original places before you leave. Copy Services: You may use the IEC copier to do your own copying, but will need a card for billing to your department. Staff cannot do copying for you due to other responsibilities. If you choose to have your copying done in Dryden, leave materials to be copied with the staff on scheduled evenings. He/she will deliver the materials to campus, and will return the requested copies to you the following week. You can also use the U.S. Mail. Please note that there is a lead time of 10 days for materials sent for processing via U.S. Mail. The College does not pay postage when you mail materials to be prepared. Faculty Bay Area: A faculty office is available in a designated area on the 6th floor where you can prepare for class, enter grades, check email, use computers, etc. These are shared by all faculty members so please do not leave your materials in this area, and limit your use to allow all faculty to use as needed. Faculty mailboxes and a telephone are also located in this area. Holidays: College classes will meet according to the College Academic calendar. The building will normally be opened for scheduled classes. Exceptions include employee holidays and any emergency closings. The schedule also changes during the summer and when classes are not in session. Should you 73 need to use a classroom for a make-up session at a time other than when your class has been scheduled, please contact the staff at the center to make arrangements. Library: College students who have a valid I.D. card may check books out of the Mann and Catherwood Libraries at Cornell. If you plan to make extensive library assignments, please remind your students to come to the campus in Dryden to have an I.D. card picture taken during the first weeks of the semester. This service is available during day and evening hours. College librarians will be eager to visit your class to conduct a library orientation and bibliographic instruction session to prepare students for research papers and speeches. Please make your request early for such a visit. If you would like to place materials on reserve in Ithaca, please ask one of the College librarians to assist you. Arrangements can probably be made. For articles and notes, consider placing the items on the web using the Library’s Electronic Reserves Service. Parking: Please see the center staff for appropriate procedure and other information. Reserve Readings: You may arrange for a book/item to be put on reserve through the Enrollment Services Specialists. Smoking: There is to be absolutely no smoking in the building. Students, staff and faculty must also obey the smoking regulations on the Commons. Testing/Study: Space is available for small group study and testing. Please have the student(s) make arrangements through the Enrollment Services Specialists. Vending Machines: A vending machine is available on the 6th floor for both faculty and student use. TC3 Cortland Extension Center 157 Main Street Cortland, NY 13045 (607) 756-5275 An Enrollment Services Specialist is on duty during the day and a Center for Adult Learning & Traning Secretary in the evening. The hours are Monday through Thursday from 8:00 a.m. – 9:30 p.m. when classes are in session. They can assist students with all registration, schedule changes, etc. Advisement and financial aid will be available periodically at the Center. Students may schedule appointments with the staff at the front desk. Classroom Furniture: If you move any desks or chairs around, please return them to their original places before you leave. Classroom Technology: All classrooms are smart classrooms and are equipped with a LCD projector, computer, overhead projector, document camera, TV and DVD/VHS player. Use of a computer lab may be arranged by contacting one of the Enrollment Services Specialists at the extension center. Requests for special AV services, ES videotaping, AV software needs should be directed to Technology Support at 844-6566, or email [email protected]. Please provide at least forty-eight hours’ notice since equipment may need to be delivered. Remember that advance notice is required for use of any software. Copy Services: You may use the center copier but will need a card for billing to your department. Staff cannot do copying for you due to other responsibilities. You can also use the U.S. Mail. Please note that there is a lead time of 10 days for materials sent for processing via U.S. Mail. The College does not pay postage when you mail materials to be prepared. Faculty Bay Area: A faculty office is available off the Commons where you can prepare for class, enter grades, check email, use computers, etc. These are shared by all faculty members so please do not leave your materials in this area, and limit your use to allow all faculty to use as needed. Faculty mailboxes and a telephone are also located in this area. 74 Holidays: College classes will meet according to the College Academic calendar. The building will normally be opened for scheduled classes. Exceptions include employee holidays and any emergency closings. The schedule also changes during the summer and when classes are