1. Teaching at
Mohave Community College
Steve Sorden
Academic Chair—Bullhead City Campus
Office Phone: 928-704-9435
Cell Phone: 928-714-8314
Email: ssorden@mohave.edu
2. PREVIEW OF TODAY’S SESSION
• My Campus/Angel/Jics
• Email, Curriculum Resources, Forms & Rosters
• Course Packages/Outlines
• Syllabus Development
• College Catalog Review
• Campus Support Services
• The First Day
• Learning Centered Instruction
• Classroom Conduct
• Roundtable/Discussion/Q & A
3. MOHAVE COMMUNITY COLLEGE
• YOU REPRESENT THE COLLEGE
• YOU MAY BE THEIR ONLY CONNECTION!
• YOU ARE PERCEIVED TO BE THE EXPERT
THE INSTRUCTOR IS THE PRIMARY CONTACT AND “FACE OF THE COLLEGE” IN THE
EYES OF THE STUDENT!
OUR REPUTATION AND IMAGE FOR THE COMMUNITY IS DRIVEN BY OUR STUDENTS’
PERCEPTIONS AND REALITIES OF INSTRUCTION
4. THE COLLEGE WEBSITE
• My Campus
– https://mycampus.mohave.edu/web/mycampus/home
• Current Schedule/Course Catalog
– http://www.mohave.edu/pages/244.asp
• Current Academic Calendar
– http://mohave.edu/info/calendars/Academic%20Calend
ar.pdf
– Look at Angel
– https://angel.mohave.edu/
• Jics
– https://jics.mohave.edu/ics/
5. THE COLLEGE WEBSITE, Cont’d
• Employee Resources
– Online Document (Forms) Repository:
http://www.mohave.edu/pages/435.asp
– Human Resources: http://www.mohave.edu/pages/168.asp
– Curriculum Resources: http://www.mohave.edu/pages/438.asp
– TSS Support:
http://www.mohave.edu/pages/388.asp
– Policies & Procedures Manual:
http://www.mohave.edu/info/repository/P&P%20Manual.pdf
– Email and Angel Access:
http://mohave.edu/pages/1000.asp
6. COURSE SYLLABUS
• All information is on the “Curriculum Resources for Faculty”
page on College Website!
– Course Syllabus Template—designed for easy use
– Course Packages/Outlines—required integration into syllabus
• Syllabus must be comprehensive in regards to:
– Instructor Contact Information
– Required Text/Materials for the Course
– Coherent Grading Policy—late procedures/missing class
– Participation Policy
– Assignments/Assessments for Rigorous Academic Standards
– Cell Phone Use/Class Disruptions
– College Policy/Procedures , especially Student Code of Conduct
• Syllabus must be posted in Angel—college email is official
contact for all students at MCC, not Angel contacts.
• Syllabus is a legal contract with the student.
7. POLICIES & PROCEDURES
FOR FACULTY
• Appearance
• Timelines
– WR1 Rosters – In Jics (email
me if you don’t have any)
– Add/Drop Period
– FTSE Rosters
– Grade Submissions
– Grade Change
– Class Cancellation
– Student Success/Early Alert
– Behavior Alert
8. EXPECTATIONS OF FACULTY
For All Faculty:
1. Focus on Student Needs and Expectations
2. Be professional and courteous to all staff, students
and administration at MCC!
3. Communicate Problems/Situations
4. Document, Document, Document!!!!
5. Be Prepared!!!! Arrive on Time!!!
6. Please do not let your classes go early.
9. The First Day of Class
Introduce the following items to your students:
the name and number of the course, the
objectives of the course, the text(s), syllabus,
the dates of all exams, and your grading
systems. Finally take attendance to establish
that everyone there intends to be in your class.
10. The First Day of Class
• Plan an activity that allows students to
get involved immediately. It may simply
be an information-gathering exercise.
• Share anecdotes. Students are
interested in your background and some
of your course-related experiences.
11. The First Day of Class
• Make certain you are early, at least 20
minutes before the start of the first class. If
possible, greet your students as they come
in the door.
• Use an icebreaker. If possible, make it a
question that is related to your course, but
without a specific answer.
• Take care of housekeeping items such as
breaks and restroom locations.
12. The First Day of Class
• Conduct a class with real course content. It is
important that students immediately
understand that coming to class is a work
situation with specific goals and purposes.
• Some successful instructors begin their first
class by asking students to write a short
paragraph about themselves and their
concerns. Often students are willing to discuss
their anxieties. This will help in understanding
the class.
13. Characteristics of Good Teachers
1. Being knowledgeable, and organized.
2. Getting students actively involved in their learning.
3. Helping students understand the course objectives
and goals.
