2nd Revised New Faculty Orientation Complete Numbered

New Faculty Orientation
August 17, 18, 19 & 20, 2015
3 New Faculty Orientation
Session 1: Orientation and

Inspiration
August 17th | Oak Room
Time
Topic
Presenter
7:30 8:00 am
Breakfast
8:00 8:10 am
SLCC as a Workplace
8:10 8: 25 am
SLCC Strategic Mission and

Imperatives
8:25 8:45 am
Who are Our Students?
8:45 9:00 am
Diversity and Inclusion
9:00 9:15 am
Graduates of Excellence
10:20 10:50 am
Break
Organization of College/
Accomplishments in Academics
Faculty at SLCC How to Make a
Difference?
Faculty Roles &Responsibilities,
Leadership and Shared Governance
Tenure Process
11:00 11:30 am
FTLC Resources
9:30 9:50 am
9:50 10:20 am
Deneece Huftalin
SLCC President
Barbara Grover
Vice-President of
Institutional Effectiveness
Jeff Aird
Assistant Vice President of
Strategy and Analysis
Roderic Land
Special Assistant to the President
Clifton Sanders
Provost of Academic Affairs
Lois Oestreich
Faculty Senate President
Katerina Salini
Associate Professor, Psychology
Lois Oestreich
Faculty Senate President
Break
11:30 Noon
Q & A with Associate Deans
Jude Higgins
Director of Faculty Teaching and
Learning Center (FTLC)
Paul Allen and Associate Deans
Dr. Roderic Land, Special Assistant to the President

SLCC New Faculty Orientation, August 17, 2015
President's Committee on Inclusivity and Equity

Use the words below to fill in the blanks.
achievement, diverse, mission, experiences, cultures, learning, teaching, working
Given the following, the President's Committee on Inclusivity and Equity has been
established:
(a) SLCCs _________ is to provide quality higher
education and lifelong learning to people of diverse
cultures, abilities, and ages;
(b) our commitment to fulfill our mission in a
climate conducive to ________, ________and
________;
(c) our belief that diverse perspectives, life
________, and _________ fundamentally enrich
the learning environment;
(d) our imperative to close ____________ gaps among students of color; and (e) our
role as a community college to reflect, promote, and serve our diverse communities.
Committees Charge:
Inclusivity and Equity in the Classroom:
Resources:
Questions:
How can I help? roderic.land@slcc.edu, 801-957- 4228
Faculty Senate
Roll up your sleeves!
Senates Charge
The College Faculty Senate is established to:
1. Help faculty contribute skills, insights, and creativity which will
produce a rich learning environment for students, faculty, and
patrons of the college.
2. Support faculty in working for an organizational structure that will
encourage the use of faculty talents, knowledge, and problemsolving skills.
3. Provide a forum where the diverse voices of faculty may be heard,
where ideas can be shared and debated, where solutions to
problems can be found, and where recommendations regarding
academic issues can be made to the College President for
consideration and response.
Authority of the Faculty

The college faculty shall have the authority to legislate on matters of
educational policy, subject to the approval of the State Board of
Regents and the College President with approval of the Board of
Trustees when appropriate. The Faculty Senate shall enact such
rules and regulations as it may deem desirable to promote or
enforce such policies and decide upon curricula and new courses
of study involving coordination between divisions and
departments. The faculty shall have a meaningful role in the
governance of the College, including responsibility for course
content and materials, degree requirements and curriculum; and it
shall participate in decisions relating to the general academic
operations of the college including academic related budget
decisions and administrative appointments. The legislative power
will normally be exercised by the faculty through its representation
on the Faculty Senate. The faculty shall, however, have the
appellate power to review all actions of the Faculty Senate.
Really?
The Faculty Senate shall act as an advisory board to
the College President. The Faculty Senate shall
have the power to act for the college faculty in all
matters of educational policy, including
requirements for admissions, degrees, diplomas,
certificates, and curricular matters involving
coordination between divisions and departments.
Within this province, the actions of the Faculty
Senate shall be effective without approval of the
college faculty except as provided in Section I
above.
Alphabet Soup: Standing Committees

CRAO
ASSA
PGFD
SLOA
Academic Rank
The mystery unfolds
Tenure-Academic Rank-Merit
Time to play!
Tenure/Post-Tenure Academic Rate Promotion At-A-Glance

July 5, 2015 Edit
Teaching
Professional Activity
Service
No service responsibilities
Instructor
Non-Tenure Track
Assistant Professor
Tenure Track
MA/MS required (or equivalent professional certification)
Meets service expectations of the

department, school
Junior faculty, tenure-track, pre-tenure, (rank granted at time of hire)
MA/MS required (terminal degree preferred); or equivalent

professional certification;
Consistently meets Professional Performance as listed in the Academic Rank
Promotion and Tenure Guidelines
Associate Professor
Tenured
Maintains and develops one's field of knowledge and

discipline
MA/MS required; (terminal degree preferred); or equivalent

professional certification; eligible to apply for rank advancement after earning
tenure, three letters of progress, and supporting evidence
Maintains and develops one's field knowledge and

credentials
Demonstrates Professional Performance
Maintains and develops one's field knowledge and credentials
Exceeds Professional Performance or demonstrates excellence in either

Consistently exceeds Professional Performance criteria in teaching as listed in the
professional activity or service; demonstrates Professional Performance in
Academic Rank Promotion and Tenure Guidelines
the other
Full Professor
Tenured
MA/MS required (terminal degree preferred); or equivalent professional

certification;
Senior faculty; eligible to apply for rank advancement 6 years after advancement
to Associate Professor rank; three letters of progress and supporting evidence
Maintains and develops one's field knowledge and credentials
Consistently exceeds or demonstrates exceptional Professional Performance in

teaching as listed in the Academic Rank Promotion and Tenure Guidelines
Consistently exceeds or demonstrates exceceptional

Professional Performance over time
Demonstrates Professional Performance
Meets service expectations of the

department, school, college
Exceeds Professional Performance or

demonstrates excellence in either professional
activity or service; demonstrates Professional
Performance in the other
Meets service expectations of the department,

school, college; and expands to state,
national/international levels
Consitently exceeds or demonstrates

exceptional Professional Performance over time
Ten Ways to Engage

your Students on the
First Day of Class
Based on a Magna Online Seminar of the same title
presented by Mary C. Clement, Ed.D.
Edited by Jennifer Garrett
A Magna Publications White Paper
About Magna
Through our innovative array of resources that includes newsletters, conferences, online seminars,
white papers, and online courses, you can count on Magna to deliver authoritative, useful, and
timely information.
Contact Information
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All rights reserved. It is unlawful to duplicate, transfer, or transmit this program in any manner
without written consent from Magna Publications.
The information contained in this white paper is for professional development purposes and is not a substitute for legal
advice. Specific legal advice should be discussed with a professional attorney.
2011 Magna Publications Inc
MAGNA
ABOUT THIS WHITE PAPER

This white paper is based on a Magna Online Seminar originally delivered by Mary C. Clement, Ed.
D., on June 24, 2009.
Mary C. Clement is a professor of teacher education and the director of the Center for Teaching
Excellence at Berry College, northwest of Atlanta, Georgia, where she teaches undergraduate and
graduate courses in curriculum, teaching methods, instructional management, and supervision of
instruction.
She received her doctorate in curriculum and instruction from the University of Illinois at
Urbana-Champaign in 1991. She then directed the Beginning Teacher Program at Eastern Illinois
University for six years, providing support seminars for K-12 teachers new to the profession. She was
a high school foreign language teacher for eight years.
She is the author of eight books, including Building the Best Faculty, So You Want to Be a Teacher,
and The Definitive Guide to Getting a Teaching Job. Her articles have appeared in the Kappan, the
American School Board Journal, Principal, Principal Leadership, the Kappa Delta Pi Record and the
Educational Forum.
An avid traveler, she sits on the board of the Consortium for Overseas Student Teaching (COST)
and is on the executive council of Kappa Delta Pi, an international honor society for teachers.
CONTENTS
Introduction ................................................................................................................................................5
Procedures to Get Students into the Room ....................................................................................8
Learn Names..............................................................................................................................................10
Focus Activities ........................................................................................................................................11
Today We Will List ..............................................................................................................................12
Introductions ............................................................................................................................................14
Review Syllabus and Establish Expectations ..............................................................................16
Interest Inventory ..................................................................................................................................20
Student Folders ........................................................................................................................................22
Teach a Lesson..........................................................................................................................................24
The Four-Step Lesson Plan and Other Strategies ....................................................................25
Beyond the First Day..............................................................................................................................29
Conclusion ..................................................................................................................................................31
Appendix A: Getting Ready for the First Day of Class............................................................32
Appendix B: A Sample Interest Inventory....................................................................................33
Appendix C: Questions for Reflection ..........................................................................................34
Appendix D: How Am I Graded in This Course? ......................................................................35
Appendix E: Modifying the 10 Steps ..............................................................................................37
Appendix F: How to Get Better Course Evaluations ................................................................38
Appendix G: Getting Midterm Feedback from Students ......................................................39
INTRODUCTION
The first day of class is critical. What happens on the first day, even in the first moments,
sets the tone for the entire course. The impression you make will last the entire semester,
and todays students are not shy about sharing their opinions. In fact, they are savvy
consumers who want classes that meet their needs and that are taught by organized,
competent instructors who engage them from the minute they walk into their room. Most
students will make up their minds about the course and the instructor in that first class
period.
There is a lot at stake that first day. Your first impression helps students determine whether
they will stay in your class or whether they will switch to a different sectionwith a different
instructoror drop it. That is why you must use the first day, the first moments of class, to
inspire confidence in your abilities.
Students also want to feel welcome and prepared for success. They do not want to stay in a
class where they feel out of place or ill-equipped for the subject matter. The challenge is to
create a classroom atmosphere where the rules are clear; expectations are high; and yet
students feel welcome, comfortable, and engaged.
This premise might sound daunting, but it is not impossible. Instructors have the power and
the tools to make that first day matter and to set the tone for the entire term.
It is important to be deliberate about classroom management. An instructors job is to teach,
and creating an effective learning environment is necessary for students to learn. While it
might seem heavy-handed to focus so much energy on procedures and expectations, the
first-day strategies in this report will actually lead to less time spent on classroom
management throughout the term.
Remember that your classroom will develop its own distinct environment and culture. If you
dont make a concerted effort to set the tone, the students will. Most everyone has been in or
in front of a class with an adversarial dynamic, yet no one wants to feel at odds with
students. A tense, disorganized, or, worse, hostile atmosphere interferes with your pedagogy
and impedes student learning. It wastes time and disengages students. It leads to poor
evaluations. Moreover, it is unnecessary and easily avoidable.
College professors, instructors, and teaching assistants are subject matter specialists, but
many have never had training in classroom instructional management. By learning
instructional management strategies for the college classroom, instructors can improve and
control classroom climate as well as student participation. The preparation strategies and
easy-to-implement procedures contained in this report will enable you to remain in calm
command of the class on the very first day and for the duration of the course.
This white paper breaks down those strategies and procedures into 10 simple steps that
allow you to engage your students on the first day of class. These tactics will allow you to
maximize instructional minutes on the first day and in every subsequent class.
This report will enable instructors to spend more time teaching and less time taking roll,
managing behavior, or delivering daily instructions. Students will function more
independently and will assume responsibility for their success in the course. Ultimately,
these steps will enable you to create and sustain a classroom environment that is conducive
to learning no matter what the subject matter.
Many of these steps in this

report seem simple, but the
order and structure they
provide the classroom enable
you to maximize instructional
efficacy throughout term.
Of course, a successful first day begins

before the first day of class. A small
amount of advance preparation ensures
that the 10 steps work on the first day. For
example, instructors should acquire and
print final class rosters so that they know
who will be there. Some colleges and
universities have student directories with
photos and information such as declared
majors, class standings, and completed coursework. Simply knowing how many students are
registered will help you plan your instructional methods for the course.
Be sure to find the room assigned to your class and make sure that it is appropriate for the
kind of course you are teaching. Count the desks, familiarize yourself with any technology,
and assess other resources to ensure they are adequate. Decide how you will arrange the
room for class, and dont be afraid to move the furniture around. Also, remember to visit the
bookstore to verify that the correct book in the correct version is available to students. (For
a complete first-day checklist, see Appendix A: Checklist for the First Day of Class.)
Tending to these and other housekeeping matters minimizes the chance of any glitches on
the first day. After all, you want that first day to run smoothly so that students focus on the
course and not on unforeseen distractions. That way you can tend to the real business at
hand: engaging students in the material so that they actually learn it.
Many of these steps in this report seem simple, but the order and structure they provide the
classroom enable you to maximize instructional efficacy throughout term.
The following are the 10 things you should do on the first day:
Create procedures for getting students in the room.
Learn students names.
Use focus activities.
Display the Today We Will list.
Take time for introductions.
Review the syllabus, including course expectations and grading policies.
Conduct an interest inventory.
Have students make a folder.
Teach a lesson.
Utilize the four-step lesson plan.
By starting the very first day of the term with clear routines and expectations, with easy
procedures and on-task activities such as the focus questions and Today We Will list,
students learn that our classes are well organized and that they can achieve success through
appropriate class attendance, preparation, and participation. Instructors maximize
instructional time and minimize classroom management efforts. All of this creates a
classroom atmosphere that allows instructors and students to get down to the real business
at hand: learning.
CREATE PROCEDURES FOR GETTING STUDENTS INTO THE

ROOM
This is college. Students can and should figure out where they need to be and when they
need to be there. While instructors are not responsible for getting students to attend class,
they can create procedures that move students swiftly into the room and help them focus
once they are there. Effective procedures will enable instructors to start class on time and to
minimize time and energy spent on classroom management.
While instructors are not

responsible for getting students
to attend class, they can create
procedures that move students
swiftly into the room and help
them focus once they are there.
Instructors do not want students to trickle

into class slowly. Students should not
pause, confused, at the door. Clear
procedures allow students to quickly
ascertain what they need to do and then do
it, even on the first day.
In fact, the procedures used on the first day

should be the same procedures used every
day. That way the procedures become
routine. The routine gets class started promptly and eliminates your need to explain what
will happen in class on any particular day. Students know what to do on any given day
because it is the same thing they do on each and every day, including the first.
The Entrance Table

