School of Education,
Teaching, and Health
Adjunct Faculty Handbook 2013-­‐2014 American University School of Education, Teaching & Health Gray Hall Room 119 4400 Massachusetts Avenue, NW Washington, DC 20016 Tel. 202-­‐885-­‐3720 Fax. 202-­‐885-­‐1187 www.american.edu/education 1
CONTENTS Dean’s Letter of Welcome Part I. Introduction to the School of Education, Teaching and Health • Vision and Mission Statement • Shared Values • Organizing Principles • Academic Programs Part II. Academic and Faculty Information • Academic Rigor • Expenses • Feedback on Student Assignments • Syllabus • Book Adoptions • Checking your Roster and Early Warning Reports • Grades • Exams • E-­‐Portfolio System • Student Evaluation of Teaching (SET) • Departmental Evaluation Requirements • Center for Teaching, Research & Learning (CTRL) • Absences/Tardiness • Care Network: Early Intervention and Support for Students of Concern Part III. General Information and Policies • Payroll • Adjunct Teaching Load • Parking • Teaching at Wilson Senior High School • Getting Connected • Bender Library • Operating Status During Weather Emergencies o Medical Emergency & Natural Disaster o Emergency Preparedness • Department Support of Teaching o SETH Front Office o Contact Info o Services in Front Office o Sports Center 250 o Health Promotion Lab Appendices • (1) GoEd Faculty Dashboard Instructions • (2) Sample Syllabus • (3) Book Adoptions • (4) How to edit your webpage profile 2
Message from the Dean 21 August 2013 Dear Colleagues, Welcome to another exciting year in SETH. I am excited to have you again join our school. The members of faculty are the single most important group on our campus, guiding and developing our students toward their educational goals and building the research and academic reputation of the institution. Your contributions are appreciated and vital to our success. We have an exciting year ahead of us. This year we are in the process of rolling out two new graduate programs – a MS in Nutrition Education and a MA in Bilingual Education (a graduate certificate and an option for teacher licensure). The Nutrition Education program will be a totally online program and we are in the process of developing it with Deltak, a provider of online programs to universities across the globe. We also have nine new full-­‐time faculty joining our ranks! I must thank the search committees who guiding these searches over the past year, as we have excellent new team members all around. The new hires include two new tenure-­‐line faculty, Cynthia Miller-­‐
Idriss, who will direct our International Training and Education Program, and Lauren McGrath, a neuroscientist who will join the Special Education: Learning Disabilities program. We also have two new term faculty in Education Policy, Susan Blumenthal who will teach research courses for us and in the college writing program for the Literature department, and Jason Snyder who will teach our Legal Issues course and will work with the Washington College of Law. We also have four new faculty in health teaching courses in health policy, health research and nutrition. These hires include Liz Cotter, Jody Gan, Thomas Nassif, and Courtney Winston. Last but not least I have the opportunity to introduce Ana-­‐Maria Nuevo, who will direct the new Bilingual Education program and teach courses with in the program. It’s absolutely thrilling to be able to grow our programs and faculty. As you also know, the adjunct faculty are now represented by the Service Employees International Union (SEIU) Local 500. The union will provide more information about how they will provide benefits to you. All adjunct faculty are represented by the union. Again, I am honored to have the opportunity to serve as your dean. Please let me know if I can do anything to support your work, and let’s have another terrific year. Best, 3
Part I. Introduction to the School of Education, Teaching & Health (SETH) Vision and Mission Statement The mission of the School (SETH) is the professional development of dedicated and proficient teachers, educational leaders, health professionals, and researchers. Graduates should be equipped to accommodate learner needs, to nurture the strengths and talents of those they serve, and to provide leadership in large and small organizations, classrooms, educational institutions, and public policy arenas. In partial fulfillment of that mission, SETH offers programs that prepare teachers, educational leaders and managers, education specialists, health promotion specialists, and researchers for careers in schools, colleges and universities, federal, state and local government agencies, business, and community and professional organizations. These programs provide candidates with opportunities to collaborate with professionals in public schools, educational organizations, and federal agencies through internships, practica, and research. Graduates are equipped to meet individual needs, to nurture the strengths and talents of those individuals, and to initiate and provide leadership in classrooms, educational institutions, and in the public policy arena. The mission of the SETH is derived from the faculty's shared conviction that the fundamental task preparing effective professionals who understand and model a commitment to excellence, equity, community and diversity. The School of Education, Teaching & Health faculty and staff are committed to celebrating diversity and building a community of learners. As we work in collaboration in and out of the classroom, we believe that: • Respecting each other's differences and opinions leads to a positive and open environment, • Open discourse promotes reflective and thoughtful educators, • Equitable treatment of each other is necessary for a positive, sustained, and working community, and • Each and every member of the community can make a valuable contribution to the community. These beliefs provide for all students, staff, and faculty a safe, productive, and positive educational community. Shared Values and Educational Philosophy Four interrelated organizing principles that guide the curricular, instructional, research, and professional service activities of the School of Education, Teaching & Health faculty, inform the SETH conceptual framework. These principles, which were derived from our mission statement, are equity, community, diversity and excellence. These principles represent our shared values and educational philosophy. Organizing Principles We make clear to our students that we expect them to understand and appreciate the implications of a professional commitment to equity, community, diversity, and excellence. We help them understand that the meanings of these terms are not static and with time and varied circumstances we may negotiate the meanings and 4
implications of these principles both for our programs and for themselves, and in keeping with the continuously changing world around us. Academic Programs Undergraduate Academic Programs BA in Elementary Education (grades 1-­‐6-­‐ art, biology, history, literature, mathematics or music) BS in Health Promotion BA Secondary / K-­‐12 Education as Dual Major Only Minor in Education Studies Minor in Health Promotion Minor in Special Education Accelerated Bachelor's Degree and Master's in Education Program Combined BS in Health Promotion and MS in Health Promotion Management Graduate Academic Programs MS in Health Promotion Management MS in Nutrition Education and Graduate Certificate in Nutrition Education MA in Bilingual Education and Graduate Certificate in Bilingual Education MA in International Training and Education (ITEP) MA in Special Education: Learning Disabilities (K-­‐12) Master of Arts in Teaching (MAT) and Graduate Certificate in Teaching •
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Early Childhood Education (grades PreK-­‐3) Elementary Education (grades 1-­‐6) Secondary Education (grades 7-­‐12 -­‐ English, mathematics, biology, chemistry, physics, or social studies) K-­‐12 Education (performing arts, music, studio art, health and physical education or foreign language -­‐ French, German, Spanish) English for Speakers of Other Languages (K-­‐12) 5
Master of Arts in Teaching (MAT) and MA in International Peace and Conflict Resolution MEd in Curriculum and Instruction and Graduate Certificate in Curriculum and Instruction •
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Literacy Global Literacy Educational Leadership Dual Degree: MEd in Curriculum and Instruction in Educational Policy and Leadership and Masters in Public Policy or Masters in Public Administration. Part II. General Academic and Faculty Information Academic Rigor The quality of instruction across all programs offered by SETH is expected to reflect the traditional quality of excellence associated with instruction and academic rigor at the university. To that end, each member of the adjunct faculty is expected to utilize effective instructional models, acquaint students with current literature and research based approaches, integrate technology, provide opportunities for students to be introduced to and build skills in social science research techniques, engage students in reflective analysis and generally ensure that courses and assignments are challenging and appropriate to undergraduate and graduate study. Expenses Adjunct faculty may be reimbursed for expenditures on materials and supplies used in the classroom and for costs associated with field trips that are pre-­‐approved by the SETH Dean. Requests should be made using the Supply Request Google Form found https://docs.google.com/forms/d/1eTmjeeBd_cjkHqPX-­‐