4. Being a facilitator, not a director.
5. Knowing the latest trends and technology.
6. Stimulating discussion.
7. Preparing professional materials and handouts.
14. LEARNING-CENTERED COLLEGE
• The teacher is a facilitator of learning.
Students do not expect teachers to
know all there is to know about the
subject. They do expect, however, the
teacher to facilitate learning the facts
and skills of the course.
15. LEARNING-CENTERED COLLEGE
• Allow for individual differences. Every
classroom will contain a diverse group of
individuals. Allow for this by giving
individual help, knowing students’ names,
and being aware of differing
backgrounds.
• Vary teaching activities. Use different
activities in the classroom. Try new ideas.
Some recommend changing activities
every 20 minutes.
16. LEARNING-CENTERED COLLEGE
• Develop a supportive climate. Students
should understand that you are there to
support them in the learning process, not to
prove how tough the course is.
• Be sensitive to barriers. Some of the
baggage students bring with them include:
Unsuccessful previous educational
experience, time restraints, confusion
concerning college (procedures) in general,
failure to understand their academic
limitations, stress, physical and mental
handicaps.
17. LEARNING-CENTERED COLLEGE
• Be a learning partner. Communicate to
the students that you’re are a partner in
their learning. You will develop and work
with them on strategy, materials, and
projects that will allow them to self direct
their learning experience.
• Emphasize experimentation. Emphasize
to the students that trying new learning
techniques and making mistakes are
often as valuable as reaching the right
conclusion immediately.
18. LEARNING-CENTERED COLLEGE
• Use technology to enhance learning.
Know about and be able to use the
latest learning technologies.
• Most of all it is important that you be
understanding and considerate.
19. Classroom Assessment
Classroom Assessment techniques answer the
questions: “what are students learning and how
effectively am I teaching?”
The minute paper :
1. What is the most important thing you learned in
today’s class?
2. What is the most important thing the remains
unanswered or leaves questions in your mind?
20. Classroom Assessment
The one-sentence summary :
1. Who does what to whom, when, where, how, and
why?
The muddiest point:
Asks the students to identify what they are not
getting from the class or are not understanding.
22. CLASSROOM STRATEGIES
FOR INSTRUCTION
Clarify your expectations of student behavior, conduct,
participation and rigorous academic standards from the very
beginning of the course.
Set a tone of respect for differences of all Individuals in the
learning environment—ethical behavior and cultural awareness.
Address any breech of conduct promptly, and set clear
expectations for student interactions/behavior.
Hold students accountable for their work and behavior in
accordance with college policy and procedures in the Student
Handbook.
Set a positive learning environment and mirror the behavior in
your interactions with students—be constructive, not destructive.
23. PROCEDURES FOR REPORTING
DISRUPTIVE STUDENT BEHAVIOR
The instructor shall report the action to the Academic Chair and
document in a Behavior Alert Form—found in Forms Repository.
All referrals for immediate intervention will be made to Student
Services to the appropriate Campus Academic Counselor.
After the Behavior Alert has been filed, the Academic Counselor,
Campus Dean, and Academic Chair will assess the student’s
issues and respond with an appropriate intervention.
Faculty will be notified of action and will need to participate in
any subsequent meetings, hearings, etc., for the process.
IF ACTION IS SEVERE ENOUGH WHERE YOU ARE
THREATENED OR PERSONAL INJURY MAY OCCUR TO
SOMEONE, CALL 911 IMMEDIATELY AND NOTIFY CAMPUS
PERSONNEL!!!!!
25. BHC INSTRUCTIONAL TEAM
Steve Sorden, BHC Academic Chair ssorden@mohave.edu
Kathy Cooper, Administrative Assistant kcooper@mohave.edu
Gerry Gyurkovitz, Instructional Technologist ggyurkovitz@mohave.edu
Kata ????, Lead Tutor—Title III
Cathy Stubblefield—Disability Services cstubblefield@mohave.edu
Shawn Bristle, BHC Campus Dean sbristle@mohave.edu
Todd Miller, Director of Student Services tmiller@mohave.edu
26. Teaching at
Mohave Community College
Steve Sorden
Academic Chair—Bullhead City Campus
Office Phone: 928-704-9435
Cell Phone: 928-714-8314
Email: ssorden@mohave.edu
Notas do Editor
It is vital that faculty and/or staff clearly document incidents of disruptive behavior so an accurate record may be maintained.Specifics of the event should be recorded in chronological order.Write it down, do not include psychological jargon or speculation.Do not editorialize—STICK TO THE FACTS OF THE INCIDENT/SITUATION.Stress the unacceptable conduct.
It is vital that faculty and/or staff clearly document incidents of disruptive behavior so an accurate record may be maintained.Specifics of the event should be recorded in chronological order.Write it down, do not include psychological jargon or speculation.Do not editorialize—STICK TO THE FACTS OF THE INCIDENT/SITUATION.Stress the unacceptable conduct.
