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Department of Romance Studies
2016-17 MANUALfor Long-Term Lecturers & Senior Lecturers
Cornell UniversitySeptember 28, 2016
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TABLE OF CONTENTS
CONTACTS.....................................................................................................................................................................................................................5
WHO DOES WHAT?......................................................................................................................................................................................................7FACILITIES....................................................................................................................................................................................................................8TEST SCANNER............................................................................................................................................................................................................8COMPUTERS AND COMPUTER SUPPORT..................................................................................................................................................................8DEPARTMENT EQUIPMENT........................................................................................................................................................................................9CLASSROOMS AND CLASSROOM EQUIPMENT........................................................................................................................................................9MID-SEMESTER STUDENT EVALUATION FORM...................................................................................................................................................10END OF SEMESTER STUDENT EVALUATION FORM – LANGUAGE COURSE.....................................................................................................11
REGISTRATION, ENROLLMENT, PLACEMENT.......................................................................................................................................................14
REGISTRATION..........................................................................................................................................................................................................14COLLEGE OF ARTS & SCIENCES LANGUAGE REQUIREMENT.............................................................................................................................14POLICY ON ENROLLMENT IN LANGUAGE COURSES.............................................................................................................................................14
ACCESS...................................................................................................................................................................................................................14GRADUATE STUDENTS........................................................................................................................................................................................14CAP.........................................................................................................................................................................................................................15ADDING OR CLOSING SECTIONS.........................................................................................................................................................................15PERMISSION ONLY...............................................................................................................................................................................................15PRIORITIES ON CLASSLISTS................................................................................................................................................................................15S/U OPTION.........................................................................................................................................................................................................15AUDITOR AND VISITOR REGISTRATION STATUS.............................................................................................................................................15DIRECTED STUDIES (3000)..............................................................................................................................................................................16
LANGUAGE PLACEMENT AND TESTING – INFORMATION FOR STUDENTS.......................................................................................................18LP TESTS – LANGUAGE PLACEMENT TESTS....................................................................................................................................................18CASE EXAM (CORNELL ADVANCED STANDING EXAM)................................................................................................................................18FAQS ON PLACEMENT TESTS AND CASE EXAMS..........................................................................................................................................19
PLACEMENT TABLES................................................................................................................................................................................................21PLACEMENT TESTING SCHEDULE 2016-2017..................................................................................................................................................22PLACEMENT TEST AND CASE SCORES - INFORMATION FOR INSTRUCTORS...................................................................................................23PLACEMENT INFORMATION CARD.........................................................................................................................................................................27CASE INFORMATION CARD....................................................................................................................................................................................28
POLICIES & GUIDELINES......................................................................................................................................................................................29
UNIVERSITY POLICY ON REQUIRED PRESENCE FOR FACULTY AND TAS........................................................................................................29OFFICE HOURS..........................................................................................................................................................................................................29LANGUAGE PROGRAM CURRICULUM, SCHEDULING, ASSIGNMENTS & SERVICES..........................................................................................29ATTENDANCE POLICY..............................................................................................................................................................................................32GENERAL RULES GOVERNING FINAL EXAMINATIONS........................................................................................................................................33
TRANSLATION AND TUTORING...................................................................................................................................................................................35
GUIDELINES FOR TUTORING...................................................................................................................................................................................35GUIDELINES FOR TRANSLATION.............................................................................................................................................................................36
COORDINATOR FUNCTIONS..........................................................................................................................................................................................37
THE FUNCTIONS OF A COURSE COORDINATOR...................................................................................................................................................37SCHEDULE OF COORDINATOR FUNCTIONS...........................................................................................................................................................40DEFINING EXPECTATIONS OF TAS.........................................................................................................................................................................41
PEDAGOGY CURRICULUM.............................................................................................................................................................................................45
ROMANCE STUDIES PEDAGOGY CURRICULUM.....................................................................................................................................................45FALL PRE-SEMESTER ORIENTATION.....................................................................................................................................................................45ROMS 5070 - METHODOLOGY OF ROMANCE LANGUAGE LEARNING AND TEACHING.................................................................................46ROMS 5080 – PEDAGOGY PRACTICUM................................................................................................................................................................47
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LECTURER TITLES AND FUNCTIONS............................................................................................................................................................................49
THE TITLE OF LECTURER AND SENIOR LECTURER AT CORNELL.....................................................................................................................49LECTURER TEACHING LOADS.................................................................................................................................................................................49
ANNUAL REPORTS..........................................................................................................................................................................................................50
USEFUL LINKS...........................................................................................................................................................................................................51
RS GUIDELINES FOR HIRING, REAPPOINTMENT, AND PROMOTION OF LECTURERS AND SENIOR LECTURERS................................................52
COLLEGE OF ARTS AND SCIENCES RENEWAL GUIDELINES.........................................................................................................................68
COLLEGE OF ARTS AND SCIENCES PROMOTION GUIDELINES................................................................................................................69
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CONTACTS
DEPARTMENT
CHAIR – Mitchell Greenberg, [email protected], Klarman K172
ASSOCIATE CHAIR – Mary K Redmond, [email protected], Klarman K168. For matters relating to scheduling and staffing language classes, teaching evaluations and coordinator performance reports, TA assignments, organization of TA supervision, external TAs, TA evaluations and performance reports, lecturer workshop series, RSTA awards, fall orientation, etc.
DIRECTOR OF GRADUATE STUDIES (DGS) – Patty Keller, [email protected], Klarman K264. For Romance Studies graduate student concerns, recruitment, admissions, and graduate field.
DIRECTOR OF UNDERGRADUATE STUDIES (DUS) – Cary Howie, [email protected], Klarman K111. For Romance Studies undergraduate student concerns, oversees all aspects of the undergraduate majors and curriculum offerings.
LANGUAGE CONVENORS –French: Thierry Toréa, [email protected], Klarman K149Italian: Flaminia Cervesi, [email protected], Klarman K143Spanish: Silvia Amigo-Silvestre, [email protected], Klarman K147
ADMINISTRATIVE MANAGER – Rob Van Brunt, [email protected], Klarman K171. The manager oversees administrative functions for the Department, supervises staff, and is responsible for insuring the smooth running of business operations. Works with the Chair and Associate Chair in regards to planning and resource management.
CHAIR’S ASSISTANT/HUMAN RESOURCE SPECIALIST – Sarah Winters, [email protected], Klarman K170. For immigration or visa questions. Assists the Chair, Associate Chair, and Manager with searches, promotions, leaves, and reviews, processes academic and staff appointments, works closely with and provides back-up for the Administrative Manager. Also is the telephone coordinator.
UNDERGRADUATE STUDIES COORDINATOR/ASSISTANT TO THE ASSOCIATE CHAIR – Cal Hile, [email protected], Klarman K165. For departmental room scheduling, keys, building and office issues/repairs, course registration issues, Course of Study catalog and course roster updates. Provides clerical support to the Associate Chair and works closely with the Associate Chair and the DUS in regards to the teaching program.
ACCOUNTS COORDINATOR/COMMUNICATIONS ASSISTANT – Jessica Brenn, [email protected], Klarman K167. Processes travel and business expense reimbursements, fields accounting questions, orders supplies and materials, takes care of equipment check-out, and generates financial projections for faculty accounts. Key operator for the copy machines and does printer and photocopier troubleshooting. Also updates the Romance Studies webpages and social media sites and supports department social events.
GRADUATE FIELD ASSISTANT – Katy Kempf, [email protected], 5-4264, Klarman K173. For issues related to graduate students and graduate field, TA appointment forms, serves as liaison between Department and Graduate School, coordinates and supports departmental academic events, lectures, conferences, works closely with the Chair, DGS, and Administrative Manager in regards to the graduate program.
KLARMAN COMPUTER SUPPORT – [email protected]
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OTHER
Dick Feldman – Director of the Language Resource Center: [email protected]
David Way (CTE Center for Teaching Excellence -- for videotaping classes and analyzing performance – is not available just to videotape – his function is pedagogical, not merely technical): [email protected]
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WHO DOES WHAT?
ROMANCE STUDIES SUPPORT STAFF
NAME ROOM NETID TELE# TITLECal Hile K165 clh2 5-8222 Undergraduate Coordinator/Assistant to
Associate ChairJess Brenn K167 jeb479 5-4048 Accounting, Website, Facebook and Other
Social Media, Social EventsKaty Kempf K173 clk36 5-4264 Graduate Field Coordinator, Academic
EventsRob Van Brunt K171 rv12 5-4265 Administrative ManagerSarah Winters K170 sb255 5-0316 Chair’s Assistant/Human Resources
WHO DOES WHAT?
Job Task Person Responsible for TaskAccounting Jess, RobAdd/Drop & Pre-enrollment CalBudget RobBuilding/Dept Repairs and Maintenance CalBulletin Boards KatyClassroom Scheduling CalCommencement CalComputer Support [email protected] Room Key Operator JessCourses CalDepartment Directories KatyeShop ordering of supplies and materials JessExams CalFaculty Advising (Undergraduates) CalFaculty Recruiting and Searches SarahGrades CalGraduate Field KatyKeys CalMailboxes CalOffice Hours KatyPaychecks SarahPersonnel Appointments Sarah, RobPicture Boards KatyProcurement Cards JessClassroom Reservations CalSeminar Information, Support, and Posting KatySocial Media (Facebook, Instagram) JessStaff Issues RobSupplies JessTA Appointments KatyTelephones SarahTextbook Orders and Desk Copies CalTravel Reimbursements KatyUndergraduate Program CalVisa Questions SarahWeb Updating Jess, Katy
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FACILITIES
Kitchen/Lounge (K164) – If you would like to reserve the lounge for an event at 4:30 or later weekdays or on a day when classes are not in session, please contact Sarah Winters or any other staff member if she is not available. In special circumstances, we may be able to reserve the lounge during a portion of a week day. Please contact Sarah or Rob Van Brunt in these cases.
Conference Rooms – There are two conference rooms available. Sarah Winters is the primary contact for scheduling these rooms, but any staff member can reserve one of the rooms for you. The large conference room (K155) seats 20 people and the small conference room (K121) seats 10. Anyone can reserve K121 through the Microsoft Outlook Calendar. Both conference rooms have large televisions which can be hooked up to laptops for presentations or Skype.
Seminar Rooms – There are two seminar rooms available for talks/conferences from 4:30 – 9:00 every weekday and all day Saturday and Sunday. On weekdays, these rooms are reserved for classes. Please contact Sarah to reserve these rooms. The large seminar room (KG42) seats 42 people and the small seminar room (KG44) seats 12.
SUPPLIES
The most common supplies are available in the copy room (K169). Other supplies are available in the storage room (K163). If cannot find something you need, please contact Jess.
KEYSSee Cal Hile for your office key. If you need to use a classroom after hours, please reserve it with Cal.
MAILIndividual mail slots are located in the mailroom (K161). Mailing supplies are located in the cabinets underneath the mail slots.
