EDUCATIONAL DEVELOPMENT CENTRE
CHALLENGES IN THE
CLASSROOM
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
CARLETON PROCEDURES AND
POLICIES
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
THE “CARLETON HOUR”
o Classes
• start at 5 past and end at 5 to
o Classroom computers
• please don’t shut down
• but do log out
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
ASSESSMENTS POLICIES
o
Early Feedback
• First 40 teaching days
o
No tests or exams during last two weeks of term
• November 24th, 2015 for Fall
• March 24th, 2016 for Winter
o
Term work due at or before last class of term
• December 7th, 2015 for Fall
• April 8th, 2016 for Winter
o
Take-home examination date restrictions
• Distributed last day of class (Dec 7th OR Apr 8th)
• Due at end of exam period (Dec 22nd OR Apr 23rd)
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
EXAMINATION POLICIES
o
You are responsible for exam supervision
• You and TAs may need to be there, take into account
in their hours
o
o
Expected to be present for duration of exam
Not required to have formal written examination
(except in Engineering)
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
EXTENSIONS AND DEFERRALS
o
For midterms and term work, at your
discretion before Senate deadline
• December 7th for Fall 2015
• April 8th for Winter 2016
o
Extensions beyond Senate deadline &
exam deferrals
• Managed by the Registrar’s Office
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
GRADING: 12 POINT SYSTEM
A+
A
AB+
…
C+
…
D+
…
F
12
11
10
9
6
3
0
Equivalent 100-point system
A+
A
AB+
B
B-
90-100
85-89
80-84
77-79
73-76
70-72
C+
C
CD+
D
DF
67-69
63-66
60-62
57-59
53-56
50-52
0-49
http://calendar.carleton.ca/undergrad/regulations/academicregulationsoftheuniversity/acadregsu
niv2/
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
FINAL GRADE SUBMISSION
o E-grades in Carleton Central
• 10 days after exam
• Submitted by instructor
• Approved by Chair and Dean before release to
students
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
CONFIDENTIALITY - FIPPA
o
Parents
• NO information, even if student is a minor
o
Communication
• ONLY through official Carleton emails
([email protected])
o
Grades are confidential
• Don’t post in public areas or give assignments to
friends
• use cuLearn Gradebook
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
MORE INFORMATION
Policy Or Procedure
What Is It?
EDC Handbook Reference
FIPPA
-Communication of
students’ grades
-Information restrictions
pg. 10
Copyright
-Course content delivery
options
-Royalty, budget and fee
considerations
pp. 18
Course Outline
-What to include
-Department & University
requirements
pg. 26
Academic Misconduct
-Promoting culture of
academic integrity
-Disciplinary procedures
pp. 27-28
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
MORE INFORMATION
Policy Or
Procedure
What Is It?
EDC Handbook Reference
Student Distress
-Recognizing signs
-Procedures and
framework
pp. 29-30
Academic
Accommodations
-Request deadlines
-Policies and processes
pg. 31
Examination and
Grading
Regulations
-Early term
work/feedback
-Exam
types/responsibilities
p. 36-40
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
•
•
•
•
Each expert has been assigned two case studies.
You have 20 minutes to discuss case studies at your table (with each other and expert).
You can also use the handout and Handbook for further answers.
Each table gets 5 minutes to present one case study and suggestions to rest of group.
CASE STUDIES
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
CASE 1 (HENG-AIK KHOO)
You have a small fourth year seminar class of 11
students. Your class does have a final examination
which is always scheduled during exam period and
is listed on your course outline. Several of your
students come to you in November and ask if it
would be possible to write the exam during the last
class, to alleviate exam-period stress.
What should you do? What are your options?
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
CASE 2 (HENG-AIK KHOO)
A student complains that she did hand in an
assignment worth 10% of the final grade to the TA,
but that the TA has lost it. The student is
demanding that she be given full marks for the
assignment. How should you deal with this?
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
CASE 3 (BETINA KUZMAROV)
You have a student whom you suspect is cheating
on assignments and exams, but you don’t have
proof. You want to see his academic record to see if
his performance in your course is “out of line”,
which would suggest he is cheating.
Where do you go?
