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Oregon Education Association ¶ OEA/NEAwww.oregoned.org

New Community College Faculty Handbook

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To learn more about how OEA can help you, visit our website:

www.oregoned.org

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Welcome to the education family. We’re glad you’re joining us in a career where we truly do make a difference. Working in education as an Education Support Professional (ESP) is exciting, rewarding and satisfying. It is never boring.

Our community colleges shape the life and learning of every one of our students. Your work can change our communities. It can be difficult, challenging and sometimes draining.

We know you are dedicated to the work and we want you to know that the Oregon Education Association supports you. We are ready to back you starting today, all the way through your retirement years. That support is provided in a variety of ways:

Professional Development: You’ll discover that you need to keep current on job skills and/or job equipment. Professional development opportunities are offered both on your campus and by OEA.

Contract Bargaining: Student’s learning conditions are your working conditions. We will be there to help you get the tools you must have to reach your highest potential.

Political Action: You are on a team with your local Association, the OEA and the National Education Association. Our collective strength makes us a powerful advocate for improving the working and learning conditions for our students and for you. We’ll work together to make sure the public and our representatives in Salem and Washington D.C. have the information they need to make the right decisions for public education and community college employees.

As a community college educational support professional, you are a member of the 46,000 members of OEA and the 3.2 million members of the NEA. Welcome to the family. To learn more about how OEA can help you, visit the OEA website: www.oregoned.org.

Thank you for choosing a career in community college education. I look forward to helping you continue this challenging and exciting work.

Sincerely,

Hanna VaanderingOEA President

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Table of Contents

Welcome to Your New Job 5Tips to Start the Year off Right 6Questions You should Ask During the First Days 8Strategies to Build Thinking Skills 9Principles for Teaching Adult Learners 10Ideas for Your Classroom 11Student Feedback Activities 12Classroom Assessment Techniques 13Tips for Stress Reduction and Prevention 14Accelerated Learning 16Critical Thinking 17Cooperative Learning 19Integrated Instruction 21Service Learning 22The Syllabus 23Time-Saving Tips for Educators 28Promoting Cultural Diversity 32Keeping Student Information Private 34Family Educational Rights and Privacy Act (FERPA) 35How the ADA Impacts Education 36Advising Students 36Your Employee Rights 37Community College Terms and Acronyms 39Resources 44Contact & Feedback 46

New Community College Faculty Handbook

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Welcome to Your New Job

THINGS TO DO UPON ARRIVALCollect and retain as many documents concerning your status at the new institution as possible. If you requested them before accepting the position you are ahead of the game. Your file should contain at least the following: n Letter of appointment n Current faculty handbook or personnel policies n Copy of the Association contract

All documents, including the published announcement of the position and additional letters or memoranda from administrators, should be retained.

You will find that there are many responsibilities connected to that assignment that you hadn’t known were there.

JOINING THE CAMPUS COMMUNITYAttend receptions for new faculty. Introduce yourself to members in your department and throughout the campus community.

Seek out your Association Representative for more information about what OEA can do for you.

Your first year of teaching is likely to be challenging. You will find that there are many responsibilities connected to the assignment that you hadn’t known were there. If you have questions about these responsibil ities, discuss them with your Association Representative or your Department Chair.

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1. Build relationships. Get acquainted with department administrative assis-tants and custodians. Get involved in campus activities and staff functions.

2. Introduce yourself. Consider writing an autobiographical sketch for your students. If students feel a connection their learning experience is enhanced.

3. Check policy. If you intend to teach anything controversial, be sure you are within board policy. Keep personal views on religion and politics to yourself. However, you do have the right to wear political buttons.

4. Get it together. Get your papers organized. You never know when you may have to produce a document related to your job.

5. Keep records. During the year, you may have expenditures that could be deductions on your income tax. Set aside a place to keep track of them.

6. Improve yourself. Set your sights on improving your professional ability in at least one area during the year. Then decide how best to go about it.

7. Play the name game. Get to know your students by name right away.

8. Develop resources. Develop sources of information. Know where to get help when you need it. Keep your eyes open for free or inexpensive materials. Determine what materials you want from students and when you will need them.

9. Do your best. Determine from previous experience what factors keep you from doing your job during the year. Then figure out a way to work around them. For example: How will you work with too many students in your class? How will you deal with the range of student abilities?

10. Look for hope. Keep a positive frame of mind by noticing small growths. It may be that student who gives you an indication he or she learned something in the first week of class.

Tips to Start the Year Off Right Planning at the beginning of

school can pay big dividends as you go through the year. Getting

started right can make all the difference. Consider these tips as

you plan for the months ahead.

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11. Be realistic. Don’t let your concern for each student turn into a depressing experience. You will not win the battle with every student.

12. Be prepared for special students. You may have students with special needs. Don’t expect problems to work themselves out. Plan how you will deal with them in the best interests of the student, yourself and the classroom.

13. Think about health. Determine how to handle students’ health problems. Do you know what to do with a student subject to seizures? What about administering medicine?

14. Find a shoulder. Every faculty member needs someone to turn to for advice or to unload about challenges. If you don’t have a “buddy,” get one.

15. Know your rights. Read your contract and/or board and council policies so you will know your rights.

16. Plan class presentations. Develop your lectures on the basis of what your students need to know and determine the best ways of teaching those things.

17. Support your Association. Join your local education Association for the support of colleagues who understand your job.

18. Make a good impression. Whatever else you do, give the impression from the beginning that you are well organized. Your students must get the feeling that you are prepared and know what you are doing.

19. Build an attitude. You have the opportunity from the first day to help your students determine whether classes are drudgery or a serious undertaking that can have fun moments. If you give the impression that being in class is a chore, that attitude will be reflected by your students.

20. Foster curiosity. If you want your students to be curious, set an atmosphere that encourages curiosity and doesn’t stifle it.

21. Keep the department chair informed. If you plan to do anything unusual this year, make certain you mention it to your chair in advance.

22. Brief your students. Let your students know early what you expect of them. Most students will rise to your expectations.