PHOTOCOPYINGPhotocopiers for faculty and TA use are in Klarman K169. You may print directly from your computer to either copier. Please send a request to [email protected] to set up this feature on your computer. Both copiers also have “scan to PDF” capability. Please see any staff member if you need to be shown how to use this feature.
CODEYou will receive a copy code from Sarah Winters. If you have not received your code, or it does not work properly, please let her know.
GNOMON COPIES In addition to our copiers, you can also use Gnomon for department-charged copying:
Forms to order Gnomon copying can be found in Klarman K169. Please order black and white copies whenever possible since color copies and colored paper cost extra. Please leave your order on the left table near the door. It should be returned within 24 hours except on
weekends.
TEST SCANNERIn the copy room (K169) there is a Sekonic Optical Mark Recognition [OMR] scanner connected to a PC computer and a printer, for scanning tests. If you have not used the scanner before, please contact Silvia Amigo-Silvestre for instructions on how to use the equipment.
COMPUTERS AND COMPUTER SUPPORTComputers are replaced on a 4-year replacement cycle for long-term employees. Contact the Administrative Manager if you have questions about when your computer will be due to be replaced.
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Please send all requests for computer support to [email protected].
OTHER RESOURCESFor class materials, setting up web pages, software assistance, computer training, etc. see the experts at the following sites:
http://www.it.cornell.edu/for/faculty.cfm http://www.lrc.cornell.edu/
DEPARTMENT EQUIPMENTAvailable in K161 for teaching-related use:
Mac and PC laptops Flip Video hand-held camcorders Mini-digital video camcorder VGA and HDMI adapters (to connect laptops to projectors and large monitors in the lounge,
conference rooms, and seminar rooms) Projector
CLASSROOMS AND CLASSROOM EQUIPMENTAUDIOVISUAL RESOURCESIf you need assistance with the A/V equipment in your classroom or need additional equipment not already in the classroom, please contact the audio visual equipment contact for the building: http://registrar.sas.cornell.edu/Sched/av.html
Most Frequent Contacts:Kevin Mathy ([email protected], 227-5816) Goldwin Smith Hall, Klarman Hall, Lincoln Hall, Malott Hall, McGraw Hall, Morrill Hall, Rockefeller Hall, Stimson Hall (119, 206), Uris Hall, and White Hall
Eric Fields - Arts Quad Buildings & Classrooms Manager (Goldwin Smith, Klarman Hall, Lincoln Hall, McGraw Hall, Morrill Hall, and White Hall): [email protected]
If you have problems with a classroom, report them to Cal Hile in K165 Klarman Hall or email her at [email protected]
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MID-SEMESTER STUDENT EVALUATION FORM
DEPARTMENT OF ROMANCE STUDIES
To the student:We appreciate you taking the time to respond to the questions below. Your views will be very helpful to us in ensuring that we are doing everything we can to facilitate your learning, and to respond to your needs. Please note that although this evaluation is anonymous, it is not confidential. Your instructor will have access to the information.
Comment on each of the points below relating to the performance of your instructor. Indicate if the performance has been good, or if there is a pattern of problems. Please clarify where necessary. You may continue writing on the other side of this page if necessary.
General comments:
1. Starts class on time
2. Ends class on time
3. Is thoroughly prepared for the class session
4. Brings suitable and effective activities to practice assigned material
5. Uses primarily the target language in class, and resorts to English only when
necessary
6. Requires the use of the target language by the students
7. Corrects homework and tests thoroughly and carefully
8. Returns corrected work in a timely manner
9. Arrives on time for office hours or appointments
10. Treats students respectfully, equally, with no favoritism or bias
11. Demonstrates expertise in the target language
12. Demonstrates expertise in the cultures associated with the target language
13. Conducts class in a clear and organized manner
14. Brings interest, enthusiasm and stimulation to the course
15. Creates a classroom atmosphere that helps students learn
16. Demands optimal performance from the students
17. Provides adequate opportunity for all students to participate in class
18. Provides constructive evaluation of students’ performance
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END OF SEMESTER STUDENT EVALUATION FORM – LANGUAGE COURSE
DEPARTMENT OF ROMANCE STUDIESTo the student: Please respond first to the questions below
• Rate the amount of effort you devoted to the course: (1=insufficient; 5=sufficient) ___
• Main reasons for taking the course: Required ___ ; Has good reputation ___; Subject matter of interest ___; Other: _____________
• How frequently did you use office hours for extra help? (1=never; 5=frequently) ___
Instructions to the student: Note that you will be rating the COURSE first, and then the performance of the INSTRUCTOR. If the course had a lecture, evaluate it under COURSE. Your thorough and candid comments are very valuable to us. Please write in English.
I. THE COURSE
(Mark the box that most closely reflects your rating)
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…was well organized…required an appropriate amount of work for the number of credits
…increased your confidence and ability in the language…was at an appropriate level of difficulty
…had appropriate means of assessment of your progress (tests, etc.)…grading reflected an accurate evaluation of your learning and participation
…had materials that broadened your experience with the language and culture Overall, the course was of value in your language learning process
Please comment on the above questions, or on any other aspect of the course: (continue on the other side of the page if necessary
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II. THE INSTRUCTOR
Instructor’s Name:__________________________________
(Mark the box that most closely reflects your rating)
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…demonstrated expertise in the subject matter…conducted the class in a clear and organized manner
…brought interest, enthusiasm and stimulation to the course…created a classroom atmosphere that helped you learn
…returned assignments in a timely manner…provided adequate opportunity for you to participate in class
…provided constructive evaluation of your performance during the semester Overall, the instructor’s teaching was effective
Please comment on the above questions, or any other aspect of the instructor’s teaching: (continue on the other side of the page)
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END OF SEMESTER STUDENT EVALUATION PROCEDURES
The following is a memo that is provided with the evaluation forms that are handled in paper form (for the online student evaluations, students receive an e-mail from the administration informing them of the need to go online to prepare their evaluations for each course):
Enclosed you will find evaluation forms for your courses, and in this message, the procedures to follow.
Have a student volunteer take the completed evaluations to the office using the same envelope in which they have been delivered to you.
TAs and other instructors teaching courses with coordinators should consult with the course coordinator to find out when to schedule the evaluation.
PROCEDURES FOR COURSE EVALUATIONS
When approximately 15 minutes of class remain:
1. Inform the students that they are going to be evaluating the course and your performance as an instructor.
2. Inform the students that these evaluations are anonymous and confidential, and that you will not have access to them until after the final course grades are handed in.
3. Tell the students that these evaluations serve for administrative purposes, and need to be understood by the College administration. Thus, all comments are to be written in English.
4. Ask for a volunteer who is available immediately after class to take the evaluations in the provided addressed envelope to Cal Hile in K165 Klarman Hall. Give the volunteer the envelope in which the evaluations must be delivered. Tell the rest of the students to place their completed evaluations in the envelope.
5. Write on the blackboard the following, filling out the information pertinent to your course: Semester Year Language Course Instructor’s Name
Instruct the students to fill out this information on the evaluation sheet first.
6. Respect the confidentiality of this process while students are completing the evaluations. For some classrooms, this may mean you would need to stand outside of the room until they are done.
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REGISTRATION, ENROLLMENT, PLACEMENT
REGISTRATION Registration takes place in three steps at Cornell:
Pre-enrollment (online) Arts & Sciences Freshman Registration (online) Add/Drop period (online)
- 2 weeks for adding without a petition- 7 weeks for dropping without a petition
COLLEGE OF ARTS & SCIENCES LANGUAGE REQUIREMENTOption 1: completion of a course in a language or any other course taught in a language at Cornell’s 2000-level or above.
Option 2: completion of at least 11 credits of study in a single language at Cornell (usually an introductory sequence)
Exempt: native speaker, or equivalent (see definition of “native speaker” below)
Definition of “native speaker” for purposes of language placement: “One who has completed secondary education in an institution whose primary language of instruction was not English, but the target language.” Native speakers fitting this description are exempt from the language requirement. To be granted exemption officially in French or Italian, take the CASE exam. For Spanish, use the Native Language Accreditation Service in Spanish, or NLAS. This is a walk-in service offered for native speakers of Spanish during the first three weeks of classes and the posted office hours. Fall contact: Estela Bartol-Martín (K132, [email protected]). Spring contact: Tachi Godoy Luque (K129, [email protected]).
POLICY ON ENROLLMENT IN LANGUAGE COURSES
ACCESS
All students who want to take a language class in our Department should be able to do so, if they have taken the steps to secure a score for their placement, and if they demonstrate flexibility in their schedule, especially for courses that are offered only in the Fall, or only in the Spring. For courses that are offered both in Fall and Spring, some students may need to wait until Spring to enroll.
GRADUATE STUDENTS
Graduate students may pre-enroll, register on-line before the semester starts when the registration system opens up, or during the add/drop period just like any other student. They must take language courses for a letter grade or if they are post-A exam they may register as “Audit” (see below) and there is no S/U grade option. Only if the course has been made “permission only” would undergraduates, such as seniors who have a language requirement, be added before graduates because the coordinator is the one adding students to the sections.
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CAP
The cap for all sections is set at 16 students, with a maximum of 18 in each section. Please be sure that all sections are balanced. The College will look at individual sections (not the total enrollment for the course) when determining the amount that we can offer.
ADDING OR CLOSING SECTIONS
If you have a demand that is higher that an average of 18 per section, or fewer than 6 students, alert the course coordinator. The Associate Chair needs to be informed immediately if we need to open extra sections or close a section.
PERMISSION ONLY
Conversion to "Permission Only" should be requested from Cal when the coordinator deems it necessary. This represents a significant amount of work not only for the coordinator, but also for the registrar’s office, whose staff have to manually enter the change of status of the course, and for each add/drop of the students. Give Cal at least 2 day’s notice for the conversion to “Permission Only”. Note that once a course becomes "Permission Only", drops can be done without permission, online, but adds must be done by stamping add/drop forms (these forms are available to the students – not to the faculty -- at the Registrar’s office, KG17 Klarman Hall). The course coordinator will be responsible for adding all new students and stamping their forms.
PRIORITIES ON CLASSLISTS
A student who has not been on the list at all for three days, but shows up on the list and in person on the fourth day of class, does not have priority over those who have been attending regularly. Clearly there can be good reasons for this sort of situation to occur, and you will want to hear out any student with patience, but if your classes are at the limit of their capacity (18), you can tell this newcomer that the section (s)he just added online is actually full, and that (s)he will need to change to another hour.
S/U OPTION
If your course is "Letter Only", no S/U options are permitted, even for graduate students. Because there is no S/U for graduate students, some coordinators accept them on an exceptional basis as auditors (see below).
AUDITOR AND VISITOR REGISTRATION STATUS
Our policy on auditing language courses is very restrictive in the interest of maintaining optimal learning conditions for the rest of the students in the course.