Getting students in the door begins with an entrance table at the door. It is a simple
approach to help direct students, yet it helps manage student behavior and maximize
instructional time on each day of class.
It may seem overly simplistic. Every day students pass by the entrance table on their way
into class. As students enter, it should also be obvious that they need to pick up materials on
the table. They look here for any materials they will need for all subsequent classes as well.
It is also here that they turn in and pick up graded work. You, the instructor, do not have to
announce that you are returning materials. You do not have to request that students turn in
papers or assignments. Students will be able to determine what they need to do based on
what is on the entrance table.
The entrance table, therefore, increases classroom efficiency. It maximizes instructional
time because it eliminates the need for instructors to collect or distribute materials during
class.
Of course, not every classroom has an entrance table right by the door. Instructors may have
to move a table or tables to doorways before class starts. If the room has no tables, two desks
pushed together can function as an entrance table. If desks are at a premium, two chairs can
serve the purpose as well.
The entrance table works for large and small classes. If a classroom has more than one door,
simply create an entrance table at every doorway. If you have teaching assistants, have them
help divide materials among doorways. Instruct students which doorway correlates to the
first letter of their last names so they know which doorway to use for the rest of the term. If
you dont have a teaching assistant, ask some students to assist with setting up the multiple
entrance tables at the start of class.
Make Procedures Visible

All procedures should be specific and should include directions on what materials students
need to find and what they need to do. These expectations should be clear and visible on a
screen or board where students are sure to see them. Students who might have missed
materials on the entrance table will quickly realize that they need to go back.
An instructors first-day screen could include the following instructions:
As you enter, please pick up the syllabus, a card, and a folder from the entrance
table.
Tell me your name.
Choose a seat and start the activity listed on the screen.
Once students see the screen, the rest of the steps should be clear.
If students dont see the screen or board right away, classroom context clues should help
redirect them. They should see and hear other students introducing themselves to the
instructor, and they should notice other students already working on the activity. These
context clues should reinforce the established procedures so that all students can quickly
and easily determine first-day expectations.
Every subsequent day students will repeat the procedure of entering the class, checking for
necessary materials on the entrance table, looking to the screen or board for instructions,
finding their seats, and beginning their work.
Note: Having students tell instructors their names isnt a procedure per se, but it is a
valuable first-day strategy that eliminates the need to call roll because instructors can check
off names as students introduce themselves. It also allows the instructor to hear the proper
pronunciation of names, which reduces the potential for embarrassment or confusion later.
LEARN STUDENTS NAMES

On the first day, students introduce themselves. This is more than just an exercise.
Instructors should make every effort to learn and remember students names. It shows
respect for your students and facilitates classroom management. Knowing students names
will also reflect positively on instructors in student evaluations. Of course, it is unlikely that
you can memorize all names on the first day of class, but the effort should begin
immediately.
On the second day, the instructions on the screen or board tell students to sign the seating
chart. Students will need to sit according to the seating chart throughout the term. This way
it becomes a valuable tool for the instructor.
Like the entrance table, the seating chart
minimizes the amount of time spent on
classroom management, thereby maximizing
the amount of time dedicated to instruction.
First, the seating chart allows instructors to
take attendance without calling roll. Calling
roll wastes time, even with just 25 or 30
students. Also, absences give rise to commentary from other students. Someone might say,
Shes not here because she broke up with her boyfriend, or mention that another classmate
was out late the night before. Instructors dont want to invite that kind of disclosure.
Remembering students
names shows respect for your
students and facilitates
classroom management.
The seating chart allows instructors to quickly and quietly take attendance while students
are working on a focus activity. So within the first three or four minutes of class, students
are seated and working, and the instructor has double-checked roll.
Different instructors have different opinions on taking roll and requiring attendance. If you
follow these 10 steps, you will see that student success is directly linked to class attendance
and participation. Requiring attendance therefore helps improve student performance, and
using seating charts to monitor attendance will increase efficiency.
10
FOCUS ACTIVITIES
The daily procedures include a short focus activity that students do at the start of class. On
the first day the focus activity might be something simple, such as Make a name card that
will stand on your desk. Write your name in big letters. Then learn the names of those
around you. Essentially, the first-day focus activity is just to get to know a few people in the
room.
After the first day, the focus activity serves several purposes. First, it delves into the
assigned reading. It enables students to begin working with assigned material as soon as
they sit down. The activity can be a question about the reading or a direct quote to which
students must react.
Second, focus activities help instructors organize class materials and prepare for exams,
because focus questions or quotes that appear on the board or screen should also appear on
exams. If the class meets three times a week for 15 weeks, this step would generate more
than 45 focus and exam questions. It also self-generates an exam review. Simply tell
students that in order to prepare for an exam, they should review and study all of the focus
questions.
Finally, focus questions motivate students to get to class on time. Since the focus questions
are exam questions, students realize it is important to get to class to see what the questions
are and to participate in any discussion relating to them.
Focus questions can work across disciplines. If you teach math, the focus questions are math
problems. If you teach chemistry, they are equations that need to be solved or questions
about an upcoming lab.
You can have individual or paired focus activities or questions, but generally avoid larger
group activities. On the first day, however, the focus activity is usually limited to making
name cards, which is an individual task.
11
TODAY WE WILL LIST

Of all the steps, the Today We Will list is probably the most important. The Today We
Will list goes up on the whiteboard or screen at the start of class and it stays there the
entire time. Whats on the rest of the board or screen will change a lot over the course of the
class, but the Today We Will list must be there for the whole period.
The Today We Will list is a road map. It lets students know what will be covered that day.
They can glance at it to check progress or to see if they missed any big concepts. The list
also keeps instructors on task. As you move around your class lecturing, the Today We
Will list is a visual reminder of what you need to accomplish in that period. It ensures that
you dont skip any concepts that you want or need to cover, and it keeps you from veering
too far off on tangents.
The list also reminds students that they are accountable for the days material whether they
are present in class or not. The reality of higher education is that students sometimes arrive
late, leave early, or miss class altogether. In blocked night graduate classes, students are
often married with families, jobs, and other competing responsibilities that sometimes
infringe on classroom time.
You must inform students thatfrom the very first daythey are responsible for everything
on the Today We Will list. You do not, however, have to preach it. A clear, straightforward
Today We Will list will consistently reinforce this expectation and encourage students to
assume responsibility for the material presented in each class.
For example, if Number 1 on the Today We
Will list is Today we will go over three big
questions that are on the midterm and a
student missed the first 15 minutes of class,
she will want to get that material from you
or another student, since the list clearly
indicates it will appear on an exam. Thus, a
thoughtfully crafted Today We Will list, as
a part of classroom procedures, will
motivate students to attend class, arrive on
time, and compensate for any portion of
class that they miss. It enables you to
maximize all available instructional minutes. It also keeps the class organized, and it keeps
students organized and accountable.
A thoughtfully crafted Today

We Will list, as a part of
classroom procedures, will
motivate students to attend
class, arrive on time, and
compensate for any portion of
class that they miss.
Keep in mind that the Today We Will list is not rigid. If you particularly like the discussion
students are having, you can take something off the Today We Will list. If you feel that
12
students have really grasped a concept more quickly than you expected, you can add items
to the list.
Other times you can leave some blanks in the Today We Will list to allow students to
direct the discussion. If students read three articles by three different scholars, take a poll to
see which article you will discuss first.
However, the list is fairly standard on the first day of class. It contains the following seven
things, each of which is addressed in this report:
Do whats on the screen.
Introduce yourself.
Review syllabus completely.
Complete interest inventory.
Make folders.
Have lesson on ____________________.
Conclude with preparation expectations for next class.
13
INTRODUCTIONS
You have already learned your students names, but it is important that they get to know
each other as well. Introductions are a crucial part of creating a community of learners
within each classroom, even in large classes. Students who know each others names are
much more respectful to one another in discussions. That helps guard against classroom
incivility, which is becoming more problematic on many campuses.
Introductions, therefore, are one component of instructional management useful in
community colleges, private colleges, public universities, and even research institutions.
They are the first step toward building a civil atmosphere within the class, and they
naturally bridge to discussions of all the expectations about classroom behavior, arriving on
time, and more.
How you handle introductions varies according to class size. For small classes of up to 25 or
28, students can introduce themselves with the cards they made at the start of class. Larger
classes would break into smaller groups of four or five, or they might introduce themselves
to just a few of their classmates.
For very large classes, another option is to use stand-up questions in place of traditional
introductions. Instead of having each student stand and say something, you have students
stand up in response to specific questions or statements. Options include the following:
Stand up if you are a Spanish major.
Stand up if you are from out of state.
Stand up if you are a math major.
If you like, you can add some fun options.
Stand up if you were born in January.
Stand up if you know you were born on a Friday.
You have wide latitude with what you ask, but be careful to not embarrass students with your
questions. Students are nervous about the first day of class, and they need a welcoming,
warm atmosphere. Therefore, keep your fun questions benign. Avoid anything too personal
or delicate.
Control Introductions
Remember that you as the instructor determine how to conduct introductions. If you are
doing traditional instructions, be sure to limit the amount of time given to this portion of
class. If you allot time per student, keep track of that time and break in if students exceed
the limit. Controlling introductions is important to establishing and maintaining the tone
you want to set for the course.
14
Also, keep all students focused during introductions. Some might be tempted to text friends,
check email, or otherwise occupy themselves with smartphones or other devices. Be direct
on the first day and on every other night and let students know that you expect them to pay
attention. Later in class you can incorporate activities that require using each others names
to reinforce both the introductions and your expectations. This will not only help students
become acquainted, but adding consequences to the introduction exercise will also
underscore your efforts to establish control of class.
15
REVIEW SYLLABUS, COURSE EXPECTATIONS, AND GRADING

The syllabus is the road map for the semester. It details what material students will learn
and when they will learn it. Not only does it provide an overview of the scope of the class, it
also helps students determine if the course is appropriate for them. For example, transfer
students from different colleges may have learned much of the material in a course with a
different title. The syllabus review might prompt those students to meet with the instructor
after class to determine whether continuing is appropriate. Other students might realize
that the course assumes certain prerequisites that they have not completed. Reviewing the
syllabus as a class will help ensure that the students who remain enrolled are prepared for
and interested in the material you plan to present.
Reviewing the syllabus as

a class will help ensure
that the students who
remain enrolled are
prepared for and
interested in the material
you plan to present.
Establishing course expectations is equally critical.

Students need to know what you expect of them in
terms of attendance and participation. These
expectations are often included in the syllabus.
Regardless of whether or not they appear in that
document or a different one, reviewing
expectations on the first day prevents students
from making incorrect assumptions about what
they need to do to prepare for class, how
absenteeism or tardiness will be handled, and how
grades are determined and assigned.
Expectations do not have to involve minutia; it is not necessary to have dozens of specific
requirements. A short list of three to five expectations, worded appropriately for the
students in your class, is usually sufficient. For example, expectations could include the
following:
Be attentive. Texting, receiving calls, checking email, etc., are never permissible.
Arrive on time. If you do not, it is your responsibility to gather the information
presented prior to your arrival.
Be respectful of the instructor and other students. There is no talking when others
are talking.
Be participatory. Respectfully participate in discussions without profanity,
disrespect, or incivility toward the instructor or other students.
It is also helpful to communicate consequences for failing to meet expectations.
Consequences are different from those of high school students. Consequences are used to
let students know that they are not meeting their class obligations, to encourage students to
meet expectations in the future, and to maintain classroom control. Expectations that are
not enforced will undermine an instructors credibility and will eventually erode the
respectful classroom environment that you so carefully establish on the first day of class.
16
Permissible consequences vary from campus to campus. Before establishing any

consequences, particularly those that remove students from class for any length of time, it is
essential to consult college or university rules and guidelines to ensure that your classroom
consequences do not violate any school provisions.
If allowable, the following are some consequences to consider:
When expectations are not met, students may be asked to meet individually with
the instructor.
When expectations are not met, students may be asked to leave the room for the
rest of the period.
When expectations are not met, students may be required to meet with the
instructor before returning to the next class.
The intent is not to scare students with draconian consequences. Rather, the goal is to
inspire appropriate and respectful class participation and behavior.
Keep in mind that it is important to use proximity and privacy when correcting students.
Dont embarrass students in front of their peers; chances are they will intentionally
embarrass you before the end of class. Also, do not punish the majority who are abiding by
the rules. Work privately with any students causing trouble.
Reinforce Expectations
Part of college-level teaching is instilling the skills to be successful students. In essence,
along with your subject material, you are teaching students how to be students. You do that
by reinforcing your expectations for attendance, class participation, and more on the first
day and throughout the term. For example, if you want your students to work from textbooks
during class, tell them to bring them to every class. If you want students to keep bringing
textbooks to class, then you must use them regularly. Telling students to bring textbooks
communicates the expectation. Using the textbooks in class reinforces the expectation.
Immediate and consistent application of consequences is also essential. This begins on the
first day. If you overlook small disturbances, they will become large ones. It is easier to ease
up on a mature and respectful class than it is to toughen up for a disrespectful or poorly
managed group of students.
The classroom procedures established on the first day can also reinforce expectations. Since
you expect students to arrive on time, it is helpful to have procedures that get students into
seats and straight to work. Also, if you expect students to arrive on time, you must begin
class on time. Remember, too, that ending on time is equally important. Students will not
respect your time if you do not respect theirs.
17
How you dress can also reinforce your expectations. If your goal is to have students treat the
course professionally and their classmates respectfully, you must model that behavior. That
includes your clothing. While instructors must create warm and friendly classrooms, they
are not students friends. They are their instructors, their professors, and their role models.
Students expect and deserve professional dress from their instructors. Dressing
professionally also communicates that you respect your role and respect the students, which
helps engender a similar response from the students.
The First Assignment