23. Keep these three qualities of good teaching in mind: flexibility, patience and a sense of humor.

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n Where and how do I secure supplies (chalk, erasers, paper, etc.)?n How do I check out instructional materials?n What are the procedures for the use of audio-visual equipment?n How do I order films?n When am I responsible for locking my classrooms?n What machines are available for me to use — copier, computer, VCR,

laminator, etc.?n Where can I get free and inexpensive materials?n With whom should I consult as I make decisions on the use of

supplemental materials?n What are the attendance accounting procedures for students, and what are

my responsibilities in attendance record keeping?n What are the grading guidelines for the campus? What documentation

must I provide?n What is an interim report and how do I fill it out?n To whom do I report serious problems with a student’s health or behavior?n What student records must I maintain?n What should I do in case of a medical emergency in my classroom?n How do I report a disciplinary problem?n How do I apply for personal, professional, vacation or sick leave?n What is my salary and what deductions are taken?n Are there any unwritten rules for faculty at my campus?n What is my personnel file, and what is in it?n Where do I go if I am having trouble?n How do I know if I am doing a good job?

Questions to Ask During The First Days of Class

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Strategies to Build Thinking Skills

REMEMBER “WAIT TIME”Provide at least 10 seconds (possibly longer for special needs students) of thinking time after a question or after a response.

ASK “FOLLOW UPS”e.g., “Why? How do you know? Do you agree? Will you give me an example? Can you tell me more?”

CUE RESPONSES TO “OPEN-ENDED” QUESTIONSe.g., “There is not a single correct answer to this question. I want you to consider alternatives.”

USE “THINK-PAIR-SHARE”Allow individual thinking time, then discussion with a partner, and then open up for class discussion.

CALL ON STUDENTS RANDOMLYAvoid the pattern of only calling on those students with raised hands.

ASK STUDENTS TO ‘UNPACK THEIR THINKING”e.g., “Describe how you arrived at your answer.”

ASK FOR A SUMMARY TO PROMOTE ACTIVE LISTENINGe.g., “Could you please summarize our discussion thus far?

PLAY DEVIL’S ADVOCATERequire students to defend their reasoning against different points of view.

SURVEY THE CLASSe.g., “How many people agree with the author’s point of view?” (thumbs up, thumbs down)

ALLOW FOR STUDENT CALLINGe.g., “Richard, will you please call on someone to respond?”

ENCOURAGE STUDENT QUESTIONINGProvide opportunities for students to generate their own questions.

Adult learners are:• Self-directed and able to be autonomous• Have accumulated a foundation of life experiences and knowledge• Are goal oriented• Are relevancy oriented and need to see application• Are practical• Need to be shown respect• Need feedback about how they're doing• Need to see a reward for learning• Must be interested in subject

Research shows that adult learners retain more when material is presented using group projects and activities, and when asked for feedback and personal experience.

From: Stephen Lieb, Vision, Fall 1991, pp 11-13.

Principles for Teaching Adult Learners

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LECTURE TIPSWhen lecturing is the best method of delivery due to content, class size and other factors, there are ways to create more involvement for students.

Try these:

n The pause: Pause two or three times during a class to allow students to dis cuss lecture material with someone else. Can take as little as 3-5 minutes.

n Short writing exercise: Begin class with a short writing assignment to summarize the previous lecture. Ask one or two to read aloud.

n Use short, in-class writings that give students a chance to “practice” their understanding of the material.

n End class by having students write a summary or formulate specific questions about the material.

n Feedback lecture: Deliver two mini-lectures per class separated by a brief work session where pre-formed groups answer study questions.

n The guided lecture: Give students lecture objectives and encourage them to take notes. When complete ask students to share what they recall with several other students to reconstruct the lecture.

n The responsive lecture: Devote one class period per week to answering student-generated questions. Have questions form the agenda for the day.

From: The Teaching Professor, February, 1992, p.3.

Ideas for the Classroom

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THE “ONE SENTENCE SUMMARY”

Have students create a one-sentence summary of a class lecture/activity using these:

• Who?• Does/did/will do what?• How?• To/for, whom/what?• When?• Where?• Why?

This exercise is useful for instructors to determine whether basic ideas and concepts have been learned or if the student is still unclear about presented material.

From: T.A. Angelo, Phase II Classroom Research Project, (6/91).

THE “ONE MINUTE PAPER”

Have students respond on a card or half-sheet at the end of lecture:• What was the most useful/meaningful thing you learned during this

session?• What question(s) remain uppermost in your mind as we end this

session?

This exercise is useful for instructors to determine whether basic ideas and concepts have been learned or if the student is still unclear about presented material.

From; T.A. Angelo, Classroom Assessment Techniques, 1988, pp. 148-150.

Student Feedback Activities

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These quick and easy to administer assessments provide students with opportunities to develop self-assessment skills, take responsibility for their own learning and assist them in becoming life-long learners.

Classroom Assessment Techniques (CATs) provide a formative approach to assess student learning. These quick and easy to administer assessments provide students with opportunities to develop self-assessment skills, take responsibility for their own learning and assist them in becoming life-long learners. Administered prior to the end of the term, they provide the instructor with feedback in a timely fashion. The instructor is then able to reinforce the information that the students may have identified as unclear and suggest ways to improve student learning.

Instructors may administer the CATs themselves, or have a colleague visit their classroom and interact with the students without the instructor present. Faculty may want to use these assessments as part of their peer review process, share them with their administrator or place them in their portfolio toward attaining tenure.

An excellent resource, which provides examples of CATs that are specific to disciplines as well as individual class teaching goals, can be found in: Classroom Assessment Techniques: A Handbook for College Teachers, Thomas Angelo and Patricia Cross, Jossey-Bass Publishers, 1993, San Francisco, CA.

Classroom Assessment Techniques

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Recognize what stresses you. Learn to recognize what upsets you and avoid experiences that you know cause anxiety. If you can do something about a problem, do it. If not, accept that you can do nothing about it and let it go.

Take stock. Ask yourself: What do I like doing? What skills or talents could I develop more fully? What causes me the most grief? Then be sure to include some of the things that you like to do each day and avoid the things that cause you the most grief.

Set reasonable goals. Be sure to set realistic goals for yourself. Don’t try the impossible. Divide goals into manageable chunks and start chipping away at them.