Any case should be considered individually by the coordinator, who will from the outset want to clarify the course policy on attendance, participation, preparation, so that the individual can decide whether or not the investment of time is possible. TAs must consult with the coordinator before anyone is allowed to audit.
If the individual’s priorities lie outside the course, there may be diminished performance, absenteeism, lack of preparation, and eventually dropping the course because they can't keep up with the work. At the same time if an individual is motivated to learn and invests the time, the experience of the undergraduates may be enriched by his/her participation.
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At no point should an auditor occupy the spot of an undergraduate. The auditor may attend class from the beginning but might need to wait a few days to register.
Any auditor must register for the course before the 2-week drop/add period is over.
University policy does not allow undergraduates to audit classes.
The Graduate School allows graduate students who have completed their A exam to audit, however they cannot be required to do all of the classwork, assignments and exams.
Non-professorial academic staff and employees are allowed to enroll in one course per semester (4 credits max), and must enroll through the School of Continuing Education.
Extramural students also register though the School of Continuing Education.
The Visitor's Program applies to non-participatory classes and because language courses involve participation, we cannot accept “visitors.”
Occasional visitors to our classes, such as prospective students and their parents, are welcome.
DIRECTED STUDIES (3000)
Directed Studies on literature-related topics may not be offered without the express authorization of the Director of Undergraduate Studies.
As for language-related topics, in principle, lecturers are neither required nor encouraged to agree to give Directed Studies in excess of their regular teaching responsibilities. The extra work required for a Directed Studies, while it may be inspiring to the individual instructor, may also represent a sacrifice of time drawn from the individual's already existing obligations.
When approached by a student requesting a Directed Studies, first advise the student as to what standard options exist (courses being offered for which the student has fulfilled the prerequisites). A Directed Studies should not be considered as a means to provide practice that can be otherwise attained within the existing curriculum. It is especially important to make sure Directed Studies do not unwittingly discourage students from enrolling in existing courses in literature and culture.
In language, however, in some cases there may be exceptional reasons for arranging such a course of study, typically for the benefit of students seeking expertise in areas not offered in the standard curriculum, but where a lecturer may possess the expertise, as well as the ability to take on the extra work involved (e.g. translation, interpreting, advanced grammar for graduate students preparing to teach advanced courses, etc.). If you are in doubt about agreeing to give a Directed Studies, consult with the Director of Undergraduate Studies.
Note that although the 3000 Directed Studies is listed in Courses of Study, it is not listed on the online roster; our intent in doing this is to reduce the pressure on lecturers produced by often unwarranted inquiries by students.
The undergraduate coordinator (Cal Hile) provides the course ID (CID) to use for the enrollment process in a Directed Studies (each long-term lecturer in the department has a distinct CID for Directed Studies each semester).
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ROMANCE STUDIES LANGUAGE STUDENTSWere you unable to pre-enroll or add because the section you want appears to be full?
UNDERGRADUATES:
Don’t give up.
Be as flexible as possible in your schedule: try to add a variety of sections, whenever you have no conflicts with other classes.
Other students who have preregistered will be changing plans and dropping. This will leave room for you.
Try to add online as often as possible, to increase your chances of a successful add - during pre-enrollment, and then again when the add/drop period begins (usually a few days prior to the first day of classes -- check the academic calendar for the exact date --http://www.cornell.edu/academics/calendar/
If -- in spite of your efforts -- you are unable to add any section of a course online, please contact the course coordinator to see if there are waitlists. Consult the department webpage for updated coordinator lists: http://romancestudies.cornell.edu/courses/course-coordinators/
When classes start, attend a section from day 1, even if you aren't officially enrolled in the class yet, or waitlisted. If there is no space for you in the classroom for that particular section, check with the course coordinator to find out which sections might have more space.
Waitlisted students: you are required to attend section from day 1, and every day until space becomes available for you, and to prepare fully for each class. If you miss class the first day, or any day after that while you are on the waitlist, your name will be taken off the list, and that space will become available to another student.
GRADUATES:
Graduate students are not eligible to pre-enroll in undergraduate language courses. However, unless a course is set with access by “permission only”, you will be able to add the course when the add/drop period begins. If you find no space in the course even at that time, you are encouraged to contact the course coordinator to ask to be placed on a waitlist (if waitlists are being kept for the course). Consult the department web page for updated coordinator lists: http://romancestudies.cornell.edu/courses/course-coordinators/
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LANGUAGE PLACEMENT AND TESTING – INFORMATION FOR STUDENTS
All students must register on the COLLT site (Cornell On Line Language Testing) at http://collt.lrc.cornell.edu.
The online survey form will help you determine your situation and offer an online test or other recommendation.
Be sure to fill out the survey questionnaire for each language in which you need placement. Placement info: http://romancestudies.cornell.edu/undergraduate/placement/
LP TESTS – LANGUAGE PLACEMENT TESTS
These tests are designed to place you in the level that is most suited for your needs: French: LPF Italian: LPI Spanish: LPS
The placement test is only required for those who do not have a recent (less than 2 years old) score from the SATII or AP4 or higher.
Eligibility for the LP test: If you have studied the language for a minimum of 2 years (if you have studied less than 2 years,
sign up for FREN 1210, ITAL 1201, SPAN 1210) If you want to update an old achievement score If you have an AP score of 3 If you are a heritage speaker with a degree from an institution whose primary language of
instruction was not the target language. if you are not a native speaker (definition of “native speaker” for purposes of language placement:
one who has completed secondary education in an institution whose primary language of instruction was not English, but the target language.) Native speakers fitting this description are exempt from the language requirement. To be granted exemption officially, contact the individual in charge of exemptions for your language during the first three weeks of each semester, during posted office hours (be prepared to present your secondary school diploma):
- French: Colette Waldron (cdw1)- Italian: Kora von Wittelsbach (keb11)- Spanish: Fall – Estela Bartol-Martín (eb663); Spring – Tachi Godoy Luque (mg2244)
CASE EXAM (CORNELL ADVANCED STANDING EXAM)
This exam is designed for students who have acquired the language outside of Cornell and need to determine placement into our courses. Students may earn up to 3 credits.
Sign-up is required, as follows: If you have registered for COLLT (Cornell On-Line Language Tests) at http://collt.lrc.cornell.edu
and were told that you should take the CASE, then simply come to the next available CASE session in your language.
Otherwise, you must register in COLLT. The online survey form will help you determine your situation and offer an online test or other recommendation. Be sure to fill out the survey for each language in which you need placement.
Eligibility for the CASE: 65 or higher on the LP test, or 690 or higher on the SAT II, or AP4 or 5 If you have acquired the language outside of Cornell (students who have studied the language at
Cornell are not eligible for the CASE)
GENERAL TESTING INFORMATION
Schedule: http://romancestudies.cornell.edu/undergraduate/testing/ Sign-up: http://collt.lrc.cornell.edu/
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Retaking language tests: Unless you’ve taken the language at Cornell**, LP tests may be retaken twice, as long as it is NOT within the same testing period (you may take it the following semester). The CASE exam may only be taken once.
**If you’ve taken the language at Cornell, and wish to retake a placement test, request a special proctored test from the course coordinator.
Questions? See FAQ’s below. If your question does not appear in this list, contact Cal Hile at: [email protected]
FAQS ON PLACEMENT TESTS AND CASE EXAMS
1. Do I have to take the placement test if I want to enroll in a language class? Yes, unless you already have an SAT II score, or an LP score, or an AP4 or 5. The LP score gives us an indication of your level and allows us to place you in the class that will be most suited to your needs.
2. I took FREN1220, ITAL 1202, or SPAN 1220 and got a low score on the placement test that was given at the end of the semester or as the final exam. Can I take the LP test again?Yes, you can take it again at the beginning of the following semester, but you may not do it online: you must request a special proctored test.
3. I just took the LP and got a score I did not like. Can I retake it right away?The LP may be retaken, but not within the same testing period. You will need to wait until the start of next semester.
4. I studied the language for two years (or more), but feel that it would be better to start over because I didn’t learn much. Can I just enroll in FREN 1210, ITAL 1201, or SPAN 1210 and not take the placement test?The placement test is necessary to provide a clear sense of your level. With the score, we can place you in the class that is best for you. FREN 1210, ITAL 1201, or SPAN 1210 might in fact be your level, but we need your placement test score to determine that. If you start the course into which you have placed and you feel you are not at the right level, speak with the course coordinator.
5. My advisor recommended that I start from scratch, although I already have 2 (or more) years of the language. Can I do this?Not unless your placement score indicates that it is your appropriate level. Our test is designed to place you accurately at the level in which your performance will be the highest possible.
6. My SAT II places me differently than my LP score: which should I use?Use your LP score.
7. What is the placement test like? Can I prepare for it?The online LP is a multiple-choice standardized test, with 90-100 questions. The best way to prepare is to refresh your memory by reading, and get some rest before the test so you are alert. Proctored LP tests have a variety of formats.
8. What is the difference between the LP and the CASE?The CASE exam is not a multiple-choice test; it tests reading, listening, writing and for some languages and levels, speaking.
9. I will be taking the LP online. Do I have to take the online test at Cornell?No, you can take the online test wherever you have access to the internet, on a PC or a Mac.
10. Is it better to take the placement test closer to when I am going to take a class?If you have a language requirement (as do all Arts & Sciences students), you should take the placement test as soon as possible, and fulfill the requirement as soon as possible.
11. I speak the language at home, and consider myself a native speaker. Can I take the CASE to get credit?
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For purposes of language placement, we define “Native Speaker” as one who has completed secondary education in an institution whose primary language of instruction was not English, but the target language.
To be granted exemption officially, if you fit the above definition of native speaker, contact the individual in charge of exemptions for your language starting on the third week of each semester (be prepared to present your secondary school diploma):
- French: Colette Waldron (cdw1)- Italian: Kora von Wittelsbach (keb11)- Spanish: Fall – Estela Bartol-Martín (eb663); Spring – Tachi Godoy Luque (mg2244)
If you do not fit the above definition of “Native Speaker”, you are required to take the LP for placement; a high score on the LP makes you eligible for the CASE exam. It is possible to be granted exemption (and credit) if you score high on the CASE exam.
12. I speak the language at home, and consider myself bilingual. Do I have to take the placement test?You are required to present a placement or achievement score before taking a language class at Cornell. If you already have an achievement score or an AP score of 4 or higher, you do not need to take our placement test, but the CASE. There are many different levels among bilinguals, and the placement score helps determine which course might be best for you. Spanish 2000 is designed for those who get 56 to 64 on the LPS. If you get a higher score than that, take the CASE exam to see if your level is higher, and you might receive exemption and credit through the test.
13. I consider myself a beginner in the language. I have only had 2 years of the language, and they were not very good. Can I just register for FREN 1210, ITAL 1201, or SPAN 1210 ? If you have 2 years of the language, we require that you take the LP. It is possible that FREN 1220, ITAL 1202, or SPAN 1220 might be better for you than FREN 1210, ITAL 1201, or SPAN 1210.