not in session. Should you need to use a classroom for a make-up session at a time other than when your class has been scheduled, you must contact the staff at the center to make arrangements. Library: College students who have a valid I.D. card may check books out of the SUNY-Cortland library, if you wish to send them there. If you plan to make extensive library assignments, please remind your students to come to the campus in Dryden to have an I.D. card picture taken during the first weeks of the semester. This service is available during day and evening hours. College librarians will be eager to visit your class to conduct a library orientation and bibliographic instruction session to prepare students for research papers and speeches. Please make your request early for such a visit. If you would like to place materials on reserve in Cortland, please ask one of the College librarians to assist you. Arrangements can probably be made. For articles and notes, consider placing the items on the web using the Library’s Electronic Reserves Service. Parking: You may park in the building parking lot behind the building. Smoking: There is to be absolutely no smoking in the building. The PACE Program Room 216, ext. 4422 The PACE Program helps low-income parents working toward their Associates Degrees who receive cash assistance from Tompkins County Department of Social Services. We provide supportive services, including money for childcare, transportation as well as school-related expenses that aren’t covered by TAP or PELL. Moreover, clients have an advocate to help them negotiate the complexities of school and parenting while living with the stresses that poverty brings. The less tangible yet equally important goal of the program is to empower students to advocate for themselves as they slowly move toward degrees and ultimately, financial self-sufficiency. For more information, please contact Alexis Dengel, [email protected]. Pathways Program Room 216 The Pathways scholarship is for either first-time college students or for students who’ve attempted or earned up to 12 credits in the past four years or have been away from college and never earned a degree. Potential recipients must be 24 years or older, applied for TC3 admission, demonstrated financial need and have completed the FAFSA process along with completing a Pathways application. Deadlines are July 1st for fall applicants and November 1st for spring applicants. Scholars are picked by a committee. For more information, please contact Patricia Tvaroha, [email protected] or Alexis Dengal, [email protected] . Students of Concern http://www.tc3.edu/student/dos_soc.asp The SOC is an interdisciplinary group made up of: • Coordinator of Counseling Services 75 • • • • • Director of Campus Police and his Assistant Director Director Residence Life and Judicial Affairs Director of the Health Center Coordinator of Access and Equity Services Dean of Student Life and her Administrative Assistant Anyone in the community can express a concern about a student to the SOC group by emailing [email protected] . A process will be initiated to gather information, assess needs and plan interventions when needed. Our goal is to support student success by assisting students who are not currently accessing all the supportive services they need to be successful. The concerns may be of an emotional, behavioral, motivational or unclear nature. For students who are having primarily academic concerns, use the academic intervention form to alert the Student Success and Advisement team. Student Success and Advisement Services Room 215, ext. 4521, [email protected] The office of Student Success and Advisement Services (SSAS) supports students during all stages of their academic journey. SSAS coordinates new student placement testing and advisement, and leads orientation and transition programming for new students. SSAS also provides ongoing advisement for all part-time and non-matriculated students, and supports faculty advisors in the advisement of students. In addition, SSAS provides a variety of intervention services for students in academic jeopardy. Faculty and staff who are concerned about a student’s academic progress are encouraged to refer the student to SSAS for assistance and support. Faculty may make a referral to SSAS via myINFO from the class list function. Click on the student’s name and choose the “Academic Alert” option. Simply click the appropriate options. Comments listed in the “additional information” section are always welcome. Following a referral, SSAS staff will reach out to the student to offer support and help the student to connect with various campus resources. In many cases, a referral gives the student the opportunity to see potential problems before they lead to academic failure. ADJUNCT FACULTY Clerical Support Services The secretaries in the faculty suites 220 and 241 are available to assist you with clerical needs. Unfortunately, the secretary in the adjunct office is shared with the Academic Records Department and does not allow time for clerical assistance to the adjunct faculty. Credit Course Instruction Each adjunct faculty