Accept your limits. Do your best job, but remember that you do not have to be perfect. Allow for failure and for improvement next time you do the same task.

Concentrate on the positive. Instead of worrying about something, focus on what you can do to make it better.

Find someone to talk to. Identify a colleague in whom you can confide and from whom you can get feedback and new ideas.

Give yourself a break. Get away from your routine by taking short weekend trips to get your mind off work. Take short walks during the day. Find some time for yourself no matter how busy your schedule is.

Reject guilt. Have a comfort zone in your home where you do not think about work.

Tips for Stress Reduction and Prevention

There is no way around it. Teaching—while being a very rewarding profession—is extremely stressful. Instructors

who survive without getting “burned out” have learned to manage stress so that they can survive and even

thrive. Prevention is the best cure for stress.

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Get and stay healthy. When you are well rested, eat well and get enough exercise, you will naturally reduce your stress level.

Try exercising in the morning if you have time—you’ll feel better and less stressed during the day.

Spend time on a hobby or activity you love.

Manage your time. Recognize when lack of time becomes your enemy. Set personal and professional priorities—and act on them. Anticipate when you will get in a time crunch, ask for help and head off problems.

Do as much work as possible on campus. You will have to take things home, but try to give yourself as much free time as possible, especially weekends.

Try to get materials ready several days ahead. Then they can be copied at the duplication center. Your department will like that you are helping them save money.

Set priorities. Stick to them!

Do the “musts” early. If you do, you will avoid feeling frantic. Do important things when you have the most energy.

Learn to say “no.” “No” is a responsible answer if it won’t result in you losing your job, your family or your life. When saying “no,” you should:• Be direct and honest • Avoid defensiveness• Be brief and to the point • Suggest alternatives

Put a post-it that says “NO” in your planner on random pages. It will remind you that it is all right to say no.

Don’t procrastinate. Procrastination leads to a sense of having more to do than you can ever possibly accomplish. Use positive self-talk to get going. Be sure to reward yourself once the task is completed.

Have students teach the class when you are running short of prep time. Divide the material into several parts, have groups of students prepare a section and then teach it to the rest of the class. It’s good for them and you. Teaching something is a great way to learn.

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n AL does not accelerate learning. It removes gaps and barriers to learning.

n AL uses brain-based research to orchestrate learning.

n AL choreographs classes to create a desirable learning environment.

KEYS TO THE USE OF ACCELERATED LEARNING

n AL recognizes that all learners have untapped potential. We are conditioned to see our limits.

n AL recognizes that the majority of learning is on the subconscious level. It uses suggestive learning through control

n AL recognizes that a relaxed environment enhances learning. Stress shuts down learning.

n AL uses what we know about memory. It uses review and reinforcement to create co-partnership in learning.

n AL uses pacing and breaks to create more learning blocks. We remember beginnings and endings better than middles.

n AL makes learning a more joyful process. Learning becomes a by-product of play.

n AL recognizes that students learn experientially. Doing things puts learning into context.

n AL recognizes learning occurs on dual planes – the non-conscious as well as conscious.

Accelerated Learning

Accelerated Learning (AL) is a holistic, orchestrated, multi-

sensory brain compatible teaching and learning

methodology that considers packaging, delivery strategies,

and conditioning of learners.

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QUALITIES OF CRITICAL THINKING

n Raises vital questions and problemsn Gathers and assesses relevant informationn Reaches well-reasoned conclusions and solutionsn Tests solutions against criteria and standardsn Openness to alternative systems of thoughtn Able to problem-solve complex problemsn Integrates new information with previously known information

OTHER DEFINITIONS

“...capacity to critically analyze the ideas of others and to generate ideas of one’s own.”

K. Patricia Cross

“...three-stage process of becoming aware that we have assumptions, then identifying these assumptions, and finally,

scrutinizing their accuracy and validity.”Stephen D. Brookfield

Critical Thinking

Critical Thinking is a mode of thinking about subjects, content or problems in which the thinker improves the quality of thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards on these.

KEY WORDS to integrate higher-order thinking skills into assignment, tests and activities.

RECALLRememberParaphrase, review, match, explain, discuss, translate, interpret, how or why

COMPREHENDRestateList, describe, define, label, repeat, name, identify

APPLYBroken down into partsClassify, dissect, distinguish, contrast, differentiate, compare, categorize, separate, subdivide, break down

SYNTHESIZECombine information Combine, integrate, relate, assimilate, collect, put together

EVALUATEExpress opinionJudge, argue, assess, rate, debate, revaluate, choose, appraise, decide, defend, justify

Critical Thinking, cont.

TRY THIS s

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TIPS FOR USING COOPERATIVE LEARNING SUCCESSFULLY:

n Organize ahead Structure goals, tasks and grading method.

n Retain individuality within the group Have individual components based on grading criteria that all can achieve.

n Focus on goal, not means Remember, the goal is to learn something not to do something. Students learn by working through problems together.

n Make it relevant Show how it relates to course objectives.

n Form groups with care It’s best to form groups, then assign team captain and recorder rolls.

n Supervise and structure Monitor, resolve problems early and modify task if necessary. It’s best to do most work in class.

n Start small Use this technique in one class where you feel comfortable.

n Prepare the necessary social skills Model appropriate skills such as listen ing and problem solving and discuss in class.

n Adjust your methods You may need to cover content in other ways since cooperative learning takes up class time.

Cooperative Learning

DEFINITION: form of instruction in which small groups of students work together to accomplish a task.

STUDENT OUTCOMES: COOPERATIVE LEARNING

n Creates positive interdependence between students for accomplishing goals with shared resources and joint rewards.

n Encourages collaborative skills and attitudes necessary for work teams to be effective.

n Enhances problem-solving skills and greater use of higher-level reason ing strategies.

Taken from: The Teaching Professor, Vol. 4, No. 5, May 1990, pp. 1-2.20

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Integrated Instruction

STANDARD OUTCOMESn Shows connections between different disciplinesn Demonstrates relevancy of knowledgen Models collaborative work teams

SOME COMMONLY USED MODELSLINKED COURSES Students enroll in two or more courses, which have been coordinated by faculty to integrate objectives and assignments. Writing and: content courses are often, linked this way.

