New Tenure-Track Faculty Development
The College offers a one-day New Faculty Retreat during New Student Orientation week. The director of the TLC and one of the academic deans attend this retreat. The retreat includes some social activities and an introduction to teaching on the block plan and support for faculty scholarship at the college. The TLC holds a session for new faculty each block to further introduce them to the various aspects of the College.
The Chair is the point of ongoing contact for new faculty members in a department. In addition, the Chair may wish to assign a departmental mentor to a new faculty member. Some Chairs host receptions for new department faculty early in the fall semester. Information for new faculty is available at www.coloradocollege.edu/dean/newfac.htm but this cannot substitute for the chair’s introduction to the department and college.
Some discussion of teaching on the block plan, of departmental policies and expectations, of College resources for research and development (development blocks, divisional R&D funds, the Benezet and Mrachek summer grants, Student-Faculty Collaborative grants, etc.), and of course evaluations will be useful to new members of the department. Chairs should also discuss basic grade policies and procedures, such as the use of the ‘incomplete’ grade, the submission of grade sheets by their due dates to the Registrar’s Office, the function of the class waitlist, and the drop/add slip by which students change courses after preregistration. It should not be assumed that a new faculty member will discover this information on his or her own. The new faculty member should be introduced to the TLC and encouraged to attend TLC seminars. The Chair should discuss the criteria for tenure with new tenure-track faculty each year, taking as a starting point the information in the Faculty Handbook, C.II.A.6.
Chairs should discuss academic advising with second-year tenure-track faculty, who will be assigned student advisees for the first time. Chairs should review with their second-year tenure-track faculty the all-college requirements, the degree-progress report forms and transcripts available from the Registrar’s Office, and departmental major requirements and expectations regarding majors advising. Chairs should refer second-year faculty to the annual Colorado College Bulletin: Catalogue of Courses and the Advisors Handbook on the Colorado College web, www.coloradocollege.edu/dean/advisors.htm.
In addition to department efforts toward integrating new faculty into the life of the College, the Dean’s Office assigns a faculty mentor from a cognate discipline to each new tenure-track faculty. The mentor-mentee program is voluntary, and may or may not be used extensively by the new faculty member. Since the mentor is not a member of the new faculty’s department, Chairs should not assume that the new faculty member will learn about department matters through this mentoring program.
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General Faculty Development
The Dean’s Office urges Chairs to support as far as possible specific faculty member’s interests in teaching, scholarship, and service, even when such interests take the faculty member outside the department. For example, the College encourages team-teaching and interdisciplinary teaching, participation at professional conferences and workshops (including the Midwest Faculty Seminars), and service on college committees. The Dean’s Office supports the work of the TLC in promoting conversations about the central activities of Colorado College. Chairs should remind departmental colleagues about divisional research and development funds and other funds supporting scholarship and pedagogical innovation.
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Staff Development
Conferences, institutes, or workshops (including ACM conferences and workshops) on such topics as technology in the disciplines may be appropriate for various department staff. In addition, the Dean’s Office strongly urges Chairs to support a staff assistant’s attendance at Colorado College Human Resources workshops and seminars.
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Visiting (i.e., Non-Tenure-Track) Faculty
International Faculty
Many departments are finding excellent international faculty to teach in their programs. However, in the post 9-11 world, the procedures for inviting these guests to campus (even for an evening lecture) have become much more complicated. For example, the "9-5-6" law limits international visitors on B-1 visas to no more than 9 days each at 5 institutions within a 6 month period. Chairs will need to help us ensure that we comply with these rules.
Fortunately, the International Studies Programs Director (Charlotte Blessing) expedites arrangements for international visitors. Please notify her as soon as you submit the request for Block Visitor (or Year Visitor) forms to the Dean’s office so she can begin the approval process. Failure to comply with regulations could compromise our ability to invite international visitors to campus.
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Block Visitors- due in March
Please send the Dean's Office your requests for block visitors. Request forms are available on this website (under Forms). In the case of block visitors who have taught before, you need to provide an assessment of their teaching.
It is important for the Chair to introduce all departmental block visitors to the block plan (see link to memo from Glenn Brooks, former Dean and an architect of the Block Plan on his thoughts about teaching in the Block Plan: ) and to expectations about teaching (including grading, course-evaluations, attendance and the Honor Code (see memo to new and visiting faculty). The Dean’s Office includes a Block Visitor’s Guide to Teaching on the Block Plan available on its web site (www.ColoradoCollege.edu/dean/). This and other information are also included in mailings from the Dean's office to block visitors. Departments may also wish to devise departmentally specific handouts for visitors. (Samples from Drama/Dance and Geology are included)
Some departments conduct post-course surveys of the students enrolled in a block visitor’s course in addition to the course evaluation the visitor uses. Departments also send a brief annual report on their block visitors to the Dean’s Office. Chairs also need to make sure that visitors turn in their grades on time and follow up on incompletes.
