1. Challenges in the Classroom
Wednesday, Augutst 19th, 2015
New Faculty Orientation
August 2018
Challenges in the Classroom
New Faculty Orientation 2015

2. Agenda 9am: Panel Introduction
9:05am: Review of Carleton Policies & Procedures
9:30am: Case Study Review & Discussion
9:50am: Case Study Take-Up
10:55am: Wrap Up
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3. Introductions Our panelists:
Anne Bowker, Associate Dean (Student Affairs), Faculty of Arts and Social Sciences
Richard Dansereau, Associate Dean (Student Affairs), Faculty of Engineering and Design
Jenna Easton, Sexual Assault / Public Education Coordinator, Equity Services
Sheila Grantham, School of Indigenous and Canadian Studies & Community Coordinator and Administrator of the Indigenous Policy and Administration Program
Ikram Jama, Equity Advisor, Equity Services
Pat Moore, Systems Librarian, MacOdrum Library
Somei Tam, Disability Advisor / Learning Specialist, Paul Menton Centre

4. Carleton Policies & Procedures
EDUCATIONAL DEVELOPMENT CENTRE
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Carleton Policies & Procedures

5. Challenges in the Classroom
Wednesday, Augutst 19th, 2015
The “Carleton Hour”
Classes
start at 5 past and end at 5 to
8:30–10am  8:35–9:55am
Classroom computers
please don’t shut down
but do log out
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New Faculty Orientation 2015

6. Challenges in the Classroom
Wednesday, Augutst 19th, 2015
Assessments Policies
Early Feedback
First 25 teaching days (Oct. 10th / Feb. 8th); first 40 teaching days (Nov. 5th / Mar. 8th) at the latest
No in-class summative tests/exams (+15%) during last two weeks of term
November 23rd, 2018 for Fall
March 26th, 2019 for Winter
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New Faculty Orientation 2015

7. Challenges in the Classroom
Wednesday, Augutst 19th, 2015
Assessments Policies
Term work due by the last class of term
December 7th, 2018 for Fall
April 9th, 2019 for Winter
Take-home examination due dates
Unless centrally scheduled: End of exam period (Dec. 21st / Apr. 27th)
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New Faculty Orientation 2015

8. Challenges in the Classroom
Wednesday, Augutst 19th, 2015
Examination policies
You are responsible for exam supervision
Your TAs may need to be there, take into account in their hours
50:1 (students/invigilator ratio)
You are expected to be present for duration of exam
Not required to have formal written examination (except in Engineering)
Always a good idea to double check with your chair or undergraduate supervisor
New Faculty Orientation 2015

9. Extensions and Deferrals
Challenges in the Classroom
Wednesday, Augutst 19th, 2015
Extensions and Deferrals
For midterms and term work, at your discretion before Senate deadline
December 7th for Fall 2018
April 9th for Winter 2019
Extensions beyond Senate deadline & exam deferrals
Managed by the Registrar’s Office (300 Tory Building,
New Faculty Orientation 2015

10. Challenges in the Classroom
Wednesday, Augutst 19th, 2015
Grading: 12 Point System
A+ 12
A 11
A- 10
B+ 9 …
C+ 6
D+ 3
F 0
Equivalent 100-point system
A C
A C 63-66
A C
B D
B D 53-56
B D
F 0-49
The Undergraduate Calendar, Regulation 2.3
New Faculty Orientation 2015

11. Final grade submission
Challenges in the Classroom
Wednesday, Augutst 19th, 2015
Final grade submission
E-grades in Carleton Central
10 calendar (not business) days after exam
Submitted by instructor
Approved by Chair and Dean before release to students
New Faculty Orientation 2015

12. Confidentiality – FiPPA
Challenges in the Classroom
Wednesday, Augutst 19th, 2015
Confidentiality – FiPPA
Parents
NO information, even if student is a minor
Communication
ONLY through official Carleton s
Grades are confidential
Don’t post in public areas or give assignments to friends
Use cuLearn Gradebook
New Faculty Orientation 2015

13. Challenges in the Classroom
Wednesday, Augutst 19th, 2015
More Information
Policy or Procedure
What Is It?
Copyright
-Course content delivery options
-Royalty, budget, and fee considerations
-ARES, links instead of hosting content
Course Outline
-What to include
-Department & University requirements
Academic Misconduct
-Promoting culture of academic integrity
-Disciplinary procedures
Handbook pages:
Copyright: pp
Course Outline: pp
Academic Misconduct pp.23-24
For more details on each subject, visit
New Faculty Orientation 2015

14. Challenges in the Classroom
Wednesday, Augutst 19th, 2015
More information
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, LoAs
-PMC, Equity Services, Registrar’s Office -
Out of the Ordinary Classroom Situations
-locked classroom (x3668), technical issues (x3815), disruptive students (x4444), medical emergencies (x4444), organizing fieldtrips (dept.), cancelling class (dept.), etc.
Handbook pages:
Student distress, pp.25-26
Academic Accommodations, p.27
Exam & grading regulations: pp.32-34
For more details on each subject, visit
New Faculty Orientation 2015

15. Case Studies Each table has been assigned two case studies.
EDUCATIONAL DEVELOPMENT CENTRE
Each table has been assigned two case studies.
You have minutes to discuss case studies at your table (with each other and your panelist).
You can also consult the EDC’s “Teaching Resources” knowledge base ( for further information.
After minutes, each table gets 5 minutes to present one case study and suggestions to rest of group.
Case Studies

16. Take-up Time! Select one of your cases
EDUCATIONAL DEVELOPMENT CENTRE
Select one of your cases
Present your case, plus suggestions, to the full group
5 mins per table, max
Take-up Time!