LEARNING COMMUNITIES Structures curriculum to link together courses creating greater interaction, between faculty and students, as well as sharing topics, themes or objectives.

WRITING ACROSS THE CURRICULUM This approach incorporates writing objectives and competencies into courses that traditionally have not included writing. Math and skill-focused professional-technical classes are often examples.

TEAM TEACHING In this model, teachers from different disciplines or areas of expertise work together to provide diverse perspectives on the content of an individual course.

CONSULTANT LINK In this model, an instructor outside of a content area acts as a consultant to the content area instructor. This allows specific skills to be reinforced or incorporated into classes taught by the content area instructor (i.e., integrating study skills and math courses, or writing skills in automotive courses). The consulting instructor does not regularly participate in instruction, but .may attend course sessions and/or coach the content area instructor.

Integrated instruction is an umbrella term that: refers to a variety of curriculum models and instructional strategies. These, share an overall goal of helping learners develop a more unified mastery of a body of knowledge and/or skill.

Service Learning

Service learning is a teaching strategy that can work well for many different disciplines. Service learning can provide a process to connect what the students are learning and how it affects their daily lives.

EXAMPLE A course objective is for students to gain an understanding of architectural barriers. The service-learning project could focus on students surveying the college or their community for wheelchair accessibility. Students may spend time in a wheelchair or may look at other aspects of accessibility such as weight and width of doors and height of sinks. Combining outside of the classroom learning that is directly related to course competencies and learning objectives is important. The amount of time spent on service learning is secondary to the learning that the instructor wants to occur. Many options exist for assessing student learning and many instructors who incorporate service-learning into their curriculum recommend reflective papers.

Service learning can provide a process to connect what the students are learning and how it affects their daily lives.

For additional information about service learning, go to: www.aacc.nche.edu/serviceleaming.

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DEFINITIONSCOURSE OUTLINE “The course outline is considered the institution’s contract with the Oregon Department of Education on what content and outcomes will be in a given course. The outline is used as the basis for creating a syllabus.”

SYLLABUS “A contract with the student clarifying how a course is structured and specifying expectations, behaviors, outcomes, skills, and evaluation criteria and techniques.”

“A written, condensed outline of your class which guides students to achieve your expectations so they have a successful learning experience.”

Marie Mueller, Rogue Community College, in “The Syllabus,” Winter 1999.

PHILOSOPHYThe syllabus can enhance learning by improving teaching strategies;it can be an important part of the faculty evaluation process; and it can become a link between individual courses, programs of study within the department, and the general studies requirements of the institution. The syllabus should be a way of reinforcing the mission of the college.

Summary of “The Case for Sophisticated Course Syllabi,” Mike Strada, W. Virginia Univ.

USE OF THE SYLLABUSn To open communication with the studentn To reduce the possibility of misunderstanding between student and instructorn To save time when a student has been absentn To clarify legal and institutional pointsn To establish clearly the content and intent of the coursen To guide student and instructor in planning activities and pedagogy of the coursen As a legal contract, to protect both student and instructorn To help establish a positive, success-oriented atmosphere in the classroomn To lend credibility to the instructorn To state in writing the paraphernalia of the academic environmentn To let students know what it takes to be successful in the coursen To establish criteria for assessment of both student and instructorn To explain the student’s job: to prepare, attend, participate, and complete assignments

The Syllabus

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WHAT GOES IN A SYLLABUS?Consider the syllabus as your opportunity to convey your philosophy of education, your expectations, and your love for learning.

Note: You might have to actually teach the syllabus. Many students find it intimidating and hesitate to approach it.

Some components might be the following:

IDENTIFICATION• class times • phone number• email address • website• office hours • course title• credits • dates• location prerequisites• Your name (what is your preference? Ms. Mr./Dr. First name…)

COURSE DESCRIPTIONThis should coincide with the departmental agreement with the State of Oregon. It may be extended to the particulars of your course. It may include a rationale for the course, as well.

SAFETY INFORMATION• What to do in case of emergency or threat• Americans with Disabilities Act information• College closures instructions.

COURSE OBJECTIVES (FOR THE STUDENT, NOT THE INSTRUCTOR)You will get some help from your department here Your students can also help. Objectives may be cognitive things or performance things. Cognitive things are sometimes called goals and can be listed separately.

n Why do students need this course?n How will it integrate with departmental and institutional programs?n What newly learned behaviors do you hope your students will exhibit?

The Syllabus, cont.

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KNOWLEDGEAcquire Identify RecallCite Label ReciteCollect List RecognizeDefine Mark ReproduceDiagram Name StartGive Raise State

COMPREHENSIONAdd Contract RelateAlter Convert RemoveArrange Describe RephraseAssociate Explain ReplaceCall Handle RepresentCategorize llustrate RestateChange Interpret RestructureClassify Locate SummarizeClean Loosen TimeCompare Outline TranslateConstruct Paraphrase

APPLICATIONApply Estimate PrepareCalibrate Fabricate ProvideCompute Fix RebuildGraph Spread DemonstrateDetermine Install TransformOperate Turn Pick Draw Perform UseDrill Disassemble

USE A COMBINATION OF THESE ACTION VERBS TO GET STUDENTS MOVING:

ANALYSISAdjust Extrapolate RearrangeAnalyze Find ReorderDeduce Generalize ReportDetect Indicate ReviseInfer Simplify DifferentiateDiscuss Interpolate SwitchLengthen Tally Distinguish Eliminate Point out TellExtend Predict Trace

SYNTHESISAlign Develop OrganizeAssemble Devise PlanAttach Fit ProduceCalculate Insert ReorganizeCombine Integrate RewriteCompose Involve SpecifyConstitute Match SynthesizeCreate Modify TieDerive Order TransmitDesign Originate Write

EVALUATIONAppraise Defend OpenArgue Document SelectAssess Evaluate SetBalance Formulate ShapeConclude Judge StandardizeConsider Level ValidateCorrect Limit WeighDecide Measure

n Performance goals are easiest to measure and list as anticipated outcomes.n Remember that not all good objectives are measurable. Much that is

measurable is insignificant.n In sequence classes, align exit proficiencies in one class with entry

proficiencies in the next.