member is hired to teach a specific number of College courses. Every course is assigned a number of credit hours by the College. Each credit hour normally represents one lecture hour (i.e., “contact hour”) per week (see exceptions discussed below). The College pays a fixed fee for each 76 credit hour. That fee is based on the assumption that each faculty member may spend an average of approximately two hours per week in preparation and activities related to the work done during each class hour including a minimum of one to two office hours per week working with students as necessary. Unless specified to the contrary, each adjunct faculty member is expected to work for the entire fifteen weeks of the school semester, as well as the week of finals. A modification of this calculation is necessary for adjunct faculty who teach courses involving “lab hours.” If a class hour taught by the instructor is considered a “lab hour” by the College, then a factor of three-fourths is applied to that class hour. Thus adjunct faculty teaching one lab hour per week would be paid three-fourths of the credit hour fee normally paid. Implicit in this factor is the College’s assumption that only 1.5 hours will be spent per week in preparation and activities related to each “lab hour” taught by adjunct faculty. If a course involved some “lab hours” and some lecture hours, then each hour is calculated separately at the respective rate. A minimum per credit hour is set for adjunct faculty. The College pays slightly higher rates per credit hour if an adjunct faculty member has additional qualifications meeting guidelines developed by the Administration of the College. To see if you qualify for a higher rate, refer to the next page. Some of the illustrations of the College formula may be helpful: Professor Jones is teaching a three credit hour business course with three lecture hours per week. She would be paid three times $805 ($2,415); expected to prepare and perform activities related to those three class hours for an average of six hours per week including a minimum of one to two office hours per week working with students; and expected to work for fifteen weeks, plus a week of finals, if applicable. Professor Smith teaches a four credit hour science course involving three lecture hours and two lab hours per week. He would be paid three times $805 ($2,415) plus two times 3/4’s of $805 ($1,207.50) for a total of $3,622.50. He would be expected to spend 7 hours per week in preparation and performance of activities related to those class hours including one to two hours per week with students. He would also be expected to teach for fifteen weeks, plus a week of finals, if applicable. Fringe Benefits for Adjunct Faculty A. Retirement/Social Security As an adjunct instructor, membership in one of the State Retirement Systems (New York State Employees’ Retirement System or New York State Teachers’ Retirement System) is optional. Membership in the Optional Retirement Program is only available to full-time employees. If you choose to join one of the State Retirement Systems, the College will withhold your employee contribution from your salary as required by state law. In addition, a contribution is made on your behalf by the College. As a member of one of the State Retirement Systems, you are also covered by Social Security and would be subject to Social Security tax withholding of 7.65 percent. If you choose not to join one of the state 77 programs, you will be covered by Social Security, and a Social Security tax of 7.65 percent will be withheld. For additional information on enrollment, please contact the Department of Human Resources at (607) 844-8222, ext. 4440 or 4228. If you have a current membership in one of the State Systems, it is vital that you give your contract identification number(s) and the date of the membership to the Department of Human Resources. If you are a current TIAA-CREF member through another SUNY unit, please report your contract ID# and your date of membership to the Department of Human Resources. If your TIAA-CREF membership is not through another SUNY unit, you are ineligible to participate. B. Worker’s Compensation You are eligible for and covered by N.Y.S. Workers’ Compensation benefits. You should notify the Campus Police immediately if an injury is incurred while working for the College. C. Income Tax Deductions and Change of Address If you wish to revise the number of dependents claimed and/or have a change of address, please contact the Department of Human Resources to complete a new W-4 form and Employee Data Sheet. D. Health, Dental and Vision Insurance Adjunct faculty and staff who have a minimum appointment of three months earning at least $2,000 annually, may enroll in the health, dental, and/or vision insurance programs so long as they agree to pay 100 percent of the premium for individual or for family coverage. Individuals who qualify for enrollment must visit the Department of Human Resources to make arrangements for their premium payments during semester breaks. E. Grievances or Complaints If you encounter any practices or policies while employed by the College which