Block visitors must teach four blocks or more in a single academic year to be eligible for some benefits (see HR website).
Block visitors receive top priority in campus housing. The Chair should discuss visitors’ housing needs with the visitor and then with the Residential Life Office in advance of the campus visit and, if necessary, put the visitors’ names into the housing lottery. The College has limited housing for faculty; faculty visitors are most frequent in blocks 1 and 2, 7 and 8. Please do not assume that all block visitors will find campus housing. The College is not responsible for housing costs or for finding housing for block visitors who do not receive on-campus housing.
If campus housing is unavailable, and the Chair wants or needs to assist the block visitor in locating housing, an organization in town called Housing Helpers owns apartments in a number of complexes and rents them out, fully furnished, by the month. While the College would not wish to endorse a specific rental agency and you may find other valuable real estate resources in the community, Chairs have given us good reports of this (pricey) organization. The Housing Helpers telephone number is (719) 590-4040.
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Year-long Visitors- due in March
Please send Patti Spoelman your requests for year-long visitors. As in the case for block visitors, it is important for the Chair to introduce year-long visitors, including Riley Scholars-in-Residence, to the block plan (see link to memo from Glenn Brooks, former Dean and an architect of the block Plan on his thoughts about teaching in the Block Plan: ) and expectations about teaching (see memo to new and visiting faculty ). In addition, year-long visitors are invited to participate in the orientation programs sponsored by the Dean’s Office and the TLC for new faculty. Year-long visitors have second highest priority in on-campus housing. The Chair should discuss visitors’ housing needs with the visitor and then with the Residential Life Office in advance of the campus visit and, if necessary, put the visitors’ names into the housing lottery. The College is not responsible for housing costs.
Year-long visitors generally receive some fringe benefits, such as health-care coverage. The Office of Human Resources will have the most recent information on full-time, non-tenure-track benefits package.
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Riley Scholar in Residence Program
Colorado College is a member of the Consortium for a Strong Minority Presence, a group of national and regional liberal arts colleges sponsoring two fellowship programs for U. S. citizens who are doctoral candidates or recent Ph.D. recipients committed to strengthening diversity at liberal arts colleges. Since 1997, the program at Colorado College has been known as the Gresham Riley Scholar in Residence Program and the individuals selected as the Riley Scholars in Residence. The Riley Scholar in Residence who receives a dissertation-completion fellowship is appointed as a Visiting Instructor and paid at the instructor level. The recipient also receives modest moving, research and travel expenses while teaching two blocks during the year. The majority of the scholar’s time is taken up with the completion of the dissertation. The Riley Scholar in Residence who receives a post-doctoral fellowship is appointed as a Visiting Assistant Professor and paid at the Assistant Professor rank. The recipient also receives modest moving, research and travel expenses while teaching three blocks during the academic year. The scholar’s time is dedicated to teaching and writing for publication.
It is extremely helpful for Chairs to introduce Riley Scholars to department faculty, staff and student majors and to provide mentorship as requested or needed throughout the academic year. Riley Scholars should be warmly welcomed into the College community but should not so overextend themselves in, for example, informal student advising or involvement with student groups, that they are drawn away from their scholarly work.
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Drama/Dance Advice for Visitors
Name__________________________________________
email address___________________________________
Classroom Needs/Wish List
Most classes meet in the morning from 9 or 9:30 until 11:30 or 12:00 noon. Occassionally a class will meet in the afternoon to watch a video or work on a project.
- I will need a classroom for afternoon as well as morning class
- Dry Erase Board
- TV/VCR
- Boom Box
- Slide Projector
- Tables
- Chairs
- Other_____________________________________________________________
- Videos: Please list titles so can check the library
________________________________________________________________________
________________________________________________________________________
- Props FYI. We have a class prop closet that contains small items for class use. If you need larger props please list specifics. For example, sofa, bed, chest of drawers, etc. We will do our best to get these for you but can’t guarantee it.
________________________________________________________________________
________________________________________________________________________
- Costumes: FYI. Our class prop closet has some costume type things in it. Please let me know if you will be needing them.