REMEMBER

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MATERIALS

texts* videos tools notebooks suppliesfilms handouts disks journals other support materials*check the bookstore for the latest edition of the text!

ASSIGNMENTS

n Explain the rationale for them.n Make them clear. Give due dates.n Weight them as it applies to student grades.

STUDENT CONDUCT POLICIES

Explain your expectations and college policies. Refer to the “Code of Responsible Behavior” in the campus Student Handbook.

- attendance - classroom decorum - extra credit- incompletes - late work - exams- make-up work - format (MLA? APA?) - add/drop- late registration - cheating - student’s responsibilities

ASSESSMENT AND FEEDBACK

n Explain the relative weight of each assignment and exam.n Explain the type(s) of exams and the rationale for them (essay, objective,

portfolio).n Align with objectives. Are you really testing whether or not the students are

achieving the course objectives?n Explain grading criteria. What constitutes an A? a B? etc.n Explain feedback: written comments, letter grades, points, conferences,

checklists, email, etc.

The Syllabus, cont.

CALENDAR OR EVENTS

Assignments, activities, deadlines, holidays. Don’t leave any dates blank: your students won’t show up.

WORDS OF ENCOURAGEMENT

n Ask for feedback about your syllabus from peers and students.n Proofread, edit, revise, and proof again. Model good scholarship.n Consider the 3-hole punch.n Include on the first quiz whatever you consider the most important items on

your syllabus.n Refer to the syllabus throughout the course.n Get your students to write objectives at the beginning and end of the course.n Some departments have syllabus templates or guidelines.n Some instructors ask students to sign the syllabus, acknowledging their

responsibility for its contents.

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The following tips are educators’ responses to “How do YOU do it?” Take the time to look them over now–it could save you enough time to have a life!

n I do as much work as possible during the workday. I try not to take any grading home on weeknights. I take anything left home on the weekend and plan my Sunday afternoons for getting caught up. Just knowing that I might have to give up part of my weekend, makes me work harder during the week.

n Put basic weekly schedule in a plan book; ditto entire year at once.

n Make lists for almost everything you do. It will help you stay on task

n Do all copying at the end of the week, or on a regularly scheduled day.

n Take a couple of minutes at the end of each day to review your use of time.

n Use a computer to record and compute grades. Store as much information on the computer as possible. Papers can be (and often are) misplaced, but letters, lesson plans, etc., can be pulled up, reviewed, revised and reprinted in a matter of minutes. Be sure to name the files something you’ll recognize instantly. And, always keep back-up disks.

Time-Saving Tips for Educators

Lesson plans. Department meetings. Newsletters. Bulletin boards. Grading papers. Preparing tests. Planning activities with colleagues.

Faculty meetings. Working with students individually. Creating visual aids and other materials.

“Aaaauuugghhhh!” to quote famous student Charlie Brown.

Can a faculty member do all this and still have a life, too? Many educators have developed successful ways to accomplish their daily tasks.

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n Organize materials into folders for individuals, groups and classes. The time spent setting it all up is more than worth it in time saved later.

n Use grading sheets or rubrics to grade essays and limit what you’re looking for in each essay.

n Cook enough on weekends to have leftovers during the week. Always make your lunch the night before.

Use “waiting time,” such as doctor and hair appointments, to plan and evaluate. Always have your calendar with you.

n Computerize as many of your school functions as you can. It will save lots of hours over the long haul.

n When writing reports: Create a form for the information you always or generally use and make copies.

n Carry a calendar/organizer with a telephone directory, project list, notepad, credit card holder and a place to store business cards. Rely on it exclusively — throw away all other note-taking materials.

n Set priorities. Stick to them.

n Have a nightly “stop time” for any work-related tasks — anything not done by then can wait. Communicate your deadline to family and friends.

n Make and return all phone calls at a set time, such as between 8 and 9 a.m. and between 3 and 4 p.m., unless it’s an emergency.

n Deal with paper only once – make a decision, respond right on the same sheet or trash immediately.

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n Carry a change of clothes so you can go from school to an exercise class, an evening meeting or social function, if necessary.

n If you teach a foreign language, tape oral tests ahead of time.

n Do not go to the cheapest store to buy things if it’s out of your way. Buy milk or gas at the convenience store closest to you!

n Mentally review the day while dressing in the morning.

n Carpool with a friend and swap off driving so the passenger can work en route.

n Find out exactly what meetings are about in advance so you can be prepared with suggestions and solutions.

n Carry a voice-activated recorder and use it as you drive.

n Take no phone calls during dinner.

n Reject guilt. Have a comfort zone in your home where you don’t work.

n Learn to say no.

When leaving a conference, workshop or meeting, go through all materials and discard those you know you won’t look at again.

n Listen to books on CD while walking or driving.

n Ask yourself – is this meeting really necessary? Can this be handled another way? In meetings, keep focused on the agenda, not personal chitchat.

n Clean off desk before going home each day, leaving only a to-do list for tomorrow.

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n Avoid campus politics and gossip.

n Put all your keys, papers and other belongings at the door before going to bed. It will save time looking for them in the morning.

Exercise in the morning. You’ll feel better and less stressed as the day goes on.

n Decide tonight what you’re going to wear to work tomorrow.

n Scan your mail as you walk down the hall and immediately discard items you don’t need. Categorize the rest into “important” and “can wait”. Make time later to go through the important stack.

n Get up 10 minutes before you have to.

n Paper-clip important pages in books.

n Time and date everything you take notes on for future organizing.

n Leave yourself a message on your answering machine if you want to be certain to remember to do something later.

n Create templates on the computer to easily modify materials each year.

n Always ask people to write things down; try not to accept verbal requests.

n Give yourself some instant gratification – do some small, easy things. To reduce long-term stress, do some of the tough things quickly.

n Make notes on things you need to change. Post sticky notes in places where you’ll see them.

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Educators have an obligation to prepare students for the future. The future will be in a culturally diverse nation and a rapidly shrinking world. Therefore, we need to prepare all students to be culturally literate citizens of the world.

