Quality of Instruction

IV.    QUALITY OF INSTRUCTION

Assistance to Part-time Faculty

The administration at South Plains College realizes that a part-time instructor may not be as familiar as he/she would like to be in specific areas, such as grading practices or test construction.  If you have any questions or concerns, the College has resources available to help you.  Any of the administrative staff can be of assistance as can any of the full-time faculty.

Course Syllabus

You should work closely with your Departmental Chairperson and Program Coordinator in developing your syllabus.  For most courses, departmental syllabi are available for your use.  A course syllabus must be kept on file in appropriate Instructional Dean’s office for each class you teach.  The syllabus serves somewhat as a contract between you and the students for the semester and is an important step in meeting the commitment South Plains College has for quality instruction.  Copies of previous course syllabi are available for reference.

The format to be used in all course syllabi along with the Campus Guidelines, which should be attached to your course syllabus, follows on the next few pages for your use in constructing your own syllabus.  After the guidelines, you will find the SCANS Competencies and Foundation Skills listed for your review in incorporating them into your course syllabus.

COURSE SYLLABUS FORMAT

COURSE TITLE:   LETTER, NUMBER CODE AND SECTION NUMBER, PLUS COURSE TITLE

SEMESTER/YEAR:   CURRENT SEMESTER AND YEAR

INSTRUCTOR:  INSTRUCTOR’S NAME

OFFICE LOCATION & PHONE/E-MAIL:  (Part-time instructors who do not have an office should state that the students could meet with them before or after class when needed.  Please list the number and extension for your departmental chairperson and tell students that they may leave a message for you. You may also list your home phone number or e-mail address.)

OFFICE HOURS:     (Part-time instructors can list your office hours as “by appointment” or “arranged”.)

SOUTH PLAINS COLLEGE IMPROVES EACH STUDENT’S LIFE

***********************************************************

I.   GENERAL COURSE INFORMATION

A.  Course Description. You must use the course description in the General Catalog

B.  Course Goals/Objectives.  The overall goals and/or objectives of the course stress the primary purpose of the course in relation to the goals/objectives of the program.  This information should incorporate the ideas of the course objectives and/or desired outcomes, but may be broad and general in nature.  Latitude is permitted to compensate for the nature of the course offered.

C.  Course Competencies.  Indicate the appropriate academic standard for successful course completion.

D.  Academic Integrity.  Refer to the General Catalog and/or add appropriate statement at the instructor’s discretion.

E.  SCANS and Foundation Skills.  Indicate the specific SCANS and Foundation Skills by number (Example: C-1, 2, 3, etc. and F-1, 2, 3, etc.) that is applicable to this course.  (NOTE: A complete list of SCANS Competencies and Foundation Skills is located after the course syllabus format and may be used to inform students how this course completes these standards.)

F.  Verification of Workplace Competencies–Technical Education Division.  To verify entry-level competencies, technical programs must provide at least one of the following: (a) A CAPSTONE EXPERIENCE; (b) ELIGIBILITY FOR CREDENTIALING EXAM, AND/OR (c) AN EXTERNAL LEARNING EXPERIENCE <GIPWE99>.  If applicable, indicate how this course meets criteria to verify workplace competencies.

II.  SPECIFIC COURSE/INSTRUCTOR REQUIREMENTS

A.  Textbook and Other Materials.

B.  Attendance Policy.  Refer to the General Catalog.  Instructor may add any additional statements that are program specific.

C.  Assignment Policy.

D.  Grading Policy/Procedure and/or Methods of Evaluation.  Instructor’s should use the guide from the
Faculty Handbook (NOTE: SACS Criteria 4.2.2 specifically refers to “methods of evaluation” as required criteria for certification.)

E.  Special Requirements.  (This is optional and may be used to incorporate instructor’s special needs, concerns, requirements, and so on.  For example, the instructor might include a “Safety Policy”, “Computer Lab and Skills Lab Policies”, “Clinical or Workplace Policies”, etc.)

III. COURSE OUTLINE

This area should provide information regarding major topics and subtopics covered in the course.
Instructor discretion is permitted relative to the extent of outline as needed and desirable for course.

