Teaching and Learning Services New Contract Instructor Orientation

Teaching and Learning Services New Contract Instructor Orientation Winter 2020 Slides & handouts available at carleton. ca/edc/cio

New Contract Instructor Orientation • Please make sure you have some food! • Ice Breaker: please follow the directions for the “Find Someone Who” activity google. ca

Ice Breaker

Welcome • Jaymie Koroluk, Assistant Director, EDC • Website: carleton. ca/edc Slides & handouts available at carleton. ca/edc/cio Find a Teaching Mentor for your Department / Faculty at carleton. ca/edc

Teaching and Learning Services Support for Your Teaching New Contract Orientation

Carleton University acknowledges the location of its campus on the traditional, unceded territories of the Algonquin nation.

Key Initiatives and Services 1. 2. 3. 4. 5. 6. Support and Foster a Culture of Teaching Excellence Encourage and Support Course Transformation Integrate Experiential Learning and High Impact Practices Support the Integration of Indigenous Knowledge and Teaching Blended and Online Course Development Renew and Enhance our Learning Spaces

1. 2. 3. 4. Carleton University On. Line (CUOL) Discovery Centre Educational Development Centre (EDC) Instructional Media Services (IMS)

Carleton University On. Line (CUOL) 1. Production, administration, and support of online learning 2. Media Commons, production and video conferencing

CUOL – Media Production Centre 1. Media Commons • Students, staff and faculty 2. Media production • Facilities and expertise 3. Videoconferencing

Discovery Centre • Teaching Innovation Centre • Students as partners - undergraduate research • Immersive learning

Innovation Centre • Access for faculty and students to innovative, flexible learning spaces, technology, with support from staff. • Learning lab (active learning classroom) • Multimedia lab (flexible seating, with wide screen projection) • Immersive learning space (VR, AR and 3 D printing)

Undergraduate Research • Internship-Carleton University Research Experience for Undergraduate Students (I-CUREUS) • $2250 for undergrads, faculty – supervised research • Funding for up to 70 students • National Conference on Undergrad Research (NCUR) • Funding for 6 – 10 students.

Educational Development Centre (EDC) 1. Pedagogical Support and Development 2. Educational Technology Support and Development 3. Instructional Design

Pedagogical Support and Development 1. Program and course development (transformation) 2. Teaching guidance 3. Professional development, faculty, contract instructors, teaching assistants 1. 2. 3. 4. 5. Certificate Programs Orientations Workshops Mentorship Summer Institutes

e. Learning Support • • • Educational Technology Instructional Design cu. Learn (learning management • Blended and online system) courses/programs cu. Portfolio (eportfolio) • Open Educational Resources Big. Blue. Button (web conferencing • Community of Practice Model and online classrooms) Poll. Everywhere (‘clickers’, classroom response system) Capture (personal lesson recording)

Instructional Media Services (IMS) 1. Learning Spaces Design, Support, and Maintenance 2. Classroom Technologies 3. AV Event Support and KM Theatre

Learning Spaces Design, Support, & Maintenance 1. 157 classrooms 2. Orientations 3. Renewal

IMS – CUES and KM Theatre 1. Turn key AV support • Performance space (KM Theatre)

Things to look out for… • Significantly renewed learning spaces • Southam Hall, Loeb • Classroom Orientations • Ongoing • Communities of Practices • Many dates, topics • Certificate in University Teaching • Winter 2020 • Teaching and Scholarship Grants • Ongoing • STLHE’s National Teaching Conference • Ottawa June 2020 • Raving Ravens • Ongoing

Introductions • Jaymie Koroluk (jaymie. koroluk@carleton. ca) • Assistant Director, EDC • Ryan Kuhne (ryan. kuhne@carleton. ca) • Educational Technology Supervisor, EDC • Elspeth Mc. Culloch (elspeth. mcculloch@carleton. ca) • Manager of e. Learning, EDC • Morgan Rooney (morgan. rooney@carleton. ca) • Educational Development Coordinator, EDC