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
CASE 4 (BETINA KUZMAROV)
You have a scheduled exam in December for your
course, but are also are speaking at a conference in
L.A. that day.
How can you meet your obligation to be present at
the exam?
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
CASE 5 (SMITA BHARADIA)
You set up a discussion board on cuLearn for your
students to share their views on an assigned reading.
After two days you receive an email from one of your
students who is very upset, angry, and distraught at
the homophobic statements a student has posted on
the discussion board. The student sends you an
extract: “…in my country these people would be killed,
and I think that is what should happen here.” You go
on cuLearn and you are shocked at the content of the
post. What can you do to deal with this situation?
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
CASE 6 (SMITA BHARADIA)
A professor is being excluded from interactions that
are necessary to her professional development. She
cites numerous examples of disparaging comments
made within her department about her style of dress,
her accent, and her professional competence being
hampered by her religious and ethnic views. She is
reluctant to raise the issue within her department
because the departmental chair has been very clear
that she “has no time for all that human rights
rubbish”, and “the last person that tried that isn’t here
anymore”. What options does this professor have?
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
CASE 7 (CARROLYN JOHNSTON)
o
o
One of your students requests a meeting during
your office hours. The student who is very
distraught confides that she had been sexually
assaulted by a student who is also in the same
class. The student is finding it very hard to be in
the same class and it is impacting their marks
and the student is thinking of withdrawing. The
student is asking for your advice.
What are your options and what advice can you
give this student?
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
CASE 8 (CARROLYN JOHNSTON)
A student and the professor supervising his
Master’s thesis spend increasing amounts of time
together and eventually a romantic relationship
develops. The professor sits on the Doctoral
Admissions Committee to which the student is
likely to apply the following term. The student’s
academic progress is less than what he expected,
and he contacts the Equity Services Office asking
what is required to prove sexual harassment. What
might be some of the main concerns in this case?
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
CASE 9 (BORIS VUKOVIC)
One of your students comes to you during office
hours and bursts into tears. They say that they
can’t handle the stress of upcoming exams and
don’t know what to do. How would you handle
this situation?
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
CASE 10 (BORIS VUKOVIC)
You have received a number of requests for
accommodations from the Paul Menton Centre for
Students with Disabilities. Most of these students
have contacted you within the recommended two
weeks before the first mid-term to discuss the
accommodations that they require. Two students,
however, have not contacted you. One of them emails
you the day before the mid-term and states that she
would like to exercise her right to have twice the time
to write the exam. You have no other students
requiring this. The other student does not contact you
at all. What are the implications?
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
CASE 11 (JULIE LAVIGNE)
You have traditionally given your students PDF
copies of a number of scanned articles to augment
the textbook and enrich their learning. In order to
stay out of trouble with copyright issues, you place
all of these PDFs on cuLearn, rather than copying
them and handing them out. cuLearn is password
protected, and this makes the practice acceptable.
True or False?
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
CASE 12 (JULIE LAVIGNE)
You have required a textbook for your second-year
survey course. You are dismayed to discover,
during the first class, that the bookstore did not
order enough books, and several students will have
to wait two weeks to purchase their copies. In this
situation, is it acceptable for you to scan,
photocopy, or otherwise provide these students
with the first two chapters of the book so that they
can keep up?
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
CASE 13 (MALLORY WHITEDUCK)
o
You are teaching a course about public health
policy in Canada. A student in the class asks a
question about what health benefits First
Nations people receive and why they differ from
those of “all Canadians.” First Nations issues are
not your area of expertise, but there is a student
in the class who identified himself as Ojibway in
a conversation with you and wrote about this
topic in an assignment. How do you respond?
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc
CASE 14 (MALLORY WHITEDUCK)
o
You are teaching a course that includes
Aboriginal content. It is the first time the
majority non-Aboriginal students are exposed to
these issues and one student makes a
problematic statement that “Indians don’t
deserve benefits because they don’t pay taxes.”
Some Aboriginal students in the class intervene
to correct these assumptions and the dialogue
erupts into a heated, emotional exchange. How
do you handle this classroom environment?
EDUCATIONAL DEVELOPMENT CENTRE
carleton.ca/edc