Faculty Mentor Program Guidebook

Investing in Collin College’s Faculty

To make suggestions or to report errors, please contact

Kelly Andrews Associate Dean, Academic Affairs

kandrews@collin.edu 972.881.5640

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The objective of the Faculty Mentor Program is to assist new faculty as they transition to Collin College during their first year. The program is designed to be mutually beneficial to both the mentor and mentee, as both can learn from each other.

GUIDING PRINCIPLES 1. The relationship between the mentor and mentee is a professional relationship based on

trust and commitment to make the experience valuable for both parties.

2. Mentors must be accessible and willing to communicate regularly with their mentee during

the academic year.

3. Mentors and/or mentees must contact their associate dean if there are any problems or

significant changes that occur during the mentoring process.

4. Mentors should follow the recommended timeline provided herein during the academic

year.

5. Mentors are guiding faculty toward success in assimilating to the college’s culture and

operating within the college’s core values.

COLLIN COLLEGE CORE VALUES

We have a passion for o Learning

o Service and Involvement

o Creativity and Innovation

o Academic Excellence

o Dignity and Respect

o Integrity

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CONTENTS

Mentor Checklist and Timeline for Full-Time Faculty ……………………………………………………………………………..4

Mentor Checklist and Timeline for Associate Faculty………………………………………………………………………………6

Faculty Starting Line……………………………………………………………………………………………………………………………….8

COE Definition of an Excellent Faculty Member ……………………………………………………………………………………11

Instructional Best Practices .…………………………………………………………………………………………………………………12

FERPA …………………………………………………………………………………………………………………………………………………..13

Student Evaluation Tool………………………………………………………………………………………………………………………..14

Pre-Observation Form…………………………………………………………………………………………………………………………..15

Class Observation Form…………………………………………………………………………………………………………………………16

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Mentor Checklist and Timeline for Full-Time Faculty First Semester One – two weeks prior to the start of the semester, contact mentee, exchange contact information, arrange a time to meet in person.

Review goals of the mentor program and guiding principles. Discuss potential challenges the faculty member may encounter. Exchange teaching and office hour schedules. Ensure mentee reviews the Faculty Starting Line onboarding training course in Canvas. Discuss. (See

page 8 of this document for details) Assist mentee with logging into CougarWeb and navigating the homepage, obtaining college ID,

using office phone, registering with CougarAlert, accessing the I:-drive, etc. Ensure mentee has necessary textbooks and supplies. Give a tour of the campus. Note the location of places like the library, the Dean of Students office,

advising, eLC, HR, copiers/Scantron machines, mailboxes/division supply room, etc. Make essential introductions.

Guide mentee in the use of classroom AV equipment and whom to contact if they have technological issues.

Review Semester Checklist for Full-Time Faculty and discuss instructional best practices . Review a syllabus. Check for these items:

-Clear and accurate grading scheme -Descriptive classroom management policies regarding attendance/late work, disruptive behavior, plagiarism/cheating, etc. (Note hard stop date) -Thorough class calendar with due dates for major assignments, withdrawal deadline, and date for final exam

If applicable, provide dual credit information such as the Dual Credit Faculty Guidelines and contact list of special admissions coordinators.

If applicable, provide information from COAT on the core assessment purpose and process, the assessment rubric(s), and any example assignment(s).

Within the first week of the semester,

visit with mentee to discuss progress, questions, obstacles, etc. review the purpose of accurate roster certification; assist in roster certification process. review the purpose and protocol of the ACCESS office and the student’s role in employing

accommodations. review FERPA limitations and FERPA waiver location on CougarWeb.

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Within the first month of the semester,

ensure mentee knows how to access the Faculty and Associate Faculty Handbook and the Student Handbook.

review opportunities for service and professional growth that might be of interest to mentee. Note dates of Collin faculty development conferences.

discuss classroom management techniques and explain how and when the Student Incident Report process is utilized for Student Code of Conduct violations.

share information about student clubs and organizations on campus. provide information about the purpose and scope of SOBI. schedule a visit to the mentee’s class by midterm. Review the Class Observation Report form and

explain what to expect. Have mentee complete the Pre-Observation Conference Form; request any pertinent materials such as syllabus, text, lesson plan, handouts, etc.