violate your understanding of the contract with the adjunct faculty, you should bring those grievances or complaints to the attention of the Dean of Instruction, the Provost and Vice President of the College, or the Human Resources Administrator at the earliest opportunity. F. Equal Opportunity, Title IX, Section 504 Tompkins Cortland Community College is committed to equal opportunity in employment, admission and treatment for all qualified individuals without regard to race, color, creed, national origin, sex, age, marital status, disability, sexual orientation, veteran status, or any other basis as prohibited by federal or New York State law. Any questions concerning the implementation of these policies should be directed to the following people: Sharon Dovi, Affirmative Action Officer/Human Resources Administrator, Room 219 for Equal Opportunity and Title IX; Khaki Wunderlich, Dean of Organizational Success and Learning, Room 248 for Section 504. Discounts for TC3 Faculty and Staff AT&T/Verizon – Both companies offer a discount (19%-20%) as a NYS employee for wireless services. 78 TC3 has partnered with the e-academy to offer students, faculty and staff great discounts on software products from Microsoft, Adobe, and others. http://www.tc3.edu/dept/campus_tech/purchase_discounts.asp TC3.biz - College Employees, including Foundation and FSA employees can attend TC3.biz workshops for 15% of course fee plus cost of text or flash drive if applicable. Exception: All employees pay full course fee for our online UGotClass, ED2Go, GATLIN and CCI programs. Contact TC3.biz Office for more information, ext. 6586. Pay Periods Adjunct instructors (teaching credit courses) who have approved and electronically returned their contracts promptly will receive payroll checks according to the following schedule. When a payment date falls on a College holiday, checks will be disbursed on the last work day prior to the holiday. Dates may be subject to change. Fall 2013 (8 payments) Spring 2014 (8 payments) Summer 2014** September 6, 2013 September 20, 2013 October 4, 2013 October 18, 2013 November 1, 2013 November 15, 2013 November 29, 2013 December 13, 2013 February 7, 2014 February 21, 2014 March 7, 2014 March 21, 2014 April 4, 2014 April 18, 2014 May 2, 2014 May 16, 2014 June 13, 2014 June 27, 2014 July 11, 2014 July 25, 2014 August 8, 2014 August 22, 2014 **Summer pay dates will vary depending on session being taught. Note: Adjunct employees who are required to invoice hours worked may not be paid in the first payroll listed due to processing time. For example, hours worked for the week ending 8/24/13 must be submitted no later than the following Thursday, 8/29/13 by 4 pm to be paid on 9/6/13. To submit hours, please send one email to [email protected] and [email protected]. Direct deposit of payroll checks is available through area banks. Deposit is guaranteed to be in your bank the morning of payday. This eliminates delays in the mail and lost checks. For more information on this service, please consult the Department of Human Resources. Electronic Pay Stubs: Employees who take advantage of payroll direct deposit will receive their bi-weekly pay stubs via email. The pay stub is emailed to you the day the payroll company processes the payroll, anywhere from Monday to Wednesday of pay week, but the funds will not be available until Friday. A form will need to be signed to opt out of receiving the stub electronically and continue to receive the hard copy. This form is available in Payroll, Room 248C. To view pay stub sent electronically by the payroll company: • Email will be sent FROM: [email protected] • SUBJECT: “Your payroll information has arrived.” 79 • Click on the PDF file attachment. A password will be required to open the document to view. Information regarding the password and directions on how to change it will be emailed to you by Sunday Earle, Payroll Specialist prior to the first pay date of the semester. Any questions regarding the electronic pay stubs should be directed to Sunday Earle, ext. 4340. Checks may be picked up Thursday of pay week, in the Budget & Finance Office between the hours of 2:00 and 4:00 p.m. and Friday between the hours of 8:30 a.m. and approximately 2:00 p.m. Any checks not picked up prior to 2:00 p.m. on Friday will be mailed. Please contact the Payroll Specialist at ext. 4340 if you have any questions regarding your paycheck. Instructors teaching short-term noncredit, credit equivalent courses will be paid on the first College payroll date after the completion of the course. Adjunct Instructor Personnel File A confidential personnel file is maintained in the Department of Human Resources for each adjunct faculty member. Faculty members may access this file upon written request. Each adjunct faculty member must have official transcripts on file and should keep the records current by reporting any changes in address, degrees attained, etc. to the Department of Human Resources. Getting Started as an Adjunct Faculty Member Please refer to the college website for a set of checklists that will assist you in getting set to work at TC3 as an adjunct