- Do you anticipate a class performance at the end of the block? For example acting classes, and solo performance classes.
Office Needs/Wish List
- Computer (PC)
- Email account–generic OK? ie: visdrama
- Web access
Anything else?__________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Tom’s email address is tlindblade@coloradocollege.edu
NOTES TO NEW AND VISITING GEOLOGY FACULTY
DEPARTMENT PERSONNEL WHO CAN SUPPORT YOUR WORK
Paraprofessionals
The Department has two "Paraprofessionals" -- recent graduates who are hired full-time to work in the Department. The paraprofs work with classes and maintain Department spaces, collections, and camping and low-tech field and lab materials. You may or may not have a paraprof assigned to your class -- first priorities are GY 130, GY 140 and required major classes. These classes always have an assigned paraprof. In other high-enrollment classes with either lab or field work you will probably have a paraprof, at least on a part time basis. Small classes and those without labs tend not to need paraprofs, although you can usually get one to help out in specific situations. Check with the Department Chair as soon as possible about anticipated paraprofessional needs.
What a paraprof does in a class depends somewhat on the class. In all classes they should do logistics -- organization of field trips, photocopying, collection of materials for labs, etc. In 100-level classes they also do some grading. Usually they grade labs, sometimes field projects, but never papers or exams. In Intro-level classes they are capable of doing a lot in lab. Sometimes faculty will turn particular Intro-level labs over to them almost completely, especially if administrative duties need to be fulfilled. Obviously there should be faculty oversight, but some paraprofs are perfectly capable of running the lab. In upper-level classes the paraprofs usually don't have the background to run a lab, but they can assist in the lab as an additional source of help for the students.
When paraprofessionals are not working directly with a class, they are still working for the Department. If you have Department-related needs (future class needs, errands, purchases, making teaching thin sections etc.), don't hesitate to ask one of them. As a general rule they don't work on things exclusively related to a faculty member's research, but there are obviously some gray areas here.
Technical Director
Steve Weaver is the Department's Technical Director. His primary responsibilities are maintaining departmental equipment, instrumentation, and computing facilities, and working with faculty and students on utilizing these facilities for coursework and research. Steve is a resource person for everyone in the Department. His role in classes is very different from the Paraprofs'. He works closely with faculty on developing labs, which make use of instrumentation and computing facilities, and frequently goes into the classroom, lab, or field with classes to provide hands-on instruction. He does not do any grading, normal field logistics, etc. Those are the responsibilities of faculty and paraprofs. Please feel free to consult with Steve about integrating computer, field, and lab technologies in classes and research. That's what he is here for.
Steve has installed and maintains the Department Computer Labs. Faculty should emphasize to students (and remember themselves) that changing computer configurations, loading software, etc. in the Computer Labs is Steve's responsibility and should not be done without talking to him first about it. Similarly, it is a good idea to check with Steve before taking out or firing up a major piece of instrumentation.
Each fall (well, we try to do it each fall) Steve meets with all the seniors involved with research projects, to talk with them about computing, graphics, lab procedures, etc. This gets students off on the right track and saves both Steve and the faculty the time and effort of covering the same ground many times with many individual students.
Staff Assistant
Cathe Bailie is the Departmental Staff Assistant. She handles secretarial duties for the Department, does most of our budget work, organizes Departmental functions, and generally keeps everything going. She is also the social center of the Department. Like all folks, Cathe appreciates getting stuff from us with a bit of lead-time!
COURSE INFORMATION
Class Enrollment, Limits, etc.
This is probably the first crisis you will face. The official enrollment limit for most College classes is 25 if a single faculty member teaches the course, 32 if it is team-taught. Some courses have lower limits, but such restrictions must be approved by the College Faculty and are always somewhat politically sensitive. The only courses we teach with a lower limit are the Senior Seminar (GY400), which has a limit of 15 and First Year Experience classes, which have limits of 16. Enrollment in some of our courses is by consent of instructor (COI), which can effectively limit class size. All independent research credit (GY207, 307, 405) is COI as is the Regional Geology (GY345) class.
Students pre-enroll for classes during the spring of the previous academic year (using a point system, which someone will explain to you later). They can then add or drop courses anytime after pre-enrollment. Many courses have waiting lists. Students on the waiting list will come to you before the class with all sorts of reasons why you should let them into the class. In general, try to resist their arguments and have them show up on the first day of class to see if anyone in the class drops.