By midterm,

observe a class session taught by the mentee and discuss the results of the observation. invite the mentee to observe one of your courses and discuss the results of the observation. review the student evaluation process and evaluation instrument.

Within the final three weeks of the semester,

discuss the final exam schedule and the expectations governing final exams, particularly at dual credit sites, if applicable.

discuss the guidelines for submitting a grade of incomplete (“I”). discuss the requirement to provide a date of last attendance for any student assigned a final course

grade of “F”. review instructions for changing a final course grade. discuss end-of-semester procedures, including submitting final grades, saving gradebooks, etc. discuss graduation expectations and protocol (note their assigned ceremony A-J=Dec/K-Z=May) set an end-of-semester meeting to reflect and set goals for the next semester.

Second Semester In the week prior to the start of class, offer to meet with mentee to help prepare for the semester such as reviewing the syllabus for a new course prep.

Around midterm, check in with mentee to answer questions and/or address obstacles.

Within the final three weeks of the semester,

set an end-of-semester meeting to reflect and set goals for the next semester/academic year. complete a mentoring program survey, if applicable.

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Mentor Checklist and Timeline for Associate Faculty First Semester One – two weeks prior to the start of the semester, contact mentee, exchange contact information, arrange a time to meet in person.

Review goals of the mentor program and guiding principles. Discuss potential challenges the faculty member may encounter. Exchange teaching and office hour schedules. Ensure mentee reviews the Faculty Starting Line onboarding training course in Canvas. Discuss. (See

page 8 of this document for details) Assist mentee with logging into CougarWeb and navigating the homepage, obtaining college ID,

registering with CougarAlert, accessing the I:-drive, etc. Ensure mentee has necessary textbooks and supplies. Give a tour of the campus. Note the location of places like the associate faculty office, library, the

dean of students office, advising, eLC, HR, copiers/Scantron machines, division supply room, etc. Make essential introductions.

Guide mentee in the use of classroom AV equipment and whom to contact if they have technological issues.

Review Semester Checklist for Associate Faculty and discuss instructional best practices. Review a syllabus. Check for these items:

-Clear and accurate grading scheme -Descriptive classroom management policies regarding attendance/late work, disruptive behavior, plagiarism/cheating, etc. (Note hard stop date) -Thorough class calendar with due dates for major assignments, withdrawal deadline, and date for final exam

If applicable, provide dual credit information such as the Dual Credit Faculty Guidelines and contact list of special admissions coordinators.

If applicable, provide information from COAT on the core assessment purpose and process, the assessment rubric(s), and any example assignment(s).

Within the first week of the semester,

visit with mentee to discuss progress, questions, obstacles, etc. review the purpose of accurate roster certification; assist in roster certification process. review the purpose and protocol of the ACCESS office and the student’s role in employing

accommodations. review FERPA limitations and FERPA waiver location on CougarWeb.

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Within the first month of the semester,

ensure mentee knows how to access the Faculty and Associate Faculty Handbook and the Student Handbook.

review opportunities for service and professional growth that might be of interest to mentee. Note dates of Collin faculty development conferences.

discuss classroom management techniques and explain how and when the Student Incident Report process is utilized for Student Code of Conduct violations.

share information about student clubs and organizations on campus. provide information about the purpose and scope of SOBI. schedule a visit to the mentee’s class by midterm. Review the Class Observation Report form and

explain what to expect. Have mentee complete the Pre-Observation Conference Form; request any pertinent materials such as syllabus, text, lesson plan, handouts, etc.

By midterm,

observe a class session taught by the mentee and discuss the results of the observation. invite the mentee to observe one of your courses and discuss the results of the observation. review the student evaluation process and evaluation instrument.