h0wJMA8TPnhyJY1GLfaLGYDujM/viewform. Itemized expense receipts that have been taped to a separate sheet of paper must accompany approved Disbursement requests. Feedback on Student Assignments Often the most valuable and important element of instruction is the feedback that a student receives they get from you on their course projects, assignments, tests and observations. It is important to provide this feedback in a timely manner, generally within one week of the students’ submission of assignments or completion of assessment activities. Please try to give students meaningful, constructive and timely feedbac Syllabus A required format for the development of the course syllabus is in appendix II of this document. A copy of your syllabus must be placed on file in the SETH office and uploaded to the SETH goEd site, goed.american.edu, which each faculty member has access. Please review the policies included in the syllabus with your students and make sure they 6
understand the requirements of their programs. Of particular importance is clearly articulated learning outcomes, inclusion of the information about Disabled Student Services, and reference to the Academic Integrity Code-­‐ please encourage your students to use proper citation formats. Book Adoptions Please order your book as soon as possible, or contact the bookstore and let them know if you will not be using a book for your class as soon as possible. Please note it is a *federal regulation that you provide us with your book adoption information, and therefore mandatory that you comply. *According to the US Higher Education Opportunity Act (HEOA), by the opening day of the student registration period for each upcoming semester (including summer sessions), departments must, to the maximum extent possible, have teaching assignments completed and assigned faculty must have course material information available for the University to provide to students. As such, our deadlines are approximately two weeks prior to provide time to record the needed information in our systems. Fall/Summer Semester = March 15 Spring Semester = October 15 To order your books you can e-­‐mail or call the bookstore at: Store Director – Kristi Cole at 202-­‐885-­‐6313 or email 0412mgr@fheg.follett.com Textbook Manager -­‐ Matt Arnold at 202-­‐885-­‐6303 or email 0412txt@fheg@.follett.com You’ll need to provide the following information to the bookstore when ordering your textbook: Textbook Title Author/Editor: Textbook Edition ISBN: See Appendix 3 for more information. Checking your Roster and Early Warning Reports You are required to check your official roster from the portal (myau.american.edu) after the first week of class, and report any student who is attending, but not registered, or who is registered, but not attending to the Dean. You are encouraged to reach out to the student to confirm registration as well. For undergraduate students, you should complete an “early warning report” when you have a student who is in danger of failing your course. Grades Calculating/Formula: The instructor decides how best to calculate the student’s grades. Once this formula had been decided, it should NOT be changed. This formula must be clearly outlined in the 7
syllabus and thoroughly discussed with students. Please note that graduate level classes are not permitted to have a pass/fail grade. Please refer to the chart below for the accepted grading scale. 100 -­‐ 94% A 86 -­‐ 82% B 74 -­‐ 71% C 93 -­‐ 90% A-­‐ 81 -­‐ 78% B-­‐ 70 -­‐ 67% D 89 -­‐ 87% B+ 77 -­‐ 75% C+ 66% and below F Incomplete Grades: The instructor of record may assign an Incomplete (I) status for a grade when extenuating circumstances prevent a student, who has otherwise completed the majority of the work in the course, from completing all work during the stated instructional period. Students on probation may not receive an Incomplete. To receive Incomplete status in a course, students must receive the permission of the instructor in advance of the assessment of final course assignments and agree on an incomplete contract before grades are posted. Multiple outstanding incomplete grades may affect the ability of a student to maintain Satisfactory Academic Progress. The instructor must provide, in writing, the conditions for satisfying the incomplete to the student and must enter those same conditions when posting the grades for the course. Instructors must identify what work needs to be completed, when the work must be completed, and what the course grade will be if the student fails to complete that work. Remaining work must be completed before the end of the following semester. Students who do not meet the stated conditions will receive the default grade automatically. Students may not drop a course once an Incomplete is granted. An Incomplete may not stand as a permanent grade and must be resolved before a graduate degree or post-­‐baccalaureate certificate can be awarded. Do NOT grant a student an incomplete if she/he is failing a course and wants an extension. We strongly encourage instructors to avoid giving such grades whenever possible. Please see the Graduate Studies Rules and Regulations for more information -­‐ http://www.american.edu/provost/grad/grad-­‐rules-­‐and-­‐regulations-­‐toc.cfm Contested Grade: Occasionally, a student will contest a grade that has been awarded. If this occurs, take the following steps: 1. If a clerical error was made: Complete a “Change of Grade” through myau.american.edu, under academics. 2. If no error was made: Try to resolve the issue with the student. Discuss your reasons for giving the grade. 3. If student still contests: Contact the Dean, Sarah Irvine Belson, to determine how to proceed. Final Grades: 8
Final grades must be submitted online at myau.american.edu, under academics, the link is “submit final grades.” Grades should be submitted 72 hours after the scheduled final exam. Grades posted on blackboard are considered unofficial. Exams Mid-­‐term Exams: Mid-­‐term exams are given at the discretion of the professor. If you do not administer a mid-­‐
term exam, you should have some means of determining a mid-­‐term grade. Various colleges and departments will use mid-­‐term grades to monitor the academic progress of all freshman athletes and students on scholarships. Mid-­‐semester, the respective colleges/departments will send you a Progress Report From for you to complete. Students that will be evaluated are announced on the form. Study Days: The University sets aide days for students to prepare for final exams. These days are published in the University’s Academic Calendar, which can be found at the following link: http://www.american.edu/provost/registrar/schedule/academic-­‐calendar.cfm. Absolutely NO classes or exams are to be held on these days. Review sessions, which are optional for the students may be conducted on study days. Final Exams: The final exam schedule is set by the Office of the Registrar. Check their website, http://www.american.edu/provost/registrar/finalexamschedule/schedule.cfm, for updates as to when your course final is scheduled. Professional Teaching Portfolio (for Teacher Education Only) All initial licensure teacher education candidates are required to complete a professional teaching portfolio through SETH’s goed.american.edu portfolio development system. We encourage students to begin collecting potential artifacts their first semester in the program. These collected artifacts, such as assignments, exemplary student work, summaries of standardized test scores, assessments created, art, videos, photographs, etc., will be used to document candidates’ increasing capabilities as teachers. The portfolio represents candidates’ competencies and provides evidence of growth toward the beginning teacher standards set forth by the Interstate New Teacher Assessment and Support Consortium (INTASC) or the Council for Exceptional Children (CEC). You automatically have access to your students’ portfolios through your Faculty Dashboard in goed.american.edu. To access the system, please go to <http://goed.american.edu> and use your AU user name and password. Then click on Faculty Dashboard > Courses Taught > View Roster > to see the portfolios of your students. We encourage you to become familiar with the system and integrate it into the courses you teach. To schedule a training session for yourself or your class, please contact Julie Sara 9
Boyd at jboyd@american.edu. Students typically receive portfolio training during their methods courses in the fall semester. Student Evaluations of Teaching Student evaluations of teaching are MANDATORY for each course you teach. These are distributed to the office a week or two before the end of each semester and will be put into your mailboxes. You will be notified via email when the evaluations arrive in the SETH office. It is the responsibility of the instructor to pick up the evaluations, follow the instructions for completion of the process and ensure that students understand and adhere to procedures for returning the evaluations to the Office of the Registrar. Student evaluations are critical to continued service as an adjunct and also help to determine eligibility for a raise in your adjunct rate. If you are teaching a hybrid course, you will receive paper evaluations. You must give these evaluations during one of your face-­‐to-­‐face class periods. Online course evaluations will be delivered to the students by the registrar online. Departmental Evaluation Requirements As a part of the AU Collective Bargaining Agreement (CBA) employees will be formally evaluated at least once every three academic years. An employee entitled to good faith consideration may request a classroom observation and evaluation of the employee’s classroom performance once every six semesters of teaching. It is expected that the following be submitted to the department to avoid disciplinary action: a. Submission of a syllabus, which includes learning outcomes, two weeks prior to the start of classes, submitted through GoEd b. Submission of book order to bookstore c. Notify the dean of students who not attending after the first two weeks of class, in danger of failing, or who have not registered for the course. d. Notify program directors of students who received a C-­‐ or less Center for Teaching, Research, and Learning The Center for Teaching Research and Learning (CTRL) offers several opportunities for your professional development. The CTRL team conducts Blackboard trainings, monthly brown-­‐bag luncheons, and sponsors the Ann Ferren Teaching Conference. Check out all CTRL has to offer at -­‐ http://www.american.edu/ctrl/aboutctrl.cfm Absences/ Tardiness Legitimate Reasons for Absences: Instructors are responsible for covering assigned classes. As a rule, legitimate reasons for missing classes are professional travel, illness, religious holidays, or death in the family. Only one absence is permitted each semester, other absences may be permitted upon approval from the Dean. . 10