There is a lot to cover on the first day. You establish procedures and convey expectations.
You review the syllabus and, if youre teaching a lab, safety protocol. You also spend some
time teaching some material. While you might not make an assignment on the first day, you
still should use some time on the first day to talk about your expectations for students work
and how you assign grades.
Be very clear. Establish criteria for each assignment and put them in writing. That is, you
must clearly tell students what you expect them to do and how the assignment should look
when they turn it in. Some instructors communicate exactly how long each assignment is
supposed to be and even go so far as to indicate what font and spacing students should use.
You must also communicate to students how their work will be graded. One option is to
prepare a criteria sheet that lists expectations and points associated with assignments.
Another option is to have a rubric with criteria on one side and quality indicators across. It
might seem like excessive hand-holding to some instructors, but many students appreciate
knowing exactly what they need to do and against which standards their work will be
measured. Conveying this information on the first day allows students to plan their time and
prioritize their various obligations.
Many students also appreciate a thorough explanation of how final grades will be calculated.
A grade-calculation worksheet is a simple tool that allows students to track and monitor
their performance over the course of the term. At any given moment, they can know exactly
where they stand, what grades are possible, whether they need to spend more time on this
course, or whether they can reprioritize to dedicate more effort to another course. In most
cases, the math on the worksheet is simple and can vastly minimize stress for students, since
it eliminates any uncertainty over how they are performing. (See Appendix D: How Am I
Graded in This Course?)
Ultimately, clear expectations and consistent application of consequences will sustain the
efficient yet friendly classroom environment that you wish to create. They will also ease
stress and should encourage more active student participation.
18
Note: Although you explain grading on the first day, expect to review it again when you
return the first assignments, papers, and exams. Once students have their graded papers in
hand, you can walk them through the syllabus and how the material relates to it. You can
explain how you applied your grading criteria and made final determinations about the
quality of students work. You can also help them enter their grades on their worksheet to
begin to track their performance and progress.
19
THE INTEREST INVENTORY

The interest inventory is another tool that helps you acquaint yourself with your students.
Unlike the introductions, the interest inventory is on paper and students do not have to give
answers aloud in front of class. The interest inventory, therefore, helps you get to know your
students privately and allows you to ask different questions than you would during oral
introductions.
When creating your interest inventory, you need to consider what you need to know about
your students in order to effectively teach them. The inventory is simply a list of questions
about students interests and backgrounds, but you decide which questions appear.
Your class might be the wrong

course or come at the wrong time
for some students, and the
interest inventory allows you to
determine in the first week
whether those students would be
better off dropping your course.
The questions should always include

students names and majors (or
whether or not they have decided on a
major). It is helpful to ask students
reasons for taking this course at this
point in time. Your class might be the
wrong course or come at the wrong
time for some students, and the
interest inventory allows you to
determine in the first week whether
those students would be better off
dropping your course.
Another valuable question to ask is what students would like to learn or get out of the class.
That lets you know what their expectations are. Some fun icebreaker questions are valuable
too. What is the best book youve ever read? What kind of music is playing on your
iPod?
While the icebreaker questions might seem frivolous, they are helpful in building the
classroom community and in establishing a warm, welcoming environment. Another
strategy is to answer some of the icebreaker questions yourself. When you share
information with students, it makes them more comfortable sharing information with you.
Keep in mind that although the interest inventory is private, you still want to use discretion
with the questions. You dont want to ask anything very personal or anything embarrassing.
(See Appendix B: Welcome to Class, for an example of an interest inventory.)
Of course, the interest inventory also needs to include questions that will provide
information about students skills and preparedness. For example, you can have students
solve some math problems or write a paragraph about a favorite book. This information will
20
allow instructors to tailor lectures by addressing any general deficiencies or accelerating

material if students are adequately prepared.
If You Dare
Also consider including if you dare questions in the interest inventory. These kinds of
questions might require follow-up, so they are called if you dare questions because you
need to be prepared for all kinds of answers and the work they might entail. However, these
questions are intended to give you additional information that will help you maximize
instructional efficacy.
For example, consider asking, What did an instructor do last year that helped you learn?
Be prepared for mentions of instructors who provided exam review questions, three-hour
review sessions, and pizza. You can also ask students what a teacher did that didnt help
them learn. The answers to these questions will also help you understand your students
expectations of you.
Another valuable question is What else do you want me to know about you? Many times
the answers will require that you take some kind of action. Some students might tell you
that they have Attention Deficit Disorder or a different learning disability, that they need to
see written notes to understand material, or that they need extra time during exams.
You will have to determine how to respond to the answers they provide, but it often is far
more useful to have the information at the start of class so that you can work with each
student appropriately. Most schools have different rules and procedures to handle special
accommodations for learning disabilities, but the questions allow you to have the necessary
conversations with students and to direct them to available resources.
Again, be prepared for answers you have not encountered in the past. For example, a student
may request unique conditions for taking exams. Knowing the information early affords the
necessary time to respond to student requests prior to any exams.
Note: Be sure to bring enough copies of the interest inventory and even pencils for the first
day. While the pencils may seem excessive for college-level teaching, it is important to
ensure that everyone participates. You can use it as a teaching tool and tell students that
you did extra work for them on the first day of class, but that the first day will be the only
time you will provide them with basic tools, such as pencils, paper, or books. Let them know
that you expect them to bring their materials from that point forward. Remember to state
your expectations clearly; dont assume that your students know them.
21
EVERY STUDENT MAKES A FOLDER

Included in the materials on the entrance table should be manila folders. Students should
write their names, last names first, on the folders. You will use these folders throughout the
term to organize, distribute, and collect classroom materials.
After labeling their folders on the first day of class, students place the interest inventory
inside. Then you have students do something a little unusual. Have them line up in
alphabetical order and hand you their folders. As they do, you will say their names back to
them to make sure you can pronounce them. Then youll have all the folders in alphabetical
order, and you get a chance to practice their names.
You can introduce the activity by saying, Youre going to do my work for me today, since
they have to figure out how to line up alphabetically. If you like you can interrupt the
activity and challenge the students to finish the
task more quickly than a previous class. The
exercise is practical (the organized folders) and
pedagogical, as it reinforces the introductions
from earlier in the class. It reinforces the
expectation that students get to know each
other. It also affords students an opportunity to
move around, which is often necessary in long
classes, without squandering instructional time.
The exercise is practical

(the organized folders) and
pedagogical, as it
reinforces the introductions
from earlier in the class.
The Box
When you have all your folders in hand, walk to the entrance table and put them in a big
plastic box. Then explain that you will store the students alphabetized folders in the box. If
you keep folders for more than one class in the box, be sure to tell students how the folders
are organized or arranged. For larger classes, just utilize more than one box. On the first day,
explain to students which letters of the alphabet are at which door.
The box is where students pick up and turn in class work and exams. If the box is out at the
start of class, students should know that there is something inside for them. Each student
looks in his or her folder and takes his or her exam or paper. Make it clear that they are not
to look in anyone elses folder.
When you put out the box depends on when you want students to submit or retrieve
materials. Sometimes you dont want them to have their papers back until the end of class.
Students learn on the first day that any time the box is out that there is an expectation that
they either turn something in or take something out, so dont put the box out at the start of
class if you dont want students to use it until the end of class.
22
Another benefit of the box system is that it, again, allows you to maximize instructional
time. You dont have to spend class time returning papers, and students arent put in the
awkward position of returning each others papers, a practice that can breach student
confidentiality. You spend a few minutes preparing folders on the first day of class, but then
you save valuable time on every other day when you would need to hand out or collect
materials.
Note: The box itself is just a typical plastic storage bin. Find one with handles so that it is
easy to carry. Keep your papers in the box and transport the box in its entirety. That way
nothing gets lost, nothing gets wet in the rain, and everything stays organized.
Maintain Confidentiality
While it is possible that students could look into other students folders, a few strategies will
help minimize any exposure of confidential information. When you return tests or papers,
place them in the file backward so that grades arent exposed as students flip through
folders. Also, put grades inside on the bottom of the last page of an exam or paper rather
than on the first page.
23
TEACH A LESSON
In addition to establishing procedures, it is critical that you teach something on the first day
of class. Tuition is expensive and students, like you, have high expectations for the class.
They deserve to learn something on every day, and it is your responsibility to find or create
the teachable minutes.
Consider a 10- or 12-minute mini-lecture that introduces material. You do not have to
accomplish a great deal; the goal is to ensure that students are exposed to the course
material on the first day and that they learn something before they leave.
Some instructors give short pretests to assess students subject matter knowledge. After the
pretest, you can use a mini-lecture to provide the answers. There are no hard-and-fast rules
about the pretest. You can have students record names or it can be anonymous. You can
collect the tests or allow students to keep them. Just remember to inform students that the
test will not be graded; you dont want to create anxiety on the first day of class.
There are other options for the first lesson. A science instructor can conduct an experiment
or demonstration. A math instructor can model how to solve a problem and then separate
students into pairs to solve similar problems. If your classroom is well equipped with
technologyand you will know this before the first day of class because you have already
visited and assessed your classroomyou can incorporate some of the technology. Short
videos and discussions are useful if your students did not have to read any material for the
first day of class.
Remember that everything you do on the first day establishes the tone for the entire
semester. Take care when crafting any pretest questions or problems. You dont want to
scare, embarrass, or humiliate students with material that is too hard. You want students to
leave feeling that they successfully learned something and that they are prepared to learn
the remainder of the material on the syllabus. You dont want them to leave feeling ill
prepared or bored, prompting some to drop your course.
24
THE FOUR-STEP LESSON PLAN AND OTHER CLASSROOM

STRATEGIES
Even though the lecture component of the first day of class is short, it is still vitally
important to plan it just as you would for any other day of class. After all, good teaching is
purposeful and requires thought and organization.
You might recall your early days in the classroom when you wondered how you would fill up
the hour or even the semester. It probably did not take you long to realize that there is more
material than class time. Indeed, there is always too
much to teach, and instructors have to make
decisions about what students will learn. The
four-step lesson plan helps you organize material so
that you can deliver information-rich lectures and
cover more material in every class, including the first.
The four-step lesson

plan helps you organize
material so that you can
deliver information-rich
lectures and cover more
material in every class,
including the first.
Note: As you master the four-step plan, you will

realize that much of your classroom procedure
accomplishes a portion of the daily plan, and that the
daily plan will largely mirror your Today We Will
list for the class. Thus, creating the plan reinforces the other things you are doing to prepare
for class, and vice versa.
The Four-Step Plan
Step One: Focus Students

Most of this report deals with getting students in the door, into their seats, and focused on
the class. Students minds are elsewhere when they first arrive. They could be thinking
about the upcoming weekend. If they have families, they may be thinking about a child at
home or at day care. As the instructor, you need to take their minds off those things. The
procedures already discussed, specifically steps 1 through 8, are the way to do that. These
procedures will occupy most of your first day of class but, if done well, should minimize time
spent on classroom management on subsequent days.
Step Two: Present, Lecture, and Explain New Material
The lecture is the most fundamental tool an instructor has. It is the portion of every class
when you explain the reading assignments, present new material, and help students
synthesize all of the course information.
While students are capable of reading textbooks or articles, instructors should still make
connections between readings and original material during class time. It keeps students
engaged and reinforces the importance of completing readings when the subject matter is
25
featured prominently in class. Students should not have to wonder why you assigned a
particular article or chapter; it is your job to tell them or to help them figure it out on their own.
Students also expect and deserve more than simple reviews of reading assignments. They
consider instructors experts who can offer insight on information in textbooks and articles.
Presenting original material underscores an instructors credibility and encourages class
participation. Students learn that class attendance is critical because new material is
available there and nowhere else.
Step Three: Apply New Material

Instructors should not only present but also apply new material in every class. Students look
to instructors to bridge theoretical course material and real life. For example, a reading
assignment for a graduate education course might present a controversial theory
advocating against homework in middle and high school. Have your students consider how
this would work in their classrooms and how it would change the way they teach their
students.
These kinds of exercises resonate with students and can make abstract concepts more
tangible. For instructors, application of course material is a critical way to keep classrooms
learner-centered and student-focused.
Step Four: Review, Conclude, Assess

Many instructors have the feeling that there is never enough time and that there is too much
to teach, and they keep going until the bell rings. The danger in that practice is that class
will end abruptly, with questions hanging unanswered and discussions incomplete.
However, briefly reviewing material, concluding the class, and then assessing what students
learned helps students retain the information and helps instructors make improvements in
lectures, activities, and processes.
You can review in different ways. Sometimes you tell students the importance of the days
lesson and other times you have them explain it to you. Either way, this provides valuable
connections for students as they move onto the next portion of reading or as they complete
assignments.
Taking a few minutes to wrap up the class also helps you determine whether students
learned the material in the lecture, experiment, or presentation. One way to assess that is
with a ticket out the door. Instruct students to tear out a sheet of paper. Explain that you will
ask two questions and they will get to write for one minute. Then they hand you their paper,
or ticket, as they leave. Some professors are incorporating social media into this portion of
class by allowing students to respond on cell phones via Twitter. This method forces
students to draw some conclusions, and it provides you with feedback on the efficacy of
your work in class. It will also help you determine an appropriate starting point for the next
time the class meets.
26
Lesson Plan Models

Just as you have the four-step plan for organizing your class time, you need a plan model for
organizing your class material.
There are a variety of useful lesson plan models for the body of the lecture. The most basic
is a three-part plan that includes an introduction, body, and conclusion. Other plans are
more detailed and include goals and objectives, focus activities, the body of a lesson, a
conclusion, an assessment, and a reflection. A detailed plan provides more guidance in
breaking down information and successfully teaching it to students. Many instructors
therefore find it useful to spell out the details, expectations, goals, and objectives of each
lesson.
Goals and objectives represent that we know what we are going to do, what we want to
accomplish, and what our students should be able to do by the end of each class. Goals
should be specific and clear. For example, the two goals for a graduate-level education class
might be to introduce curriculum theorists and then to engage students in a discussion
about those theorists and the contributions they have made to primary and secondary
education.
Objectives are the things you want students to know and be able to do as a result of the
lesson. So, as a result of the lecture for the graduate-level education course, the objective is
for students to remember two or three main ideas of each of the two theorists and for
students to be able to discuss each theorists work by naming those two or three main ideas.
A second objective is that students will be able to transfer some of the ideas from class into
their own classrooms.
Once you establish your goals and objectives for each class, you are ready to prepare and
then deliver your lecture.
Delivering the Lecture