14. I have an AP3. Do I have to take the placement test?You must take the LP for placement.
15. Can I fulfill the language requirement by taking classes outside of Cornell?No, there is no exception at the Department level to the College requirement that specifies that language courses are to be taken “at Cornell”. If in doubt, consult with the Associate Chair.
16. I have completed all of my requirements for graduation except the language requirement. Can I study the language elsewhere and fulfill the language requirement that way?The language requirement specifies that courses need to be taken at Cornell.
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PLACEMENT TABLES
FRENCHPLACEMENT TESTS
LPF SATII** French Language Coursesbelow 37 below 410 1210
37-44 410-480 122045-55 490-590 123056-64 600-680 2060, 2090
65 and above* 690 and above CASE required* for placement**AP4 in language, 3 credits 2090 or equivalent**AP5 in language, 3 credits CASE required for placement
**AP 4 or 5 in literature, 3 credits and proficiency CASE required for placementCASE
SCORE Language Courses Literature CoursesQ 2060, 2090
Q+ 2095 2310Q++ Variable - listed with posted score Follow prerequisites for literature courses in catalog
Exempt --
ITALIANPLACEMENT TESTS
LPI SATII** Italian Language Coursesbelow 37 below 370 1201
37-48 370-450 120249-64 460-680 2201
65 and above 690 and above CASE required for placement**AP4 or 5 in language, 3 credits
**AP4 or 5 in literature, 3 credits and proficiencyCASE
SCORE Language Courses Literature CoursesQ 2201 Follow prerequisites for literature courses in catalog
Q+ 2202Q++ Variable - listed with posted score
Exempt --
SPANISHPLACEMENT TESTS
LPS SATII** Spanish Language Coursesbelow 37 below 370 1210
37-44 370-450 1120,122045-55 460-580 123056-64 590-680 2000, 2070, 2090
65 and above* 690 and above CASE required* for placement**AP4 in language, 3 credits 2090 or equivalent**AP5 in language, 3 credits CASE required for placement
**AP4 or 5 in literature, 3 credits and proficiency CASE required for placementCASE
SCORE Language Courses Literature CoursesQ 2000, 2070, 2090
Q+ 2095 2140, 2150, 2170Q++ Variable –listed with posted score Follow prerequisites for literature courses in catalog
Exempt --
* Students who get a 65 or higher on the LP test at the end of 1220 are not eligible to take the CASE exam; instead, they should enroll directly in 2060/2090 (or the equivalent).
** Note that after two years, high school placement scores are no longer reliable, and you will be required to take an LP test for accurate placement. This applies to SATII and AP scores. Students with LP and CASE scores from 2 or more years back should check with the course coordinator of the course they want to take to see if they need reassessment.
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PLACEMENT TESTING SCHEDULE 2016-2017
If you have registered for COLLT (Cornell On-Line Language Tests) at http://collt.lrc.cornell.edu and were told that you should take the CASE, then simply come to the next available CASE session in your language (see schedule below).
Otherwise, you must register in COLLT at http://collt.lrc.cornell.edu. The online survey form will help you determine your situation and offer an online test or other recommendation. Be sure to fill out the survey questionnaire for each language in which you need placement.
Placement info: http://romancestudies.cornell.edu/undergraduate/placement/Questions? Contact Cal Hile at: [email protected]
LP (Language Placement Tests)
French (LPF)
Available ONLINE: http://collt.lrc.cornell.edu/Italian (LPI)
Spanish (LPS)
The online tests (LPF, LPI, LPS) are for students who have never taken a course in the language at Cornell. For internal language students, standard sequencing of courses applies.
If you are currently enrolled in FREN 1220, ITAL 1202, or SPAN 1220, the LP given at the end of the semester or as the final for the course will provide you with the placement information you need. In the meantime, we recommend that you tentatively pre-enroll for a course at the level you think might be right. Once you get your LP placement, if it is different than you expected, you can switch courses as soon as online add/drop begins.
If you have taken a course at Cornell in French, Italian, or Spanish, and have since done significant work with the language, equivalent to an additional course, you will need to request a proctored test. Please contact:
- French: Colette Waldron (cdw1)- Italian: Kora von Wittelsbach (keb11)- Spanish: Fall – Estela Bartol-Martín (eb663); Spring – Tachi Godoy Luque (mg2244)
CASE (Cornell Advanced Standing Exam) Sign up required: see instructions above on registering in COLLT
CASE DATE TIME PLACE
Fall Monday, August 22, 2016
9:00 AM French: Morrill Hall 110, 111Italian: Morrill Hall 102Spanish: Morrill Hall 106, 107
Fall make-up
Tuesday, August 29, 2016
5:00 PM French: Morrill Hall 110, 111Italian: contact Kora von Wittelsbach ([email protected])Spanish: Morrill Hall 106, 107
Spring Tuesday, January 23 , 2017
2:00 PM French: TBAItalian: TBASpanish: TBA
Spring make-up
Monday, January 30, 2017
5:00 PM French: TBAItalian: contact Kora von Wittelsbach ([email protected])Spanish: TBA
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PLACEMENT TEST AND CASE SCORES - INFORMATION FOR INSTRUCTORS
LP TESTS
Each program (French, Italian and Spanish) has two versions of its placement test: online LP tests (LPF, LPI, LPS1). These tests are for students who have studied language
previously, but have never taken a Cornell language course. hard copy LP tests. 1120 and FREN 1220, ITAL 1202, and SPAN 1220 students are given the hard
copy LP tests at the end of the semester (Spanish) or as a final exam (French and Italian). As of Spring 2011, Spanish has replaced the hard copy test with its online version, called LPS2.
ONLINE LP TESTS
Students who take these tests can place into a wide range of levels: 1120, 1210, 1220 (1202 ITAL), 1230, or 2090 (or equivalent: FREN 2060, SPAN 2000, SPAN 2070). Those who score 65 or higher take the CASE exam and can earn credit if they receive Q+ or higher.
ONLINE LP TESTS
below 37 121037-44 122045-55 123056-64 2090 (or equivalent)65 and above CASE Q: 2090, etc.
Q+: 2190, etc.Q++: 3000 levelsExempt
HARD COPY LP TESTS
This LP tests place students into either 1230 or 2090 (or equivalent: FREN 2060, SPAN 2000, SPAN 2070). Students who do not score at the 1230 level still take 1230; they do not take 1220 again. Students who score 65 or higher do not take the CASE; they take 2090 (or equivalent).
end 1220 LP <56 1230≥56 2090 (or equivalent)
RETESTING AFTER 1220
Students who have taken language classes at Cornell, and would like to retake the LP to place higher than in 1120 or 1202/1220, must request a proctored LP.
If a student has not taken any language courses since 1120 or 1202/1220, care should be taken to use the 1202/1220 placement scale (1230 or 2090). These students should not be allowed to take the CASE, or place out of 2090 (on the grounds that they require greater linguistic development prior to attaining higher levels).
If a student has taken a course elsewhere after 1120 or 1202/1220, it might be possible for him or her to place out of 2090. For that reason, the student should be allowed to take either the online test, in a proctored setting, or the hard copy version of an LP, with the score interpreted on the full scale (permitting the CASE for 65 or higher).
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POSTING SCORES
HARD COPY LP TESTS. Scores from these tests are posted on the web on the LRC site. Students will need a Posting ID that they will enter on the bubble sheet under “Special Codes”, to later look up their placement score. After the coordinator scans these tests, the data must be provided to the LRC for uploading to the LRC website. Cal also needs to receive all information pertaining to hard copy placement test scores. Each time you give a test, provide her with a report of the scores (student name, Cornell ID, score). She maintains a full database of placement score information for all students in Romance Studies.
ONLINE LP TESTS. The program immediately scores these tests, and the student is given the pertinent placement information online and via e-mail as soon as the test is completed. (see below for instructor access to these scores).
CASE EXAMS
CASE exams are high-stakes tests since students can earn credit depending on their performance. For this reason, they are offered only in a proctored setting. Each program has its own version(s) and scoring mechanism.
SCORE RECORDING
All students wishing to take the CASE are required to register in advance in COLLT. This permits the CASE coordinator to simply enter the scores in COLLT, and send them to each student with the click of a button (see instructions below). If the student has not registered in advance, he/she must do so immediately after the exam.
HOW TO ENTER A CASE SCORE IN COLLT
The following instructions are to be used by the person appointed as the CASE coordinator. Only that individual should enter CASE scores.
Log into the COLLT authoring site (http://collt.lrc.cornell.edu/authoring/login1.cfm ). For access, check with the Associate Chair
Select "Grade students' work on CASE" Enter the last name of the student under "Limit Search to Last Names" Click button at top of screen "Grade CASE French (or Italian or Spanish).” The student record will
appear in the right hand panel (If the student does not appear, this means that he/she has not registered in COLLT and we cannot enter a score).
In the right hand panel, select the student last name (if you have more than one record for the student, select either one). A pop-up screen will appear.
In that pop-up screen, in the drop-down field for CASE score, select the student's score - the placement and credit will be entered automatically. (Note that the right hand panel will not change as you enter scores. This is normal.)
At the top of that pop-up screen, click "Save" (if you enter a score that is wrong or needs changing, click "Cancel")
Send the score to the student by clicking the button at the top of the screen: "Send tagged summary fields..."
REPORTING CASE SCORES
Cal has access to these records, but she needs to receive the CASE Information cards from the CASE coordinator, signed and dated, with the recommended placement for each student.
If you want a printout for yourself, after entering all the scores:
Select in the left panel "Review students' work"
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Indicate a search limit by date Click CASE French/Italian/Spanish In the right panel you will see the results of the search Control-click the right panel and select "Print frame," or click "Export report," and open the file
with Excel or Word
INSTRUCTOR ACCESS TO STUDENT SCORES
Instructors need access to student scores on LP and CASE tests to determine their eligibility for courses. There are two sites for scores; check with the Associate Chair for login and password:
LOOKUP. For hard copy LP tests (1120 or 1202/1220), proctored tests, and pre-Spring 07 CASE scores: http://lrc.cornell.edu/rs/placement/scoreLookup
COLLT. For online LPs, and new CASE scores: http://collt.lrc.cornell.edu/authoring/login1.cfm
COLLT SIMPLE SEARCH
In the left panel select "Review students' work"At the top left of the screen, you'll see the following (it looks slightly different depending on the browser):
To view all scores, click on the button for the test for which you want to see scores (each of you has access only to your own language tests, so, if by accident you click on another language, you won't get that language, but yours).
Click the button for LP or CASE for your language If there are a lot of scores accumulated, the program will not be able to show them all, and you'll
need to limit your search.
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COLLT LIMITED SEARCH
In the yellow area, indicate a search limit either by date
or by last name
You might prefer to enter a range (from A to M, for example).