Approval for Absences: Only the School of Education Teaching & Health can approve absence. Contact the Dean via email at least 1 week prior to scheduled absence. NOTE: Although this policy covers absence from assigned classes, we would appreciate being informed of any trip taken during the semester and/or while you are under contract. This would enable us to reach you in case of an emergency. If you would like to have a guest lecturer fill in, notify the Dean and Assistant to the Dean at least one week prior to your absence. Guest Lecturers: In the event of an absence, you may request a guest lecturer. Please note that we are unable to pay an honorarium for any guest lecturer that was not pre-­‐approved. This means you must contact the office prior to the date when the lecturer is coming. Funds for guest lecturers are extremely limited, and we urge you to be selective in your choices. Canceling Classes: Avoid canceling classes. (See faculty absences above.) However, if the options stated above are not feasible or you cannot explore the options because of a spontaneous circumstance, please call the office and your students immediately. Instructor Tardiness: Instructors are expected to arrive prior to class starting time to make sure that the room is in order and materials, if any, are in place. However, if circumstances cause an instructor to be late, inform the office (202-­‐885-­‐3720) and they will inform students to wait. Care Network: Early Intervention and Support for Students of Concern: The Office of the Dean of Students provides an easy to use reporting tool to share concerns about student behaviors. If you recognize signs of distress or observe disruptive behavior in your classroom, submit an online report through the Care Network. The Care Network is accessible to faculty and staff through the Life@AU tab on the myAU.american.edu portal. Faculty and staff frequently observe signs of students in distress. Uncharacteristically disruptive behavior in the classroom or disturbing written communications can be a first sign of trouble. You can play an important role by identifying students in distress and helping them to receive the assistance they need. What is disruptive behavior? All classroom behavior and discourse should reflect the values of respect and civility. Disruptive behavior is defined as behavior that interferes with university or university-­‐
sponsored activities such as classroom-­‐related activities, studying, teaching, intellectual or creative endeavors, administration, service or the provision of communication, computing or emergency services. 11
How do I recognize students in distress? Distressed behaviors may include: • Significant changes in academic performance or changes in activities, work or social activities. • Acting withdrawn, volatile, tearful or expressing hopelessness. • Acting excessively disruptive in the administrative, teaching or learning environment. • Difficulty concentrating or carrying on a normal conversation. If you are unsure about whether or how to intervene with a student who appears to be distressed, ask yourself the following questions: • Is this student’s behavior distressingly out of the ordinary? • Is this situation outside of my area of expertise? • Is the behavior getting worse? • Does the behavior place anyone at risk? • Am I feeling that I want to talk with someone about my observations and concerns? If you answer yes to any of these questions, call the Office of the Dean of Students at 202-­‐
885-­‐3300 to talk through your concerns, or submit an online report through the Care Network. How can I help? If you recognize signs of distress or observe disruptive behavior in your classroom, submit an online report through the Care Network. The Care Network is accessible to faculty and staff through the Life@AU tab on the myAU.american.edu portal. The dean’s staff will reach out to the student to offer support and connect him or her with appropriate resources on campus or in the community. Students with significant or complex behavioral, emotional, social, academic or medical concerns will be referred to the Care Team in the Dean of Students office. Using an interdisciplinary case management approach, the Care Team develops intervention plans for students and monitors their status. Who are students of concern? Students of concern include students with social, emotional, behavioral or medical difficulties, or life stressors that are affecting their ability to fully participate in the academic community. What about confidentiality? Members of the Care Team, as administrative agents in an educational institution, adhere to the laws and standards governing the disclosure of information to third parties both within and external to the University. Such information is only disclosed on a need to know basis and only according to the relevant statutes that govern such disclosure. Student Health Center and Counseling Center staff are governed by additional laws and ethical codes regarding the disclosure of medical and psychological records to third parties of clients or patients under their care. What follow-­‐up should I expect? The Office of the Dean of Students will acknowledge receipt of all reports and may contact 12
you to obtain additional information. The staff will contact you when the situation is addressed. You may contact the Dean of Students office at any time if you have questions about how the report is being handled. How do I share a concern about a student? Sharing a concern about a student is easy with the Care Network’s online reporting form. The Care Network is accessible to faculty and staff through the Life@AU tab on the myAU.american.edu portal. Helpful Campus Resources: Academic Support Center, 202-­‐885-­‐3360 Counseling Center, 202-­‐885-­‐3500 Disability Support Services, 202-­‐885-­‐3315 Student Health Center, 202-­‐885-­‐3380 Wellness Center, 202-­‐885-­‐3275 For additional information, contact: Office of the Dean of Students 408 Butler Pavilion 4400 Massachusetts Ave., NW Washington, DC 20016-­‐8148 202-­‐885-­‐3300 voice 202-­‐885-­‐1560 fax dos@american.edu www.american.edu/ocl/dos Part III. General Information and Policies Payroll To find pay dates for adjunct instructors, log-­‐in to myau.american.edu, and click on Employment and then Payroll Calendar under the Personalized Links. During the Academic year adjunct payment for teaching is typically broken into six equal payments. University Supervisors are paid once the student has completed the internship, practica, or student teaching, and is contingent on completing all observation paperwork. If you have questions regarding payroll, please contact our main office. Adjunct Teaching Load Adjuncts may teach no more than three courses over the course of a calendar year. The fall semester marks the beginning of a new counting period. You may not teach more than three courses per year, including summers. Parking Each semester Human Resources will forward a list of appointed adjuncts to parking and transportation for current adjuncts to receive parking permits. In order to pick up your permit, you will need to log-­‐in to the application, located at 13
http://www.american.edu/finance/publicsafety/parking/facultystaff.cfm . Once you have completed your application, you need to bring your license and car registration to the Public Safety Building. If you have questions about this documentation, the location of the building, or the application, please contact Transportation Services at (202) 885-­‐3111. The list is typically not be submitted until the week prior to the start of classes. Teaching at Wilson Senior High School Faculty teaching students in SETH’s partnership and contract programs could be teaching their class at Wilson Senior High School. These classes are held off-­‐campus in order to provide tuition discounts to the students. At the time of your hire, you will be told if you are teaching a class within our partnership or contract programs. You will receive an email explaining the logistics of teaching at Wilson and you will receive a semester schedule for teaching at Wilson before the start of classes. Please contact Danielle G. Sodani at dgsodani@american.edu if you have any questions about your class being held off-­‐campus. Getting Connected You will need to set up your myau.american.edu account as soon as possible in order to access rosters and Blackboard as well as submit final grades at the end of the semester. To set up your account, type myau.american.edu into your Internet browser, click on Set up New Account located directly below the password box on the log in page and follow the directions. Once you have created your myau.american.edu account, you can access your roster by clicking on the Academics link in the personal links box on the right hand of the screen. Next click My Class Section Rosters, finally click on View Rosters on the course you are interested in viewing. You should also enable Blackboard in Academics -­‐> My Class Section Rosters by clicking Enable. Blackboard is an important tool in posting documents for your class as well as sending important messages and reminders to every student on your roster. Once you enable your roster, it may take up to 48 hours for the roster to appear. The Center for Teaching, Research & Learning (CTRL) offers one-­‐on-­‐one Blackboard trainings. To learn more about trainings please visit the CTRL Blackboard page: http://www.american.edu/provost/ctrl/CTRL-­‐Training-­‐Calendar.cfm Blackboard American University uses the Blackboard system to provide an electronic interface for you to post course materials, track student grades, send emails, and create student discussion boards. Grades on Blackboard are not official and must also be submitted through the AU portal, explained on page 11 of this manual. For information on how to enable your Blackboard site, and regularly scheduled trainings, please contact the Center for Teaching, Research & Learning at (202) 885-­‐2117, or visit their website at http://www.american.edu/provost/ctrl/. Collaborate 14