17. Challenges in the Classroom
Wednesday, Augutst 19th, 2015
Case 1 (Anne Bowker)
You have a student whom you suspect is cheating on assignments and exams, but you don’t have proof. You want to see his academic record to see if his performance in your course is “out of line,” which would suggest he is cheating. Where do you go?
New Faculty Orientation 2015

18. Challenges in the Classroom
Wednesday, Augutst 19th, 2015
Case 2 (Anne Bowker)
You have a scheduled exam in December for your course, but are also are speaking at a conference in L.A. that day.
How can you meet your obligation to be present at the exam?
New Faculty Orientation 2015

19. Case 3 (Richard Dansereau)
Challenges in the Classroom
Wednesday, Augutst 19th, 2015
Case 3 (Richard Dansereau)
You have a small 3rd-year class of 18 students. Your class has a final examination, which is always scheduled during the exam period and is listed on your course outline. Several of your students come to you in November and ask if it would be possible to write the exam during the last class, to alleviate exam-period stress.
What should you do? What are your options?
New Faculty Orientation 2015

20. Case 4 (Richard Dansereau)
Challenges in the Classroom
Wednesday, Augutst 19th, 2015
Case 4 (Richard Dansereau)
A student complains that she handed in an assignment worth 10% of the final grade to the TA, but that the TA has lost it. The student is demanding that she be given full marks for the assignment. How should you deal with this situation?
New Faculty Orientation 2015

21. Challenges in the Classroom
Wednesday, Augutst 19th, 2015
Case 5 (Jenna Easton)
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?
New Faculty Orientation 2015

22. Challenges in the Classroom
Wednesday, Augutst 19th, 2015
Case 6 (Jenna Easton)
One of your RAs 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 s that were very flattering, praising them for their hard work. Next, the professor sent an 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?
New Faculty Orientation 2015

23. Case 7 (Sheila Grantham)
Challenges in the Classroom
Wednesday, Augutst 19th, 2015
Case 7 (Sheila Grantham)
An Indigenous student taking your course suddenly stops attending the class following one of your lectures that focused on the residential school system. You find out the student felt triggered by the content and was offended by ignorant comments made by other students within the course. How would you address this situation?
New Faculty Orientation 2015

24. Case 8 (Sheila Grantham)
Challenges in the Classroom
Wednesday, Augutst 19th, 2015
Case 8 (Sheila Grantham)
Although you are not an expert on the subject, you attempt to incorporate some Indigenous studies content within your course. You included some resources on Metis history and identity, but a Metis student informs you that some of the information provided is inaccurate. How would you begin to incorporate Indigenous studies content within your course, and how would you address the concerns raised by the Metis student in your course?
New Faculty Orientation 2015

25. Challenges in the Classroom
Wednesday, Augutst 19th, 2015
Case 9 (Ikram Jama)
One of your Teaching Assistants, a PhD student who is also a black woman, tells you that she is finding it difficult to engage the students in her group. She shares with you that there are a few students who are very disruptive, often challenging her knowledge and her take on the material, which makes it difficult for her to facilitate the discussion. Even though it is in the middle of the semester, she asks for a permission to switch to another group.
New Faculty Orientation 2015

26. Challenges in the Classroom
Wednesday, Augutst 19th, 2015
Case 10 (Ikram Jama)
You set up a discussion board on cuLearn for your students to share their views on an assigned reading. After two days, you receive an from one of your students who is very upset, angry, and distraught at the homophobic statements a student has posted on the discussion board. The student sends you an extract: “…these people should have no place in our school, they should be killed like they do in some countries.” You go on cuLearn and you are shocked at the content of the post. What can you do to deal with this situation?
New Faculty Orientation 2015

27. Challenges in the Classroom
Wednesday, Augutst 19th, 2015
Case 11 (Pat Moore)
You have traditionally given your students PDF copies of a number of scanned articles to augment the textbook and enrich their learning. In order to stay out of trouble with copyright issues, you place all of these PDFs on cuLearn, rather than copying them and handing them out. cuLearn is password protected, and this makes the practice acceptable. True or False?
New Faculty Orientation 2015

28. Challenges in the Classroom
Wednesday, Augutst 19th, 2015
Case 12 (Pat Moore)
You have required a textbook for your second-year survey course. You are dismayed to discover, during the first class, that the bookstore did not order enough books, and several students will have to wait two weeks to purchase their copies. In this situation, is it acceptable for you to scan, photocopy, or otherwise provide these students with the first two chapters of the book so that they can keep up?
New Faculty Orientation 2015

29. Challenges in the Classroom
Wednesday, Augutst 19th, 2015
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 (LoA) from PMC stating the student needs supplemental notes from a peer volunteer note-taker but nothing else. How would you handle this situation?
New Faculty Orientation 2015

30. Challenges in the Classroom
Wednesday, Augutst 19th, 2015
Case 14 (Somei Tam)
One of your students is registered with the PMC. Earlier in the term, you received a “Letter of Accommodation (LoA)” 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 LoA: 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?
New Faculty Orientation 2015

31. EDUCATIONAL DEVELOPMENT CENTRE
Wrap Up

32. Key Take-Away Know the resources available Take preventative measures
EDUCATIONAL DEVELOPMENT CENTRE
Know the resources available
Take preventative measures
Communicate/consult with relevant parties
Know when to take action quickly, & when to take action more slowly
Check your assumptions, keep an open mind, and try to assume the best of your students
Key Take-Away

33. Thanks to Our Panelists!
EDUCATIONAL DEVELOPMENT CENTRE
Dukeforward.duke.edu
Thanks to Our Panelists!

34. Looking forward 11:00, Break (431 Tory Building)
11:15am, “Getting Ready for the First Week of Classes” (Tory Building, Room 342)
12:15pm, Lunch & Networking (Tory Building, Foyer)
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