Here's what happens on the first day of a course. Either the previous Friday or early on Monday morning you will get lists of all students enrolled in the class and of students on the waiting list. All classes meet at 9:00 the first day (except block 1, but don't worry about that for now). At a few minutes after the hour, you should begin taking roll. Anyone on the class list who is there when you take roll is in the class. Those on the list who are not there for roll are out of the class -- although you may want to give them a few minutes to find the classroom. If, after the call of the class roll, there are spaces available in the class, you should go down the waiting list in order, admitting people (but only if they are in the classroom) until the class is full. If you get through the wait list and there still is room, you can admit others in the room, or people who talk to you later. Generally we admit people the first day and the second morning, but after that they are quite far behind and we tend not to admit them.
If you want, you can overload a class, but be aware that doing so is not a favor to you, the paraprof, and the other students in the class. We will always overload our upper division major required courses if necessary, as our majors need them to graduate. We often overload Intro or Physical by one or two people, but there is a cost involved to the class.
In intro-level courses you'll get lots of petitions from Biology majors who "need to get into your class to fulfill their major and graduate on time" or from non-scientists who have waited until their last block to try to get into their final science requirement. How you deal with them is up to you -- some faculty tend to be sympathetic, some don't. Remember that additional students should be admitted in order of wait list standing.
Field Trips
Let the paraprofs do as much of the logistics as possible. They probably have more experience than you do with large group field trips, and should know the ropes of meal planning, camping and cooking gear, packing, etc. Early on (frequently during a previous block!) you should sit down with the paraprof and talk about timing of the trip, campsites, and field areas. That way the paraprof can get started early on food, camping reservations, permits, and fee waivers.
Vehicles - Must be reserved from Facilities - Talk to Bob Winkelblech (x6175). The earlier the better (and the cheaper) on calling him, but don't take no for an answer. If there are no vehicles available for the time you want the College can rent them.
Drivers - It is possible to reserve a highway bus with a driver for field trips. We generally do that only with large classes (20+ students) since otherwise it is kind of a waste of money. Some faculty don't particularly like them for field trips -- not agile enough. But, they do take the pressure of driving, or finding drivers, off of you. On field trips without buses (usually in 15 passenger vans), faculty and/or paraprofessionals usually do the driving; sometimes spelled on longer field trips by students. Only students 21 or older may drive, and they must have been checked out by Facilities before they can drive. Facilities has a training session at 3 p.m. the first Tuesday of every block. You do not have to take training, but must provide Facilities with a copy of your driver's license before you are permitted to drive a vehicle. For day field trips you can cram 12-15 people, including driver, into a van. For longer trips, more than 9 or 10 is a real squeeze.
Field Trip Food - Let the paraprof organize this BUT -- you need to lean on him/her to do it early (see below). Most of your students will probably be on meal plans although a few won't. Here's how we handle food on field trips of different lengths:
Day trips (lunch only) - We order bag lunches for the students on meal plans (The paraprof needs to do that a few days ahead). Off-campus students fend for themselves, as do you and the paraprof.
Overnight-to-three days - We order food from Sodexho. The paraprof should do this but will need to do it about a week ahead (although we can get away with less at the start of a block). Generally we order food for the students on meal plans. Then we collect $10/day from off-campus students and from you and the paraprof. That money is used to supplement what Sodexho gives us, and to make it palatable. Your food expense and the paraprof's is covered from the Departmental field trip budget, but the paraprof will need to request a check for it.
Four days or longer - We get reimbursed by Sodexho for on-campus students. The paraprof requests a check to cover all on-campus students' food for the duration of the trip (usually we get about $10/day/person). This needs to be done at least a week ahead. Off-campus students, you, and the paraprof also contribute $10/day (again the Department covers you).
Let the paraprof handle getting the checks, collecting money, etc. However, make sure he/she keeps good records of who has paid and who hasn't. Also, you sometimes may need to come to the paraprof's aid in "reminding" people to pay. (Withheld credit threats are always effective!).
Unless you are a control freak (with time to burn), let the PP organize the students to plan meals, come up with a shopping list, and shop with the students.
Field Trip Gear -We have all the group cooking gear you will need on field trips. Stoves, lanterns, propane, pots and pans, utensils, dishes and silverware, water bottles, etc. Students (and you) need to bring their own camping gear (sleeping bag, pad, and tent), water bottles, field notebook, etc. Make sure that they all have warm and waterproof clothing. Colorado weather is notoriously fickle. Also, try to convince them not to wear Tevas in the field! You or the PP may need to push the students to co-ordinate on tents.