Blackboard Collaborate is an online collaboration software for engaging, collaborative learning designed specifically for education. Blackboard Collaborate's capabilities include two-­‐way audio, multi-­‐point video, interactive whiteboard, application and desktop sharing, rich media, breakout rooms, and session recording for later playback. Blackboard Collaborate can be accessed from within Blackboard at http://blackboard.american.edu. •
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Make a presentation remotely with video, voice and slides. Engage your class into discussion groups remotely. Share applications from your computer for demonstration. Integrates with your existing Blackboard Course. Check class roster-­‐ Please note, if a student is in your class but does not show up on the roster, they must contact their academic advisor for enrollment. Bender Library Please visit http://www.american.edu/library/ to learn more about the valuable resources American University provides for all faculty members. The main research vehicle at American University is MyAladdin. Your MyAladdin user name and password are the same as you’re myau.american.edu user name and password. Before logging into MyAladdin the first time, you will need to go to the library front desk with your AU ID in order to synchronize your password. For information on the e-­‐reserve process, please visit: http://www.american.edu/library/services/reserves_faculty.cfm You are encouraged to take advantage of the resources available through the AU Library. The School of Education, Teaching and Health helps to maintain an education collection, located in the Curriculum Materials Center on the third floor, room 312. This collection is home to the Larissa Gerstel Critical Literacy Collection. If you have any questions about the library, please contact our Education Librarian, Alex Hodges at hodges@american.edu, or (202) 885-­‐3845. Operation Status During Weather Emergencies The operating status of the University will be determined by evaluating the condition for the campus, the condition of roads and public transportation, and the predicted weather. When a campus decision is announced, it will apply to all facilities, including the Main campus, Tenley campus, Law school building and other off campus buildings. This policy and the decision making process are in effect seven days a week and apply to university activities. An announced decision will reflect one of the following choices: 15
Communicating the University’s Operating Status If the University decides to close, the information will be made available through a recording on the University’s Automated Information Line at 202-­‐885-­‐1100. University Operating Status If the University decides to close, the information will be made available through a recording on the University’s Automated Information Line at 202-­‐885-­‐1100. Operating Status and What It Means: • Open – The University is open as usual with all service normally provided. • Closed – Classes on campus are cancelled and administrative offices are closed. Only designated “essential” personnel are expected to work on campus. • Delayed – If conditions are unsafe in the early hours but expected to improve through the day, the University may delay opening until 11:00 a.m. • Early Closing – If conditions are expected to decline throughout the evening, evening classes may be cancelled. Information will be available by the following times: • Morning Closing or delayed opening -­‐-­‐-­‐ by 6:00 a.m. • Changing a delayed opening to a closing -­‐-­‐-­‐ by 8:30 a.m. Closing for evening classes -­‐-­‐-­‐ by 3:00 p.m. Medical Emergency: 1. Call University Police at X3636. Tell the dispatcher: - If an ambulance is needed. - The buildings name and location - Any detail available on the nature of the accident or illness (person’s name, extent of injury etc.) 2. Do not move the injured or ill person. 3. If possible, have someone meet the emergency unit at the designated location. 4. Notify SETH staff at X6275/x3720 as soon as possible. 5. Create a memo reporting the incident and submit it to staff within 24 hours. Fire and Smoke Emergency Procedures: 1. DO NOT attempt to fight a fire yourself. 2. Leave the area immediately, closing all doors behind you. Use stairways. 3. If audible alarm has not been automatically activated, pull nearest fire alarm box. 4. Go to the nearest phone and contact University Police at x3636 (DO NOT dial 911, University Police will notify the proper authorities and direct them to the emergency). Tell the dispatcher the building name, the floor of the emergency and any details. 5. Evacuate the floor or building (Know where the emergency exits and fire alarms are in advance.) 6. Remember to stay calm and do not return to the area until directed by University police or DC Fire Dept. 7. Notify SETH as soon as possible at 202-­‐885-­‐6275/x3720. 16
Emergency Preparedness In the event of a declared pandemic (influenza or other communicable disease), American University will implement a plan for meeting the needs of all members of the university community. Should the university be required to close for a period of time, we are committed to ensuring that all aspects of our educational programs will be delivered to our students. These may include altering and extending the duration of the traditional term schedule to complete essential instruction in the traditional format and/or use of distance instructional methods. Specific strategies will vary from class to class, depending on the format of the course and the timing of the emergency. Faculty will communicate class-­‐
specific information to students via AU e-­‐mail and Blackboard, while students must inform their faculty immediately of any absence due to illness. Students are responsible for checking their AU e-­‐mail regularly and keeping themselves informed of emergencies. In the event of a declared pandemic or other emergency, students should refer to the AU Web site (http://www.american.edu/emergency/index.cfm) and the AU information line at (202) 885-­‐1100 for general university-­‐wide information, as well as contact their faculty and/or respective dean’s office for course and school/ college-­‐specific information. It is important to have enabled Blackboard early in the semester by going to your myau.american.edu account to " ENABLE Blackboard(described above). In the event of a university closure you may need to carry out instruction "virtually" using Blackboard or other web-­‐based applications. To help with this, there will be several sessions for instruction using Blackboard that will be taught by the AU's Center for Teaching, Research, and Learning (CTRL). Department Support of Teaching The main office for the School of Education, Teaching and Health (SETH) is located in Gray 119 and will assist you with several teaching-­‐related activities. Office hours are 9am-­‐5pm Monday through Friday. SETH Front Office: 1. Lasacha Conley, Priya Patel & Sarah Bradley • First line of contact for questions, concerns, problems regarding: 1. Payment 2. Office supplies 3. Administrative issues • Liaison for student issues • First line of contact for questions, concerns, problems regarding: a) Course Scheduling b) Hiring Paperwork c) Room Reservations d) Catering 17
Contact Info: Lasacha Conley conley@american.edu 202.885.3022 Priya Patel patel@american.edu 202.885.3745 Sarah Bradley sethadmin@american.edu 202.885.3728 Anastasia Snelling stacey@american.edu 202.885.6278 Sarah Irvine Belson sarah@american.edu 202.885.3714 Services in this office include: Photocopying: A copy machine is located in Gray Hall 108. Please take a moment to acquaint yourself with the copier. Department staff will assist with copying if you are running late or encounter other problems. Please note the office hours and arrange to make copies during times listed. If you need to make copies after hours, please make arrangements with School staff. The copy code ID for our copier is 1000, and the password is 8030. Messages: If students come to the office, they will be asked to leave a message and place it in your mailbox. Please note: you must provide your students with at least one form of contact. Mailboxes: Education adjunct faculty members have on campus mailboxes located in Gray Hall, and Health Promotion adjunct faculty members have mailboxes in Sports Center 250. Please check your mailbox regularly. Your course evaluations will be delivered to your mailbox, so please look for those toward the end of every semester. Office Supplies: Supplies – such as dry erasers, pens, pencils, paper clips, paper, -­‐-­‐ etc. will be stored in Gray Hall 119. Please notify the staff if you will need a large supply order or if you need an item not in stock. If possible, please return unused items. Additionally, if you take and use the last of a specific supply, please tell the office staff so we can replace it. Troubleshooting/Facility Problems: Please notify the University’s Information Center at 202-­‐885-­‐2349 if there are any problems with facilities (including broken heating and/or cooling units). 18