Despite the time they spend planning out every hour of class, many instructors face the
reality that not all students come to class prepared. Some do a thorough job of reading the
material on a regular basis, but most dont read every word the instructor assigns.
What you do in the classroom has a bearing on how engaged students are in the classroom
and out. Simple tactics can reinforce readings, aid in the retention of material, and
encourage students to do their assigned readings between classes. More simply, the quality
of your lectures can have a profound impact on the preparedness and success of your
students.
27
Be Visual
Breaking up the material with some visuals adds variety and gives students additional tools
to aid retention. After all, even the most engaged and attentive students can have trouble
concentrating on a lecture for 60 minutes. Blocked evening classes can last three times as
long, so variety is essential.
The visuals can be quite simple. For example, you can show a picture of the author on the
classroom screen or present a video clip or YouTube segment. When students are exposed
to a dozen or more theorists over the course of a semester, an image can help students
organize and retain the course material. A student might notice that one theorist was
particularly young with dark hair. That bit of identifying information will help that student
recall the course material later in the semester when writing a paper or preparing for an
exam. All it took was showing a photograph in class.
Your course material might not include authors or theorists, so photographs might not be
available. There are other ways to be visual. For example, you could project notes on the
screen in 24-point font or larger. Sharing your notes shows students what you are working
from, and it helps illustrate the way you broke down the reading material. Students can work
from your notes as they read future assignments and begin to break down those readings in
a similar way.
Be Interactive
Notes are not necessarily full outlines of articles or book chapters. Notes contain not only
key points to make in a lecture but also opportunities to break up the lecture and allow
students to participate in the discussion.
Planning student interaction is relatively simple. You can stop and pose questions or
problems that students need to answer before the lecture continues. You can also use
statements that redirect students back to reading. For example, your notes can include a
section of class where you tell students to go back to a certain page, read a segment, and
then explain the authors position in their own words. They can do this individually in
writing, or they can work in pairs by explaining material to a partner.
28
BEYOND THE FIRST DAY

Some students add classes after the term has begun. Since you have spent the first day of
class establishing procedures and expectations along with teaching material, new students
will naturally feel a bit lost or behind. When students add a course after the first day, allow
them to attend and learn what they can. Then ask them to meet with you before the next
class to review the first-day materials and procedures. It is time-consuming for instructors,
but it ensures that all students are prepared to succeed in your class. That, after all, is the
ultimate goal for instructors and students alike.
Dont abandon your procedures and expectations after the first day or first week. While this
report gives you strategies to engage students on the first day, they will also work to keep
students engaged throughout the term. This is important to maintain a civil and
learning-centered classroom environment. Clear and consistent practices and
communication minimize stress for the instructor as well as the students. These strategies
also encourage more active student
participation, which increases student
success and bolsters course evaluations.
While this report gives you

strategies to engage students
on the first day, they will also
work to keep students
engaged throughout the term.
Even if all students were present on the first

day, things dont always go according to
plan. Even seasoned professors have rocky
starts every now and then.
If your first day of class didnt go smoothly despite the 10 steps in this report, reflect on it.
Talk to someone else in your department or a mentor. Sometimes a colleague from a
different school or program can offer a helpful perspective on what went wrong. Dont
change your plan; just tweak it. Eventually things will come together, the class will become a
learning community, and students will succeed.
In any case, take some time after the first day of class to determine what worked and what
didnt. Evaluate these 10 steps and decide how you might modify them for your next course.
(See Appendix E: Modifying the 10 Steps.)
Course Evaluations
Many of the strategies to bolster student success also impact course evaluations. While
students will not fill out any formal evaluations until the end of the term, their assessments
begin on the first day. Keep that in mind as you prepare for class. There are numerous
things that influence evaluations, but many of the factors students consider are evident on
the first day. For example, students notice whether instructors arrive and begin class on
time. They can quickly ascertain how well organized the instructor and course are based on
29
the syllabus and procedures established on the first day. Your first mini-lecture will tell
students how well you know the material and how well you can teach it. Making an effort to
learn students names and insisting on a civil classroom will tell them you respect them.
The point of this report isnt simply to improve course evaluations. However, improved
evaluations should be a natural by-product of earnest and consistent efforts and strategies
to engage students from the moment they walk into class. (For more on evaluations, see
Appendix F: How to Get Better Course Evaluations: 20 Things That Students Expect from
Us.)
Even the best instructors are occasionally caught off guard by comments on evaluations.
Sometimes you will read something and think, If only I had known that during the
semester, I could have made some changes. Well, you dont have to wait until the end of
term to find out if your procedures and strategies are working. Students are usually happy to
share their opinions, so consider soliciting feedback from them during the term. What they
share can help you refine your tactics and better tailor lectures and assignments. You will
know if your students are learning, what they think of you, and what else they need or want.
(See Appendix G: Getting Midterm Feedback from Students.)
30
CONCLUSION
Students want to be successful. They take your class to learn your course material. They
enroll in programs to earn degrees. The do that to attain certain career opportunities and
rewards.
Instructors are the subject matter experts who impart skills and knowledge. Yet instructors
must also teach and reinforce the learning skills necessary to earn the success that students
are after. We prepare them to achieve, we share effective student habits, and we model
appropriate and effective ways to interact with classmates. In essence, we teach them how to
learn and how to succeed.
It all begins on the first day of class. Instructors have the power and authority to establish
procedures, communicate expectations, and set the tone for the term. Take advantage of
that opportunity to create a warm and welcoming yet businesslike learning environment
that maximizes students investments of time and tuition.
Of course there is only one first day of the term. If things did not go as planned, identify
opportunities for improvement. Enlist the help of a mentor or colleague to determine what
changes to make to procedures or pedagogy. Otherwise maintain the class components that
were effective, and continually tweak your methods throughout the term.
Students are ultimately responsible for their own learning, yet instructors can and should
create the structure for learning by creating a well-organized class.
31
APPENDIX A: GETTING READY FOR THE FIRST DAY OF CLASS

Personal preparation
_____ 1. My family and childcare issues are covered.
_____ 2. I have practiced the commute to campus at the time I will be commuting.
_____ 3. I have the required parking pass.
_____ 4. All paperwork is completed for the college insurance, payroll, etc.
Campus preparation
_____ 5. I have found the buildings and classrooms where I will teach.
_____ 6. I have keys and technology/media passwords for each classroom.
_____ 7. I have whiteboard markers.
Student preparation
_____ 8. I have ordered the books and verified that they are available.
_____ 9. I have the class rosters and have checked the campus online system for student photos, if
available.
_____ 10. I have posted my syllabi and updated the course website information for students.
Class and lesson preparation
_____ 11. I have a written lesson plan ready that includes time for introductions, and has extra
material just in case it is needed.
_____ 12. An interest inventory is ready for the students.
_____ 13. The syllabus is ready.
_____ 14. I have a pre-test or introductory lecture ready.
_____ 15. I have a bag or pull-cart for taking all materials to class.
Last-minute details
_____ 16. I have checked my e-mail for last-minute campus or departmental reminders.
_____ 17. I know where restrooms are located.
_____ 18. I know the process for having a student change his/her schedule.
_____ 19. After the class, I will turn in required attendance to my registrar.
_____ 20. I am ready for a good first day, and my goal is to establish a warm, but business-like
environment.
32
APPENDIX B: A SAMPLE INTEREST INVENTORY

In creating your student interest inventory, ask questions that will not only help you get to know the
student, but that also help you understand each students interest and background in the subject.
Section A. Get student background name, major, year in school
Sample questions: How does this class fit into your major? What do you plan to do after graduation?
Section B: How do you learn best?
What have teachers and professors done in the past that helped you to learn?
How many hours do you study outside of class? Where and how do you study? (by yourself, in
groups, etc.)
Section C: Background in content
In this section, write content specific questions. This includes math problems to solve, or writing a
paragraph about the subject matter. For example: In this field, there are many theorists. Name a
theorist you have studied and describe why you are influenced by his/her work.
Section D: The fun questions that help us to get acquainted
What is your very favorite meal? Which restaurant is your favorite?
List one hobby. If you have a completely free Saturday afternoon, how would you like to spend it? If I
gave you $5,000 to spend on a trip, where would you go?
33
APPENDIX C: QUESTIONS FOR REFLECTION

1. If you teach in a lab or high-tech classroom, what procedures will you need to teach on the first
day?
2. Describe ideas for getting to know students and for building a sense of community within your
class.
3. If your interest inventory or a pretest indicates that a student does not have the background
knowledge for your class, what options exist (tutoring, help from the college support center,
counseling the student outside of class)?
4. What are some routines or procedures used by a former professor of yours, or by a colleague, that
you want to incorporate into your classes?
5. Why is the first day so important? Do clothes matter? How important is the first lesson/lecture?
6. If the first day doesnt go well, how might you plan for the second day?
7. How can you help your students learn to be college students? What other campus offices or
organizations can help?
8. What are todays students like? What do we know about them?
9. If you are teaching students who have just entered college, what expectations do you have of their
behaviors and of their readiness for your class? What can you do if they dont meet your
expectations? How do you teach your expectations?
34
APPENDIX D: HOW AM I GRADED IN THIS COURSE?

Grading Policy
Assignments: There will be homework assignments with values ranging from 10 to 30 points.
Quizzes: There will be quizzes with values ranging from 20 to 40 points.
Midterm and Final: The midterm and final exams will be valued between 100 and 140 points.
The exact number of assignments and quizzes will be based on how the class progresses through
the material. Each class is different, so assignments and quizzes vary accordingly.
To determine your grade, you must keep track of all the points you earn on each assignment, quiz,
and exam. Add up the points you have earned and divide that number by the total number of points
offered. That percentage is then applied to the 90%, 80%, 70%, 60% scale, for the letter grades of A, B,
C, and D. A percentage below 60 is an F.
Example 1: Grade Calculation

Imagine that these are your grades that you are tracking.
Assignments: 12/12, 14/15, 17/20, 10/12, 22/25, 23/30, 17/20
Quizzes: 10/20, 15/20, 27/30, 35/40
Midterm: 111/130
Final: 110/140
You earned a total of 423 points out of 514 possible points. This is 423/514, or 82%,
which is a B.
35
Example 2: Progress Template

In this example, the instructor communicates ahead of time exactly how many points will be
available on each assignment and exam. As students look at their first grades along with the
template, they should understand more clearly how their term grades are determined and
how they can track their grades along the way.
Tracking My Grade in This CourseA Worksheet
This course has four assignments, a midterm, and a final. As each is graded,
you can record your points earned and figure your current grade.
Assignment 1: My score _________/30 possible
My midterm grade: __________/140 possible
My final exam grade: _________/140 possible
My points earned _________/400 possible = _________%
Once you have determined the percentage of points earned, apply that
percentage to the following scale and you will know your grade:
A = 90100%
B = 8089%
C = 7079%
D = 6069%
F = 059%
Students can use the worksheet to determine how well to prepare for a final exam in order to
earn a desired grade. For example, a student can determine the best possible grade he or she
can earn, or students can determine how many points they need to earn on a final to
maintain their current grades.
To determine the best grade that can be earned, do the following:
Add your points. Then add all the possible points available on the final and refer back to the
scale in the syllabus. For example, if you earned 180 points before the final and get a
near-perfect exam score, your grade will be 180 plus 140, which equals 80%, a B. In this case
it is not possible to earn an A.
36
APPENDIX E: MODIFYING THE 10 STEPS

For each of the 10 steps, reflect on whether the step will work in your class as it is described. If not,
what modification might you make to the step so that it is more useful to you?
1. Create procedures for getting students in the room; use an entrance table.
2. Learn students names.
3. Use focus activities.
4. Use the Today We Will list
5. Remember introductions.
6. Review syllabus and expectations.
7. Take an interest inventory.
8. Have every student make a folder.
9. Teach a lesson.
10. Understand the four-step lesson plan.
37
APPENDIX F: HOW TO GET BETTER COURSE EVALUATIONS: 20

THINGS THAT STUDENTS EXPECT FROM US
We rarely think about course evaluations on the first day of the new semester, but first impressions
do matter and will influence evaluations at the end of the term. Students begin evaluating
instructors immediately and continue throughout the semester, trimester, or quarter. What do they
want and what can we do to ensure that those evaluations are positive? Actually, the things that will
improve evaluations should also increase student performance and success.
Review your schools evaluation process and any specific questions on the evaluation instrument at
the beginning of the semester. Consider those factors when you plan your classes and while you
teach.
Generally, though, considering the following 20 things should help you focus your efforts and
strategies so that students learn more and provide good evaluations:
1. The instructor arrived on time and began class punctually.
2. The instructor was always well organized.
3. The instructor used visuals when needed and they were easy to see.
4. The instructor could be heard and easily understood.
5. When possible with class size, the instructor knew the students names.
6. The instructor used class time purposefully.
7. The instructor engaged students with the material.
8. The instructor assessed student learning informally before exams.
9. The instructor explained critical information.
10. The instructor used questions to help students learn material.
11. The climate of the classroom was very positive.
12. The instructor understood the background and interests of students.
13. The instructor maintained a lively pace.
14 The instructor had clear grading criteria for each assignment.
15. The instructor had clear grading criteria for the final semester grade.
16. The textbook for this course was a valuable resource that we used.
17. Papers and exams were returned in a timely manner.
18. The instructor was available for help outside of class.
19. The instructor answered messages and emails in a timely manner.
20. The instructor encouraged us.
38
APPENDIX G: GETTING MIDTERM FEEDBACK FROM STUDENTS

Students are not shy about telling instructors what they think about course content, how professors
teach, how hard the class is, or anything else on their minds. However, when only a few outspoken
students provide feedback, their comments may not represent the feelings of the majority of
students.
Course evaluations often provide useful information for adjusting certain classes the next time
around, but they are not helpful in identifying challenges to current classes. Often instructors read
end-of-semester course evaluations and think, If I had just known that, I could have easily made a
change.
That is why getting feedback during the semester can be very valuable in helping us to meet
students needs. This feedback can also help us to understand our students and what they areand
arentlearning.
You are the expert, so you dont want to solicit feedback at every turn lest you appear to be seeking
approval. However, a good time to gauge how class is going is after the first big paper, project, or
exam is returned to the students. One strategy to collect information is having students complete a
short inventory or survey about their preparation and work for the paper or exam. These can be
anonymous so that you get more genuine and honest responses. Questions you might ask include
the following:
1. Were you pleased with your grade on this paper/project/exam? Why or why not?
2. How long did you study for this exam outside of class?
3. How long did you spend preparing the paper?
4. Now that we are in the third week of the semester, about how many hours a week
do you spend reading the assignments and studying for this class?
5. Where and how do you study? By yourself or with others?
6. What could be done in class sessions to help you better learn/understand the
material?
7. Which class activities help you the most to learn the material (lecture, discussion,
brainstorming sessions, guided questions about the reading)?
8. Complete this sentence: It would help me a lot if the instructor ____________.
Another idea to try is to give the colleges course evaluation at midterm time as an informal,
formative assessment of how the course is going. This way you see what students are thinking while
there is still time to make improvements before your department chair and dean read the final
evaluations.
39
Also, short, formative assessments can be done at the end of some classes. When completing a unit
with multiple topics, allow two minutes at the end of class for students to write the following:
1. Which topic do you understand the best from the last two weeks? Why?
2. Which topic remains the most difficult or unclear?
3. What could be done in class to help you learn and master this material?
Again, anonymous is best for the most accurate, candid responses.
40
We Value Your Feedback