Once you've entered the limits of the search, click the button at the top of the left panel for the test type (LP French/Italian/or Spanish, etc.).
In the panel on the right you will see the results. Click on the student’s first name to view more information. It will display everything that is stored in the program about the student's test, responses, etc.
COLLT ADVANCED SEARCH
For locating names of students who have registered in COLLT, but may have not taken a test Scroll down the left panel and click on “Advanced Search Options” Enter the last name of the student under "Limit Search to Last Names" Scroll down to the green area Select the button “both (COLLT test info won't be shown)”
Scroll down to the very bottom of the left panel, and click the button “Start Advanced Search”:
In the right hand side panel, click on the student to view information about the person's language profile, etc.
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PLACEMENT INFORMATION CARD
This card is for use at the start of the semester, to collect information from the students to determine whether their placement is accurate. Please see Cal Hile in K165 Klarman for a card.
P L A C E M E N T I N F O R M A T I O N C A R D .
NAME ______________________________________________________________ [please print] LAST NAME FIRST NAME
CUID#____________________________________ Year: 1st 2nd 3rd 4th Grad ExMu
e-mail ______________________ Local phone number: ______________________
College: ________________ Major (or possible major) _______________________
Native Language: ___________________ Country of birth: __________________
Completed secondary education in (country): ______________________________
Years of study of the language: Jr High:___yrs High Schl: :___yrs College:___yrs
Achievement Test Scores: SAT II _________ AP lang _____ AP lit _____
Cornell Placement Test Scores: LPF*/ LPI*/ LPS* ________ CASE* _________
*if you forgot your score, indicate semester and year you took the test: Sem: _____ Yr:____
Last language course taken at Cornell: __________________Sem: _____ Yr:____
Language course you are currently attending: ______________________________
Reason for enrolling in this course: ______________________________________
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CASE INFORMATION CARD
This card is for use in conjunction with the CASE exam. Please see Cal Hile in K165 Klarman for a card.
C A S E E X A M I N F O R M A T I O N C A R D .
LANGUAGE tested ______________
NAME _________________________________________ Class of _______ last name first name
College _____________________________ ID#_______________________
LANGUAGE BACKGROUNDLanguage Test Scores: LP score _____ SAT II score _____ AP lang score ____ AP lit score____
Years of study of the language: Junior High _____yrs High School ______yrs College ______yrs
Time spent abroad: ____ In what country? ______________ Activities abroad: Travel Study Are you a native speaker of the language of this exam? Yes No Country of birth: ______________ Completed secondary education in (country): ______________________
e-mail: ___________________ Signature of Student: __________________________________
TEST RESULTS
SCORE: Q Q+ Q++ Exempt
DATE: _____________ Signature of Instructor: __________________________________
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POLICIES & GUIDELINES
UNIVERSITY POLICY ON REQUIRED PRESENCE FOR FACULTY AND TASQuoted from the Faculty Handbook, Chapter 3 (http://theuniversityfaculty.cornell.edu/handbook/Chapter3.pdf ):
“Recesses. Each year, classes are cancelled on a Monday and Tuesday in October to provide a short recess during the long period between registration and Thanksgiving. This is followed by intersession, a longer recess between the end of the fall term and registration for the spring term. The spring break is a weeklong recess around the middle of the spring term. These recesses are not vacation periods for academic employees and graduate assistants, all of whom are on duty, even though classes do not meet. Faculty members are expected to report grades promptly, work with graduate students, and carry out other administrative and scholarly pursuits during these periods.”
Romance Studies Policy for Language Faculty and TAs:Language faculty, whether visiting or long-term, and graduate TAs, are required to be available each semester for administrative functions at least one full week prior to the first day of classes, and, at the end of each semester, at least until all course grades have been finalized, usually 4 days after the scheduled final exam for the course(s) the individual teaches.
The academic calendar can be found at: http://www.cornell.edu/academics/calendar/
The schedule of final exams can be found online at: https://registrar.cornell.edu/Sched/exams.html
OFFICE HOURSSince the lecturer rank is one whose primary function relates to teaching, and hence to working with students, office hours are a central part of their role. Lecturers are required to hold at least 2 office hours per week, and preferably 3, regardless of their teaching load, at times that are convenient to students, and at different time slots to provide maximum access for students. It is also required that lecturers welcome appointments with students at other times than their office hours. Lecturers who hold the function of coordinator will need to post additional hours at key moments in the semester for the students in the course, such as the beginning of the semester, and prior to the deadlines for adding or for dropping without a petition. Coordinators whose courses are set as “permission only” will need to hold additional hours at semester start-up, to be in a position to serve student needs for enrollment. Coordinators who serve as mentors and supervisors of TAs will need to make themselves available as frequently as needed to ensure the smooth running of the course within a team structure. Course releases are provided to coordinators whenever possible to make allowances for these additional hours of access and service to the Department.
LANGUAGE PROGRAM CURRICULUM, SCHEDULING, ASSIGNMENTS & SERVICES
CURRICULUM
The Director of Undergraduate Studies should be consulted on any significant changes in curriculum, such as new course proposals, changes in existing course descriptions, prerequisites, or numbering or level. These matters need to be presented to the curriculum committee for approval.
Routine maintenance of program coherence and consistency, articulation, textbook selection, avoidance of materials duplication, syllabus and grade planning, pedagogical approaches, etc., are the responsibility of the long-term faculty of the language program.
October 15 should be considered as the deadline to present to the Director of Undergraduate Studies that might affect the following academic year curriculum.
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SCHEDULING OF CLASSES
Scheduling of classes for each academic semester must be kept distributed evenly throughout the day for each department due to a shortage of classrooms at Cornell. If we do not keep our offerings balanced, we will end up with some classes not having a classroom during peak hours.
TEACHING ASSIGNMENTS
Long-term language faculty should aim for the third week of October to plan coordination (and course releases) for the following academic year, and be prepared to present their proposed distribution of assignments and balanced schedule to the Associate Chair no later than November 1.
This gives the Associate Chair the time to work out problems that may arise with schedules that may conflict, for those faculty members with shared duties in different sections and programs (some teach literature and language, others teach two languages or more).
TA TEACHING ASSIGNMENTS
TA assignments start usually in mid-Fall for Romance Studies graduate students. This is handled by the DGS and Associate Chair in consultation with each graduate section. Coordinator performance reports of TAs play an important part in this process (sometimes sections may ask the coordinators to attend the general meeting involving TAship assignments).
As a general rule, Romance Studies graduate TAs are assigned to an elementary language course for their first teaching assignment. When possible, considering the optimal evidence of experience in their CVs, in following years they may be assigned to higher levels, literature courses, or First-Year Writing Seminars, depending on their linguistic and pedagogical abilities. External TAs are assigned to the level where they are needed the most.
As soon as the Associate Chair has the list of TAs for the following academic year, this information is provided to the language program, to determine level assignments. This usually takes place by means of interviews, but the program may have knowledge of the candidates by other means that could make interviews unnecessary.
In addition to Romance Studies TAs, there are external applicants from a variety of fields. All applicants should contact the Associate Chair (see web page: http://romancestudies.cornell.edu/graduate/teaching-opportunities/ ).
Romance Studies has obligations of TAships with Comparative Literature (2 TAships) and Linguistics (4 TAships). In addition, there is 1 graduate exchange arrangement in the French section with Paris VIII.
SERVICES
Services provided by members of the language faculty include:
Contact for questions of placement Faculty Fellow for the Language House (French and Spanish) Coordinator for the LP test Coordinator for the CASE exam Fall Open House representative Academic advising*
Each language program should make sure that all shares the burden of these services. To avoid unfairly overloading any single individual, aspects of each function should be shared, delegated appropriately, and rotated as necessary.
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*Academic advising of first year students is handled by senior lecturers (on a voluntary basis as of 2005-06). Senior lecturers in literature may serve as advisors for majors and minors.
April 1 is the deadline for the program to present the Chair its list of contacts for the following academic year and the Director of Undergraduate Studies individual requests for advisees.
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ATTENDANCE POLICYThe following is copied from the University Faculty Handbook, Chapter 5 (http://theuniversityfaculty.cornell.edu/handbook/Chapter5.pdf):
[…]
Students have an obligation to be present throughout each term at all meetings of courses for which they are registered. In some courses, such as physical education and courses in which participation in classroom discussion is considered vital*, there may be penalties for absences per se or defined limits to absences, the exceeding of which leads to the student failing the course or receiving a grade of Incomplete. These rules are set by the department or instructor.
* N.B. in Romance Studies, language courses, where daily preparation and participation are key to progress, instructors must keep a very precise record of the daily attendance pattern of each student. Students need to be made aware of this from the outset – they should come to class prepared to spend the full hour, with their own tissues, and having used the facilities before entering. In some courses, arriving late counts as half an absence, as does leaving class within the 50-minute session for any portion of time (some students make a habit of going out to drink water, get toilet paper for tissue, use the restrooms, etc.). It helps to explain to students that as logic dictates, for a language class they can only earn points for participation in class if they attend class (attend = be present for the full 50 minutes) – thus, a very good student may get an A for preparation and participation on individual days, but if this student misses class either in full or in part with any sort of frequency, once the points are removed for absences, that A can easily drop to a lower grade. It is not an excuse that a prior professor does not let them leave class early enough to arrive to the language class on time – the student needs to make the other professor aware of the need to arrive on time to the next class.
In most courses, however, attendance is not taken, and the student's responsibility is for the work covered in the class rather than for being physically present when the class is held. A student is then not penalized directly for missing a lecture, for instance, but is held responsible (in subsequent tests) for knowledge of material presented in the lecture. There are various means by which students can acquire such knowledge and thus avoid an indirect penalty.
It is harder to make up missed work if the class that was missed was a test or a laboratory session or field trip. Such make-ups involve the direct cooperation of the instructor. If the instructor feels the absence was unjustified, he or she is not required to provide the student with the opportunity to make up the missed work.
There is no such thing as a "university excuse" for absence from class that frees a student from responsibility for the missed work. Only the instructor of a course can provide such an exemption to a student. And even the faculty member is not permitted (by legislation of the University Faculty) to cancel classes just before or after academic recesses without special approval of the dean of the school or college concerned. Each faculty member and instructor has the special responsibility of maintaining the regular quality and content of instruction in classes just before and after university vacations, regardless of the number of students present in the classroom.
There are some circumstances, however, in which faculty members are not supposed to penalize students directly for missing classes and are urged to try to make opportunities for the students to make up work that was missed. These circumstances include, but are not limited to, the following:
ILLNESS, OR FAMILY OR PERSONAL EMERGENCYThe University expects that students will be honest with their professors about routine illnesses, injuries, and mental health problems that may lead to missed classes, labs, studios, exams, or deadlines. Academic advising staff and associate deans are available to provide assistance to students or faculty members who have concerns about attendance issues. See also the CU Health Excuse Policy at http://www.gannett.cornell.edu/services/health-excuses.cfm
RELIGIOUS OBSERVANCESThe University is committed to supporting students who wish to practice their religious beliefs. Students are urged to discuss religious absences with their instructors well in advance of the religious holiday so that arrangements for making up work can be resolved before the absence. Faculty are urged to announce at the beginning of the semester all activities which, if missed, would require make up work.