Room Scheduling: You can find your room assignment in the week prior to classes at http://www.american.edu/provost/registrar/schedule/index.cfm. Room assignments cannot be changed. Sports Center 250 The Sports Center office is not staffed; however, it can be accessed with your AU ID between 6:30 am-­‐9pm. The office is located in room 250, 1. Office Space/Mailbox: a. Office Space: Limited space is available for your use in the Adjunct Office (Sports Center 250). A desk, computer, printer and telephone are currently provided. This office is a shared space so please be respectful of the environment. If you wish to meet with students, we recommend using the University common spaces or meeting immediately before or after class. Please note: you must provide your students with at least one form of contact. Do not leave the phone extension in the adjunct office or in the SETH front office since it is not checked regularly. If you do not wish to provide your home number, please supply an e-­‐mail address (This can be your AU e-­‐mail) and check it regularly. b. Office Supplies: Supplies that you cannot find in the Sports Center office may be available in the Gray 119 office. Please contact office staff if you require any additional supplies or notice that supplies are low. Please return unused items to their proper place in the adjunct office. Health Promotion Lab The Health Promotion Lab was established in 2006. It’s now located in Letts Lower Level and will soon be relocated to Cassel Hall. The laboratory includes stations that measure agility, body fat, flexibility, muscular strength, aerobic fitness and blood pressure. The lab is a shared space with AHealthyU, so please plan ahead to use the space and arrange to get access. Please use the sign up log in the lab to reserve the room for classes or activities. Thank you for your valuable contribution to the School of Education, Teaching & Health at American University. Please feel free to contact us at any time for further information or support. We look forward to working with each of you. 19
Appendix 1: Welcome to GoEd GoEd gives you access to SETH information pertaining to your appointment and contact information, your classes and rosters, and to upload and view course syllabi. • Review your contact information • View your 3-­‐credit teaching rate • View your courses and rosters • Upload your CV for reappointment and accreditation purposes • Much more! Accessing goEd 1. Go to http://goed.american.edu/ 2. Use your AU username and password to log on (the same as your Portal login information) If you have trouble logging in, please first try going to myau.american.edu to reset your password by trying to log into the system and following the directions to change your password if access is denied. You will need to know your AU ID Number in order to change your password. If you have trouble with this process or need to know your AU ID number, please contact Sarah Bradley at sethadmin@american.edu or Sacha Conley at conley@american.edu, or call the front office at 202-­‐885-­‐3720. View Your Information & Rate Click Faculty Dashboard on the left navigation bar. Here you can view your own account information. General and Contact Information: • 3-­‐credit rate under (adjunct faculty only) • View and edit your contact information • Appointment start and expiration dates (adjunct faculty only) Education and Expertise: • View and edit your education background (This is helpful for the front office when reviewing and processing reappointments). • Add a statement of your expertise. To edit your information: • Move your cursor to any field. • If it turns yellow, you have the ability to make changes. • Just click the field, make your edit, and click “Ok” to confirm the change. • Click “Cancel” to discard your change. • There is no “Save” button. Clicking “Ok” saves your changes. Course Syllabi All faculty should upload their current course syllabi to goEd. 20
Before you begin, rename the filename of your syllabus so that it matches this naming convention: Name your syllabus EDU.CourseNumber.Section.LastName.F12 • On your Faculty Dashboard, click on Course Syllabi • Select your course from the drop down menu • Click Browse and select your syllabus • Click Upload You can view syllabi for other courses by clicking on the Syllabi link on the left menu. CV Uploading your current CV to goEd will help speed your reappointment. • On your Faculty Dashboard, click on CV • Name your CV LastName.CV.Year • Click Browse and select your syllabus • Click Upload 21
Appendix 2: Sample Syllabus American University College of Arts and Sciences School of Education, Teaching, and Health Managing Students with Behavioral Disorders EDU 502 FALL 2012 Instructor: Sarah Irvine Belson, Ph.D. Office: 120 Gray Hall Office Hours: Tuesdays 1 to 4 pm. Wednesdays 3 to 5pm Other times by appointment Phone: (202) 885.3714 E-­‐mail: sarah@american.edu IM: drsarah@gmail.com Course Wiki or Blackboard site: http://sites.google.com/site/edu502site/ Course Description This course will survey child and adolescent behavior and emotional problems, with attention to how these problems may manifest themselves in the classroom. Interventions will also be covered, including psycho-­‐educational methods of understanding and managing inappropriate classroom behavior, as well as effects of medications on various aspects of students’ functioning. This course is designed to provide a knowledge base and repertoire of skills for managing the behavior of students. Course Readings: Required: • Maag, J. (2004). Behavior Management: From Theoretical Implications to Practical Applications. Cengage Publications: Boston, MA. • Other readings will be distributed in class or via the course google site. Recommended • Pierangelo, R. (2002) A Survival Kit for the Special Education Teacher JosseyBass, New York. Technology: We will use three websites for this course. The course google site will be used to share course content and materials. We will also use a course blackboard site for you to submit the behavior plan and behavior change project assignments, and get your grades. We will 22
Sarah Irvine Belson 8/20/13 3:04 PM
Comment [1]: Include please, so that we
can differentiate syllabi when there are
multiple sections of a course.
Sarah Irvine Belson 8/20/13 3:04 PM
Comment [2]: Include at least 1 hour per
course
Sarah Irvine Belson 8/20/13 3:04 PM
Comment [3]: Include at least 2 ways for
students to contact you.
Sarah Irvine Belson 8/20/13 3:04 PM
Comment [4]: Include official catalog copy
please, which can be found here
http://www.american.edu/provost/registrar/sch
edule/course-descriptions.cfm
Sarah Irvine Belson 8/20/13 3:04 PM
Comment [5]: Include required textbooks
here. Try not to require books that you won’t
use, and also keep in mind the cost of the
materials for the student (I suggest that you try
to stay below $100 in materials)
Even if you list the book with the bookstore, it
is always nice to email the class (via
Blackboard) 1-2 weeks the required readings
and supplies for the course.
Sarah Irvine Belson 8/20/13 3:04 PM
Comment [6]: We ask that ALL courses
make use of Blackboard (at least set up a site)
so that we can use this technology to
communicate with students and, if need be,
deliver courses via blackboard or other
distance technologies if there is a weather or
other issue
also make use of the goed.american.edu system for you to submit your portfolio artifacts aligned to this course. Students may acquire computer accounts providing access to the email system and campus wide network at AU (Eaglenet) through Computer Accounts in the Office of Information Technology. All students MUST read their AU email, and are strongly encouraged to forward their AU email to the account they read most frequently. All AU email accounts are issued free of charge and will expire when you graduate from AU (or shortly thereafter). Learning Outcomes: Standard 1 -­‐ Foundations Students will develop knowledge of: •
•
•
•
•
Laws, policies, and ethical principles regarding behavior management planning and implementation. Family systems and the role of families in the educational process. Historical points of view and contribution of culturally diverse groups. Impact of the dominant culture on shaping schools and the individuals who study and work in them. Potential impact of differences in values, languages, and customs that can exist between the home and school. Standard 2 -­‐ Development and Characteristics of Learners Students will develop knowledge of: •
•
Typical and atypical human growth and development. Effects of various medications on individuals with exceptional learning needs. Standard 5 -­‐ Learning Environments and Social Interactions Students will develop knowledge of: Demands of learning environments. Basic classroom management theories and strategies for individuals with exceptional learning needs. • Effective management of teaching and learning. • Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs. • Social skills needed for educational and other environments. • Strategies for crisis prevention and intervention. • Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world. • Students will be able to: •
•
23
Sarah Irvine Belson 8/20/13 3:04 PM
Comment [7]: Include please.