IV. ACCOMMODATIONS

As a minimum, the syllabus should refer to the “Equal Opportunity” statement in the South Plains College General Catalog.  Additional accommodation statements may be incorporated for special populations, ADA, or other groups as deemed appropriate by the program/department.  Special “security arrangements” or other accommodations can be campus, department, or program specific.

CAMPUS GUIDELINES

CHILDREN ON CAMPUS

Many of the students attending classes at South Plains College are also parents who value the opportunity to participate in higher education.  Sometimes students are faced with the decision of whether to remain at home with their children, bring children with them to class, or be absent from class.  The following guidelines address concerns for the safety of children on campus and provide for an environment conducive to learning:

  1. Students are not allowed to bring children to class and will be asked to leave in the interest of providing an environment conducive for all students enrolled in the class.  Students are responsible for adherence to the attendance requirements set forth by the instructor in the course syllabus.
  2. Children may not be left unattended.  In order to provide for the safety of children on campus, parents or other guardians are responsible for supervising children while utilizing services or conducting business on campus.
  3. Disruptive children will not be allowed to interfere with college business.  Parents or other guardians are responsible for supervising and controlling the behavior of children they have brought on campus.

AMERICANS WITH DISABILITIES ACT STATEMENT

“Students with disabilities, including but not limited to physical, psychiatric or learning disabilities, who wish to request accommodations in this class should notify the Disability Services Office early in the semester so that the appropriate arrangements may be made.  In accordance with federal law, a student requesting accommodations must provide acceptable documentation of his/her disability to the Coordinator of Disability Services.  For more information, call or visit the Disability Services Office in Rooms 113-C or 112 at the Reese Center, 885-3048,  ext. 4654 or 4675.  On the Levelland Campus, the Disability Services Office is located in the Student Services Building, ext. 2529.

DIVERSITY STATEMENT*

In this class, the teacher will establish and support an environment that values and nurtures individual and group differences and encourages engagement and interaction.  Understanding and respecting multiple experiences and perspectives will serve to challenge and stimulate all of us to learn about others, about the larger world, and about ourselves.  By promoting diversity and intellectual exchange, we will not only mirror society as it is, but also model society as it should and can be.

(*Developed by the Title III summer 2001 participants as part of the training opportunity, May-June 2001, South Plains College.)

 

GENERAL SAFETY ON CAMPUS

South Plains College recognizes the importance of safety on campus.  The protection of persons and property is a responsibility which we all share.  Personal safety begins with the individual.  The following guidelines are intended to assist you in protecting yourself and to encourage practices that contribute to a safe environment for our campus community.

  • Never leave your personal property unsecured or unattended.     
  • Look around and be aware of your surroundings when you enter and exit a building.
  • Whenever possible, avoid walking alone, particularly after dark.  Walk to your vehicle with other class members or request that the Security Guard/Campus Police walk you to your car.
  • When approaching your vehicle, keep your keys in your hand; look under your car and in the back seat and floorboard.  Lock the doors as soon as you are inside your car.

FOOD AND DRINK IN CLASSROOMS

It is the policy of South Plains College not to permit food or drink in the classrooms or laboratories.

In case of emergency, contact the following numbers, but DO NOT leave a voice mail message.

             894-9611, ext. 2338 - Levelland Campus
             747-0576, ext. 4677 - ATC
             885-3048, ext. 2923 - Reese Center (mobile # 893-5705)

 

SCANS COMPETENCIES

C-1      TIME - Selects goal - relevant activities, ranks them, allocates time, prepares and follows schedules.

C-2      MONEY - Uses or prepares budgets, makes forecasts, keeps records and makes adjustments to meet
 objectives.

C-3      MATERIALS AND FACILITIES - Acquires, stores, allocates, and uses materials or space efficiently.

C-4      HUMAN RESOURCES - Assesses skills and distributes work accordingly, evaluates performances and
 provides feedback.

INFORMATION - Acquires and Uses Information

C-5      Acquires and evaluates information.

C-6      Organizes and maintains information.

C-7      Interprets and communicates information.

C-8      Uses computers to process information.

INTERPERSONAL–Works With Others

C-9      Participates as members of a team and contributes to group effort.

C-10    Teaches others new skills.

C-11    Serves Clients/Customers–works to satisfy customer’s expectations.

C-12    Exercises Leadership–communicates ideas to justify position, persuades and convinces others,
 responsibly challenges existing procedures and policies.