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The New York State Legislature (since July 1, 1992) requires all institutions (public and private) of higher education not to discriminate against students for their religious beliefs. Accordingly, the pertinent parts of Sections 3 and 4 of the law state:
"3. It shall be the responsibility of the faculty and of the administrative officials of each institution of higher education to make available to each student who is absent from school, because of his or her religious beliefs, an equivalent opportunity to make up any examination, study or work requirements which he or she may have missed because of such absence on any particular day or days. . .
"4. If … classes, examinations, study or work requirements are held on Friday after four o'clock post meridian or on Saturday, similar or makeup classes, examinations, study or work requirements . . . shall be made available on other days, where it is possible and practicable to do so. . . "
Both Cornell as an institution, and its faculty members, have an obligation to comply with the laws of New York State. The language of the law is vague, and particular situations may need interpretation. The Office of the Dean of Faculty may be contacted either for questions or further clarification.
WEATHERDuring winter weather, "snow days" occasionally cause delay or cancellation of activities at the university. Times for making up missed activities in a coordinated way are publicly announced on such occasions. The local radio stations, The Cornell Daily Sun, the Cornell Chronicle, and other media convey the news.
ATHLETICS AND EXTRACURRICULAR ACTIVITIESStudents whose participation in varsity athletics or other recognized extracurricular activities requires occasional absences from the campus may present an appropriate slip or letter with the signature of a responsible official, attesting that the proposed absence is in connection with a recognized activity. In the case of athletics, the Faculty Advisory Committee on Athletics and Physical Education must approve the schedule of events and associated athletic leaves of absence each year, thus assuring that the athletic absences are kept within approved limits and guidelines.
GENERAL RULES GOVERNING FINAL EXAMINATIONSLegislation of the University Faculty governing study periods and examinations(http://registrar.sas.cornell.edu/Sched/Rules.html):
1. No final examination can be given at a time other than the time appearing on the official examination schedule promulgated by the Office of the University Registrar without prior written permission of the dean of the faculty.
2. No permission will be given, for any reason, to schedule final examinations during the last week of classes or the study period preceding final examinations.
3. Permission will be given by the dean of the faculty to reschedule examinations during the examination period itself if requested in writing by the faculty member, but only on condition that a comparable examination also be given for students who wish to take it at the time the examination was originally scheduled. The faculty member requesting such a change will be responsible for making appropriate arrangements for rooms or other facilities in which to give the examination.
4. The final due date for a take-home final examination can be no earlier than the date appearing on the official examination schedule promulgated by the Office of the University Registrar without prior written permission of the dean of the faculty.
5. A course that requires a culminating end-of-semester exercise (for example, a paper, project report, final critique, oral presentation, or conference) in lieu of or in addition to a traditional final examination, must advertise at the beginning of the semester the nature of the exercise.
6. A course that requires a culminating end-of-semester exercise and does not offer a final examination must allow students at least until the date appearing on the official examination schedule promulgated by the Office of the University Registrar to complete submission of materials associated with the culminating
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exercise. (For example, a student making a presentation during the last week of classes or during study period will have at least until the scheduled final-exam date to submit a final write-up or equivalent.)
OTHER UNIVERSITY POLICY GOVERNING FINAL EXAMINATIONS AND GRADES
a. Each course should require that a final examination or some equivalent exercise (for example, a term paper, project report, final critique, oral presentation or conference) be conducted or due during the period set aside for final examinations.
b. It is university policy to discourage more than two examinations for a student in one twenty-four hour time period. Members of the faculty are urged to grant student requests for a make-up examination, particularly if their course is the largest of the three involved and thus has the strongest likelihood of offering a makeup for other valid reasons, e.g. a student's illness or a death in a student's family.
c. Return of Exams, Papers, etc. Although there is no federal or state legislation that pertains to the manner in which graded work is to be returned to students, the returning of such materials should be handled in such a manner as will preserve the student's privacy. Students have a right to examine their corrected exams, papers, and the like, in order to be able to question their grading. They do not, however, have an absolute right to the return thereof. Exams, papers, etc., as well as grading records, should be retained for a reasonable time after the end of the semester, preferably until the end of the following term, to afford students such right of review.
d. Posting of GradesPosting of student grades by name or a personally identifiable number is prohibited under the terms of the Family Educational Rights and Privacy Act of 1974 (FERPA). However, a student waiver authorizing disclosure of educational records by means of a personally identifiable number (e.g. a student ID number) is acceptable provided that such consent is in writing, dated and signed by the student. [NOTE: A name or social security number must never be used for this purpose.] If instructors use this method, the waiver must be for a specific course; must be for a specified period of time (semester, academic year, etc.); must specify the records to be disclosed; and must be retained by the instructor of the course for a period of one year after its expiration. Students should not be coerced into signing a waiver, as the law requires that it be voluntarily given. Instructors may post grades for students who do not want their student ID number used by establishing a unique identifier known only to that student and the instructor.
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TRANSLATION AND TUTORING
As a service to the institution and the community, the Department of Romance Studies maintains lists of individuals available for translation and tutoring in the languages taught in the Department. At the beginning of every semester, these translator and tutor lists are updated.
The availability of these services depends on the availability of individuals who can render them. It is to be expected that a fee will be associated with these services. The individual soliciting the service is expected to negotiate the fee with the individual providing the service.
The Department is not accountable for arranging or paying for the service. Nor is the Department accountable for the quality of the translation or tutoring service rendered. When notarization of a translation is handled through Cornell, the Department member who signs for the notarization vouches for the accuracy of the translation.
Providing translations is earned income, separate from Cornell business. Since this is a personal business unrelated to your Cornell appointment, please do not use the Romance Studies staff or main office to collect or return translations/money to customers. Contact the Department Administrative Manager if you have questions about potential conflict of interest.
GUIDELINES FOR TUTORING
Students in courses conducted by the Department who are thinking of seeking tutoring support should consult with their current instructor and with the course coordinator.
Tutors cannot be current instructors or TAs in the department. Graduate students who are not currently TAs may serve as tutors, as can TAs in other departments.
Students should be aware that availing themselves of outside help could lead to potential ethical problems (see Cornell's Code of Academic Integrity: http://cuinfo.cornell.edu/aic.cfm).
University Policy on Tutoring – Cornell Faculty Handbook, chapter 5 (http://theuniversityfaculty.cornell.edu/handbook/Chapter5.pdf ):
“No member of the instructional staff, including assistants, may engage, for profit or gain, in tutoring a student in a University course taught by himself or herself or by colleagues in the same department. University buildings or equipment are not to be used by any member of the instructional staff for tutoring for profit.”
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GUIDELINES FOR TRANSLATION
FEES
Translation fees vary depending on the complexity of the document and the language. The translator may also waive fees.
Typical standard fees [this is just an observed norm, not a required one] per document or translated page (one page = 300 words):
Driver's license / Birth certificate / Diploma / etc.: $30 Transcripts: $60 Other types of text: $30 minimum [variable, based on complexity]
FORMAT
THE TRANSLATION MAY NOT BE PRINTED ON DEPARTMENT LETTERHEAD. At the end of the document the translator writes:
“This is a true and accurate translation of the original. This document was translated by:NAME OF THE TRANSLATOR, TITLE OF THE TRANSLATOR (lecturer, senior lecturer, TA, etc) of the (SPANISH, ITALIAN, FRENCH, ETC) Program, Department of Romance Studies, Cornell University, DATE. The Department of Romance Studies assumes no responsibility for the content of the translated document.”
NOTARIZATION
The translation can be notarized, free of charge, by taking it to a public notary on campus (https://www.dfa.corn ell.edu/about-us/notaries ). Banks and credit unions also offer this service free of charge, if you are a member. The notary will ask the translator to provide a form of I.D. (the Cornell I.D. isn't sufficient; a driver's license is adequate) and then asks him/her to sign the document.
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COORDINATOR FUNCTIONS
THE FUNCTIONS OF A COURSE COORDINATORA coordinator has potentially 4 functions, in addition to the duties of teacher:
Course leader Administrator Mentor Supervisor
Of the above functions, the first and second apply to anyone in charge of a course, the third and fourth role relate to those working with Graduate Teaching Assistants and Teaching Associates (both of which we refer to in this document as TAs).
COURSE LEADER
The coordinator functions as the leader of the course in the sense that (s)he determines the following (in collaboration with the language program faculty, and having clearly in mind the place of the course within the articulation of the program, and thus, the goals of achievement for the learners of the course):
the choice of textbooks and materials the grading plan and objectives for the course the assessment and testing plan for the course
The coordinator provides each instructor (including TAs) of the course, prior to the start of the semester: syllabus (this should be a full syllabus = what is covered every day of the semester, including
specific page assignments for students, coverage of each test, etc.) course description and policy for students (course description, course objectives, prerequisites,
attendance and absence policy, grade breakdown, etc.)
The coordinator meets with all of the instructors (including TAs) of the course, as early as possible prior to the start of the semester, to agree together on:
individual expectations and responsibilities – compare the expectations the coordinator has of the rest of the teaching staff, and the expectations the teaching staff has of the coordinator, and resolve ambiguities or differences.
Decisions relating to the level of autonomy or shared responsibility of each instructor should take into consideration the following:
meeting course objectives in coherence with the program’s overall articulation providing students with similar facilitation of learning and coverage of materials already ordered
and/or prepared for the course equitable treatment of students clarity to students (no ambiguity should exist in published course objectives, assignments, grade
breakdown, etc.) avoidance of duplication of materials from one course to another (any autonomous instructor
needs to know of materials that are used in other courses within the language curriculum, to avoid using them)
avoidance of overload of students (adding to the existing course load by assigning extra work) mutual support mechanism to avoid undermining of authority (of the coordinator’s authority, or
of the TA or other instructors’ authority) accountability of the course coordinator as supervisor of TAs teaching the course optimal empowering of each teacher (whether TA or lecturer) to make the course her/his own
ADMINISTRATOR
The coordinator is the one who provides the following services for the rest of the instructional staff: Receives class lists and distributes them as needed
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Verifies with the help of the rest of the course instructors that each student is enrolled at the right level (autonomous instructors should take responsibility for this)
Handles registration processes as needed, including freshman registration, add/drop, and any special permission issues
Resolves administrative problems as needed Distributes student evaluation forms with instructions Makes sure matters relating to poor student performance are reported when necessary to the
appropriate advising dean Processes final grades following individual instructors’ grade assignments (any changes in grades
to maintain equity and objectivity of grading should be agreed upon prior to handing in final grades)
Processes special grade forms with the help of the instructors (incompletes, F forms, etc.).