•
•
•
•
•
Identify realistic expectations for personal and social behavior in various settings. Identify supports needed for integration into various program placements. Design learning environments that encourage active participation in individual and group activities. Modify the learning environment to manage behaviors. Mediate controversial intercultural issues among students within the learning environment in ways that enhance any culture, group, or person. Standard 9 -­‐ Professional and Ethical Practice Students will develop knowledge of: •
•
•
•
Personal cultural biases and differences that affect one’s teaching. Importance of the teacher serving as a model for individuals with exceptional learning needs. Continuum of lifelong professional development. Methods to remain current regarding research-­‐validated practice. Students will be able to: • Examine and practice within the CEC Code of Ethics and other standards of the profession. • Uphold high standards of competence and integrity and exercise sound judgment in the practice of the profession. • Act ethically in advocating for appropriate services. • Conduct professional activities in compliance with applicable laws and policies. • Demonstrate commitment to developing the highest education and quality-­‐of-­‐life potential of individuals with exceptional learning needs. • Demonstrate sensitivity for the culture, language, religion, gender, disability, socio-­‐
economic status, and sexual orientation of individuals. • Use verbal, nonverbal, and written language effectively. Course Assessments Assigned readings are indicated in the course schedule. The assigned readings are designed to serve as reference materials for issues and specific technical information with regard to managing student behavior. It is expected that all students will read the course readings prior to class. Additional readings may be assigned via the course website. Applied Assessments and Due Dates Several applied assessments and activities will be assigned throughout the course. These assessments are described in the objectives section above. Due dates are listed on the course schedule. Projects will be objectively assessed with regard to the criteria detailed below. All projects and activities must be completed to receive a final grade for the course. There are four specific projects in this course: • Class Participation and preparation: It is expected that all students will attend and participate in the class discussion and activities (20% of final grade) • Behavior plan: Students will be presented with a case student of a child exhibiting 24
disruptive behavior for which will design a behavior modification program. (20% of final grade) • Behavior change project: Students will identify, develop, and implement a behavior modification program. (30% of final grade) • Behavior Management Program Analyses: Students will participate in a cooperative group project focusing on an assigned topic. (30% of final grade) Descriptions of Course Requirements Class Participation and preparation Each week, we will discuss a variety of issues and topics related to managing classroom behavior. During our course meetings, and to some extend via a course wiki site, you will be asked to participate in activities and discussions. These activities are designed to help give you hands-­‐on experience in thinking about the issues related to behavior management, and to provide an opportunity for you to articulate your own philosophies and policies regarding student behavior. The course google site may also be a place for ongoing discussion as well as resource sharing. Additional, detailed information about assignment and evaluation procedures should be included here. Performance Assessment Summary Achievement of course objectives will be measured through the instructor's evaluation of student participation in class discussion, out-­‐of-­‐class assignments, written assignments, and projects. Specific requirements and evaluation procedures are detailed below. Class Participation and preparation: 40 points Behavior plan: 40 points Behavior change project: 60 points Sarah Irvine Belson 8/20/13 3:04 PM
Comment [8]: I always include points for
participation in class meetings and for doing
homework.
Sarah Irvine Belson 8/20/13 3:04 PM
Comment [9]: This is only applicable to
Teacher Education courses. This comment is
oddly worded – I edited it a little (you don’t
“have an assessment”). It also sounds like you
are dictating a course activity.
Sarah Irvine Belson 8/20/13 3:04 PM
Comment [10]: Include all information that
will used in determining the students’ grades.
Behavior Management Program Analyses 60 points Total Points Possible: 200 points Percent of Total Points available will be used to determine the class grade as follows: 100 -­‐ 94% A 86 -­‐ 82% B 74 -­‐ 71% C 93 -­‐ 90% A-­‐ 81 -­‐ 78% B-­‐ 70 -­‐ 67% D 89 -­‐ 87% B+ 77 -­‐ 75% C+ 66% and below F Attendance Your attendance is critical for your success in this course, and you are expected to attend all sessions. Students who miss more than 2 unexcused class sessions will receive a “one-­‐half letter grade” (i.e. A-­‐ > B+) deduction from the final grade in the course. Students who miss more than 4 (unexcused or unexcused) class session will receive a “one letter grade” (i.e. A > B) deduction from the final grade in the course. Students who miss more than 8 unexcused or unexcused) class sessions will receive an “F” in the course. 25
Sarah Irvine Belson 8/20/13 3:04 PM
Comment [11]: This percentage breakdown
has been in place for a while in SETH, and for
consistency, we recommend you use this.
Sarah Irvine Belson 8/20/13 3:04 PM
Comment [12]: I recommend an attendance
policy of some sort. You can use this one if
you like.
Only registered students can attend class. Non-­‐registered students or family, children or guests of registered students cannot attend class. Additionally, only registered students will get credit for the course. Late Assignments: Students are strongly encouraged to turn in all assignments on time. Points will be deducted from all assignments that are turned in after the due date listed in this syllabus. Please note there is no penalty for assignments turned in early. Course Schedule: This course is designed to give you information about and skills related to managing behavior in the classroom, specifically with students with learning disabilities. The course outline below is designed to guide us through the semester to meet the objectives of the class as well as give you an opportunity to work with your mentor teacher at The Lab School to learn more about the practical aspects of behavior management. Topics not presented below, but of interest to you, are welcome additions to the course. EDU 502 Class Schedule Fall 2012 Date Topic Assignment Aug 27 Welcome! Complete “getting to know you” Introduction to the course. Planning for classroom management: Where does LD intersect with BD? Sept 1 The Psychology of Behavior: Secret of the Wild Child: Viewing Ideas Motivation, Cognition, Development Forness (2005). The Pursuit of Evidence-­‐
Based Practice in Special Education for Abnormal Development, The Children With Emotional of Behavioral Case of Genie Disorders Childhood Behavior Disorders Sign up for Google Site 8 Childhood Behavior Disorders Specific Behavior Disorders (continued) Presentations (post to course site) What is Behavior Management? Maag, Chapter 1. 15 Theories of Classroom Maag Chapters 3 – 4 & 13. management Basic Principles of Behavior Modification 26
Sarah Irvine Belson 8/20/13 3:04 PM
Comment [13]: Include a schedule of
course activities and when assignments are
due. It does not have to be a chart or table, but
should be clear to the student.
Date Topic Cognitive Behavior Modification 22 Behavior Modification Continued Designing Interventions Behavior Management Program Analyses Presentation #1 29 Reinforcement and Punishment Behavior Management Program Analyses Presentation #2 Oct 6 No Class meeting 13 Self Management and Generalization October Cultural Issues: proactive 20 behavior management Behavior Management Program Analyses Presentation #3 27 The Laws and Regulations the Guide Professional Practice Nov 3 Ethical issues, Models of Human Behavior Behavior Management Program Analyses Presentation #4 Assignment Maag, Chapters 6, 8 -­‐ 9 Maag, Chapters 10 & 11 Catch up on readings Maag, Chapters 12 & 14 Graczyk, Atkins, Jackson, Letendre, Kim-­‐
Cohen, Baumann, McCoy (2005). Urban Educators’ Perceptions of Interventions for Students with Attention Deficit Hyperactivity Disorder: A Preliminary Investigation Cullinan, Kaufman (2005). Do race of Student and Race of Teacher Influence Ratings of emotional and Behavioral Problem Characteristics of Students with Emotional Disturbance? Assigned court case Maag, Chapter 2 CEC Code of Ethics CEC Knowledge and Skill Base for All Beginning Special Education Teachers of Students in Individualized General Curriculums 27
Sarah Irvine Belson 8/20/13 3:04 PM
Comment [14]: Let us know if you have to
cancel class for any reason. You may cancel
one session each semester, and beyond that
you should arrange for a guest speaker.