All the camping equipment is stored in the "cage" at the Barnes loading dock. Most field equipment and field maps are stored in room 8 in the Department.
Expenses other than food - The Department will cover all camping fees, admission fees, etc. (from Department funds, not food money). We usually just pay them and get reimbursed. The alternative is to get a cash advance (must be submitted at least a week before you need it, and you may only have one outstanding at a time) and pay things from that. It is critical in either case to save your receipts. If you come across a neat field guide, or map, or something when you are in the field, don't hesitate to buy it for the Department and get reimbursed. That holds not just on field trips, but on bookstore or USGS trips, or whenever.
Alcohol Policy - Department policy prohibits alcohol on field trips. Students are warned in advance that we will put them on the bus home if they violate the policy, but it has never come to that.
Emergencies - For overnight or longer trips, leave Cathe a schedule of campsites and any emergency contact numbers you know. If an emergency arises in the field call facilities (for vehicle problems) at 719-389-6568, Cathe at 719-389-6621, or the department chair, Paul Myrow, 389-6790.
Grading
We expect a lot of our students and they (generally) produce a lot. There is no grading "standard" either campus-wide or in the Department, so you should grade people as you feel is appropriate. A D grade gives someone credit for the class, but does not count toward the major or as a prerequisite for another course. It indicates that a student has learned enough to get minimal credit for a course, but not enough to build on it in a succeeding course. NC (no credit grade) is an "F" (and they do get given from time to time)! Pluses and minuses can be given, except that there is no D-. Students have the option to take any class "pass-fail." The grades on this track are S (Satisfactory - which is a C- or better), CR (Credit - which is a D or D+), and NC (No credit). Students do complain about grades from time to time. Try to stand by your guns and the department chair will back you up.
In general the College grants grades of I (incomplete) or EX (excused) only in cases of medical or family necessity. The registrar makes the final call on such grades, based in part on your recommendation. Students working on theses or other ongoing projects receive grades of IP (in progress) until the project is completed, frequently several blocks after they have taken a block of GY 405-Research Topics credit for the work.
Student Research and 405 Blocks
We each take a 405 block (Research Topics) each year. This is the block during which we take teaching credit for all of the research advising we do during the year. Taking a 405 block is an explicit indication of willingness to work with students on their research projects. It does not mean that you need to initiate collaborative work, nor does it mean that you need to work with them whenever and wherever they want. In general, although we take the 405 credit during one particular block, we work with the students at times that are convenient for them and for us. Students can take a 405 block with you any time you and they agree on it, whether or not you are listed as teaching 405 that block, or whether or not someone else is teaching 405 that block. If you are working with the student, you need to sign their consent of instructor form to add the course, and you should be the one whose name is listed and gets teaching credit for the course. Students don't really understand this, so at the end of the academic year we usually end up having to unscramble 405 credits and grading responsibilities, but it isn't a major problem.
Student research can be supported in several ways:
1 - The College has "Venture Grants" which can be used to support some research and are frequently used to get students to meetings at which they are presenting research results. Currently the maximum grant is $850 for one student, or $1,000 for a project involving more than one student. Applications must be submitted to the Dean's office by 1 p.m. the second Friday of each block. Details are available at http://www.coloradocollege.edu/dept/SO/studentresources/venturegrant.pdf
2 - The Department has funds from several sources (Hannigan Fund, Getty endowment) to support student research expenses up to several hundred dollars. Students need to submit proposals to the Department prior to a Departmental meeting at which the proposal will be discussed.
3 - Buster Student Research Scholarships are available to students doing major projects. Buster Scholarships provide stipends of $600 (2-4 weeks of field/lab work) or $1200 (>4 weeks), and up to $1200 for research expenses. At the moment, we're accepting proposals at any time, although we may work towards two deadlines a year.
ASSORTED OTHER STUFF
Money
If there is something (field or lab equipment, software, camping gear, etc.) that you need to purchase for teaching, don't hesitate to ask me about it. In general, money requests should go through the Department Chair. If he/she is off campus, check with the Assistant Chair). Requests for more than a couple of hundred dollars are usually run by the whole Department faculty at a meeting or in the hall.
You can purchase material at the Bookstore on the Department account or you can ask Cathe to pick up or order Bookstore material for you. Most office supplies are ordered from an external vendor and can be delivered within a few days; please let Cathe know of any requests. There are no billing codes on faculty phones, but you will be provided with a long distance calling card, which should be used as much as possible to reduce costs. Cathe can add additional minutes to your card as needed. Make any long distance calls or faxes you need concerning your work at the College (teaching, Department business, research). Try to avoid personal long distance calls. Also try to minimize personal photocopying. The photocopier in Poli Sci (Palmer 23) is much more efficient than ours and belongs to the building as a whole. Feel free to use it with our billing code. With a bit of lead-time Central Services will do mass copies more cheaply. Please keep copyright law in mind at all times.