Within the final three weeks of the semester,

discuss the final exam schedule and the expectations governing final exams, particularly at dual credit sites, if applicable.

discuss the guidelines for submitting a grade of incomplete (“I”). discuss the requirement to provide a date of last attendance for any student assigned a final course

grade of “F”. review instructions for changing a final course grade. discuss end-of-semester procedures, including submitting final grades, saving gradebooks, etc. set an end-of-semester meeting to reflect and set goals for the next semester.

Second Semester In the week prior to the start of class, offer to meet with mentee to help prepare for the semester such as reviewing the syllabus for a new course prep.

Around midterm, check in with mentee to answer questions and/or address obstacles.

Within the final three weeks of the semester,

set an end-of-semester meeting to reflect and set goals for the next semester/academic year. complete a mentoring program survey, if applicable.

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Inclusions:

Semester Checklist College Service / PG&D Opportunities Instructional Best Practices Pre-Observation Form COAT Rubrics Class Observation form Roster Certification Instructions Student Evaluation Instrument FERPA Protections The Canvas course entitled Faculty Starting Line contains information and guidance on a variety of topic. Below is information on accessing Faculty Starting Line and an outline of the contents of the course. Faculty Starting Line The purpose of the Faculty Starting Line course is to assist full-time and associate faculty in understanding and negotiating all aspects of their employment and responsibilities as faculty for Collin College. To begin, log into CougarWeb and click the Faculty tab. In the Canvas Access box, click Access to Canvas.

Next, click on the Courses icon and select Faculty Starting Line.

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Academic Calendars Submit Grades

eLC Request a Grade Change

Syllabi Resources Assign an Incomplete

Faculty Handbook Canvas Grades

Canvas Faculty Handbook

Bookstore Student Problems (Complaint, Grade Appeal)

End-of-Semester eLC Checklist

SOBI Referrals Campuses

Dean of Students Office Dual Credit Website

Labs & Writing Centers Contacts

Tutoring Orientation

Library Support Grade Information

ACCESS Dual Credit Guidelines

Student Services Dual Credit Faculty Handbook

Counseling

Career Services

Student Tech Resources

Academic Planning Coach

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Curriculum Advisory Board (CAB) District Contacts

Syllabus Depot Emergency Contacts

Curriculum Tech Support

Associate Faculty Info Guide

Schedule Production Timeline

Academic Planning Coach

VPs, Provosts, & Deans

Continuing Education

eCollin Learning Center (eLC)

Online Advisory Board (OAB)

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CO U N CIL ON EXCE LLE N CE D E F IN IT IO N O F A N E XCE LLE NT FA CU LT Y MEMB E R

The primary areas of focus for an excellent faculty member include teaching (the first priority), supporting students, engaging in significant college service, and participating in substantive professional development opportunities. I. TEACHING

The excellent faculty member: • Facilitates learning • Conveys the fundamental body of knowledge in the discipline and can apply that knowledge • Teaches students how to critique, analyze, and build upon that body of knowledge • Shows students how to apply concepts and provide evidence to demonstrate that knowledge • Employs current materials, applies contemporary research, and uses effective and innovative methods of instruction • Responds to the differing educational needs of a diverse student body • Provides meaningful feedback to students in an effective evaluation process

II. ADVISING AND SUPPORTING STUDENTS

The excellent faculty member: • Provides advice to students about career and curriculum options • Helps students with academic problems • Directs students to competent help for academic and non-academic problems • Supports student organizations and events • Is available to and approachable by students

III. COLLEGE SERVICE

The excellent faculty member: • Actively and productively participates in college-wide, division, and department councils, task forces, and committees • Creates innovative programs/activities for the district that benefit students • Performs other service activities designed to further the accomplishment of the college’s mission • Represents the college in the community served by the college district • Engages in professionally-related community service

IV. PROFESSIONAL DEVELOPMENT

The excellent faculty member: • Remains current and competent in the discipline, staying vigilant and continuously monitoring advances in related

scholarship • Creates and sustains an on-going program of self-development and improved pedagogy • Seeks opportunities for any of the following:

o Professional growth in one’s discipline (formal research and publication, production in one’s art, professional performance, etc.)