Agenda 9: 45 -10: 10 Food and ice-breaker 10: 10 -10: 25 Welcome and TLS Overview 10: 25 -10: 45 Union Presentation 10: 45 -11: 30 Policies and Procedures 11: 30 -12: 00 Teaching Tips 12: 00 -1: 00 Lunch (& IMS Key Sign-Out) 1: 00 -2: 30 Dealing with Challenging Situations 2: 30 -2: 45 Break (& IMS Key Sign-Out 2: 45 -3: 45 Ed Tech Overview 3: 45 -4: 00 Parking Lot and Questions

Office: 511 A Unicentre Website: cupe 4600. ca/home Email: cupe 4600@carleton. ca Pat Warner VP, Unit 2, CUPE 4600 vp. unit 2@cupe 4600. ca Union Welcome

Policies and Procedures

Policy Or Procedure What Is It? FIPPA (Reg. 2. 3) -Communication of students’ grades -Information restrictions Copyright -Course content delivery options -Royalty, budget, and fee considerations -ARES Course Outline (Reg. 5. 2) -What to include -Department & University requirements Academic Misconduct (Reg. 10. 1) -Promoting a culture of academic integrity -Disciplinary procedures For more details on each subject, visit https: //carleton. ca/edc/teachingresources/

Policy Or Procedure What Is It? Student Distress -Recognizing signs -Procedures and framework -“Supporting Students in Distress” & “Student Referral Guide” Academic Accommodations -Request deadlines -Policies and processes -PMC, Equity Services, Registrar’s Office -https: //students. carleton. ca/course-outline/ Out of the Ordinary Classroom Situations -Advice and numbers to call for dealing with locked classroom, technical issues, disruptive students, medical emergencies, organizing fieldtrips, cancelling class, etc. For more details on each subject, visit https: //carleton. ca/edc/teachingresources/

Policy Or Procedure Examination and Grading Regulations What Is It? -Early Feedback Guideline (Reg. 5. 3): - First 25 teaching days: Feb. 7 - First 40 teaching days: Mar. 6 -NO SUMMATIVE TESTS/EXAMS (+15%) (Reg. 4. 1) past March 24 -NO ASSIGNMENT DUE DATES (Reg. 5. 2) past April 7 -Extensions & deferrals (for term work) (Reg. 4. 4) handled by instructors, at their discretion: - Make due date before end of term whenever possible - When not, assign grade of zero, submit grade, then submit change of grade after -Deferrals (for scheduled exams) handled by the Registrar’s Office (Reg. 4. 3): - Students initiate by submitting a form For more details on each subject, visit https: //carleton. ca/edc/teachingresources/ See also https: //calendar. carleton. ca/academicyear/

Policy Or Procedure Examination and Grading Regulations What Is It? -Exam dates (Reg. 4. 1): April 13 – 25 - NOT selected by the instructor, but assigned by SES -Take-Home Exams due (Reg. 4. 1): April 25 (unless otherwise specified—in which case, they must be centrally scheduled) -Holidays/Breaks: February 17 – 21 (Family Day + Winter Reading Week), April 10 (Easter Friday) -Review Periods: April 8 – 9 For more details on each subject, visit https: //carleton. ca/edc/teachingresources/ See also https: //calendar. carleton. ca/academicyear/

Five Tips for Teaching at Carleton

Before Class Starts • Check your email before the first class to see if your password is still valid, as Carleton now requires you to change your password every 4 months • Visit your classroom if you can ppss. kr

1. Use the First Day of Class! • Set ground rules and tone • Discuss expectations (of you, TAs, and students) • Tell them about yourself and your academic interests

2. Know These Numbers and Offices • IMS (Instructional Media Services): • x 3815; Loeb. D 283 • Campus Safety EMERGENCY: • x 4444; 203 Robertson Hall • or 613 -520 -4444 • EDC (Educational Development Centre): • x 4433; 410 Dunton Tower • Your departmental administrator

