1. Best Practices
Faculty Orientation 2018

2. First Day of Class Discuss expectations and help that is available.
Don’t try to be their friend!
Set a pattern of fairness.
Introduce Mindset!
Community Building
It is important that students know your expectations. Don’t just read the syllabus on the first day of class. Use the time to discuss expectations.
Fairness – “why can’t I get extra time?” Would it be fair to the other students?

3. Understand and Introduce Mindset!
Neuroplasticity
Praise 
Mistakes as opportunities for learning
Dweck (2006)
Neuroplasticity: The idea that the brain is like a muscle, which can get stronger/smarter with use.
Praise that is used appropriately focuses on the effort that the child brings to a task, as opposed to a focus on their innate intelligence.
Mistakes as opportunities for learning. Reinforce the idea that our mistakes and failures are some of our best opportunities for learning.

4. Expectations Must do! Log-in to eLearn at least 3 times per week.
Submit all required paper work on time, e.g., grades, attendance, etc.!
Read and confirm the policies in the Adjunct Handbook!
Use IOTA 360 (student evaluations) feedback to help with success and retention!
Follow copyright law (refer to flow chart).

5. Communication Requirements!
Send messages to students online (group or individual) to let them know you are active in the class.
Provide timely feedback!
Contact your division dean and or chair if you miss class for any reason. (Including Online)
Post Early Alerts. They are required!

6.
Check and use Vol State ! Possible FERPA violation if you do not.
Answer all s within hours except on weekends.
eLearn is NOT the same as Vol State . Monitor both!

7. Tips to Avoid Common Mistakes
Limit extra credit (What is the desired outcome?)
Set a make-up policy for quizzes and exams (Who, When, Why) Consider automatic quiz drops.
Make it clear if papers can be redone (Who, When, Why again)
Make sure assignments are clearly connected to Learning Outcomes

8. Grade Scale A 100-90% B 80-89% C 70-79% D 60-69% F 0-59%
All adjuncts are required to use the grade scale.
Each syllabus should have a Grading section that includes both the scale as well as the assignments or categories of assignment that will be used to determine the final grade.
These might include things like exams, essays, group projects, or other assignments.
You should not add or subtract major assignments or categories, and you should not have a “subject to change” disclaimer.
While you may include class participation as a component of the final grade, you should not grade based on attendance. You can include participation in class discussions, completion of in-class exercises, and other in-class activities as part of a participation grade, and not completing these assignments can lead to a lower score in this category, but you should not make statements like “students who miss more than three class sessions will automatically fail the class” or “your final grade will be lowered by 10% for each absence in excess of four.”

9. Grading Continued.
The grade system you include in your syllabus needs to be the way that you will calculate students’ final grades at the end of the semester. Please check with your department chair to see if there are departmental expectations for what kinds of major assignments should be included for the class you are teaching.
You should not add or subtract major assignments or categories, and you should not have a “subject to change”

10. Attendance
While you may include class participation as a component of the final grade, you should not grade based on attendance. You can include participation in class discussions, completion of in-class exercises, and other in- class activities as part of a participation grade, and not completing these assignments can lead to a lower score in this category, but you should not make statements like “students who miss more than three class sessions will automatically fail the class” or “your final grade will be lowered by 10% for each absence in excess of four.”

11. Other Common Mistakes Posting confusing due dates (and times)
Stating you don’t know how something works or that you are confused by the LMS
Using PowerPoints online without context, audio, or guidance.
Not updating instructor information in eLearn
Doing the work for the students

12. More Tips Active learning (ASPIRE) Differentiated Instruction
Flipped Classroom
Schedule student meetings prior to mid-term to discuss student progress
Ask for help!

13. To My Professor: Student Voices for Great College Teaching
What do you wish your professor knew?
What would you like to say to your professors?
Stacy Taylor, December 7, 2017
Compiled answers to follow for reflection
Using To My Professor: Student Voices for Great College Teaching and a recent piece in the Chronicle as my model, this semester I added a question to my "final" (a reflection piece) in which I asked my face-to-face students "What do you wish your professor knew, or what would you like to say to your professors?" As I promised them, I have compiled the answers below to share with you so that we too may do a little reflection before next semester begins. (Stacy Taylor, December 7, 2017)

14. “Root for me to Succeed”
"I don't want to hear on the first day of class that half the class will fail. That makes me not want to even try."
"Understand that you are not my only class."
"Don't make me buy a book that I never crack open (and still get an A) or that I can get for free online. I had to work 10 extra hours to pay for that.”
"Forgive me if I miss class. It's not that I don't care; it's that I have to work to pay for college. I wish I didn't."

15. ”Root for me…” "Ask me if I'm okay." "Learn my name."
"Don't tell us, if we don't understand, that 'then maybe college is not for you.'”
"Pretend you care."

16. “eLearn – Learning Management System”
"Use [eLearn]. Post assignments and videos and where to get help."
"Put handouts in [eLearn] in case I have a chance to study and I'm not carrying all of my stuff around with me."
"Use the [eLearn] gradebook.” *This was repeated by many students in four different classes*

17. “Communicate Well”
"I do much better in classes that use Remind or [eLearn] Announcements to remind me what I need to be working on."
"You know that ' etiquette' assignment you require us to do? Professors should have to follow those guidelines too. Some professors are so rude in that I don't want to ask for help."

18. “Communicate…”
"Don't talk to me like I am five. I'm an adult. It's not your job to chastise me."
"My three-year old can pronounce my name, so I know you can handle it."
"Don't call me by the wrong name every. single. day."

19. “Feed Me, Seymore” "Grade my assignments!"
"Tell me what I can do to improve."
"Give me a chance to revise or do it again.”
"Give me a progress report or something. Let me know if I am in trouble before it's too late."

20. “Feed Me…”
"I need feedback BEFORE I have to do the next assignment, or I don't know what I did well and what I screwed up."
"It's finals week, and I have no idea what my grade is in two of my classes. I need to know how I am doing."
"I had to drop a class because I didn't know what my grade was, and I can't take a chance on failing."

21. “Thank you” "Teaching is a thankless job. I appreciate you."
"The good professors work so hard. Tell them thank you!"
"I know how hard you work. Thank you."
"You have given me a great opportunity. Thank you."

22. Best Practices for Online Teaching
Higher Education Best Practices in Teaching & Learning - NEA
Best Practices for Online Teaching - Vol State
Best Practices in Teaching - San Francisco State
Carol Dweck:
“The Growth Mindset” Talk at Google
“Developing a Growth Mindset”

23. Reflection
Submit a statement that you have read, understand and will comply with the Adjunct Handbook.
Submit a one page paper reflecting on: How will you use Mindset in the classroom?
Both Items must be completed before completion certificate is issued.
Send to: Both need to be submitted on the same .