o Presentations before professional societies or other meetings o Work in the field o Workshop and conference participation o Holding office in professional associations or in the community o Academic career advancement through course work progressing toward a terminal degree

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Instructional Best Practices This list is not exhaustive but does provide practices that are designed to keep students engaged in

learning and to support academic success. A teacher of excellence— 1. Is a master of the discipline but continually seeks out professional growth opportunities. They also devote time to learning about teaching, apply what they’ve learned, and then assess the value of the change to their students. 2. Is enthusiastic, positive, respectful, and approachable in their interactions with students. They treat each student in a way that makes them feel valued and capable. They do not waver from their high standards, but they also act with compassion when it is appropriate. A teacher of excellence models Collin College’s Core Values. 3. Designs a clear, comprehensive, well-organized syllabus that communicates rigorous but meaningful course expectations and goals, detailed assignment instructions and rubrics, a sensible grading scheme, reasonable classroom rules with specific consequences, and a complete class calendar. They follow the syllabus carefully and maintain equitable expectations of students. They take care to make as few changes as possible through the course of the semester. When changes are made, the instructor directly communicates the changes with students and posts the change in Canvas. 4. Designs an intuitive and informative Canvas course shell. The shell must contain, at a minimum, the syllabus, class calendar, and instructor contact information. At best, it should contain assignment modules with clear instructions and grading rubrics and student grades. 5. Employs active learning techniques. Active learning engages students to participate in purposeful activities that have meaning to students and that connect with the student learning outcomes. These activities assist in shaping connections between what students know and new information they are receiving. 6. Employs multiple types of meaningful assessments so students can demonstrate their mastery of the material in a variety of ways. A teacher of excellence understands that assessment should improve student performance, not just measure it. 7. Provides timely and meaningful feedback. Generally, an assignment should be graded and returned with a clear rationale for the grade with two weeks of submission. Students learn best when provided the opportunity to build upon their knowledge and skill by practicing on low-stakes assignments prior to completing high-stakes assignments. Additionally, students should have an accurate view of their progress in the course prior to the withdrawal date so they can make an informed decision. A teacher of excellence assesses students in a transparent, equitable manner and provides feedback throughout the semester.

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Family Educational Rights and Privacy Act (FERPA)

US Department of Education

The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."

• Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.

• Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.

• Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):

o School officials with legitimate educational interest; o Other schools to which a student is transferring; o Specified officials for audit or evaluation purposes; o Appropriate parties in connection with financial aid to a student; o Organizations conducting certain studies for or on behalf of the school; o Accrediting organizations; o To comply with a judicial order or lawfully issued subpoena; o Appropriate officials in cases of health and safety emergencies; and o State and local authorities, within a juvenile justice system, pursuant to specific State law.

https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

What the law means to you is that you cannot disclose any information about your students’ grades, attendance, performance, etc. to anyone without the student’s written consent*. This consent may be given via a FERPA waiver, located in CougarWeb.

Even if a FERPA waiver is granted, it is recommended that you not disclose information about a student over the telephone or via email, as you cannot verify the inquiring party’s identity. It is best to meet face to face with the student and the inquiring party so you can confirm their identity and so the student is aware of all information that is exchanged. It is also a good idea to have your associate dean present.

*Exceptions include those who have a “legitimate educational interest” such as high school officials, financial aid personnel, veterans affairs office personnel, international students office personnel, etc.

Student Evaluation of Instruction

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Collin College

Collin College is committed to the continuous improvement of teaching and learning on our campuses. Student input is an important component to evaluating the thousands of courses offered. Please take a moment to complete this short student evaluation of instruction to provide input on your experience in this course and with this instructor.

Respond to items 1 through 5 using a scale where the range is from “strongly disagree” (1) to “strongly agree” (4). Please provide additional feedback to your instructor by typing your comments into the space provided for items 6 through 8.