C-13    Negotiates-works toward agreements involving exchanges of resources; resolves divergent interests.

C-14    Works With Diversity–works well with men and women from diverse backgrounds.

SYSTEMS–Understands Complex Interrelationships

C-15    Understands Systems–knows how social, organizational, and technological systems work and operates
 effectively with them.

C-16    Monitors and Corrects Performance–distinguishes trends, predicts impacts on system operations,
 diagnoses systems performance and corrects malfunctions.

C-17    Improves or Designs Systems–suggests modifications to existing systems and develops new or
 alternative systems to improve performance.

TECHNOLOGY–Works With a Variety of Technologies

C-18    Selects Technology–chooses procedures, tools, or equipment, including computers and related
 technologies.

C-19    Applies Technology to Task–understands overall intent and proper procedures for setup and operation of
 equipment.

C-20    Maintains and Troubleshoots Equipment–prevents, identifies, or solves problems with equipment,
 including computers and other technologies.

FOUNDATION SKILLS

BASIC SKILLS–Reads, Writes, Performs Arithmetic and Mathematical Operations,

Listens and Speaks

F-1     Reading–locates, understands, and interprets written information in prose and in documents such as manuals, graphs, and schedules.

F-2     Writing–communicates thoughts, ideas, information and messages in writing and creates documents such as letters, directions, manuals, reports, graphs, and flow charts.

F-3     Arithmetic–performs basic computations; uses basic numerical concepts such as whole numbers, etc.

F-4     Mathematics–approaches practical problems by choosing appropriately from a variety of mathematical techniques.

F-5     Listening–receives, attends to, interprets, and responds to verbal messages and other cues.

F-6     Speaking–organizes ideas and communicates orally.

THINKING SKILLS–Thinks Creatively, Makes Decisions, Solves Problems, Visualizes and Knows How to Learn and Reason

F-7      Creative Thinking–generates new ideas.

F-8      Decision-Making–specifies goals and constraints, generates alternatives, considers risks, evaluates and
 chooses best alternative.

F-9      Problem Solving–recognizes problems, devises and implements plan of action.

F-10    Seeing Things in the Mind’s Eye–organizes and processes symbols, pictures, graphs, objects, and other
 information.

F-11    Knowing How to Learn–uses efficient learning techniques to acquire and apply new knowledge and skills.

F-12    Reasoning–discovers a rule or principle underlying the relationship between two or more objects and
 applies it when solving a problem.

PERSONAL QUALITIES–Displays Responsibility, Self-Esteem, Sociability, Self-Management, Integrity and Honesty

F-13    Responsibility–exerts a high level of effort and perseveres towards goal attainment.

F-14    Self-Esteem–believes in own self-worth and maintains a positive view of self.

F-15    Sociability–demonstrates understanding, friendliness, adaptability, empathy and polite-ness in group
 settings.

F-16    Self-Management–assesses self accurately, sets personal goals, monitors progress and exhibits self-
 control.

F-17    Integrity/Honesty–chooses ethical courses of action.

Faculty and Course Evaluations

Each associate faculty member is evaluated during the Fall semester or the first semester/summer session he/she teaches at South Plains College and each Fall semester thereafter.  An evaluation will be conducted for each course and each section taught.  Evaluations are also conducted the first time a course is taught.

The purpose of faculty evaluations is to determine the strengths and weaknesses of each instructor.  Knowing where improvement is needed is required to meet the philosophy of the College and provide the highest quality instruction to all students.  Evaluations are not meant to be threatening or intimidating.  They should be viewed as a positive opportunity to grow and develop as a community college instructor.

The evaluations for the Fall semester will take place during the first week of November.  You will receive notice of the pending evaluation in advance.

The evaluations for first-time part-time faculty in the Spring semester will take place during the last week of March.  As in the Fall, you will receive notice of the pending evaluation in advance.

The evaluations during the summer sessions for first time part-time faculty will be scheduled as needed.

The evaluation procedure is such that it requires the cooperation of everyone involved.  A student from each class is chosen to administer and monitor the evaluation.  You will be required to leave the classroom for 10-15 minutes while being evaluated.  After completion of the evaluation, the student monitor will gather the evaluation material and return it to the designated area.