There are several Department and College funds, which are available to help with student research expenses. Some funds cover field and/or lab expenses. Our Buster Research Scholarship program provides a stipend as well as expenses for several majors a year. There are also a lot of student research opportunities available through the Keck Consortium.
Faculty research is supported internally in several ways. Several (but not all) of these are listed below. The first three require proposals. During the year you will receive calls for proposals and you can get general information about these programs and other internal and external sources of funding at the Deans’ Office web site:
1- The College's Natural Science Division has funds (generally about $3000/year maximum) to support faculty work. These funds may be available to visitors, although they usually need to make a case for student involvement in the work. Generally there are two application deadlines for this money, one in the fall, one in the spring.
2 – Each year the Natural Science Division awards 4 blocks of release time (called Development blocks) to tenure-track faculty for research or curricular development. Deadline for applications is in the fall for the next academic year.
3 - Benezet and Mrachek Awards provide stipends to tenure-track faculty for summer research work (six-to-eight awarded per year). Mrachek Awards are limited to faculty in their first three years at the College.
4 - The College will support both tenure-track faculty and full-year visitors for one domestic professional meeting per year. If you are giving a paper, you get plane fare, registration, and a per diem (for three days – occasionally can be extended to four if there is substantial airfare savings in staying another night). If you aren't giving a paper you get plane fare and registration only. For a second or third meeting in a year you need to go to the Science Division. Occasionally the Dean will have additional funds available.
5 - In recent years the department has set aside up to $2000 for each tenure-track faculty member and $1000 for full-year visiting faculty as seed money for new projects or something interesting that comes up during the year. Let the Chair know if you have some unanticipated need for a radiocarbon date, some polished sections, geochemical analyses, whatever, and we'll tap those funds.
Department Meetings
There are irregularly scheduled Department meetings. Most often they occur at lunchtime on the last day of the block. Tenure-track faculty and year visitors should come to meetings. Block visitors are welcome to come, but they don't need to (although one can't imagine what you could be doing which might be more interesting).
Keys
Cathe has forms for key authorization. There is a faculty master key (3251), which opens up all the doors in the Department as well as the ramp outside door. The key to the stairway outside door (1518A) also opens the photocopy room in Poli Sci. The old master (1531) opens all the padlocks around the Department. Key 1508 sends the elevator to the fourth floor (attic) where there are photocopiers and Departmental storage. Keys 5083 and 5053 open the outside doors and the doors to all of the Geology spaces in Tutt.
The paraprofs have a key to the Barnes loading dock (you can get one if you want), and your two master keys will open up the cage there.
Computing
The Department has two computer labs – a general use lab in Palmer 10C and a high-end lab in 10E. The labs are for use of Geology faculty and staff, majors, and other students in Geology classes only. Use of the 10E is reserved for high-end applications (GIS, image processing, graphics, scanning, etc.). Word processing, spread-sheet applications, e-mail, etc. should be done in 10C only. No food or drink (including water) is allowed in either of the computer labs. Any use of the large plotter is only with Steve Weaver’s oversight. Check with Steve before using either of the scanners for the first time. PLEASE REMIND YOUR STUDENTS OF THESE COMPUTER LAB RULES.
There is a new College GIS lab in the Palmer subbasement that is available for classes and individual work. Class reservation protocol is currently being worked out. At least during the 2005-2006 academic year there will be a GIS technical director in charge of the lab. There are several other labs (both Mac and PC) on campus that may be reserved for classes. Contact the Help Desk (http://www.helpdesk.coloradocollege.edu/) to find out how to get authorization to reserve labs for classes.
Library
Faculty have 6 month (I think) check-out privileges at the Library. We have quite efficient interlibrary loan services you can access under Tutt Library on the College web site. Also on the Tutt home page under “Article/Information Databases” there is online access to Georef and under “JournalFinder/TuttLinks” you can gain access to a large number of journals.