It is vital that faculty and/or staff clearly document incidents of disruptive behavior so an accurate record may be maintained.Specifics of the event should be recorded in chronological order.Write it down, do not include psychological jargon or speculation.Do not editorialize—STICK TO THE FACTS OF THE INCIDENT/SITUATION.Stress the unacceptable conduct.
It is vital that faculty and/or staff clearly document incidents of disruptive behavior so an accurate record may be maintained.Specifics of the event should be recorded in chronological order.Write it down, do not include psychological jargon or speculation.Do not editorialize—STICK TO THE FACTS OF THE INCIDENT/SITUATION.Stress the unacceptable conduct.
It is vital that faculty and/or staff clearly document incidents of disruptive behavior so an accurate record may be maintained.Specifics of the event should be recorded in chronological order.Write it down, do not include psychological jargon or speculation.Do not editorialize—STICK TO THE FACTS OF THE INCIDENT/SITUATION.Stress the unacceptable conduct.
It is vital that faculty and/or staff clearly document incidents of disruptive behavior so an accurate record may be maintained.Specifics of the event should be recorded in chronological order.Write it down, do not include psychological jargon or speculation.Do not editorialize—STICK TO THE FACTS OF THE INCIDENT/SITUATION.Stress the unacceptable conduct.
Being enrolled as a student at Mohave Community College carries with it obligations in regard to conduct, both in and out of the classroom.All student actions on campus should be free of conduct that interferes with the educational progress of any student, nor infringe upon the rights of other students as well as free any staff member from interference of from doing their job.
Being enrolled as a student at Mohave Community College carries with it obligations in regard to conduct, both in and out of the classroom.All student actions on campus should be free of conduct that interferes with the educational progress of any student, nor infringe upon the rights of other students as well as free any staff member from interference of from doing their job.
Being enrolled as a student at Mohave Community College carries with it obligations in regard to conduct, both in and out of the classroom.All student actions on campus should be free of conduct that interferes with the educational progress of any student, nor infringe upon the rights of other students as well as free any staff member from interference of from doing their job.
Being enrolled as a student at Mohave Community College carries with it obligations in regard to conduct, both in and out of the classroom.All student actions on campus should be free of conduct that interferes with the educational progress of any student, nor infringe upon the rights of other students as well as free any staff member from interference of from doing their job.
Being enrolled as a student at Mohave Community College carries with it obligations in regard to conduct, both in and out of the classroom.All student actions on campus should be free of conduct that interferes with the educational progress of any student, nor infringe upon the rights of other students as well as free any staff member from interference of from doing their job.
Instructors are responsible for guiding classroom discussion and for setting reasonable limits on the classroom time made available to students for teaching and learning. As faculty and staff of MCC, we have an obligation safe, secure instructional environment for students to succeed. The “learning environment of the college” is to be free of:Conduct that interferes with the educational progress.Acts of willful disobedience or defiance toward college personnel.Threats, intimidation, or acts of violence against other persons.The selling, consumption, or possession of alcoholic beverages or illegal drugs on any MCC property.Verbal abuse of a student or college employee.Assault, battery, or any other form of physical abuse of a student or college employee.Conduct that threatens the health and safety of another individual.Disorderly, lewd, indecent, or obscene conduct.Theft or damage to property of the college or another student.Unauthorized entry into, or use of, college facilities.Dishonesty, such as cheating, plagiarism, or knowingly furnishing false information.Forgery, falsification, alteration, or misuse of college documents, records, or identification.Smoking in classrooms or other unauthorized campus areas.Disruptive or improper use of cell phones and pagers in class.Behavioral Alert
Instructors are responsible for guiding classroom discussion and for setting reasonable limits on the classroom time made available to students for teaching and learning. As faculty and staff of MCC, we have an obligation safe, secure instructional environment for students to succeed. The “learning environment of the college” is to be free of:Conduct that interferes with the educational progress.Acts of willful disobedience or defiance toward college personnel.Threats, intimidation, or acts of violence against other persons.The selling, consumption, or possession of alcoholic beverages or illegal drugs on any MCC property.Verbal abuse of a student or college employee.Assault, battery, or any other form of physical abuse of a student or college employee.Conduct that threatens the health and safety of another individual.Disorderly, lewd, indecent, or obscene conduct.Theft or damage to property of the college or another student.Unauthorized entry into, or use of, college facilities.Dishonesty, such as cheating, plagiarism, or knowingly furnishing false information.Forgery, falsification, alteration, or misuse of college documents, records, or identification.Smoking in classrooms or other unauthorized campus areas.Disruptive or improper use of cell phones and pagers in class.Behavioral Alert