We hope youve found the information in this white paper valuable. We would
appreciate your feedback so we can continue to provide the highest quality
products for you and your colleagues. Please take two minutes to complete the
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41
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Session 2: Human Resources and

Student Affairs
August 18th | AAB 235
Time
Topic
Presenter
8:00 8:30 am
Continental Breakfast
8:30 10:00 am
Human Resources and Paperwork
Patti Williams
Director of Benefits /HRIS
Break
10:15 10:35 am
Registrars Office
10:35 10:50 am
Disability Resource Center
10:50 11:05 am
Campus Safety
11:05 11:35 am
Student Code of Conduct
11:35 12:00 pm
Advising and Student Affairs
MaryEtta Chase
Registrar
Candida Darling
Director of the Disability
Resource Center
Shane Crabtree
Public Safety Director
Marlin Clark
Assistant Vice President for
Student Life and Dean of Students
Chuck Lepper
Vice President for Student Affairs
Office of the Registrar and Academic Records (ORAR)
Fall 2015
Helpful Hints and Instruction
Table of Contents
Add Period.............................................................. pg 2
Administrative Drop for Non-Attendance ............. pg 2
Admission Application Deadline ............................ pg 2
Class Rosters/Lists/Schedule................................. pg 2
Email Accounts....................................................... pg 2
Enrollment Exceptions ........................................... pg 2
FERPA.............................................................. pg 3
Grades .............................................................. pg 3
MyPage Faculty Services .................................. pg 3
Permits ............................................................. pg 4
Student Phone Numbers and E-mail ............... pg 4
Tutorials ........................................................... pg 4
Waitlist Function ............................................. pg 4
Contact Information for Those Who Can Assistance

Student Services Contact Center, 801.957.4298
Office of the Registrar & Academic Records Reception, 801.957.4288
Registrar, MaryEtta Chase, maryetta.chase@slcc.edu, 801.957.4799
Assistant Registrar, Ologa Iopu, ologa.iopu@slcc.edu, 801.957.4296
Student Services Director South Region, Shannon McWilliams, shannon.mcwilliams@slcc.edu, 801.957.2686
Student Services Director North Region, Kathie Campbell, kathie.campbell@slcc.edu 801.957.3370
eLearning Support (Canvas) 801.957.4406
Help Desk (Technical Support) 801.957.5555
Fall 2015 Registration Dates

For additional SLCC dates please visit http://www.slcc.edu/academiccalendar/
REGISTRATION DATESFALL 2015
Part Term 1
FullTerm16week
Priority Deadline for Fall Graduation Applications

DRC Office In Person Registration
Continuing Student Registration (45 or more earned hours)
New/Transferring Student Registration with Orientation
Transferring/Non-Degree Student without Orientation
Admission Application Deadline
Classes Begin
Last Day to Add Classes
Last Day to Drop Classes with 100% Refund
Last Day to Withdraw (No Refunds)
Last Day of Classes
Reading Day
Final Exams
Grades Available
Fall Graduation Date
Final Deadline for Fall Graduation Application
05-05-2015
Apr 13 Sep 3
Apr 14 Sep 3
Apr 15 Sep 3
Apr 16 Sep 3
Apr 20 Sep 3
Jun 29 Sep 3
August 21
August 26
September 3
September 16
October 30
December 10
December 11
Dec 12 17
December 23
st
Part Term 2
1 Half 8-week
Part Term 3
2nd Half 8-week

Admissions Received
by Aug 15
after Aug 15
July 1 2015
April 6 - 10
Apr 13 Sep 3
Apr 13Oct 27
Apr 14 Sep 3
Apr 14Oct 27
Apr 15 Sep 3
Apr 15Oct 27
Apr 16 Sep 3
Apr 16Oct 27
Apr 20 Sep 3
Apr 20Oct 27
Jun 29 Sep 3
Jun 29Oct 27
August 21
August 21
August 26
October 19
September 3
October 27
September 4
October 28
September 29
November 19
October 14
December 10
None
December 11
October 14
Dec 12-17
October 22
December 23
December 17 2015
December 23 2015
Sep 4 Oct 27
Sep 4 Oct 27
Sep 4 Oct 27
October 14
October 19
October 27
October 28
November 19
December 10
December 11
Dec 12-17
December 23
Add Period
All registration adds must be completed within the seven business-day Add Period using the registration portal. It is the
responsibility of the student to add classes and add waitlist seating through the SLCC student portal.
Please see the Registration Dates calendar above for specific dates.
Administrative Drop for Non-Attendance
Students who have not shown up or made contact with the faculty member by the second class meeting (or first class
meeting for classes that meet once per week) may be administratively dropped. For online classes, students are required to
log into online classes within the first five days of the term. The administrative drop process opens seats for students
waiting to register for the class. Faculty may administratively drop students through the Faculty Portal during the seven
business-day Add Period. Please refer to the Administrative Drop Policy in the SLCC General Catalog.
Online administrative drop process is available on Faculty Portal through the published DROP deadline.
1. Select Registration Add/Drop from the Services for Faculty menu.
2. Select the term and Submit.
3. Enter the Student ID (Use capital S) or name of the student you are dropping.
4. Check the name to make sure you have the correct student. If correct, click Submit. If not, click the Back button
and re-enter the Student ID.
5. Under the students Current Schedule, select Drop/Web on the drop-down menu next to the class you intend to
drop, and click Submit Changes.
6. The dropped class should no longer appear on the students schedule.
7. To perform another transaction, click menu item at the bottom of the screen or Close this Window to exit.
Admission Application Deadline
The admission application deadline applies only to SLCCs credit programs and does not affect the Colleges School of
Applied Technology and other non-credit programs including continuing education courses and workshops. There will be
no exceptions considered for late applications after the admissions deadline; however, students applying after the deadline
are welcome to apply for a future start date. There is not an admission deadline for summer semester.
(Students who have an absence from the College of one year (three semesters) and up to three years do not need to
reapply; however, students will be required to submit at no charge an Admission Update Application to declare their
semester of return and updated student information.)
Class Rosters/Lists/Schedule
For your convenience, official class rosters are generated electronically three times at the first of the semester: the first day
of the semester, the last day to drop and the day after the last day to drop. Rosters are emailed to the SLCC email account.
View Class Lists or Faculty Schedule:
1. Select type of Class List or Faculty Schedule from Services for Faculty menu.
2. Select the term and Submit.
3. Select the desired class from the drop-down box and Submit.
4. The class list or faculty schedule will be displayed.
5. To perform another transaction, click menu item at the bottom of the screen or Close this Window to exit.
Email Accounts
Faculty members receive official email correspondence from the Office of the Registrar & Academic Records periodically
throughout the semesters. For security reasons, all email communication must be delivered through the SLCC email
account. Correspondence includes grade rosters and registration updates. Please continue to check your SLCC email account
for important information.
Enrollment Exceptions
Late add requests submitted by a faculty member must be approved by the faculty members academic
department/division. Faculty members should email any late add requests to their academic Department Dean for
approval. The department will forward approved add requests to the enrollment exception email for processing
enrollmentexceptions@slcc.edu. The enrollment exception email is for late add requests and are considered exceptions to
the add policy.
05-05-2015
FERPA
To remain compliant within the Family Educational Rights and Privacy Act (FERPA), confidential student information
should not be released to anyone but the student.
If the word Confidential is presented after the students name, the student has requested a student information
restriction. Do not release any information on this student to anyone without written authorization from the
student.
Do not use the confidential Student S# or Social Security Number on public rosters and lists.
For further FERPA information go to your Faculty Tab under Faculty Links and click on FERPA Regulation or if you have a
FERPA question click on slccFERPAquestion.
Grades
Reporting Final Grades (Do not submit midterm grades.)
1. Log into MyPage Faculty Tab.
2. Click Input Grades under Faculty heading on the left side of the screen. Select current term and submit.
3. Select a class from the drop-down box and submit.
4. Scroll down and begin gradingcontinue to Page 2 if you have more than 25 students.
5. Make sure to log out of MyPage when finished posting grades.
Last Dates of Attendance - Format: mm/dd/yyyy
Last dates of attendance (LDA) must be submitted for students receiving a grade of E (failing). If a student never attended
the class, please submit the LDA as the first day of the semester.
Clock Hours
Clock hours are reported for Apprentice-related classes only. For all other classes, please leave this column blank.
Change of Grade
Grades change requests may be completed through an email request. Email requests must be sent from the SLCC email
account to: facultygradechange@slcc.edu and include class course and section, class crn, term, student name, student
number, previous earned grade and requested earned grade. Once completed, the email will be sent to the Department
Dean.
Note: grade changes are updated on the student academic history (transcript); grade changes are not changed on the
class list (roster).
Incomplete Grade
Incomplete grades may be given by instructors to students who cannot continue in class because of extenuating
circumstances (such as serious illness, death in the family, or change of employment) with proper documentation.
Students must be passing the course at the time of an Incomplete grade request. A substantial portion of a course must be
completed before an Incomplete is given and is generally defined as 70%; however the final decision is based on the
Instructors discretion. Upon receiving an Incomplete grade, the student must work directly with the instructor to create a
contract indicating required work and time limits for completing the course. The contract should specify (a) required work
to be completed and/or tests to be taken, and (b) time allowed for requirements to be completed. Suggested time period is
six months, however the time period may not exceed one year from the time the Incomplete grade was received. The
student does not re-register for the class, but should work directly with the instructor to complete the contract.
When the student has completed the contract requirements, Faculty submits a grade change by following the above
directions under Change of Grade.
If the student fails to fulfill the contract by the determined completion date or within one year of when the Incomplete was
received, the Incomplete grade will be changed to the grade of E (failing). The student, who wishes to retake the class in
order to receive credit, must officially re-register and will be charged tuition.
MyPage Faculty Services
1.
2.
3.
4.
5.
Go to: http://www.slcc.edu.
Click on MyPage Login and enter username and password.
If you have not used MyPage before, follow instructions to setup your password.
Click on FacultyTab.
Select desired menu option.
05-05-2015
Permits
Submitting Registration Override Permits

Departments expect faculty to allow the waitlist process to operate as intended, rather than adding students by submitting
a faculty permit. The waitlist provides an instrument that allows students to register in an equitable registration process.
Registration override permits are only permission to add classes. After override permits are issued by the Faculty member,
an automatic email notification is sent to the students SLCC email account. The email notifies students of the issued faculty
permit and gives registration information. Students must register for classes through the Student Portal and are required to
have the class course reference number (CRN). Please use wisdom when issuing Override Permits.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Select Registration Overrides from the Services for Faculty menu.

Select the term and Submit.
Enter the Student ID (use capital S) or name of the student for whom you are giving an override and Submit
If the correct student comes up, click Submit.
In the Override column, click the arrow in the drop-down box and select desired override.
Faculty Capacity Override class is full, grant permission to student to add the full class.
Faculty Prerequisite Override overrides the course prerequisite(s).
Faculty Time Conflict Override overrides time conflicts with student schedule.
In the Course column, click the arrow in the drop-down box, select the course, and Submit.
If the class displayed is correct, click Submit to finalize the transaction. If the information is not correct, use the
Back button to return and make corrections.
11. To perform another transaction, click a menu item at the bottom of the screen or Close this window to exit.
Student Phone Numbers and E-mail Addresses

1.
2.
3.
4.
5.
Select Student Menu from the Services for Faculty menu.

From the Student Menu, select View Student Address and Phones or View Student E-mail Address
Enter the Student ID (Use capital S) or name of the student and Submit
Check the name to make sure you have the correct student. If so, click Submit. The address and phone number or
the email address will be displayed. If you do not have the correct student, repeat the process.
To perform another transaction, click menu item at the bottom of the screen or Close this Window to exit.
Tutorials
Online Tutorials are available on the Center for Innovation and Faculty Training and Learning Center website:
http://www.slcc.edu/ftlc/facultytutorials.aspx Tutorials include how to view class lists, view class information, administrative
drops, report grades, issue override permits and waitlist functions.
Waitlist Function
The waitlist option is available for most courses filled to capacity. Waitlist caps are set at 20% of class capacity. Faculty may
view their course section waitlists through the MyPage Faculty Tab and may communicate with the waitlisted students
through email. As long as the waitlist is operating, students outside of the waitlist cannot enroll in a course. Allow the
waitlist function to operate as intended. The waitlist provides an instrument that allows students to register in an equitable
registration process. The waitlist is available through the seven business-day Add Period.
Overview:
Students registering for a closed class will be offered the opportunity to be put on a Waitlist.
Students must meet prerequisites to be eligible for the Waitlist.
Students may view waitlist status on the MyPage Student Portal.
Students on the waitlist are not officially registered in the class.
When a registered student drops a seat in a closed class, the waitlisted student will be notified by SLCC email.
Once notified by email that a seat is available, the waitlisted student has 24 hours to register for the course.
If registration is not finalized within the 24 hour period, the student is dropped from the waitlist. The next waitlisted
student is notified by email that a seat is available.
Students are offered an open seat based on their waitlist position.
Waitlisted students with time conflicts may not register for the class.
Waitlist Online Instructions:

05-05-2015
1.
2.
3.
4.