10 Psychopharmacology Behavior Management Program Analyses Presentation #5 17 The Link between LD and ED Social Competence – Development and Intervention Behavior Management Program Analyses Presentation #6 24 No Class, Thanksgiving Break Dec 1 Managing the Classroom Environment Behavior Plan Due National Institutes of Mental Health. Medications for Childhood Mental Disorders Blankenship, Ayres, Langone (2005). Effects of Computer-­‐Based Cognitive Mapping on Reading Comprehension for Students with Emotional Behavior Disorders Enjoy! Brophy, J. (1983) Classroom Organization and Management The Elementary School Journal, Vol. 83, No. 4. 8 Final exam date Behavior Change Projects Due PLEASE NOTE: THIS SCHEDULE MAY BE ADJUSTED. SEE THE COURSE GOOGLE SITE FOR MORE INFORMATION. Philosophy of the School of Education, Teaching & Health The School of Education, Teaching & Health (SETH) is committed to advancing theory and professional practice through its programs and the scholarly activities of our faculty. The faculty recognizes the significance of education in contemporary life, the potential of education for each individual, and our special responsibilities to produce individuals prepared for the twenty-­‐first century. The faculty seeks to prepare its graduates to serve as agents of social change through work as teachers, researchers, education specialists, policy analysts and implementers, health professionals, managers, and administrators for careers in schools, colleges and universities, federal, state and local government agencies, business, and community and professional organizations. The SETH faculty is committed to: • Achieving SETH’s goals though creative teaching, rigorous research, and professional service. • Ongoing social change, societal improvement, and the advancement of individual welfare and potential. • Working individually and collectively toward excellence, equity, community, and diversity, domestically and internationally • Preparing its graduates to initiate and provide leadership in classrooms, educational institutions, and in the public policy arena by alleviating obstacles to effective learning and to nurture the strengths and potential of the individuals and groups with whom they work To achieve these lofty goals, the faculty is committed to celebrating diversity and building a community of learners, and we seek to accomplish this through these shared beliefs: 28
•
We believe that respecting each other's differences and opinions leads to a positive and open environment, •
We believe that open discourse promotes reflective and thoughtful educators, •
We believe that equitable treatment of each other is necessary for a positive, sustained, and working community, and •
We believe that each and every member of the community can make a valuable contribution to the community. The material below summarizes important policies and services. Students can find more detailed information by accessing the AU portal. The drop down menu “Academics” contains the text of important documents and descriptions of various services and how to access them. The on-­‐line information is the authoritative source university policies and procedures. This information is a brief summary. General Information for School of Education Courses Information about the University There are three University publications you will need to refer to for various academic issues: •
•
•
The University Catalog http://www.american.edu/provost/registrar/universitycatalog.cfm The Academic Regulations o Undergraduate: http://www.american.edu/provost/registrar/regulations/academicreg.
cfm o Graduate: http://www.american.edu/provost/registrar/regulations/reg55.cfm The Student Handbook http://www.american.edu/ocl/studentguide/ Registration (Regulations 25.00.00 and 75.00.00) Faculty members are expected to deny a place in the class to any person who has not been formally registered, unless that student is attending a portion of a course for valid academic reasons with the permission of the instructor and the dean or teaching unit head. Discontinuation of attendance at class or notification to the instructor does not constitute an official withdrawal. This means only formally registered students can attend classes. Children and other family members of students are not permitted in class. Formal registration can be verified through the "Academics" section on the student's <myAU.american.edu> portal account. Class participation on Blackboard (without formal enrollment in the course) does NOT equal formal registration. Incomplete Grades [Regulations, p. 21] 29
To request an incomplete grade, students must have reached an agreement with the individual faculty member and have a signed agreement about what work must be done to complete the course, what the timetable for completion will be, and what the default grade will be if the work is not completed and submitted. Students must be registered at the University when the work for an incomplete grade is submitted. If a student receives an incomplete grade during the last semester of taking course, the student will need to register for at least one academic credit during the semester when the work is submitted. This will incur an additional cost to students. Academic Integrity Code http://www.american.edu/academics/integrity/ By registering as a student, you are acknowledging your awareness of the Code, and you are obligated to become familiar with your responsibilities and rights as defined by the Code. Violations of the Academic Integrity Code are serious, and have serious penalties. Please consult with the instructor if you have any specific questions about academic integrity. One of the most violations of the Code is plagiarism. Plagiarism is the representation of someone else’s words, ideas, or work as one’s own without attribution. Plagiarism may involve using someone else’s wording without using quotation marks—a distinctive name, a phrase, a sentence, or an entire passage or essay. Misrepresenting sources is another form of plagiarism. The issue of plagiarism applies to any type of work, including exams, papers, or other writing, computer programs, art, music, photography, video, and other media. Other topics included in the Academic Integrity Code are: Inappropriate Collaboration Dishonesty in Examinations (In Class or Take Home) Dishonesty in Papers Work Done for One Course and Submitted to Another Fabrication of Data Interference with Other Students’ or Scholars’ Work Bribes, Favors, and Threats Other Academic Misconduct Accessing Information about the University and University Polices and Services University ID and Computer Access When you register for classes you will be given an ID number and access information about how to log onto the American University Portal, and enable you to send and receive email, to access the University Library, and Blackboard (Bb) Blackboard (Bb) Blackboard is a tool that allows faculty to add resources for students to access online. Powerpoint, Captivate, video, audio, animation, and other applications are created outside of Blackboard and added into Blackboard courses for students to enhance teaching and learning efforts. Many faculty use Bb extensively, and students who are unfamiliar with how to use it can view an online tutorial. Specialized University Services 30
Below is a list of some of the most frequently utilized services. Descriptions of these services can be found on the AU Portal under the following drop down menus: Academics, Technology or Services • Academic Support Center • Center for Diversity & Inclusion • Computer Labs (Social Science Research Center) • Counseling Center • Disability Support Services • Writing Center Services for Students with Disabilities http://www.american.edu/ocl/sccrs/Services-­‐for-­‐Students-­‐504.cfm Appropriate modifications to academic requirements may be necessary on a case-­‐by-­‐case basis to ensure educational opportunity for students with disabilities, and individual faculty members may need to modify specific course requirements to permit equal participation by students with disabilities. Protection of Human Subjects http://www.american.edu/irb Any research involving interviewing, surveying, or observing human beings must be reviewed and approved by the University Institutional Review Board (IRB). Approval is required prior to beginning the research. The SETH faculty liaison to the IRB should be consulted about policies and procedures. The liaison is Dean Sarah Irvine Belson (sarah@american.edu) Using Appropriate Documentation Formats SETH permits the use of either of the latest edition of the following formats for documentation of citations, list of references, and format and layout. All written work must adhere to these formats • A Manual for Writers (Turabian) • Publication Manual of the American Psychological Association The University supports the use of “Endnote”, a software program that can be useful in documenting and formatting sources. Tutorials are offered throughout each semester in the University library. Failure to use the format selected appropriately and accurately will result in a grade penalty. Emergency Preparedness and Cancellation of Classes In the event of a declared pandemic (influenza or other communicable disease), American University will implement a plan for meeting the needs of all members of the university community. Should the university be required to close for a period of time, we are committed to ensuring that all aspects of our educational programs will be delivered to our students. These may include altering and extending the duration of the traditional term schedule to complete essential instruction in the traditional format and/or use of distance instructional methods. Specific strategies will vary from class to class, depending on the format of the course and the timing of the emergency. 31