3. Involve Students! Formative assessments Solicit student feedback Instructional strategies

4. Ask Specific Questions • Instead of “any thoughts about the reading”? • Try… • What terms from the reading were new to you? • What would you identify as the most important thing you learned in this? • Write down one question you were left with at the end of class. bloximages. chicago 2. vip. townnews. com

5. Communicate with Students Build a course Frequently Asked Questions (FAQ) forum Create communication tools, both in class and online Use feedback surveys

Things to Remember • Know where you can go for help • Your department (especially departmental administrator) • CUPE 4600, Unit 2 • EDC: Stop by for coffee! (4 th floor Dunton Tower) • Know and use policies and available services • Involve students • Active/experiential learning through in-class activities, formative assessments, feedback

12 -1 pm Lunch Break! Slides & handouts available at Find a Teaching Mentor for your Department / Faculty at carleton. ca/edc/cio Sign out your IMS Key during the break!

Dealing with Challenging Situations

Introductions • Our Guest Panelists: • Nancy Delcellier, Director, Environmental Health and Safety, & Tony Lackey, Director, Risk and Insurance, Financial Services • Bailey Reid, Equity Advisor / Sexual Assault Services Coordinator, Equity Services • Somei Tam, Disabilities Coordinator / Learning Strategist, Paul Menton Centre

• Each table has been assigned two case studies. • You have ~15 minutes to discuss case studies at your table • If you need further information, consult the • EDC’s “Teaching Resources” (www. carleton. ca/edc/teachingresources) • “The Academic Year” (https: //calendar. carleton. ca/academicyear/), and • “The Undergraduate Calendar” (https: //calendar. carleton. ca/undergrad/ • After ~15 minutes, each table gets 2 minutes to present one case study and suggestions to rest of group. Case Studies

Case 1 (EDC Staff) • A student comes to you to protest a grade he received on an assignment in the first half of the course. He is very emotional and visibly upset. You graded the assignment holistically, assigning a number out of 100 and providing substantial written feedback that identified key areas of strength and areas for growth. How do you handle the student, in the moment and afterwards? What can you do in the future to reduce the likelihood of such grade protests?

Case 2 (EDC Staff) • A student who has been struggling in your first-year class comes to you during office hours. It’s early March, and 40% of your course grade has already been determined. The student has missed a few classes, arrived late at a few others, and is otherwise maintaining a “C” average in your course. During the course of your conversation, she breaks down in tears, revealing that she feels overwhelmed at university and is worried about maintaining her scholarship. How do you respond, in the moment and afterwards?

Case 3 (EDC Staff) It’s the middle of the term, and you notice that your class isn’t quite going as well as you hoped. The ‘vibe’ doesn’t feel right. Some students are passive during class time, others complain about readings and assignments, and still others seem to be acting with more aggression/resentment towards you than you’re used to. What can you do to help improve the situation?

Case 4 (EDC Staff) Early in the course, you deliver an excellent lecture on a very challenging subject. A few weeks later, the students write a test and don’t do very well on the content area that you taught during that lecture, which surprises you. The final exam is now one month away, and you know students need to know this material to do well on it. What steps can you take to help students with that content now? What could you do differently to help students better understand that content the next time you teach it?

Case 5 (EDC Staff) At the midpoint of the term, you plan to have a class discussion about an assigned reading. The discussion reveals to you that your students haven’t done the reading. While there have been moments in the past that made you worry your students weren’t reading, this event leaves you with no room for doubt. How do you respond to the situation, in the moment and afterwards? What could you do to help prevent a recurrence of this behaviour in future classes?

Case 6 (EDC Staff) As the midpoint of the term approaches, you notice a significant dip in attendance at your lectures. You have 100 students enrolled, and yet it seems like only 50 -60 students are in the classroom on any given day. You told students, on the first day of class and in your syllabus, that they need to attend class if they wish to do well, but you don’t have any attendance policy in place and they can’t lose any grades if they miss class unless a quiz or test happens that day. What do you do to try to address the problem? What can you do in the future to help prevent a recurrence of this sort of behavior?