1. The course was well managed. Questions to consider: Were classes/modules well-organized? Did the syllabus accurately and clearly describe assignments, test dates, deadlines, and course policies? Did the sequence of topics assist your learning? Did the class meet as scheduled?

Strongly Disagree: : : : :Strongly Agree

2. The instructor communicated effectively. Questions to consider: Did the instructor clearly present concepts or content? Was the instructor well-prepared and intellectually engaging? Did the instructor communicate enthusiasm for/interest in the subject area?

Strongly Disagree: : : : :Strongly Agree

3. The instructor provided sufficient feedback regarding the quality of your work. Questions to consider: Did you receive accurate and prompt feedback on exams and other graded assignments? Did the instructor, directly or via the grading, provide feedback that helped you to improve your skills in the subject area? Did the instructor dedicate adequate time to all students in clinical or lab settings?

Strongly Disagree: : : : :Strongly Agree

4. The instructor treated students with respect. Questions to consider: Did the instructor communicate with students in a respectful manner and treat students impartially? Was the learning environment student-friendly and welcoming? Did the instructor recognize differing opinions and ideas?

Strongly Disagree: : : : :Strongly Agree

5. The instructor created an environment that facilitated learning. Questions to consider: Did the instructor stimulate student thinking and learning? Did the instructor encourage questions from students? Did the instructor include interesting materials and relevant learning activities? Were you engaged in the learning process? If needed, was the instructor available for questions via email, office hours, etc.?

Strongly Disagree: : : : :Strongly Agree

6. How did the instructor make a positive contribution to your learning?

7. What could the instructor have done differently to help you achieve the course objectives?

8. Please provide other comments that explain your ratings of this course and instructor.

Thank you for providing your valuable feedback. Collin College

Pre-Observation Conference Form for Peer-to-Peer Class Observation

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The use of this form is optional and to be used at the discretion of the faculty mentor.

Prior to the scheduled class observation, complete the following form to structure the discussion of the teaching context of the class that will be observed. Information can focus on class goals, students, learning activities, and teaching style. If requested, be prepared to supply a copy of the syllabus, text, and any pertinent material that will help your mentor understand the content and cognitive level of the course.

Instructor: ________________________________ Date of observation: __________________

Course title: _______________________________ Class day(s) and time: _________________

Class location: _____________________________ Number of students: __________________

1) What are the goals/objectives for the class?

2) What instructional strategies will you employ?

3) Describe the teaching and learning activities that will take place (or supply a lesson plan for the class session).

4) Will you employ a new or “untested” activity or teaching strategy in this class? If, so, briefly describe it.

5) What have students been asked to do in preparation for this class?

6) Note any element that you want the observer to focus on during the visit.

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COLLIN COLLEGE

PEER-TO-PEER EVALUATION FORM FOR CLASSROOM VISIT

Class/section: Date of Visit: Faculty Name: Evaluator: Evaluate the instructor based on the four criteria listed below by describing your observations of their classroom presentation/activities conducted during your visit. Criterion 1. Preparation: the instructor provided examples to reinforce concepts, provided clear answers to students’ questions,

expanded upon the textbook; Criterion 2. Content: the instructor used appropriate materials, previewed upcoming course material, presented in a logical

sequence; Criterion 3. Methodology: the instructor respected the students, presented enthusiastically, used variety of presentation methods,

and moved from podium; Criterion 4. Student Involvement: the instructor solicited questions, comments and examples, provided opportunities for group or

individual discussion on the material, and students participated in experiential activities. 1. The instructor was prepared for class. Strengths: Opportunities for growth: 2. The content of the class session was appropriate for achieving instructional goals. Strengths: Opportunities for growth: 3. The instructor effectively presented the material. Strengths: Opportunities for growth: 4. The students were appropriately involved in the learning process. Strengths: Opportunities for growth:

Evaluator’s comments/recommendations:

This form is designed for the mentor to provide constructive criticism, support, and encouragement to the new faculty member.