MENTOR
If TAs are assigned to teach with a coordinator, there are mentoring responsibilities for the coordinator. Note that although more experienced teachers serve as role models to novice teachers, senior lecturers do not hold the official function of mentors for lecturers. Lecturers are professionals who are expected to seek their own development autonomously, in self-directed consultation with their peers.
Effective mentoring of TAs includes: Commitment and sensitivity to diversity of TAs in terms of cultural, racial, gender and ethnic
backgrounds Guidance for international TAs as to US pedagogical expectations, and student expectations Treatment of TAs as equal members of the team, with a supportive attitude and visible praise of
accomplishments Constructive guidance to help deal with problems Enabling and empowering of TA to optimize performance by providing full transparency of
course decisions, testing philosophy, all course materials in a timely manner to avoid last-minute rushing or lack of information in front of students, etc.
Teaching observations of TAs, with sequencing that allows for follow-up support Peer observations, and observations of experienced teachers Providing opportunities for self-reflection Encouraging of peer mentoring and support between TAs and other instructors of the course and
program Close monitoring early in the semester for formative purposes Provide intellectually challenging responsibilities that reflect future professional roles Help build confidence Clear mechanism for sharing class material, lesson plans, etc.
SUPERVISOR
The coordinator is accountable for the performance of TAs under her/his supervision, always keeping in mind the longitudinal performance of TAs, who might continue teaching in the future with other supervisors, or with the same one.
Toward the end of each semester, the supervisor is required to prepare for the Associate Chair a performance report for each TA.
Effective supervision includes: Knowledge of institutional and departmental policies affecting the teaching of languages, the
Cornell academic code of integrity, language requirements, and graduate teaching assistant functions
Clear communication of expectations prior to the start of the semester
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Familiarity with existing departmental TA expectations:- TA appointment form letter- TA Performance Report
Regular follow-up The realization that TAs and peers will consult with each other on a variety of matters relating to
the course, in the absence of the coordinator. Peer consultation is natural and can be very productive, and as such should be acknowledged and encouraged. Only in cases where ambiguity arises should this mechanism be addressed as problematic.
Accessibility
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SCHEDULE OF COORDINATOR FUNCTIONS
Pre-Orientation Define expectations Schedule observations week 3 and 5 for new TAs and other new
teaching staff For continuing TAs and visiting lecturers or Teaching Associates in need
of observation, schedule a class observation for week 4. For each observation, schedule:
- pre-observation meeting (to review what will be covered, and any follow-up or pending issues for which progress will be verified in observed class)
- observation itself- post-observation meeting
Week 1 Verify student levels
Week 3 Observation A for new TAs
Week 4 Observation for continuing TAs, Visiting Lecturers, and Teaching Associates
Week 5 Observation B for new TAs
Week 6 Distribute Mid-semester TA evaluation forms
Week 7 Meet with each TA to review Mid-semester evaluations
Week 8 Prepare Performance Report on each TA, for Associate Chair
Last week of classes Inform TAs that they are required to review their student evaluations in the main office before leaving at the end of the semester, to reflect on student satisfaction, and possible improvement for the following semester. Schedule meetings with TAs either at semester end, or prior to the following semester, to discuss evaluations, to encourage strengths, and to provide supportive guidance where necessary.
After course grades are submitted
As soon as the coordinator submits in the grades, (s)he should review all student class evaluations to prepare any necessary follow-up or support for TAs.
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DEFINING EXPECTATIONS OF TAS
This table is intended to guide the coordinator toward strategic communication of the TA expectations as they are spelled out in the TA Guidelines.
What?… Why?…
Explain how the TA’s work is connected to the joint mission of Cornell, the Department and the Language Program
The broader picture will help link their efforts to larger goals and avoid looking at a single set of tasks.
Define performance standards as supervisor of TA TAship time commitment [15 -20 hrs/wk per section,
arrival for pre-orientation session, not to leave until 4 days after final exam]
Set performance expectations using the following forms or an equivalent at approximately the points indicated
(wk –1= pre-orientation session)
TA Performance Report (wk–1,wk8,last week)- Class Observation Report (wk3,wk5 for new TAs,
wk4 for continuing TAs)- Mid-semester Evaluation Form (wk6)- Student Evaluation Form (last week)
Expect e-mail response within 24 hours (assuming e-mail server is functioning properly)
No canceling of classes – clarify what to do in case of illness (language classes never cancelled, need to find substitution, from within the course teaching staff first, remember to repay the substitution favor)
No undermining of authority from either end (define “undermining of authority” by giving examples)
This prevents second-guessing and assumptions, specifies what is needed, when and how much.
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What?… Why?…Define functions as coordinator and administrator, with TAs as co-teachers of the course. Set a realistic plan of action, proposed by coordinator, with opportunity for TA to respond, modify, etc. as team member
COORDINATOR functions:- provides Syllabus, Course Materials, Web site
information- provides any pending materials at least 2 weeks
prior to time of use- provides administrative service relating to
registration, enrollments, and any student needs that cannot be met by the TA (grade petitions, communication with College authorities for students in trouble, etc.)
TA functions:- section-level (attendance records, grade records,
individual student progress, etc.)- course-level (joint lesson plan production, test
production, proctoring, etc. as agreed to with coordinator)
- TAs should report problems with students, or low performance of students, to the course coordinator as soon as possible. TAs should not communicate directly with the College on their students’ performance unless so directed by the course coordinator, who should make sure that any communication to authorities is worded appropriately.
Prevent misunderstandings later and provides an avenue for commitment if TA is involved in the plan.
Confirm understanding and commitment Ask questions to verify understanding Listen
Clarify that you understand each other.
Check progress, follow up Set dates periodically to discuss performance and
expectations Follow-up on all observed difficulties or problems to
verify that they have been resolved
Catch anything you may have overlooked, catch problems early and provide an opportunity to recognize achievements.
Performance Reports Prepare performance report for Associate Chair
(referring to points in “TA Performance Report” and class observations)
Associate Chair needs report to verify satisfactory performance (or to deal with problems), and to determine continued employment, level flexibility, etc. for future.
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What?… Why?…TROUBLESHOOTING
Coordinator recourses:
If a coordinator notes a grave performance problem* that is not becoming resolved by standard follow-up mechanisms, (s)he should meet with TA in person in the coordinator office, discuss the problem and agree on a resolution and a time for this resolution to happen, with a follow-up meeting to review the effectiveness of the resolution. (*Grave performance problems are those that produce a negative effect on group or individual student learning potential – absenteeism of TA, late arrival to class or to lecture, not covering assigned material, not preparing for class, not returning work to students in a timely manner, grading irregularities, etc. Also grave can be behaviors that cause a negative effect on the course leadership – lack of responsiveness to e-mails, tardiness in providing requested feedback, late arrival to staff meetings, lack of participation in team effort, attitude problems that damage team rapport and morale, wasting of time at staff meetings by frequent impertinent interruptions, etc. If there is any doubt about the gravity of a problem, the coordinator should check with the Associate Chair before pursuing the matter more formally with the TA. This can be handled in complete confidence.)
After the meeting, the coordinator should summarize the expectations drawn up at the meeting in writing, and send this to the TA, with a reminder of the scheduled follow-up meeting. The follow-up meeting is also to be documented in this manner, to confirm that the TA has resolved the problem.
If the problem is still not resolved after the follow-up, the message to the TA should be that the Associate Chair will need to be included in this process at this point, and all documentation should be sent to the Associate Chair.
Ultimately, if the problem cannot be resolved at this level, it will be presented to the Director of Graduate Studies for formal action.
Performance report mechanism serves as written advisement to the graduate student, following Graduate School policy on conflict resolution with graduate students.
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What?… Why?…TA recourses:
The first recourse to TAs teaching languages in the Department, who have issues with their coordinator should ideally be the Associate Chair. Depending on the TA’s preference, the matter can be discussed in complete confidence, or can be brought to the attention of the coordinator in question.
Issues that may arise could relate to such matters as excessive demands placed on TAs, disrespectful behavior of coordinator toward TA either alone or in front of team, tardiness of coordinator in providing course materials, undermining of TA authority in front of students of the TA, intolerable frequency of errors in materials provided to students of TA, etc.Romance Studies TAs may also address concerns to the RS Director of Graduate Studies and/or to the department Chair, and/or to the Chair of their graduate committee. The Associate Chair is eventually brought in for conflict resolution if pertinent.
External TAs may address concerns directly to the Director of Graduate Studies of their field, and/or the Chair of their department, who in turn communicate with the Romance Studies Chair, who then approaches the Associate Chair for conflict resolution.
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PEDAGOGY CURRICULUM
ROMANCE STUDIES PEDAGOGY CURRICULUMThe pedagogy curriculum has been designed to provide leadership in all matters relating to the preparation of Romance Studies graduate students and/or external graduate TAs as regards to language instruction.
The following course offerings and functions constitute the elements of the curriculum: Fall Pre-semester Orientation ROMS 5070 – Methodology of Romance Language Learning and Teaching ROMS 5080 – Pedagogy Practicum Performance evaluation of TAs & coordinators RSTA Award process Teaching Portfolio Mentorship
The Director of Undergraduate Studies in the Department serves as coordinator of the departmental language pedagogy curriculum. In their roles as supervisors of TAs, the language faculty are called upon to participate in ROMS 5070 and 5080 as needed, (see “Coordinator Functions”).
FALL PRE-SEMESTER ORIENTATION While under TAship support by the Department, TAs are required to participate in the pre-semester orientation in the Fall, unless they are instructed otherwise by their assigned coordinator. Those who have already attended the orientation in prior years are only required to attend meetings held by their assigned coordinator. As soon as TAs receive information about their teaching assignment, they should contact their assigned coordinator to find out specific obligations.
Coordinators who have been assigned novice TAs typically provide three course-specific meetings during the orientation. The primary objectives of these meetings are to allow coordinators the opportunity to clarify expectations of TAs, to set the schedule of classroom observations and performance evaluations, and to prepare them for the course they are about to teach, by familiarizing them with the course objectives and materials, lesson plans and course-level practices.
Some may work with TAs the semester prior to their teaching to provide summer reading and preparation that will be covered in a meeting during or after the orientation.
The College allows compensation to be given only to those coordinators who have been assigned novice TAs (“novice” meaning in this context a TA who has never taught in the Department before), and who conduct meetings during each of the three days of orientation. Coordinators may, if they deem it important, require that all TAs and all instructors of the course, whether they are experienced in the level or not, attend course-level meetings during orientation. As regards to this issue, the TA Manual says:
“This pre-semester orientation is not just designed for the uninitiated teacher. This program brings together experienced and inexperienced instructors and graduate TAs in preparation for the semester ahead. Throughout these meetings, instructors and TAs review or learn about the Cornell undergraduate student profile, the place of language teaching within the institution, the functions of the academic advising office, academic integrity, undergraduate orientation, etc. They revisit immediately applicable facets of language pedagogy, receive course materials, syllabi and course-specific grading plans and testing philosophies, think through the first weeks of class, and those who are new either to the Department or the program or the course they have been assigned, are initiated to any pertinent specifics and approaches. This includes for many the preparation of lesson plans as well as practice teaching. When possible, the session is introduced by the Chair of the Department and the DGS. Course coordinators customize the orientation session to suit the needs of the course and of the individual TAs.