Case 7 (Nancy Delcellier) • During the course of your lecture in Minto Case, 5 th floor, the fire alarm sounds. There a significant number of students in the class, including several with mobility challenges who use a wheelchair to navigate to and from classes. What are your responsibilities and required actions in this situation? Where would you find the information required?

Case 8 (Nancy Delcellier) • At the beginning of your lecture, a student advises you that he has just fallen on an icy patch just outside the building. He appears distraught and in pain. What are your responsibilities and required actions in this situation? Where would you find the information required?

Case 9 (Tony Lackey) • As an element of your course, you decide to take your students on a field trip to local conservation area. While walking down a slight incline, a student falls and breaks their arm, and has what appears to be a concussion. What should you do?

Case 10 (Tony Lackey) • As part of your course, you plan a trip to a local museum here in Ottawa. The visit will take place during your usual class time, and your students will be traveling to the site independently. What steps, if any, do you need to take from a legal/liability standpoint? Do you need your students to sign a waiver, for instance? Should you notify anyone?

Case 11 (Bailey Reid) One of your students requests a meeting during your office hours. The student, who is very distraught, confides that she had been sexually assaulted by a student who is also in the same class. The student is finding it very hard to be in the same class; it is impacting her marks and she is thinking of withdrawing. The student is asking for your advice. What are your options, and what advice can you give this student?

Case 12 (Bailey Reid) One of your TAs comes to your office and tells you that they had a very uncomfortable encounter with another professor in your department whom they also TA for. The student explains that at first the professor would send them various emails that were very flattering, praising them for their hard work. Next, the professor sent an email suggesting celebrating the end of the semester “as a team” at a local restaurant. The student explains that they assumed the other TAs would also be present, but when the student arrived the table was only set for two. The professor continued to pressure the student into having wine throughout dinner, reached across the table to hold the student’s hand, and persistently offered to drive the student home. The student declined and took a cab home but is feeling very distressed about the situation. They also have to TA for this same professor next semester. What could you do to help?

Case 13 (Somei Tam) As a professor, you try to create a respectful and inclusive learning environment for all your students. You notice one particular student has been consistently disruptive in class and behaves disrespectfully towards you and other students. He frequently arrives late, eats potato chips loudly in class, interrupts you during your lecture, and belittles or makes derogatory remarks about other students’ comments that can be construed as discriminatory and contrary to the spirit of Carleton’s policies. Other students have complained to you about his disruptive behaviours and discriminatory comments in class. You received a Letter of Accommodation (Lo. A) from PMC stating the student needs supplemental notes from a peer volunteer note-taker but nothing else. How would you handle this situation?

Case 14 (Somei Tam) One of your students is registered with the PMC. Earlier in the term, you received a “Letter of Accommodation (Lo. A)” from the student’s PMC coordinator supporting extra time for tests and exams that are timed. The course evaluation includes a final exam, weekly assignments, and a final paper due at the end of the term. Deadlines were published in the course syllabus. After receiving a failing grade on the first 2 assignments that were submitted 4 days late, the student came to see you during your office hours to discuss her grades. Marks were deducted for lateness and quality of the written assignments, which were poorly organized and contained numerous grammatical and spelling errors. During the meeting, the student disclosed that her disability impacts her writing, organization, and time management, and asked you to consider two additional accommodations not stated in the original Lo. A: 1) Extensions for the weekly assignments and final paper, and 2) A marking approach/scheme that discounts grammatical and spelling errors in the grading of the weekly assignments and final paper. How would you handle this situation?

Summary • Know the resources available • Take preventative measures • Communicate/consult with relevant parties • Know when to take action quickly (i. e. , to document, contain), and when to take action more slowly (i. e. , when you need to consult) • Check your assumptions, keep an open mind, and try to assume the best of your students openclipart. org

Thank you! • Thanks to our panelists!

2: 30 -2: 45 pm 15 min break Slides & handouts available at carleton. ca/edc/cio Find a Teaching Mentor for your Department / Faculty at carleton. ca/edc Sign out your IMS Key during the break!