A tabulation of the evaluation results will be handled confidentially and made available to you at the end of the semester after you turn in your final grades and will be attached to your paycheck.  The numerical summary includes a mean of each item evaluated and a grand mean.  The scale is from 1.00 - 5.00 with 1.00 being the lowest and 5.00 being the highest possible score.

Student comments about the instructor/course strengths and weaknesses will be typed exactly as they were written, including grammatical errors and misspelled words.  Again, this will be handled confidentially and made available to you at the end of the semester.

A copy of the evaluation instrument has been provided at the end of this section for your review and benefit.  Becoming familiar with the areas in which your students will evaluate you is highly recommended.

SOUTH PLAINS COLLEGE
STUDENT EVALUATION OF INSTRUCTOR

INSTRUCTIONS:

PLEASE DO NOT WRITE ON THIS QUESTIONNAIRE!  USE ATTACHED SCANTRON FORM FOR YOUR RESPONSES

*********************************************************************

MARK THE APPROPRIATE NUMBER WHICH BEST RATES YOUR INSTRUCTOR ON QUESTIONS 1-9.  THERE ARE DESIGNATED PLACES ON THE SCANTRON FORM WHERE YOU MAY WRITE COMMENTS; HOWEVER, DO NOT USE YOUR INSTRUCTOR’S NAME DIRECTLY IN THE COMMENTS.

1. Is the format of the class explained, including special requirements and 6
Never

Always 

N/A
2. Is the instructor prepared for class meetings? 1 2 3 5 6
  Never

 Always 

N/A
3. Does the instructor demonstrate knowledge of his/her subject? 1 3 5 6
  Never  

 Always

  N/A
4. How would you describe the instructor’s ability to explain the subject matter?   1 2 3 4 5 6
  Poor

Outstanding  

N/A
5. Do the examinations adequately reflect the subject matter? 1 2 3 4 5 6
  Never

Always 

N/A
6. Are examinations graded fairly? 1 2 3 4 5 6
  Are Not

Are 

N/A
7. Is the instructor accessible to help when students have difficulty? 1 2 3 4 5 6
  Never

Always 

N/A
8. Is the instructor willing to help when students have difficulty? 1 2 3 4 5
  Never

Always 

N/A
9. What is your overall evaluation of this instructor? 1 2 3 4 5
  Poor

Outstanding 

N/A

FORM A

2/95 (Evaluation Instrument)

Professional Development

South Plains College is strongly committed to professional development for both full-time and part-time personnel.  There is an orientation session for part-time instructors at the beginning of each Fall and Spring semester.  The orientation lasts about one - two hours and is held during the early evening at the beginning of the semester.  Your attendance is required at these sessions.

The College also has in-service seminars and workshop opportunities throughout the semester.  Workshops are designed to assist the faculty member in areas of concern and are open to associate and full-time instructors.  The professional development opportunities may be scheduled during the daytime and evening hours in order to accommodate busy schedules.  The College encourages you to attend as many of these opportunities as possible.

PROFESSIONAL DEVELOPMENT
Resource List

A Practical Handbook for College Teachers, Barbara Schneider, Fuhrmann & Anthony F. Grasha

Accent on Learning, K. Patricia Cross

Changing Instructional Strategies - New Directions for Community Colleges

Employing Part-time Faculty, New Directions for Institutional Research

Evaluating Learning and Teaching, New Directions for Higher Education

First Class Tips for Adjunct Faculty, Starlink Teleconference (video)

How to Teach Adults, William A. Draves

On College Teaching, Ohmer Milton & Associates

On Teaching and Learning in College, Paul Dressel & Dora Marcus

Mastering the Techniques of Teaching, Joseph Lowman

Teaching Tips: A Guidebook for the Beginning College Teacher, 7th Edition, Wilbert J. McKeachie

The Aims of College Teaching, Kenneth E. Eble

The American Community College, Arthur Cohen & Florence Brawer

The Community Junior College, James W. Thornton, Jr.

The Easy-to-Use Concise Teaching Handbook for Part-time Non-Teachers - How to Educate and Train Adults in Any Learning Situation, Elaine Hope Coren

The Essence of Good Teaching, Stanford C. Erickson

 


Press | Facebook | iTuneU | Listen Live to Texan Radio | MySPC | Blackboard | Contact Us