Log into MyPage Faculty Tab.
Through Faculty Portal, in the left hand column, click on Summary Class List.
Select Term to view and click Submit.
Select course and click Submit.
View Waitlist Enrollment Counts

Enrollment Counts indicate the number of students currently registered and the number of waitlisted students for
course.
View Students on Waitlist
To view the students on the waitlist, simply click on Wait List to access the Summary Faculty Wait List. The
Summary Wait List indicates student information and the waitlist order.
Note: If the word Confidential is presented after a students name, the student has requested a student information
restriction. Do not release any information on this student to anyone without written authorization from the student.
Contact Waitlisted Students through Email
Faculty may email the waitlisted students individually by clicking the email icon on the right side of the screen. Faculty
may also email all waitlisted students by clicking the email icon on the bottom of the screen. The email option allows
faculty to communicate pertinent information to waitlisted students.
Waitlisted Students and Class Attendance
Waitlisted students will attend the first day of class to receive further instruction from the faculty member. Faculty
members will determine if the waitlisted students will continue to attend.
05-05-2015
Inclusivity for Students with Disabilities

Understanding the Law
Section 504 of the Rehabilitation Act
prohibits discrimination based on disability in programs or activities receiving federal financial
assistance.
Americans with Disabilities Act (ADA)
prohibits discrimination based on disability in public entities.
Universal Access
The Office for Civil Rights emphasizes that students with disabilities should receive all the educational
benefitsin an equally effective and equally integrated manner.
(Office for Civil Rights Dear Colleague Letter, 2010)
Think About Design

When you design your course with accessibility in mind, it alleviates having to make individual
accommodations afterward.
Post your notes or PowerPoints in Canvas

Consider untimed tests and quizzes
Save pdfs using accessibility features
Use font styles in Word docs & PowerPoint presentations
Add alt tags to images in Canvas and pdfs
Caption videos
o Contact eLearning to caption online videos at ext. 5125
o Contact Media Operations to caption DVDs at ext. 4966
If you need assistance creating accessible materials, contact eLearning ext. 5125.
Accommodations
Check email regularlyLetters of Accommodation will be sent to your Bruinmail

Maintain confidentiality
Hold all students to the same standards
Dont ask students about their disability
Engage in an interactive process with students and DRC
Contact DRC with any questions/concerns
Contact Us
Disability Resource Center
Candida Darling, Director
801-957-4659
http://www.slcc.edu/drc
SLCC POLICE SERVICES

In the event of an emergency and you need immediate police or medical assistance for
any campus call:
Emergency Calls 911
If you need law enforcement assistance for non-emergency calls (dispatch), please call:
Taylorsville Redwood Campus
957-3800
Utah Highway Patrol
Meadowbrook Campus
957-3800
Utah Highway Patrol
South City Campus
957-3800
Utah Highway Patrol
Jordan Campus
957-3800
Utah Highway Patrol
Miller Campus
840-4000
Sandy Police
Library Square
799-3000
Salt Lake Police
Community Writing Center
799-3000
Salt Lake Police
Westpointe Center
799-3000
Salt Lake Police
Airport Center
575-2405
Airport Authority
The Public Safety Director for Salt Lake Community College is Shane Crabtree. He can
be reached at 957-4571.
Dealing with Disruptive and Threatening People

in the Workplace
Human Resources
Salt Lake Community College
The Salt Lake Community College is committed to ensuring a safe and secure
academic and work environment for employees, faculty, students, and
participants in College programs and services. Unfortunately, national statistics
regarding aggression in the workplace and academic setting show a steady
increase. Therefore, there is always the possibility that College faculty, staff and
students may be faced with individuals who are exhibiting difficult or threatening
behavior. It is important that all members of the Campus Community familiarize
themselves with the College policies and procedures:
In cases where workplace violence seems imminent or has occurred:
Securing a safe environment for yourself and others is always the top priority.
If you have any question about immediate safety, call the College Police at
957-3800 or 911.
In cases where there are concerns that are not imminent:
SECTION 1.01, ACADEMIC FREEDOM, PROFESSIONAL RESPONSIBILITY
AND TENURE (Concerns regarding employee behavior are reported to the
employees supervisor)
SECTION 3.07 DISCIPLINARY SANCTIONS AND TERMINATION (Concerns
regarding employee behavior are reported to their supervisor)
SECTION 3.16 ETHICAL CONDUCT (Concerns regarding employee behavior
are reported to their supervisor)
Supervisors are responsible for addressing the conduct of their employees and
ensuring a workplace that is free from violence, threats, or other in appropriate
behaviors.
Once reported to the Police, Supervisor, or Dean of Students(for disruptive

students) appropriate follow up should occur as follows:
SALT LAKE COMMUNITY COLLEGE

RESOURCES FOR
CONSULTATION AND REFERRAL
1 = FIRST CALL
2 = FOLLOW-UP
3 = AS NEEDED
SLCC
Public
HR
Employee
Safety
Employee Assistance EEO
(Police) Supervisor Relations
Program Office
957-3800
957-4212
1-866-750- 9576237
4561
Working with an individual who:

Poses an immediate threat to self or others
Writes or verbalizes a direct or veiled threat to another person
Displays anger or hostility inappropriately (Outbursts of anger,

swearing, slamming doors etc)
Brandishes a weapon
Makes statements showing fascination with incidents of

workplace violence or other violent events
Shows concerns about civil rights discrimination

Makes statements indicating desperation (over family financial,
and other personal problems) to the point of contemplating
suicide
Is intimidating, belligerent, harassing, bullying or using other
inappropriate or aggressive behavior
1
2
Obsesses about a co-worker

Shows violence toward inanimate objects
Shows signs of moral righteousness-believing the organization is
not following its rules
Seems overly emotional, e.g. aggressive, depressed, demanding
suspicious
3
2
1
1
3
2
Has numerous conflicts or is verbally abusive with customers, coworkers, or supervisors
Shows signs of substance abuse
Has a sudden deterioration in job performance
Injures another person physically
Changes in normal behavior; externalizes blame
Unable to take criticism of job performance
Persistently complains about being treated unfairly
Has increased, non-typical absenteeism

Interrupts meetings or trainings with inappropriate comments or
hijacks the agenda
Reports sexual harassment

Is sabotaging projects, computer programs, or equipment
Elicits fear reaction from coworkers/clients
2
2
LEVELS OF DISORDERLY CONDUCT IN THE CLASSROOM

LEVEL I Definition
Any continuous behavior that interferes with an instructors ability to teach and/or students ability to learn that does not reach the level of
physical harm to the individual, the instructor or other students in the classroom. Note that continuous behaviors are mitigated by conditions
such as evidence of alcohol or drug abuse, use of abusive or hate language, and/or sexual harassment.
Suggestions for De-Escalation of Situation
BODY LANGUAGE
Keep an open posture (no crossed arms, legs or hands)
Maintain respectful eye contact
Keep a comfortable distance
Do not stand over the student

TONE
Maintain respectfulness and calm

Do not raise your voice
VALIDATION
Validate the students feelings (i.e. I can see you are confused, that you want to talk about this, etc.)
DISPLACEMENT OF DISRUPTIVE BEHAVIOR
Request that the disruptive behavior be stopped or suggest an alternative location (i.e. Could we continue this conversation during my
office hours? Will you please take that phone call outside? etc.)
ACTION
If situation is unresolved between student and instructor and/or student is asked to leave the class, student must be referred to the Dean of
Students, Dr. Marlin Clark, 957-4004.
LEVEL II Definition
Any behavior that moves beyond interference in the instructors ability to teach and the students ability to learn that could escalate to a potential
threat of violence against the instructor or other students in the classroom.
Suggestions for De-Escalation of Situation
BODY LANGUAGE, TONE AND VALIDATION
Utilize the same body language, tone and validation techniques as in a Level I disruption.
DISPLACEMENT OF DISRUPTIVE STUDENT
Request that the student leave the class
Every attempt should be made to get the student to leave the class peacefully and voluntarily.
Do not engage in a power struggle or confrontation with the student.
Do not threaten the student or follow the student when they leave.
Do not try to physically remove the student.
If the student will not leave, step outside, call SLCC Campus Safety and have the student removed from the premises.
ACTION
All Level II disruptions must be reported to the Dean of Students, Dr. Marlin Clark, 957-4004.
LEVEL III Definition
Any situation that involves physical violence or a threat involving a weapon.
SLCC Campus Safety

Redwood & South City, Jordan,
MBK
957-3800
Miller
840-4000
Library Square
799-3000
Airport
575-2401
How Can I Help? Recognizing and Supporting Students in Trouble

Warning signs:
Disturbances in sleeping or eating habits
Declining school or work performance
Withdrawal from family and friends
Feelings of alienation, helplessness, hopelessness
Rise in risk taking behaviors, drug or alcohol abuse, disregard for personal safety
High rates of absenteeism
Sleeping in class
1.
2.
3.
4.
For:
5.
6.
Get the student to a safe and comfortable place.

Sit directly in front of the student (no desks or tables between you) in an open position (basket or table position)
Make good eye contact if possible.
Explain that what the student says will be kept confidential UNLESS the content suggests that the safety of the student or others may
be compromised.
Tell the student that your job is to make sure that they are safe and you will do whatever is necessary to ensure their safety.
Briefly assess the situation.
Anxiety
Depression
Disordered Eating
High stress levels
Survivor of Physical or Sexual Abuse, Assault or Rape (non-campus related)
Victim of Sexual Harassment (non-campus related)
Substance Abuse (non-violation)
Uncontrollable Anger (non-violation)
Refer to: Health & Wellness Services Counseling Services

Redwood Campus, Student Center 048, 957-4347
South City Campus, W175, 957-3323
For:
Physical illness (non-life threatening)

Injury (non-life threatening)
Refer to: Health & Wellness Services Counseling Services

Redwood Campus, Student Center 048, 957-4347
South City Campus, W175, 957-3323
For:
Violations regarding anger control or substance abuse

Campus-related physical or sexual abuse, assault, rape or sexual harassment
Call SLCC Police Services for assistance if necessary

Refer to: Marlin Clark, Dean of Students, 957-4004
For:
Life threatening emergencies DIAL 911
SLCC CAMPUS SAFETY

Redwood & South City, Jordan, MBK
957-3800
Miller, 840-4000
Library Square
799-3000
Airport
575-2401
DISORDERLY CONDUCT
WHAT IS DISORDERLY CONDUCT?
The SLCC Student Code of Conduct defines disorderly conduct as:

Any behavior, which disrupts the academic and/or social environment on College owned or controlled
property or at College sponsored or supervised functions, or violates the standard of fair access to the
education experience. Examples of disorderly conduct include but are not limited to:
Disrupting the classroom environment
Being under the influence of drugs or alcohol
Causing harm or violating safety standards
Using physical violence
Harassing an instructor, staff or fellow student
Obstructing or disrupting disciplinary procedures or other College activities including public
functions
Using language offensive to public taste, including abusive language and obscene language
Using language that incites negative or discourteous behavior toward others
The College also expects all students to comply with reasonable direction and/or instruction from College
faculty or other personnel in the performance of their duties.
WHAT ISNT DISORDERLY CONDUCT?
Not all disruptions warrant the disorderly conduct label. It is wise to examine the situation to be sure you
are not reacting emotionally and possibly escalating the disruption. Is the problem being caused by:
Cultural differences?
Differences of opinion?
Communication difficulties?
Situational frustration or confusion?
Dealing with stress and/or emotions?
Needing extra time or attention for a special reason?
You may be able to avoid a conduct issue simply by spending some time examining the problem one-onone with the student.
TIPS FOR AVOIDING DISORDERLY CONDUCT
Articulate clear classroom expectations in the syllabus and review during class. (You may want
to incorporate the Student Code of Conduct definition of Disorderly Conduct and explain that
students engaging in Disorderly Conduct will be referred to the Dean of Students).
Develop agreements as a class during the first session.
Respond to problems quickly and consistently
Correct innocent mistakes and minor first offenses gently.
Give a general word of caution to the class
If possible, speak to the student after, or outside of class.
When necessary, correct the student courteously and indicate that further discussion can occur
during your office hours.
NOTES
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Session 3: Reflective Practitioners:

General Education and Major
August 19th | AAB 235
Time
Topic
8:00 8:30 am
Continental Breakfast
8:30 9:50 am
Part 1
Presenter
David Hubert
Assistant Provost, Learning
Advancement, General
Education & ePortfolio
Break
10:00 11:30 am
Part II
David Hubert
STRONG GENERAL EDUCATION EPORTFOLIOS

DOCUMENT SLCC'S LEARNING OUTCOMES
Goals & Outcomes
Critical Thinking
By the time you graduate with an Associates

degree, each of SLCCs learning outcomes on
your Goals and Outcomes page (except Lifetime
Wellness) should have at least 2 links to
assignments that demonstrate your achievement
of those outcomes.
By the time you graduate with an Associates

degree, your ePortfolio should include the following:
At least 3 assignments in which you solve an
unstructured problem (i.e., one without a single
correct answer)
At least 4 assignments or reflections in which
you make connections from one class (or
assignment) to another
At least 3 instances of your creative
expression
you had to analyze, synthesize, or evaluate
you demonstrate understanding of the
scientific method
At least 4 reflections in which you think
about your own thinking (metacognition), your
learning process, or how assignments
challenge your assumptions about the world
Tip #1: This handout is your guide to what

SLCC considers to be a strong ePortfolio. We
want you to graduate with more than a
diploma and a GPA. We want you to possess
an ePortfolio that is rich with your work and
reflections that provide evidence that you have
met the Colleges learning outcomes for all
students. So we advise you to use your
ePortfolio to showcase your unique path
toward the learning outcomes that will help
you be successful regardless of your major or
your career choice.
Quantitative Literacy
By the time you graduate with an
Associates degree, your ePortfolio
should include the following:
Projects and reflective writing
from all the Math classes you
take
At least 2 assignments outside of
Math courses in which you
analyze quantitative data or use
quantitative data in a table or
graph to support an argument
Learning Outside the

Classroom
Associates degree, your ePortfolio
should include at least 2 strong entries
on your Outside the Classroom page
(e.g., internships, clubs, sports, service-learning,
hobbies, volunteering, work-school balance,
community engagement, etc.).
Tip #2: Use reflection throughout

your ePortfolio to:
make connections across
disciplines,
illustrate how a particular
assignment addresses key
learning outcomes, and
think out loud about your own
thinking processes.
Effective Communication
Associates degree, your ePortfolio should
include the following:
Excellent reflection throughout
Dolor
Examples
writing
adipiscing:of
David
Hubertin at least 5
Office:
Work
Phone
different genres
Cell: Mobile Phone
At
least
1 audio or video track of
Email:
David.Hubert@slcc.edu
you making a speech or
presentation
Working with Others

By the time you graduate with an Associates degree, your ePortfolio
should have at least 3 assignments or reflections clearly indicating
how you successfully work with others (e.g., writing about what you
learned through giving and receiving peer feedback, or a group project in which
you played a key role).
Community Engagement
At least 3 assignments in which you demonstrate knowledge
of U.S. history, politics, economics, or social issues
At least 2 assignments in which you demonstrate knowledge
of global politics, economics, historical development, and/or
geography
At least 1 assignment or reflection in which you grapple with
issues of diversity in American life
If you have them--and it is fantastic if you do--your servicelearning experiences, reflections and work toward being a
Civically Engaged Scholar
Computer and Information Literacy