Teaching students using a multicultural perspective is one way to achieve that goal. All educators should become sensitive to learning needs and abilities, to personal interests and motivation, and to ethnic and cultural differences and similarities.

Here is a list of steps you can take to provide a multicultural classroom experience:

n Affirm and validate students’ ethnic experiences by inclusion of the experiences of different cultural groups in the classroom; i.e., bulletin board displays, projects and presentations.

n Recognize and understand cultural differences.

n Vary your teaching style to accommodate different learning styles.

n Recognize and correct historical distortions.

n Examine all curriculum material for ethnic and cultural bias.

n Promote and foster healthy interaction among diverse groups for making decisions and solving problems.

n Help students become responsible for their own intellectual, social and emotional development.

n Promote students’ ability to understand and cope with an environment which can and will change.

n Infuse multicultural concepts whenever possible in all areas of the curriculum.

Promoting Cultural Diversity

n Develop problem-solving and higher level thinking skills.

n Teach students sensitivity to and appreciation of similarities and differences.

n Be aware of elements of culture including language, food, clothing, time, space, gestures, ethics, values, religion, sex roles, rights and duties, esthetics, etc.

n Promote effective interaction between and among individuals and groups.

n Look for connections. Interpret events from an international perspective, but also illustrate the interrelatedness and interdependence of cultural groups.

n Remember that the goal of multicultural education goes beyond dancing and eating ethnic foods. It is the acceptance, support and appreciation of similarities and differences. It also recognizes the right of different cultures to co-exist.

n Familiarize yourself with your campus’s racial harassment policy. Every campus is required to have one (as well as a sexual harass ment policy).

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Much of the information you will deal with is private educational data on students and is protected by both state and federal privacy laws. Sharing information when there is no valid educational reason for doing so may subject you to discipline by the district and civil and criminal liability.

When discussing students with colleagues, ask yourself whether the discussion is really necessary to provide educational services to the student. Do not discuss individual students outside the school setting. Be sure that volunteers in your classroom know they must keep infor mation on students private.

Most student data is private and should not be released to anyone but the student and staff with a legitimate educational interest.

Oregon statute covers all releases of data. If you can’t release something in written form, you can’t release it verbally.

Review your classroom practices to make sure you aren’t unnecessarily sharing information about students in class. Do not list the names of students who got the top scores or state the names of students who need to turn in work.

If in doubt when asked for information, withhold the requested information until you check with your department chair or dean to determine whether it can be released.

If anyone questions you about a student, whether it be the media or the parent of another student, respond simply that the information is private student data and that you cannot discuss it.

Keeping Student Information Private

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FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA)Applies to the education records of students who are attending or have attended your community college.

A student is anyone to has enrolled in a course.

Education records are all records that directly relate to a student and are maintained by the institution, or a party acting on behalf of the institution.

STUDENT RIGHTS:n To inspect their education records.n To have control over the disclosure of information from their education records.n To seek to amend their records if they desire.

COMPLIANCE WITH FERPA:n Notify student annually of their PERPA rights.n Annual notice must identify the categories of personally identifiable

information that the institution has designated as public or “directory information.”

n Provide the student with specific procedures on how to withhold directory information.

n Provide access to a student’s education records upon request.

WHERE CAN STUDENTS FIND CURRENT INFORMATION ON FERPA POLICY?Student Handbook, Quarterly Class Schedule and Annual Catalog

WHO HAS THE RIGHT TO ACCESSS STUDENT EDUCATIONAL RECORDSn The studentn Anyone that the student identifies through written consentn “School Officials” who have a legitimate educational interest*

* Note: Although a person has been designated as a “school official” he/she does not have inherent rights to any and all education record information.

HAVE FERPA QUESTIONS?Contact your Student Services office for more information.

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How the ADA Impacts Education

The Americans with Disabilities Act (ADA) of 1990 includes basic civil rights guarantees for individuals with disabilities in the United States.

The standards set forth in Section 504 of the Rehabilitation Act of 1973 relates to colleges and college students. This section specifies that “No otherwise qualified person with a disability in the United States shall, solely by reason of...disability, be denied the benefits of, be excluded from participation in, or be subjected to discrimination under any program or activity receiving federal financial assistance.”

Students receiving services must self identify having a disability, provide documentation of a disability and request reasonable accommodations, appropriate academic adjustments or auxiliary aids that enable them to participate in and benefit from all educational programs and activities. Most colleges have a Disability Services Office that can provide them with guidelines and supportive services to assist students with disabilities to be successful in their academic pursuits.

Advising Students

Nearly all colleges have a Counseling or Advising Department as part of Student Services. These departments can help students with class planning, class scheduling, career planning and personal counseling. The Counseling Department also can be very helpful when instructors have problems with difficult students. Build a relationship with one or two of the counselors; you will feel more comfortable when you call them with questions about students or issues. In some colleges, the Counseling Department can provide instructors with personal counseling as well.

Frequently students will ask for your advice about career and life issues. It is up to you to decide how much of advising and mentoring you wish to do. It is not usually part of your job description, but many instructors enjoy sharing their college experiences and helping students look at future career opportunities. Some colleges have instructors who serve as departmental advisors as part of their workload.

Student Information, cont.

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What to do if There’s a Complaint Filed Against You

You think it can never happen to you. Unfortunately, even the best instructors sometimes face arbitrary or unfair situations. It is better to be prepared. Get a copy of your local contract, read it and learn your rights.

Most colleges have procedures to deal informally with student complaints against instructors or other staff. Learn these informal procedures and understand the rights given to you by your contract. Most contracts have strong academic and intellectual freedom policies to support you.

It is important that you get advice early instead of waiting to see what happens. If the problem becomes serious, your OEA UniServ Consultant will see to it that you have the benefit of legal advice and counsel, if needed.

It is extremely important that you keep records of all conversations and copies of any written statements, emails, or correspondence related to your situation. If you receive material through the mail, keep the postmarked envelope, also. Before you respond in writing to requests from your administration, review the response with your Association grievance representative. It is important to be completely honest with your representative or consultant. They are there to help you be success ful and to protect your rights.