PHONE NUMBERS
Cathe Bailie (Geology Department Office) - 719-389-6621
Department Fax - 719-389-6910
Paul Myrow (Department Chair – 2006-7) - 719-389-6790
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SOME THOUGHTS ON TEACHING UNDER THE BLOCK PLAN
The central educational principal of the Block Plan is that the student is an active participant instead of a passive spectator. To this end, you will have virtually complete control of the time, place, and format of the course. We trust you to make pedagogical judgments about what needs to be done on a given day or week to enhance active student learning. Therefore, we have no class schedule. It will be up to you to decide what time the class meets, how long and how often it meets, and, in some cases where it meets. Since many students have extracurricular commitments, we have an understanding that classes should not meet after 3:00 p.m., but in some cases, e.g., in field courses, this isn’t feasible. The fact of the matter is that most one-block courses tend to meet five days a week most commonly in the mornings. On the first day of a block all new courses meet at 9:00, except for opening convocation in block one, so that students can be accounted for. After that, it is up to the professor, although a certain amount of give and take with the students about scheduling usually goes on. Some faculty like afternoon classes–say from 1:00 to 3:00, which give faculty and students a morning free for study and preparation. You should sketch out a schedule for the full block so that students know what to count on. Many students work part-time and it is difficult if the professor switches meeting times from day to day.
You will be given a course room for the block. It is yours to use and to arrange as you see fit, because with a few exceptions no one else will use the room during that period. Most classrooms are equipped with tables as well as chairs, and something of a seminar environment is usually possible. We have come a long way from the straight rows of bolted down chairs, but once again we trust the professor to establish the arrangement according to the nature of the course and the relationship between teacher and student.
Course formats vary greatly under the Block Plan. A course in modern fiction differs significantly from organic chemistry. A professor has the opportunity to decide on the appropriate mix between lectures, reading assignments, small group discussions, individual conferences or tutorials, examinations, papers, and student presentations. This is not to suggest that all of these should be used in a single course, only that you are free to use anything in the academic repertoire that seems suitable. Let us say that you have ten or twelve students in the course (the upper limit is usually twenty-five.) You will quickly sense the level of ability and the quality of background of every student within a day or two, and you can proceed in whatever manner works best for you.
Depending upon your own style and the background of the students, you may find that some lectures, or at least mini-lectures are helpful. But since you can expect students to be prepared for class and to be present, you will find that structured discussions based on the readings are usually productive.
One good approach is to give the students a lot of reading and daily classes based on the reading in the first week, with at least one short paper during that week so that you can take the measure of their spoken and written analysis. It is then much easier to know what students are getting out of a course in the block plan. When one looks out on fifty faces for fifty minutes in a semester course, not very much comes back from the students. Not so in the Block Plan. A professor knows through his or her pores what the class is doing, and, if one is sensitive, adjustments suggest themselves accordingly. In the second week, one might change the pace a bit, with a free reading or writing day, and some individual conferences, as well as several full class sessions. In the last week and a half, you might allow at least some time for preparation of a longer final paper or other concluding assignments–a written exam, oral exams, or formal oral presentations. The manner of evaluation, again, is up to you.
Here are a few specific tips:
· It is important to have a syllabus for distribution on the first day of class, sketching out assignments, meeting times, and establishing the criteria for grading, along with any statements of policy you wish to make on class attendance, participation, and other expectations. While this syllabus can be modified, it gives the students a good map of the course and also protects you from the occasional student who claims that the expectations were not clear.
· The Honor System is important at Colorado College. Familiarize yourself with it and make sure you tell your classes clearly that you take it seriously.
· Please observe the general college policies on grading, grade tracks, and related academic requirements described in the Faculty Handbook. There is nothing surprising in the Handbook, by the way. It just sketches out some of the technical details.
· Remember that most students have no other major academic commitment during your course. Adjunct and extended format courses should not make significant encroachments. If you establish a serious tone and clear, high expectations at the start, you can pretty well count on the students coming up to your level. If you start out with low expectations, they may sink to that level. In this regard, you may be tested in the first day or two by students who are trying to find out just where you stand. You may also encounter a few ploys: “You know, of course, Professor Jones, that classes never meet on Friday,” and so on.
· The Chair of your department is your best source of advice about specific situations in your course. The Dean’s office, of course, is available to help in any way.
· If a student appears to be having emotional difficulty, please contact our Dean of Students. We have a strong counseling program in our health center.
· In addition to your teaching responsibilities we very much hope that you will be involved actively in the life of the college. We have a strong cultural program, numerous lectures and special events, and a faculty which does a good job of talking to each other across departmental lines. We know that you will teach us much, and we hope that we can provide a congenial setting for you.