At least 10 assignments you complete using computer
hardware and software
At least 4 assignments in which you relied on your own
research outside of class (i.e., sources not provided by the instructor)
Credible sources used in all of your assignments
Proper citation of your credible sources
Lifetime Wellness
should include at least 1 assignment/reflection indicating your
understanding of the importance of physical activity and its
connection to lifelong wellness.
Tip #3: You can double or triple-dip your assignments to meet

learning outcomes. For example, a research paper on gender
discrimination in the United States fits in Effective Communication
as a genre of writing, in Civic Engagement as an example of
grappling with issues of diversity, and possibly in Quantitative
Literacy if you analyze/present data to support your argument.
Assignment Feedback Rubric
1
Needs Improvement
(Substantive revisions
would improve this
assignment.)
Clarity of the Assignment
No purpose is listed in the
Purpose
assignment.
Criteria
Goals /
Expectations
No goals or expectations
are listed in the
assignment.
Instructions
The instructions are

missing, confusing, or
insufficient for
understanding the
assignment requiring
faculty to offer
instructions and
explanations in class.
Description of the Setting
No audience is listed in
Audience
(Who the submission the assignment.
is written for.)
2
Fair
(This assignment could
use some minor
revisions.)
3
Good
(This assignment is
darn good as
written.)
Although a purpose is
mentioned, very few
students will be able to
determine why they are
doing the assignment.
Although goals /
expectations are
mentioned, very few
students will
understand them.
Although instructions
are present, many
students would have
difficulty and would
ask substantive
questions before they
could complete the
assignment.
Most students
would understand
why they are doing
the assignment.
Almost all students would

easily understand why they
were completing this
assignment.
Most students
would understand
the goals /
expectations of the
assignment
Most students
would understand
the written
instructions but
might have a few
questions for the
faculty member.
Almost all students would

easily understand the goals /
expectations of the assignment
The audience is
mentioned, but is
unclear.
The audience is
explicitly stated
providing some
context for the
assignment.
The students role is
explicitly stated
providing some
context for the
assignment.
The assignment
provides a
potentially
meaningful /
relevant connection
to most students
experiences /
interests.
The audience is clearly

explained offering meaningful
context to the assignment.
The assignment is
broken into
manageable
chunks that most
students could
follow and
complete.
The assignment is split and

sequenced so that students
would have no difficulty
completing the work.
Role Played by
Student
(Researcher, nurse,
historian, etc.)
No roles are listed in the

assignment.
The students roles are

mentioned, but are
unclear.
Connection to
Students
(A meaningful /
relevant connection
between the
assignment and
students interests.)
The assignment does not

make any sort of
connection to students
experiences / interests.
The assignment
attempts to make some
sort of connection to
students experiences /
interests.
Appropriateness of
Size of Chunks
(Each element /
concept / part of the
assignment can be
understood and
completed.)
scaffolding
The assignment is one
large project that would
be difficult for students to
digest.
The assignment has

some larger sections
that could confuse
some students.
4
Exemplary
(This is one of the best
assignments Ive reviewed.)
All students would easily

understand the written
instructions and could complete
the assignment without asking
any questions.
The students role is clearly

explained offering meaningful
context to the assignment.
The assignment provides a

powerful connection to nearly
every students experiences /
interests.

Needs Improvement
Fair
Good
(Substantive revisions
(This assignment could
(This assignment is
would improve this
use some minor
darn good as
assignment.)
revisions.)
written.)
Cognitive demand (often found in the prompts/instructions)
Know,
Describe, Comprehend,
Apply,
Cognitive
Remember
Understand
Analyze,
Level
(Based on Bloom)
Explain
Type of Task
Know
Know How
Show How
Determines whether the
Specific designed
students know how to do
procedures that often
something. Not whether
are parts of a larger
they can do it.
whole.
Alignment
There is no indication of
There is an attempt to
The assignment
Course
alignment to a course
identify alignment to
Outcomes
explicitly identifies
outcome.
course outcomes but the
alignment to at least
linkage is unclear.
one course outcome.
There is no indication of
There is an attempt to
The assignment
College-wide
alignment to a CWSLO.
identify alignment to
Student
explicitly identifies
CWSLOs but the linkage alignment to at least
Learning
is unclear.
one CWSLO.
Outcomes
(CWSLOs)
Criteria
Assessment
Clarity of
Grading
Practices
Potential for
Offering
Feedback to
Students
(For guiding
revisions to the
submission and
further learning.)
Students would have to

ask many questions about
grading.
Students would have to

ask some appropriate
questions about grading.
Students would not

receive substantive
feedback and would need
to guess about any
revisions to the work.
Students would have

some feedback, but
would need more
substantive information
to guide revisions to the
submission.
Students would
clearly understand
how they will be
graded.
The scoring methods
provide some
feedback that might
guide revisions to
the submission.
Exemplary
(This is one of the best
assignments Ive reviewed.)
Evaluate,
Synthesize,
Create
Do
Full realistic assignment that
mimics what would be done in
real life.
The assignment clearly

explains how the work aligns
to a given course outcome.
The assignment clearly
explains how the work aligns
to a given CWSLO.
Students might be able to score

their own (or peers) work.
The scoring methods would

provide clear and substantive
feedback to allow the students
to improve their submission.
Note that the assignment can result in an oral report, written document, video, set of photographs, etc.
General Education Learning OutcomesSalt Lake Community College!
!
Students acquire substantive knowledge throughout the General Education requirements.!
!
Students communicate effectively.This includes developing critical literaciesreading, writing,

speaking, listening, visual understandingthat they can apply in various contexts; Organizing and
presenting ideas and information visually, orally, and in writing according to standard usage;
Understanding and using the elements of effective communication in interpersonal, small group, and
mass settings.!
Students develop quantitative literacies necessary for their chosen field of study.This includes
approaching practical problems by choosing and applying appropriate mathematical techniques; Using
information represented as data, graphs, tables, and schematics in a variety of disciplines; Applying
mathematical theory, concepts, and methods of inquiry appropriate to program-specific problems.!
Students think critically and creatively.This includes reasoning effectively from available evidence;
demonstrating effective problem solving; engaging in creative thinking, expression, and application;
Engaging in reflective thinking and expression; Demonstrating higher-order skills such as analysis,
synthesis, and evaluation; Making connections across disciplines; Applying scientific methods to the
inquiry process.!
Students develop the knowledge and skills to be community engaged learners and scholars.
This includes understanding the natural, political, historical, social, and economic underpinnings of the
local, national, and global communities to which they belong; Integrating classroom and communitybased experiential learning; Identifying and articulating the assets, needs, and complexities of social
issues faced by local, national, and global communities; Evaluating personal strengths, challenges, and
responsibility for effecting positive social change in local, national, and global communities; Drawing
upon classroom and community-based learning to develop professional skills and socially responsible
civic behaviors; Engaging in service-learning for community building and an enhanced academic
experience.!
Students develop the knowledge and skills to work with others in a professional and
constructive manner.This includes engaging with a diverse set of others to produce professional
work; Interacting competently across cultures; Understanding and appreciating human differences;
Understanding and acting on standards of professionalism and civility, including the SLCC Student
Code of Conduct.!
Students develop computer and information literacy.This includes using contemporary computer
hardware and software to effectively complete college-level assignments; Gathering and analyzing
information using technology, library resources, and other modalities; Understanding and acting upon
ethical and security principles with respect to computer technology and to information acquisition and
distribution; Distinguishing between credible and non-credible sources of information, and using the
former in their work in an appropriately documented fashion.!
Students develop the attitudes and skills for lifelong

wellness.This includes understanding the importance of
physical activity and its connection to lifelong wellness;
Learning how participation in a fitness, sport or leisure
activity results in daily benefits including stress reduction,
endorphin release, and a sense of well-being.
Chapter 2: Reflection and Learning from Experience1

My journal has become a symbol of independence. It allows me the luxury of time to myself. The
journal requirement for this class gave me permission to stop and spend some time on my thoughts.
My family would consider journal writing self-absorbent, selfish and a waste of time. I had to overcome
and reframe this mindset that has influenced me throughout my life. It was a slow process for me to
change my attitude about the importance and utility of the journaling activity. I found that writing in
my journal gave me justification to spend time focusing, venting or thinking metacognitively about
different aspects of the semester. The professor said it well when she said, writing is thinking.
--Laura, returning graduate student
Before completing class assignments in her journal, Laura viewed journal keeping as self
absorbent. She has modified her prior assumption and now knows the power of journal writing.
She connects writing, learning, and reflection. The theoretical foundation for journal writing lies in
learning models that place reflection as a centerpiece in learning. Because of the connection
between reflection, writing, and learning, we use the work of three well-known learning theorists:
John Dewey, David Kolb, and Donald Schn, who all emphasize that reflection is a fundamental
component in human learning and development.
Reflection is more than merely thinking or musing. Reflection is a complex and intentional
intellectual activity that generates learning from experience. What kind of learning results from
reflection? Dewey (1933), a prominent 20th century educational philosopher, argues that reflective
thinking builds the foundation for the furtherance of democratic principles. Kolb (1984) and Schn
(1983) assert that reflection helps adults cope with and learn from ill-structured, complex
problems in social settings and the workplace. If the potential results of reflective thinking are that
adults develop positive democratic attitudes and practices and are more able to address problems
in their social and professional lives, then as educators it is important for us to find ways to foster
reflection
Three Leading Theoretical Perspectives on Reflection and Learning from Experience
John Dewey (1859-1952): Experience, Reflection and Learning
As the father of the 20th century progressive movement in education and an eminent philosopher,
John Deweys work is particularly helpful in defining and describing the relationships among
experience, reflection, and learning, because faculty expect students to learn, especially the
knowledge within their respective disciplines, reflection on course readings and field experiences is
essential. Across a variety of disciplines, journals are a well-established way to record, reflect, and
continue to learn from experience. John Dewey has defined what experiences are educative, how
learning proceeds, and what role reflection plays in learning.
Dewey (1933) states that an experience is an interaction between the individual and the
environment. An experience first includes more than participation in activities; experience could be
reading a book, taking lecture notes, or talking with others. Secondly, an experience contains what
Dewey referred to as continuity, a continuous flow of knowledge from previous experiences
This is an abridged version of chapter two from Dannelle D. Stevens and Joanne E. Cooper, Journal
Keeping. How to Use Reflective Writing for Learning, Teaching, Professional Insight and Positive
Change. Sterling, Virginia: Stylus Publishing. 2009.
Learning, therefore, is a continuous and cumulative process. Prior learning becomes the fodder for
further understanding and insight.
In his 1933 work, How We Think, Dewey distinguishes between four different modes of thinking:
imagination, belief, stream of consciousness, and reflection. Dewey acknowledges that imagination,
belief, and stream of consciousness are certainly part of our thinking activities, yet they do not
necessarily contribute to learning and even less to lifelong learning. Reflection, however plays a
different role. Dewey defines reflection as the
active, persistent, and careful consideration of any belief or supposed form of knowledge
in light of the grounds that support it and the further conclusions to which it tends. (1933,
p. 9)
Reflection is active. When we reflect we examine prior beliefs and assumptions and their
implications. Reflection is an intentional action. A demand for a solution of a perplexity is the
steadying, guiding factor in the entire process of reflection (Dewey, 1933, p. 14). Dewey adds
The function of reflective thought is, therefore, to transform a situation in which there is
experienced obscurity, doubt, conflict, disturbance of some sort into a situation that is
clear, coherent, settled, harmonious. (1933, p. 100)
Reflection starts with discomfort during an experience and leads a person to a balanced state. It
takes time and focus to reach clarity of thought.
Dewey writes that reflection gives an individual an increased power of control (Dewey, 1933, p.
21). It emancipates us from merely impulsive and merely routine activityIt converts action that
is merely appetitive, blind and impulsive into intelligent action (1933, p. 17). It is not enough just
to have an experience. Reflection directs that experience to learning and deeper insights
Reflective thinking takes time and requires one to engage in several different phases or aspects
of reflective thought:
1. Perplexity: responding to suggestions and ideas that appear when confronted with a
problem.
2. Elaboration: referring to past experiences that are similar.
3. Hypotheses: developing several potential hypotheses.
4. Comparing hypotheses: finding some coherence within these hypotheses
5. Taking action: experiencing mastery satisfaction, enjoyment when selecting and then
acting on these hypotheses (Dewey, 1933, pp. 106-115)
Dewey asserts that these are not steps but aspects of reflective activity. An individual may stop at
some point and find it necessary to go back and, for example, collect more experiences.
A key point is that informed action follows this reflective thinking process and leads to more ideas
and therefore generates more experience on which to reflect. Reflective thinking impels to inquiry
(Dewey, 1933, p. 7)
In fact, to Dewey, reflective thinking fosters the development of three attitudes that further the
habit of thinking in a reflective way. These three attitudes are:
Open mindedness (freedom from prejudice)