instructor. http://www.tc3.edu/faculty/adjunct/adjunct.asp You may also refer to the Adjunct Frequently Asked Questions (FAQ) document at http://www.tc3.edu/faculty/adjunct/adjunct_faq.asp Professional Development Program for Adjunct Faculty Any adjunct faculty member who has taught at least nine credit hours (including summer) may register for one credit-bearing course at TC3 (for a maximum of four credits) or for up to three one-credit courses, and receive a full tuition waiver, according to the following guidelines: a. The adjunct faculty member must be scheduled to teach in the same semester that the tuition waiver is requested. b. Registration may occur no earlier than the final day of registration before the first day of classes. c. Registration will be on a space-available basis. d. The adjunct faculty member must pay all course fees and is responsible for the cost of all course materials. After an adjunct faculty member has taken advantage of the opportunity described above, he or she may register for an additional course (or up to three one-credit courses). The adjunct must have taught 80 at least nine more credit hours, as of one month or less before the first day of classes and be scheduled to teach in that semester. Adjunct faculty members do not have to teach consecutive semesters in order to be eligible. Whenever an adjunct takes advantage of this opportunity, the total accumulated credit hours will revert to zero plus whatever credits the adjunct teaches during the semester when he or she takes a course. Courses may be taken for credit or on an audit basis. Tuition waiver forms are available in the Department of Human Resources. The completed tuition waiver form should be submitted to the Dean of Instruction’s Office for approval. Salary Formula for Adjunct Instructors These are guidelines for placement of adjunct staff on the Tompkins Cortland Community College salary schedule. Placement on this scale is determined on a case-by-case basis after consideration of an individual’s experience and credentials. Schedule for Adjunct Salary Rates (per C.H.E. Basis) Fall 2013/Winter 2014/Spring 2014/Summer 2014 Level 1 Level 2 Level 3 Level 4 Level 5 $870 $925 $990 $1060 $1135 1) Generally, all first time faculty will be placed at the Level 1 rate. However, any adjunct faculty who has, or had in the past, academic rank at another institution of higher education will be placed at the appropriate rate corresponding to their rank as follows: Level 1 to equate to Instructor Level 2 to equate to Assistant Professor Level 3 to equate to Associate Professor Level 4 to equate to Professor 2) Placement at the Level 2 rate may also be made if one of the following conditions exists: a. Possession of any unusual or terminal degree in the field (i.e., J.D., D.C., M.D., C.P.A., Ph.D., Master’s Degree in Nursing, or M.F.A.). b. For those in vocational courses, fifteen or more years of experience in a job which is directly related to the subject matter being taught. c. High executive office in business or industry if that position relates to the subject matter being taught. 3) Placement at Level 3 rate may be made if the individual enjoys status as a nationally recognized consultant or expert in the field to be taught. (This status should be documented by the candidate as having been income-producing, with the consultant services having been provided 81 to various agencies, several times annually, over a period of at least two years, and at several locations throughout the country.) 4) After six semesters (10 semesters between Level 4 and 5), of successful employment as an adjunct faculty member at Tompkins Cortland Community College, an individual is eligible to be moved to the next higher adjunct pay rate. “Successful” is defined as “average or better” performance as indicated through evaluations conducted and fulfillment of all responsibilities assigned. Advancement on the scale will be the decision of the Provost in consultation with the appropriate Dean and Human Resources Administrator. Teaching Assignments for Adjunct Instructors Scheduling for the following semester begins shortly after the current semester begins. Program Chairpersons are responsible to submit course offerings to The Dean of Instruction. Scheduling of adjunct teaching will begin once full-time faculty loads are determined. Contact your Program Chair regarding your availability and teaching preferences. Typing and Copying Services Clerical support is supplied by the faculty suite secretaries (room 220 or 241) who can assist you in filling out work orders and who will let you know when the work will be completed. If you wish to do your own photocopying, a card will be issued to you for copying purposes. (Please see Teresa Mix in Room 229). To limit the amount of paper used throughout the semester you might wish to investigate the use of our ANGEL (online learning) platform as an enhancement to your courses and a repository for documents you plan to share with your students. Any additional copies charged to your copy card must be approved by the Dean of Instruction Office, Room 229. 82
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