(Modified from a letter from Professor Glenn Brooks, the chief architect of the Block Plan)
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COLORADO COLLEGE
MEMORANDUM
______________________________________________________________________________
TO: New and Visiting Faculty
FROM: Jeff Noblett, Associate Dean of the Faculty
DATE: June 2005
This memo outlines some important academic guidelines you will need to know as you begin teaching at Colorado College. You will find more information about policies and academic guidelines on the College website, particularly in the Pathfinder http://www.coloradocollege.edu/resources/pathfinder/pathfinder.asp
which contains student- and course-related policies and procedures, the Faculty Handbook ( http://www.coloradocollege.edu/resources/dean/facultyhandbook/index.asp), the Advisors’ Handbook ( http://www.coloradocollege.edu/resources/dean/advisors.asp) and the College Catalogue. You should also always consult with your faculty colleagues in your department or academic program.
Course Changes: Students may change courses at the Registrar’s Office only through Tuesday, the second day of the block
Grade Track Changes: Students may change grade tracks through the first Thursday of the block.
Withdrawals, Excused and Incomplete Grades : Students may drop a course by 5:00 p.m. of the second Tuesday of the block without academic penalty. However, the student loses the opportunity to earn credit for that block because it is too late to enroll in another course. After the second Tuesday of the block a student may be excused from the course if the student is passing the course and there are extenuating circumstances, such as illness or injury, that have affected the student’s progress in the course. The required form for the Excused grade is available at the Registrar’s Office. An Excused grade will not be recorded without a recommendation from the instructor and approval of the Registrar.
The instructor may grant a grade of Incomplete if a student is unable to complete to work in the course if there is a satisfactory reason, such as illness. Incompletes should not be given simply as a matter of convenience to the student or the professor. The Incomplete grade will automatically convert to a grade of No Credit if it is not made up within the prescribed time (three blocks unless the instructor sets a shorter time limit).
Prolonged Absences from Class: If you become concerned about prolonged student absences from your classes, please alert the Dean’s Office or the Office of Student Life. We will be glad to try to contact the student for you. Students who elect to take days off during the block do so at their own academic risk. It would be very good for you to state your course attendance policy clearly in your course syllabus. Keep track of your students’ attendance in class.
The Honor Code System: Upon admission to Colorado College, all students must sign a pledge to uphold the Academic Honor System (the Honor Code). All examinations are to be given and papers completed under the Honor System: instructors are not present during tests, except for necessary announcements; students sign “honor code upheld” on their examinations and all other written work. Honor Code policies may be found in the Pathfinder under Academic Honor System, http://www.coloradocollege.edu/resources/pathfinder/pathfinder.asp. Instructors should remind students of the Honor System’s importance and explain any unusual application to the work in the course on the first day of class. Please DO NOT forget to discuss the Honor Code and its relevance to your course and to academic work in general in EACH BLOCK you teach.
Class Size: Courses are approved by the faculty along with a determination of maximum class size. Classes are usually capped at 25 students for a single-instructor course and at 32 for a team-taught course. You cannot arbitrarily reduce or increase the cap for your course! Faculty should admit students only up to the class size limit. Students are occasionally overloaded in a class when they must take the course in that block in order to meet a requirement for graduation. Please refer special cases to the Dean’s Office.
Grade Tracks and Grading Procedures: The College provides two grading system options for all students. In a given course, students may choose to be graded by either the designation of A, A-, B+, B, B-, C+, C, C-, D+, D or NC for “No Credit” (Grade Track) or the S, CR, NC (Pass Track). A grade of S represents grades A through C-, CR represents D+ or D, and NC equals No Credit. There are no restrictions placed on the number of courses a student may choose under each option. However, students are expected to choose the option by which they wish to be graded at the time they register for courses. A student should not arrange the pass/fail option with the professor, nor be offered that option without making the change in the Registrar’s Office. No change in the grading option is permitted after the first Thursday of the block (see the Colorado College Catalogue).
Grades are routinely due to the Registrar’s Office on the first Wednesday of the following block. Late grades create serious inconvenience, or worse, for students and for the Registrar. Please do not be late in turning in grades; if you experience an insurmountable difficulty in making the deadline, contact the Registrar’s Office to explain your circumstances and to arrange a time by which your grades will be in.
You will find definitions of each of the letter grades in the “Academic Policies” section of the Colorado College Catalogue.
If someone on the class list contacts you before hand about being late, you may hold his or her place in the class. It is up to you.
Be sure to remind the PP to check out the stoves and the fullness of the propane bottles before they pack them up.
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