Wholeheartedness or absorbed interest
Responsibility in facing consequences (Dewey, 1933, p. 33)
These dispositions are the foundation for education that gives people a personal interest in social
relationships and control and the habits of mind that secures social changes without introducing
disorder. (Dewey, 1944, p. 99)
David Kolb (1939- ): Reflection and an Experiential Learning Model
David Kolbs (1984) theory of experiential learning elaborates the process by which adults learn
from their experienceKolbs model (Figure 2.1) illustrates the four stages of learning from
experience: concrete experience, reflective observation, abstract conceptualization, and active
experimentation.
Figure 2.1: Kolbs Theory of Experiential Learning
Concrete Experience
Active
Experimentation
Reflective
Observation
Abstract
Conceptualization
The first phase in the Kolb cycleconcrete, real world experiencemeans direct, practical
experience that results in knowledge by acquaintance as opposed to knowledge about
something. Concrete experience precedes reflective observation of that experience. The next phase,
reflective observation, involves focusing on what that experience means and its connotations in
light of past learning. In the third phase, abstract conceptualization, learners relate their reflective
observations to what they already know: extant theories, preconceived notions, and embedded
assumptions. During active experimentation, the last phase before the cycle begins again, the
learner applies new concepts and theories to the real world.
For Kolb (1984), learning is a cycle that perpetuates more learningReflection is the engine that
moves the learning cycle along its path to further learning, action, and more reflection. Without it,
the learner is stuck in the experience without gaining any new understanding.
Kolb did not address journal writing per se as a reflective tool. Yet the journal offers a unique
opportunity to chronicle and examine more closely and carefully our concrete experiences, and
then to ask the hard questions about how these experiences relate to what is already known. When
students or faculty keep a journal, they are capturing a concrete experience in a written form.
During writing, journal writers can readily examine their concrete experiences, and even step back
and reflect on how those observations might relate to other experiences. To extend the learning
further, during abstract conceptualization the writing can be reread and analyzed for underlying
assumptions and beliefs that contribute to positive outcomesAccording to Kolbs theory, then,
journal writers can actively experiment with the ideas that motivate their actions and thus
approach new experiences with fresh insights and the possibility for new learning
A journal is an appropriate location for documenting experience, generating reflections, and
examining assumptions. Boyd and Fales further argue that reflective learning is the
core difference between whether a person repeats the same experience several times,
becoming highly proficient at one behavior, or learns from experience in such a way that
he or she is cognitively or effectively changed. Such a change involves essentially changing
his or her meaning structures. (1983, p. 100)
Kolbs work elaborates a cycle of learning that leads to informed future action. Another theorist,
Donald Schn, describes the power of two different kinds of reflection to develop expertise in
professional practice fields such as education and medicine.
D. A. Schn (1930-1997): Reflection and Professional Practice
Schn (1983, 1987) was interested in how and when professionals use reflection to build
professional knowledge and expertise. Schns work appeals to professionals who teach
professionals because he distinguishes between the static knowledge found in textbooks and the
dynamic, adaptive knowledge that the expert uses in clinical and professional settings. To bridge
this gap, pre-service professionals need guided practice. Given the dynamic, complex, and
unstructured settings in which professionals work, developing reflective capacity is essential.
Schns initial work (1983) was geared toward those who educate professionals. He asserts that in
the past, professional practice programs have delineated the professions espoused theories to
novices. Yet these theories may make sense in the textbooks but may not actually be applied in
daily practice. The theories that guide daily decision-making, the theories-in-use, are contextually
specific, idiosyncratic, and often not mentioned in textbooks of professional practice. Over and over
again the theories-in-use are tested and developed to become proven, sometimes even unconscious,
ways of performing. One of Schns central concerns is how to help novices learn the theories used
by experts in real life settings.
Schn describes two processes that contribute to the development of expertise: reflection-in-action
and reflection-on-action. Professionals reflect while they are engaged in an experience (reflectionin-action) and after an experience (reflection-on-action). In this process of reflection, novice
professionals develop the theories-in-use that underlie competent, expert decision making.
For most professionals, the journal is a reflection-on-action zone allowing them to slow down the
constant array of demands, scrutinize their actions, and determine whether their present activities
contribute in the long run to their goals and desires. Thus the journal can become a place where
professionals can develop the ability to identify tacit, unspoken knowledge that is not typically
taught. Many professional preparation programs have relied on Schns work to guide their use of
journal-writing activities
How Does Reflection Occur? The Action-Reflection-Action Cycle
Reflection occurs in a cycle of action, reflection, and action. Dewey, Kolb, and Schn included
reflection in at least one step in their theories on learning from experience. For all three, reflection
is not isolated from experience; it is part of a cycle of learning and experiencing. Dewey described
aspects of reflection. Kolb described phases. Schn divided reflection into two parts: reflection
in and on action. All include experience followed by reflection and the generation of hypotheses
or experimental conclusions that are applied to further experience. For each, learning from
experience requires shuttling back and forth from observations, to examination and reflection on
those observations, and then acting on those conclusions. The more people reflect on action, the
better they get at reflecting and the more they can learn about themselves
Why is Reflection Worthwhile? Development of Valued Human Capabilities
Through the development of reflective capacity and the habit of reflective thinking the student or
professional achieves certain broader, more lasting outcomes as well. Dewey (1933) asserts that
reflection is the foundation for democracy through developing the capacity for open mindedness,
wholeheartedness, and responsibility. Kolbs (1984) theory shows how important it is to assess our
basic beliefs that may blind us to new knowledge. Finally, Schns model (1987) leads the
professional to becoming an expert
References
Boyd, E. M., & Fales, A. W. (1983). Reflective Learning: Key to Learning from Experience. Journal of
Humanistic Psychology, 23(2), 99-119.
Dewey, J. (1933). How We Think: A Restatement of Reflective Thinking to the Educative Process.
Boston: D. C. Heath. (Original work published in 1910)
Dewey, J. (1944). Democracy and Education. New York: Free Press. (Original work published in
1916)
Kolb, D. A. (1984). Experiential Learning: Experience as a Source of Learning and Development.
Englewood Cliffs, NJ: Prentice-Hall.
Schn, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic
Books.
Schn, D. A. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-Bass.
Reflective Writing for SLCCs Gen Ed ePortfolio: A Common Sense Rubric

Criteria
Exceeds Expectations
Language Use
The writer always uses engaging

language, and his/her voice is clear
and compelling.
Context and
Reference
The writer clearly understands that

s/he is writing for an audience beyond
the instructor, and therefore sets the
context for the assignment and the
reflection prompt. The writer refers to
specific features of the work s/he
turned in.
Depth of
Reflection
The writer directly addresses the

reflection prompt(s) given by the
instructor, elaborates his/her points,
makes real connections between the
assignment and his/her learning,
highlights new insights and
perspectives, and/or uses techniques
such as questioning, comparing,
interpreting, and analyzing.
The writer demonstrates a solid grasp
of standard writing conventions (e.g.,
spelling, punctuation, capitalization,
sentence structure, word choice,
paragraphing) and uses conventions
effectively to enhance readability.
Errors are practically non-existent.
Conventions of
Standard Edited
English
Levels of Performance
Meets Expectations
Progressing Towards
Expectations
The writer usually employs
The writer sometimes
engaging language, and his/her
uses engaging language,
voice is apparent.
but his/her voice seems to
be lost most of the time.
The writer generally recognizes

that s/he is writing for an
audience beyond the instructor,
and therefore sets the context for
the assignment and the reflection
prompt. The writer refers to
specific features of the work s/he
turned in.
The writer addresses the
reflection prompt(s) given by the
instructor, and does a fairly good
job with elaboration, making
connections, offering new insights
and perspectives, and/or uses
techniques such as questioning,
comparing, interpreting, and
analyzing.
The writer usually demonstrates a
good grasp of standard writing
conventions and uses conventions
effectively to enhance readability.
The presence of few errors makes
the piece generally enjoyable to
read.
Clearly Below
Expectations
The writer uses
language that fails to
engage the reader at
all. The writer's voice
seems to be
completely missing.
The writer makes some

attempt to set the context.
S/he makes vague
references to the work
s/he turned in.
The writer jumps right

into the reflection
without setting the
context, and s/he
makes no references
to the work s/he
turned in.
The writer partially

addresses the reflection
prompt(s) given by the
instructor, and fails to
sufficiently elaborate
his/her points. S/he
makes few connections,
offers few insights and
perspectives, etc.
The writer shows some
control over standard
writing conventions.
Conventions are
sometimes handled well
and enhance readability;
at other times, errors are
distracting and impair
readability.
The writer fails to

address the reflection
prompt(s) given by
the instructor. The
reflection piece
contains no
elaboration and is too
short.
David Hubert at Salt Lake Community College. Permission granted for reproduction with attribution.
Errors in spelling,
punctuation,
capitalization, usage,
grammar and
paragraphing
repeatedly distract the
reader and make the
text difficult to read.
Notes for Students

Language Use--It's very difficult to describe the differences between engaging writing that conveys a sense of voice and its
opposite, but every one of your instructors can recognize the former as distinct from--and better than--the latter. In strong
reflective writing, a bit of your personality and character should shine through to the reader due to the distinctive way you
phrase your thoughts and due to the choice of words you use. That's your "voice." Unlike in most signature assignments, it's
okay to write in first person in your reflective writing. So you can write "I think" this and "I noticed" that in your reflective
writing. Engaging writing uses language that is interesting, compelling, and captivating; it pulls the reader into the mind of the
writer, instead of being a stale, forgettable recitation of facts.
Context and Reference--Your instructor knows about your work and the reflective writing accompanying it, because s/he
made the assignment. However, other people with whom you share your ePortfolio will not know the context of each page in
your ePortfolio. If you jump right into your reflective writing without setting the proper context, most readers are going to be
confused. At some point in your reflective writing (usually in the opening sentences) you need to encapsulate the assignment
and the reflective writing prompt that have combined to elicit your brilliant thoughts. Try to do this is an imaginative way,
rather than writing something like "For this class I had to write an essay about George Orwell's 1984, and now I'm going to
reflect on how my essay is a good example of critical analysis." Boring.
In addition to setting the context, effective reflective writing almost always makes reference(s) to specific elements of your
work on the signature assignment(s). These references to your work constitute good evidence for the claims you are making in
your reflective writing.
Depth of Reflection--First of all, make sure you address the reflection prompt given to you by the instructor. Elaborate your
points with analysis, connection-making, questioning, comparisons, interpretations, and insights about yourself, your learning,
or the wider world that are initiated by the assignment and the reflective writing prompt. Reflective writing is difficult for
many of us; it takes a certain amount of courage, so go ahead and risk a little by pushing yourself as you translate your
thoughts into writing.
Conventions of Standard Edited English--Your ePortfolio is a formal presentation of your academic self that you share with
SLCC instructors, friends, family, scholarship committees, and possibly others. Therefore you want to ensure that not only are
the artifacts in your ePortfolio representative of your best work on signature assignments, but that your reflective writing is
also free from obvious mistakes. Don't let simple mistakes detract from the quality of your reflection.
Session 4: Best Practices for Full

Time Teaching
August 20th | Silver Fork Lodge, Big Cottonwood Canyon
Time
Topic
1:00 1:20 pm
First Days of Class
1:20 1:45 pm
Canvas and MyPage
1:45 2:45 pm
Teachers as People
3:00 3:30 pm
3:30 4:00 pm
4:00 4:30 pm
4:30 5:00 pm
5:00 7:00 pm
Break
Creating Significant Learning
Experiences
Teaching Underprepared Students
Challenges of English Language
Learners
Importance of Being Critically
Reflective Teachers
Dinner and Social
Presenter
Paul Allen
Associate Dean, Humanities,
Language and Culture
Ryan Hobbs
Director of eLearning
Soni Adams
Associate Dean, Health and
Lifetime Activities
Richard Scott
Dean, School of Arts,
Communication & Media
Maura Hahnenberger
Lecturer, Geosciences
Brenda Gardner
Assistant Professor, Mathematics
Rose Defa
Instructional Designer eLearning
Jane Drexler
Associate Professor, Humanities,
Language, and Culture
Creating Significant Learning Experiences

Personal & Group Reflection
(1) What are your favorite things about
being a student?
(3) Why do you want to be a teacher?
(2) What are your least favorite things about

being a student?
(4) How did you learn how to be a teacher?
How do we create significant learning experiences for our students?
_____
_____
_____
_____
_____
_____
Student
Learning
Experiences
_____
New Faculty Orientation

Resources
Center for eLearning http://www.slcc.edu/online/index.aspx
Center for Innovation (Professional Development)
http://www.slcc.edu/innovation/professionaldevelopment/index.aspx
Code of Conduct http://www.slcc.edu/policies/docs/Student_Code_of_Conduct.pdf
Connections
http://www.slcc.edu/facultyservices/docs/ConnectionsFacultyBrochure09122012.pdf
Disability Resource Center http://www.slcc.edu/drc/
ePortfolio http://www.slcc.edu/gened/eportfolio/index.aspx
Faculty Teaching and Learning Center (FTLC) http://www.slcc.edu/ftlc/contact-us.aspx
General Education http://www.slcc.edu/gened/index.aspx
Human Resources Links http://www.slcc.edu/hr/benefits/index.aspx
Medical Insurance Enrollment https://regenceutah.secure-enroll.com/go/regenceutah
Benefit Enrollment Information and Forms
http://www.slcc.edu/hr/benefits/full-time-employees.aspx
MyPage Instruction https://mypage.slcc.edu/cp/home/displaylogin
Office of the Registrar and Academic Records
http://www.slcc.edu/enrollmentservices/index.aspx
Presidents Office http://www.slcc.edu/president/

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New Faculty Orientation

August 17, 18, 19 & 20, 2015

3 New Faculty Orientation

Session 1: Orientation and

SLCC Strategic Mission and

Who are Our Students?

Diversity and Inclusion

Q & A with Associate Deans

4 New Faculty Orientation

5 New Faculty Orientation

Dr. Roderic Land, Special Assistant to the President

President's Committee on Inclusivity and Equity

Inclusivity and Equity in the Classroom:

6 New Faculty Orientation

7 New Faculty Orientation

8 New Faculty Orientation

Authority of the Faculty

9 New Faculty Orientation

10 New Faculty Orientation

Alphabet Soup: Standing Committees

11 New Faculty Orientation

Tenure/Post-Tenure Academic Rate Promotion At-A-Glance

MA/MS required (or equivalent professional certification)

Meets service expectations of the

MA/MS required (terminal degree preferred); or equivalent

Maintains and develops one's field of knowledge and

MA/MS required; (terminal degree preferred); or equivalent

Maintains and develops one's field knowledge and

Demonstrates Professional Performance

Maintains and develops one's field knowledge and credentials

Exceeds Professional Performance or demonstrates excellence in either

MA/MS required (terminal degree preferred); or equivalent professional

Maintains and develops one's field knowledge and credentials

Consistently exceeds or demonstrates exceptional Professional Performance in

Consistently exceeds or demonstrates exceceptional

Demonstrates Professional Performance

Meets service expectations of the

Exceeds Professional Performance or

Meets service expectations of the department,

Consitently exceeds or demonstrates

13 New Faculty Orientation

Ten Ways to Engage

A Magna Publications White Paper

14 New Faculty Orientation

Magna Publications, Inc.

15 New Faculty Orientation

ABOUT THIS WHITE PAPER

16 New Faculty Orientation

17 New Faculty Orientation

18 New Faculty Orientation

Many of these steps in this

Of course, a successful first day begins

19 New Faculty Orientation

20 New Faculty Orientation

CREATE PROCEDURES FOR GETTING STUDENTS INTO THE

While instructors are not

Instructors do not want students to trickle

In fact, the procedures used on the first day

The Entrance Table

21 New Faculty Orientation

Make Procedures Visible

22 New Faculty Orientation