Your Employee Rights

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Your Right to Be Represented

The Association is the exclusive representative for the teachers in your district and therefore the only employee organization authorized to represent individual teachers in certain situations.

What are the situations, in which you may want or need representation? You have the right to be represented by the Association when:

n An administrator calls a conference with you and you have reason to believe that you will be subject to reprimand or disciplinary action.

n You receive a “does not meet standards” or unsatisfactory overall evaluation rating.

n If you need to be represented, contact your Association representative or call the OEA UniServ office.

n You have a grievance. You are entitled to Association representation at every step of the grievance process, including the informal conference. The earlier you get help the more effective it may be.

n A meeting has been arranged to resolve a complaint about you - if the complainant is someone other than your designated evaluator, and an administrator is to be present.

IMPORTANT NOTE

An employee always has the right to halt any conference already in progress with any administrator, if the conference becomes disciplinary in nature, and may demand postponement for a reasonable amount of time to obtain representation. If you need to be represented, contact your Association representative or call the OEA UniServ office.

Your Employee Rights

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Community College Terms & Acronyms

AACC (American Association of Community Colleges) — A national voice for two-year associate degree granting institutions. Provides services, training and publications for community colleges.

AAWCC (American Association of Women in Community Colleges) — An organization whose mission is to inspire, champion, and celebrate the talents within each of us. AAWCC provides publications and events geared specifically to the needs of women who are community college staff or board members.

ACCT (Association of Community College Trustees) — A national organization that represents the officials who govern community, technical and Junior colleges in the United States and abroad. ACCT provides information, training and publications.

Adult Literacy/Basic Skills — Community colleges’ family literacy, workplace literacy and English language programs provide assistance to adults needing basic math, reading and computer skills. State supported Adult Skill Centers furnish additional services (one-to-one tutoring, referrals, assessments and work-centered instruction).

AFT — American Federation of Teachers (see OFTEHP)

Annexation — Joining areas of the state not in a community college district to a community college district. Requires votes of existing district plus new areas as well as State Board of Education approval.

BITS (Business and Industry Training System) — A group made up of community college faculty and staff that are engaged in providing customized training programs to business and industry.

Bonds — Speculators buy bonds because they can usually get a good interest rate of return on their money. Bonds are sold for cash to build projects.

CAM (Certificate of Advanced Mastery) — Certificate awarded in Oregon’s K-12 Educational Act for the 21st Century.

CCWD (Department of Community Colleges and Workforce Development) — Formerly known as the Office of Community College Services (OCCS). CCWD is a

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state agency with direct responsibility to the State Board of Education. The CCWD is responsible for submitting the community college biennial budget to the governor.

CEUs — Continuing Education Units

CIA (Oregon Council of Instructional Administrators/Chief Academic Officers) — The group of community college instructional deans and vice presidents from both the transfer and technical programs. It is concerned with planning and exchanging information about these activities.

CPI — Consumer Price Index

CSSA (Council of Student Services Administrators) — The group of community college deans and vice presidents concerned with student services. It plans and exchanges information about these activities.

Current Service Level (CSL) — Each legislative session, community colleges are presumed to be allowed a certain margin to increase the base funding for inflation. Current service level is supposed to include the amount required to cover the cost to run the institutions.

Equalization — Community colleges have developed a funding formula to equalize the distribution of state funds.

FERPA — Family Educational Rights and Privacy Act

FTE (Staff) — Full-time equivalency — Used to describe the workload of staff (one regular full-time employee = 1 FTE; one half-time employee = .5 FTE).

FTE (Student) — Full-time equivalency — Used to measure student enrollment for purposes of state reimbursement. One FTE equals 510 student contact hours in CCWD designated courses.

Funding Formula — The formula that distributes most state funding and one-half local property taxes to community colleges. The formula is an administrative rule approved by the State Board of Education.

HEA — Higher Education Act

JTPA (Job Training Partnership Act) — Federal law that generates funding for workforce-related programs in each state. In Oregon, JTPA staff is a part of the Department of Community Colleges and Workforce Development (CCWD).

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Local option — Local option authority is the ability for a taxing district to levy over the Measure 5 permanent rate limits but remain below the Measure 5 limits of $5 per $1,000 of market value. Since Measure 50 limits growth of assessed value to three percent per year and since Measure 5 does not limit the growth of the market value of property, the gap between the two rates will increase significantly over the years.

Measure 5 gave local option authority, or the ability to access that gap, to all local governments except school districts and Education Service Districts (ESDs). The Legislature limited community colleges’ local option authority.

NEA — National Education Association

NWAACC — Northwest Athletic Association of Community Colleges

OAR (Oregon Administrative Rule) — These are the regulations issued by state agencies in order to implement and define statutes (also see ORS).

OATC (Oregon Advanced Technology Consortium) — A facility operated by a consortium of Oregon community colleges. OATC provides training and equipment access for high-technology manufacturing enterprises.

OCCA (Oregon Community College Association) — A membership organization of the 17 community colleges whose mission is to advocate, communicate and collaborate in order to strengthen community colleges for the benefit of all Oregonians. OCCA is not a state agency.

OCCCIR (Oregon Community College Council of Institutional Researchers) — The statewide association of community college institutional research staff. It meets to exchange information and plan for future needs.

OCCSA (Oregon Community College Students Association) — The statewide association of student government leaders. It meets to exchange information and to engage in advocacy for student interests. Formerly known as CCOSAC.

OCCURS (Oregon Community College Unified Reporting System) — The statewide community college data collection and storage system based in the Department of Community Colleges and Workforce Development (CCWD).

OCESP (Oregon Council for Education Support Professionals) — Represents classified employees affiliated with the Oregon Education Association (OEA).

ODE (Oregon Department of Education) — Regulates K-12 and Education Service Districts (ESDs) only. 41

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OEA (Oregon Education Association) — A statewide union for public school teachers, community college instructors, and education support professionals. The OEA is the state affiliate of the National Education Association (NEA).

OFTEHP (Oregon Federation of Teachers, Education and Health Professionals) — A statewide union for teachers, classified employees, health professionals and community college faculty. OFTEHP is the state affiliate of the American Federation of Teachers (AFT).

