New Faculty Orientation Instructional Expectations Jay Stubblefield Ph

New Faculty Orientation: Instructional Expectations Jay Stubblefield, Ph. D. Vice President for Academic Affairs

LMU Mission, Goals, and Strategic Goals • LMU is a “comprehensive values-based learning community dedicated to providing quality educational experiences at the undergraduate, and professional levels. ” • Visit LMUnet. edu to review the mission and purpose. • The learning in your course(s) should support the mission and purpose of LMU. • Faculty are a critical part of the team to provide LMU students with a quality learning experience.

Student Learning Outcomes (SLO) • Based on the catalog description of each course, defined and approved by the academic program and department; all courses must be consistent with the relevant SLOs. • Assignments and assessments should relate to the defined learning outcomes for your course; if you are teaching a course with multiple sections, you must utilize the common assessments; please do not drop any graded assignments.

Professionalism • Model for your students the behaviors you want them to display. • Attire, attitude, punctuality, work ethic and respect • Provide a full learning experience each class meeting and meet each scheduled class meeting for the entire time; plan carefully with the end goal(s) in mind. • If you must cancel a class, notify your Chair/Dean prior to or immediately after the absence. Use Blackboard to notify students and provide alternative resources.

Course Syllabus • Use the standard template which is updated each semester; your department or program should have provided you the current syllabus which you may modify (except for the SLOs) for your section of the course. • Must include contact information, office hours, exact due dates and specific details on expectations. • Policies for attendance and grading must be included, along with excused absence standards and any additional details on academic integrity in your assignments.

Course Syllabus Course Syllabi and the LMU Syllabus Template are available on my. LMU: • Menu in top left of screen > • Academics > • Academic Affairs Bulletin Board > • Faculty Forms (template) or • Course Syllabi (full syllabi)

Syllabus Review • Have your direct supervisor review your syllabus. • Spend a portion of the first class meeting reviewing the syllabus so that students fully understand requirements and expectations. • Some instructors have students sign an acknowledgement that they understand the syllabus and will abide by its standards.

Syllabus Changes • If you need to change something, communicate this in writing as soon as possible and ensure it does not negatively impact students. • Utilize Blackboard to announce changes to students and immediately post an updated version of the syllabus.

Attendance Tracking • Attendance tracking is a federal requirement: you must be able to verify exactly the last date of class attendance for each registered student. • Some instructors use a signature attendance sheet matching to the signature of submitted on the first date of class. Others use a spreadsheet and check against a photo roster. • You may want to have an attendance policy that a student must attend 75 -80% of the class meetings to pass the course regardless of exam grades.

Communication and Feedback • Use official LMUnet. edu email to communicate; send only to students’ LMUnet email as well. This is critical, since we are obligated to protect and preserve student records, including email communication. • Please reply to student emails within 24 hours. • Return exams within 1 week, quizzes at next class meeting, and long papers within 2 weeks • These time frames are reasonable to expect for feedback; sooner is better.

Engaged Instruction • Strive to engage every student in class. • Regularly utilize techniques that require active participation (small groups, discussion questions, etc. ) • Online assessments: penalize for failing to complete within the time limit; expect the student is completing with open book and notes and Google – aim for higher-order thinking and design items so that students will not have time to search for every answer.

Assignments • For each assignment that will be graded, describe, in detail, exact expectations. If a rubric will be used to grade the assignment, provide the rubric with the assignment. • Papers: consider using a drafting process with detailed feedback. Use firm due dates and use Turn-It-In within your course Blackboard site for submissions. • The syllabus must include a course schedule with important dates, topics, readings, learning activities, exams, and other due dates.

Assessments • An engaged class includes prompt feedback designed to enhance the learning process. • Quizzes on assigned readings, participation points for completing learning assessments during class (CTLE can help with technology) • Group activities: design assessments that provide objective feedback for each individual, not an average for the group. If each member was to prepare for the group, collect the evidence of preparation before the group work.

Assessments • Design the assessment and the testing environment to prevent cheating. • Be clear what you consider cheating and be firm about that standard. • Provide ADA accommodations only to those with documentation approved by Dr. Dan Graves, Director of Accessible Education Services. • Create the key before grading one test; take the test yourself. • The amount of time allowed for students should be about twice the time it takes you.

Academic Issue/Dispute Resolution • Instructor first, then Chair, Dean, VPAA; • There is a published grievance process for any student who believes LMU has not followed its published processes and policies. • Document cheating or plagiarism before confrontation, if possible; watch testing carefully. You may require phones and smart watches to be deposited on your desk by publishing this standard in your syllabus.

Grade Book • Use the Blackboard Grade Center to record all grades; this preserves the information along with making it promptly available to your students. • Use the plus/minus scale for all undergrad courses except nursing (nursing has its own scale; graduate courses follow the program policy strictly). • Submit 3 -week (undergrad. required), mid-term and final grades on time. • If you offer extra credit, it must be in the syllabus and applied to all students from the beginning of the course.

Completing the course • The Final Exam schedule is posted now; plan your final exam into the syllabus; no early final exams; a final exam must be given as part of the course (unless your department has already designed and had approved an alternative of a major summative project for the final exam grade). • Make sure the students complete the course evaluation.

Student Support • Tutoring is provided and referrals are encouraged. Contact Academic Support Services: Dr. Ted Booth 423 -869 -6080 or Teddy. Booth@lmunet. edu • Refer students for counseling, career services, discipline, residence life issues (handout). • All faculty are part of the team to help LMU students have a quality educational experience.

Additional Required Training Available week of August 19 th and announced via my. LMU: • Americans with Disabilities Act (ADA), Accommodating Students, and Clery and Campus Safety Authority (CSA) • Family Educational Rights and Privacy Act (FERPA) • Discrimination and Harassment, Title IX, and Protection of Minors