Faculty will communicate class-­‐specific information to students via AU e-­‐mail and Blackboard, (Bb) while students must inform their faculty immediately of any absence due to illness. Students are responsible for checking their AU e-­‐mail regularly and keeping themselves informed of emergencies. In the event of a declared pandemic or other emergency, students should refer to the AU Web site Attention students in all graduate degree programs Comprehensive Examinations It is University policy that all master’s degree students must complete a comprehensive examination. The term “comprehensive examination” is broad and can be satisfied in a variety of ways such as oral or written examinations, a thesis or project, or completion of a seminar or sequence of courses. Comprehensive examinations are based on the contents of the entire program, with the content of specific courses demonstrated cumulatively in the particular format used. Students should consult with the program director or the graduate student advisor for details and timetables. Portfolios, Field Experience, and Clinical Practice Standards: Master of Special education: Learning disabilities candidates at AU progress through field experiences and collaborative opportunities that are appropriate to the license or role for which they are preparing, as based on professional standards of the Council for Exceptional Children (CEC). To this end, MA: SELD candidates will contribute to their culminating electronic portfolio, which is regarded as a comprehensive evaluation for program completion. There will be X signature assignments from this course that will be required in this portfolio (X, X). The corresponding CEC professional content standards are addressed in this course below (optional to list). The complete set of Knowledge and Skill Standards is available at: http://www.cec.sped.org/ps/perf_based_stds/knowledge_standards.html (http://www.prepared.american.edu) and the AU information line at (202) 885-­‐1100 for general university-­‐wide information, as well as contact their faculty and/or respective dean’s office for course and school/ college-­‐specific information. 32
Appendix 3: Book Adoptions Textbook Order Deadlines According to the US Higher Education Opportunity Act (HEOA) by the opening day of the student registration period for each upcoming semester (including summer sessions), departments must, to the maximum extent possible, have teaching assignments completed and assigned faculty must have course material information available for the University to provide to students. As such, our deadlines are approximately two weeks prior to provide time to record the needed information in our systems. Fall/Summer Semester = March 15 Spring Semester = October 15 Course Adoptions In order to place a course adoption order, you will need to know the semester, course prefix, number, and section for the class. ISBNs are the best resource to ordering the correct item for your class. ISBNs can be found on the rights page of the book and/or above or below the barcode. These are a unique set of numbers in 10 or 13 digits that specify the edition, and generally format, of the book. However, you should also include author, title, publisher, edition, year, and whether the book is hardcover, paperback, or digital in order to ensure the correct adoptions. eFollett’s Online Adoption Website The Online Adoption Website is a password protected site used by Follett as the primary method of receiving textbook and course material orders for the upcoming semesters. The site can be accessed via a link at the bottom of the American University Bookstore Website under Faculty Services; american.bkstr.com. An account will need to be set-­‐up for any first time users with password issued by bookstore; current password is ‘0412.’ Please contact the Course Materials Managers with any questions or difficulties accessing the site; 202-­‐
885-­‐6303 or 202-­‐885-­‐6308. Course Packets & Copyrighted Materials Course packets are created or compiled by the professor and submitted to an outside printer for printing and/or digital fulfillment. Several are recommended on the American University Bookstore Website; LAD publishing and, locally, the UPS store and Office Max are preferred. The order process begins when the professor delivers the manuscript to the printer. The printer is required to obtain copyright clearance on any copyrighted 33
materials before printing and this process can be lengthy. Once copyright clearance has been obtained, the printer will contact the Bookstore for your order. This process can take one day or several months so it is always safest to get your manuscript in early. Copyright fees, if charged, are incorporated into the price of the packet. If you are using an unrevised packet that has been previously copied, you just need to contact the bookstore to reprint the previous packet and to determine whether a digital copy is desired. Copyrighted materials must be requested every semester. Bundles Bundles are re-­‐packaged textbooks with supplemental materials included; workbooks, CDs, online components, etc. However, many of these online components can cost as much as the textbook itself when sold separately. The publisher provides unique ISBNs to account for all ‘added’ material(s). If any of these added materials will be used in your class, please contact the publisher or the bookstore for these ISBN specific Bundles. Foreign Language & Problem Titles The textbook ordering business is quite dynamic these days. Titles come from foreign countries, have delayed printing dates, get backordered, go out of print, or become print on demand (POD) titles. Foreign language and print on demand (POD) books can take several months for delivery so early orders are a must. The Bookstore wants to make sure you are informed and making the right decisions when placing your order and/or when questions arise. Making sure your Departmental Contact and/or Course Materials Managers can reach you during the breaks is a great way to avoid being surprised at the beginning of the semester. Rent-­‐a-­‐Text Textbook rental offers students the option of renting their course materials and saving compared to the cost of purchasing a new book. Rental savings give students extra cash to spend on other aspects of college expense. An increasing number of titles are automatically offered as rentals and you can check current rental availability at Rent-­‐a-­‐text.com. However, a local program also exists for unique titles that are to be used in four (consecutive or non-­‐consecutive) terms. Please contact the bookstore for details if you wish to be part of this program. CafeScribe, Inkling, Copia, & more 34
Digital textbook platforms facilitate smarter learning by allowing students and educators to share notes and insights with one another online with the texts, as well as navigate content in easy, new and powerful ways with organizational tools that can be used to suit their individual study needs. Like the Rent-­‐a-­‐text program, digital etextbooks are rapidly growing programs for which we automatically adopt the titles available in our bookstore. For additional information or to check title availability, you can our primary vendors websites at CafeScribe.com, Inkling.com, or theCopia.com. Desk Copies Publishers will send desk copies or instructor copies only to a faculty member or the faculty member's home department. To order desk copies, please request information from your Departmental Contact or contact the publisher directly. Please feel free to call or email us if you need a publisher's phone or FAX number. Buyback Buy Back always begins prior to Finals Week and continues through the end of finals. Placing your final textbook orders prior to finals week is crucial to defraying the ever-­‐
increasing cost of materials for American students. Not only do students earn more on their buyback sale but the following semester's students reap the benefits by having more used books available on our shelves. 35
Appendix 4: How to Edit Your Webpage Profile Faculty/Staff Profile Instructions Please keep in mind that you can include as little or as much information as you'd like on your profile: it's up to you (if a field is not populated, it will not appear). However, the webpage is the university's face; CAS hopes to have at least a photo/image, CV, and basic profile information for CAS faculty/ staff. We hope you will include enough information to entice people to find out more about you and what you do at AU. We recommend using Internet Explorer or Firefox 12.0 to edit your profile. 1) To edit your profile, go to: http://www.american.edu/cas/faculty/yourlogin.cfm Your login is the text that comes before the @ sign in your AU email address. 2) On the right of your screen, click on “Login to Edit Your Profile” enter your Novell login and password to proceed. 3) Click “Profile Manager” after you have logged in. 4) This is the Profile Manager landing page. Return to this page if you ever get lost. There are 3 important links to notice: “Profile Information”, “Partnerships & Affiliations,” and “Scholarly, Creative & Professional Activities.” 5) To save any updates – make sure to scroll down to the very bottom (the image here elides much of the page) and click on “Save.” Please note that if uploading a resume, it must be saved as a PDF. 6) To activate your profile (i.e., publish) – switch the “Private” setting to “No.” 36