OICA — Oregon Independent Colleges Association

ONE (Oregon Network for Education) — ONE’s web site (www.oregonone.org) serves as an educational mall with “doorways” to Oregon’s educational institutions, programs and services.

OPTE (Office of Professional Technical Education) — Located within the ODE.

ORS (Oregon Revised Statutes) — The compilation of state laws, generally followed by a number, as in ORS 341.009 (a reference to community college policy established by the Legislature).

OSAC (Oregon Student Assistance Commission) — Formerly known as the Oregon State Scholarship Commission. OSAC is responsible for administering the state’s student financial aid programs.

OSBA (Oregon School Boards Association) — OSBA represents more than 1,400 locally elected school board members for the K-12 districts, ESDs and the 17 community colleges, as well as the State Board of Education. OSBA provides information, training, legal assistance and advocacy services.

OSBHE (Oregon State Board of Higher Education) — The Oregon State Board of Higher Education governs the state’s seven state-supported universities. The Oregon Health Sciences University is an affiliated institution. The board establishes system-wide policy, sets institutional guidelines, approves curricular programs, reviews and approves budgets, and manages property and investments. With the assistance of the chancellor and staff, the board ensures that the seven universities are administered in accordance with approved policies, programs and budgets.

OSEA (Oregon School Employees Association) — A statewide union that represents classified employees in local school districts and community colleges.

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OUS (Oregon University System) — State agency that includes Oregon’s seven state-supported universities. Governed by OSBHE.

OWIB (Oregon Workforce Investment Board) — Charged with implementing the Workforce Investment Act (WIA) in Oregon. Formerly known as the OWAC.

PDU — Professional Development Unit

Pell Grant — Pell is a form of federal financial assistance for college students, directed primarily to serve low-income students.

PERS (Public Employee Retirement System) — The public retirement system for state, county, municipal and other public employees, including community college employees.

Presidents’ Council — Consists of all 17 Oregon community college presidents.

Reimbursable FTE — Those community college courses approved by CCWD as eligible for reimbursement by the state under the FTE funding formula.

SBDC (Small Business Development Center) — Local small business development centers, operated mainly by community colleges but also at some other institutions for the purpose of assisting small businesses.

SBE (Oregon State Board of Education) — A seven-member board, appointed by the governor, the State Board of Education is responsible for setting state policy for public elementary, secondary and community college education. It sets broad policies to guide the programs in local school and community college districts.

SDA (Service Delivery Area) — A geographic region for JTPA services.

Stafford Loan — Formerly Guaranteed Student Loan. A federal program for financial assistance to college students. Local banks actually loan the funds; the federal government guarantees them.

WIA (Workforce Investment Act) — Federal legislation to encourage workforce collaboration for the consumer.

WICHE (Western Interstate Commission on Higher Education) — A 13-state commission created by the Western Regional Higher Education Compact, dedicated to cooperation in the sharing of higher education facilities and programs among the cooperating states.

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Learning Styles

LEARNING STYLES AND MULTIPLE INTELLIGENCE n www.ldpride.net

Information about learning styles and multiple intelligences, includes self-assessment inventories

MULTIPLE INTELLIGENCES n www.education-world.com/a_curr/curr207.shtml

Multiple intelligences article with links to theory, projects, activities, and interviews.

PROJECT ZERO n www.pzweb.Harvard.edu

A project from Harvard in conjunction with Howard Gardner to understand and enhance learning, thinking, and creativity in the arts and in humanistic and scientific disciplines at the individual and institutional levels. Includes research projects on adult learning and multiple intelligences.

Teaching and Learning

NORTHWEST REGIONAL EDUCATIONAL LABORATORY n www.nwrel.org

Offers discussions on “hot” educational topics, presents research, and adds links to other resources.

THE KNOWLEDGE LOOM n www.knowledgeloom.org

What Works in Teaching and Learning - a searchable database of best practice resources.

THE NATIONAL TEACHING AND LEARNING FORUM n www.ntlf.com

Online edition offers samples of articles on varied topics from current and previous issues.

Resources

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Education-Related Issues

ERIC CLEARINGHOUSE FOR COMMUNITY COLLEGES n www.gseis.ucla.edu/ERIC/welcome.html

A database focusing on community college documents, journal articles, updates and resources.

ASSESSMENT AND EVALUATIONn www.ericae.net/intbod.stm

Offers categories and linked sites for assessment and evaluation information. Includes math and science assessment, test reviews, action research, statistics resources, and multiple other references.

LEAGUE FOR INNOVATION IN THE COMMUNITY COLLEGES n www.league.org/welcome.htm

Offers training resources, monographs, abstracts and general information on community college issues.

College-Wide Issues and Information

AMERICAN ASSOCIATION OF COMMUNITY COLLEGES n www.aacc.nche.edu

Reports information on federal policy initiatives, legislation, and research affecting community colleges.

OREGON UNIVERSITY SYSTEM n www.ous.edu

Website for the seven four-year public universities in Oregon. Includes facts, reports and information on campuses and centers.

THE CHRONICLE OF HIGHER EDUCATION n www.chronicle.com/index.htm

Educational news and articles of interest related to all aspects of higher education.

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CONTACT INFORMATIONOregon Education Association / National Education Association

6900 SW Atlanta StreetPortland, Oregon 97223

503.684.3300800.858.5505

FAX 503.684.8063www.oregoned.org

FEEDBACK ABOUT THIS HANDBOOK?OEA wants to hear from you about this handbook. Is the material useful? Was it presented in an organized manner? Do you know how OEA can assist you as a member?

n Email your thoughts and suggestions for improvement to: webadmin@oregoned.org (Subject Line: Community College Handbook)

n Or, call OEA’s Center for Great Public Schools at 503.684.3300.

Contact & Feedback

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The Oregon Education Association wishes to thank these OEA members for their help

in creating this handbook:

Sue Byers Connan

Mt. Hood Community College Education Association;

Jonathan Morrow

Mt. Hood Community College Education Association;

Maggie Pedersen

Clackamas Community College Education Association,

Luann Whitton

Chemeketa Community College Faculty Association

– and a special thank you to –

Pam Shields

OEA Community College UniServ Council President,

Mt. Hood Community College Education Association

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