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Because coordinators know that graduate TAs, part-time Teaching Associates and Visiting Lecturers have other important commitments, they seek to streamline efforts and avoid redundancy. At the same time, we rely on experienced teachers as resources for new teachers, and for help, when necessary, with functions such as the proctoring and scoring of department placement tests. As soon as you receive your letter of appointment, check with your assigned course coordinator before planning summer travel to know your pre-semester responsibilities. Your presence may be needed to help maintain the coherence of the course or for purposes of necessary communication.”
ROMS 5070 - METHODOLOGY OF ROMANCE LANGUAGE LEARNING AND TEACHING
COURSE OBJECTIVES
Demonstrate knowledge and understanding of teaching approaches and methods Develop skills in critical analysis of pedagogical approaches to evaluate teaching practices and
materials Design instructional materials that demonstrate understanding of the theory and research in Second
Language Acquisition Utilize effectively and appropriately a range of technologies for the second language classroom Reflect on your own professional practice by analyzing and evaluating your own teaching and that of
other language instructors
POLICY
Graduate students are required to take ROMS 5070 prior to their first language teaching assignment in the Department, followed by ROMS 5080 [1 credit, S/U] - TA Practicum, concurrent with their first teaching assignment in Fall, to be taken with the coordinator of the course they have been assigned to teach.
RECOMMENDED TEXTS
Lee, James & Bill VanPatten. Making Communicative Language Teaching Happen Larsen-Freeman, Diane. Teaching Language. From Grammar to Grammaring. Omaggio, Alice. Teaching Language in Context Glisan, E. & Shrum, J. Teacher’s handbook. Contextualized Language Instruction Lightbown, Patsy & Spada, Nina. How Languages are Learned Rubin, Joan. How to Be a More Successful Language Learner
CORE TOPICS TO BE COVERED
Assumptions about language teaching and teachers’ beliefs Factors affecting second language learning The learner-centered process (developing learner autonomy, providing effective corrective
feedback, reducing anxiety, extending student critical thought, teacher/facilitator role, etc.) Language learning strategies Structured input and teacher talk (use of L1 and L2) Teaching methods and approaches Lesson planning, objectives and timing The role of grammar in teaching/learning a language Strategies for developing vocabulary Strategies for listening and reading comprehension Strategies for developing proficiency in oral and written production Developing intercultural competence Assessment and testing Technology and FL teaching ACTFL and CEFR (Common European Framework of Reference)
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SUGGESTED ACTIVITIES
Class ObservationsThere will be foreign language classroom observations for the purpose of analyzing language instruction in relation to the theoretical readings. For each observation students will complete and submit an observation report with specific guidelines. For the first observation students observe a language they do not know (Chinese, Japanese, German, Thai, etc.); for the second one, a Romance language that students do not speak (fluently); and for the third one, the class the student will teach for his/her practice session. A fourth observation focusing on teaching reading and literature in a language course or an introductory literature course may be included.
Practice TeachingStudents will have the opportunity to do one practice teaching session in a real Romance Studies language class at the 1202/1220 level.
Attendance and ParticipationThis class is designed to provide a lively and supportive forum for the ongoing discussion of and learning about teaching. Participation in this class includes the following: (a) regular, active contributions to class discussions (which entails careful completion of the readings for each class); (b) involvement in the demonstrations and oral reports presented by classmates; and (c) regular attendance.
Presentations, Papers, and SpeakersStudents will write short critical analyses of articles and/or do presentations related to the field of Second Language Acquisition and teaching. They may be asked to design teaching activities to be included in their portfolio. Guest speakers may be invited as appropriate and readings assigned for those topics.
Professional PortfolioStudents may be required to assemble an online teaching portfolio hosted on Blackboard. The creation of a teaching portfolio should include evidence of their progress in a pre-professional training program. The teaching portfolio will allow students to present both their language teaching philosophy and the best or most interesting examples of its application in the classroom.
GRADINGROMS 5070 is a 3-credit course and grading will be determined on the basis of S/U.
ROMS 5080 – PEDAGOGY PRACTICUM
DESCRIPTION
This practicum is designed to better enable the TAs to meet the needs of their students in the understanding and acquisition of linguistic forms, notions, and functions covered in their course. Required for all graduate TAs teaching language for the first time in the Department of Romance Studies. (1 credit | Fall | S/U)
COURSE GOALS
During the Practicum, TAs work with the coordinator on developing a better understanding of the target language’s forms and functions, and its contrasts with non-Romance languages, as well as how the speakers of these languages differ as to cultural and social expectations. The Practicum is also a place where the TA can troubleshoot pedagogical issues as they arise.
CREDIT
The pedagogy practicum is a 1-credit course during the Fall semester.Minimally, as NYS policy dictates, this course will require 3 hours a week of work for the students.
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The coordinator of the assigned course heads the practicum, on a schedule that best suits her/his needs, and that will present the least amount of conflict with graduate student schedules.
FINAL PROJECT
At the end of the semester, students may be required to present a final project such as a paper, in order to promote reflection and learning.
This final project might be part of a statement of teaching philosophy, or an analysis of textbook materials and the juncture between them and the classroom process, etc.
Romance Studies graduate TAs should use this as an opportunity for the creation of work that could eventually be included in a teaching portfolio (see below).
TEACHING PORTFOLIO
For more information on Teaching Portfolios, the following websites are useful: http://www.nclrc.org/essentials/whatteach/portfolio.htm http://nflrc.hawaii.edu/tipps/ http://www.ncsu.edu/felder-public/Columns/Portfolios.html
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LECTURER TITLES AND FUNCTIONS
THE TITLE OF LECTURER AND SENIOR LECTURER AT CORNELLLecturers at Cornell University are non-tenure-track-faculty. The following is an excerpt from the Faculty Handbook, Chapter 2 (http://theuniversityfaculty.cornell.edu/handbook/Chapter2.pdf):
Senior Lecturer and Lecturer. The responsibilities of the positions are primarily, if not entirely, in teaching; research responsibilities are not expected to be included. Persons holding the titles will not be granted tenure or be eligible for sabbatic leave.
The title senior lecturer implies significant professional qualifications. Appointments of senior lecturers are for periods of no more than five years and are renewable. The dean is responsible for determining appropriate qualifications for senior lecturers and lecturers; those qualifications may vary by subfield or department. Appointments of lecturers are for periods of not more than three years and are renewable. The university bylaws provide as follows: For those cases where senior lecturers or lecturers are employed to address long-term teaching needs, the terms of appointment shall be five and three years respectively; one-year appointments shall be reserved for one-year replacements and other short-term needs, and initial probationary appointments.
Lecturers and senior lecturers are not members of the University Faculty or of the Graduate Faculty. They are non-voting members of the college or school faculty, except as stated below, or unless given the right to vote by the particular faculty in circumstances defined by that faculty. However, they participate fully in those decisions that are directly related to their roles within the college or school and within the department. The dean or director has the responsibility of identifying those issues that are related to their roles within the college or school, and the department chair has that responsibility within the department. The university bylaws specify that within the department, senior lecturers shall participate fully in hiring decisions of other senior lecturers and lecturers, and lecturers shall participate fully in hiring decisions of other lecturers. The bylaws further specify that, notwithstanding the above, in units where the number of lecturers and senior lecturers is comparable to the number of professorial faculty, the provost may determine the appropriate level of participation by lecturers and senior lecturers in curricular decisions. The provost’s policy instituted specific periods of notice for non-renewal or termination of appointment for lecturers and senior lecturers.
LECTURER TEACHING LOADSA standard full-time teaching load for a lecturer or senior lecturer is 3 courses per semester. Full-time employment (FTE) is calculated by thirds per semester, or by sixths per academic year. Part-time employment is accompanied by fringe benefits if it is at least half-time.
There are currently 15 course releases for the language programs in Romance Studies distributed annually based on the weight of administrative demands on course coordinators.
These course releases are linked to courses, not to individuals. A course release will be granted to courses that meet all or most of the following conditions: six or more sections, more than 90 students enrolled, and other responsibilities and duties such as teaching lectures, training and supervising new TAs, teaching ROMS 5080, and conducting ROMS 5070 observations.
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ANNUAL REPORTSIn mid-March, the Deans and Department Chairs request that faculty provide an updated CV and an annual report. Completion of both an updated CV and an annual report is required in order to be considered for a salary (SIP) increase.
Beginning in 14-15, the annual report form resides on a College website with a large portion of the requested information pre-populated from central databases. The new system was developed to reduce, as much as possible, duplication of your effort in providing the chairs and deans with the annual snapshot of professional activity they need. You will be asked to review the information presented and to provide new information in six locations:
a. a personal statement (optional reflection on your research and teaching and future plans);b. the three most important accomplishments during the reporting period (required);c. any additions to the professional service listed;d. any significant honors or awards; e. a brief overview of your research and scholarship (required);f. any grants not reported in the sponsored research section.
Lecturer faculty should be sure to include all information that demonstrates significant contributions beyond the standard teaching effort. For example:
Material development
- publication of course packets (or other form of publication)- design of new materials of any format (written, a/v, etc.)- website development
Service to the Department:
- coordination of multi-section courses- TA mentorship- committee membership - administrative functions
Service to the College or University
- serving as contact for questions about placement- serving as contact for translation and tutoring for a language- coordination of placement testing- coordination of the CASE exam- other types of language assessment (Fulbright, graduate proficiency testing, etc.)- serving as Faculty Fellow for the Language House- College-level or University-level committee or task force membership- sponsoring or coordinating a student club or group activity
Service to the community or other outside Cornell activities pertinent to your academic position
Awards, talks, presentations, etc.
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USEFUL LINKS
UNIVERSITY
Academic Technologies: http://www.it.cornell.edu/teaching/CUINFO: http://cuinfo.cornell.edu/CIT Helpdesk: http://www.it.cornell.edu/support/Courses and Exams: http://www.courses.cornell.eduFall 2016 Roster: https://classes.cornell.edu/browse/roster/FA16/Building Codes: http://registrar.sas.cornell.edu/Sched/bldgcd.htmlReserving Space on Campus: http://registrar.sas.cornell.edu/Sched/Academic Calendar: http://www.cornell.edu/academics/calendar/Academic Dates: https://registrar.cornell.edu/Student/KeyAcademicDatesIndex.html Religious Holidays: https://dos.cornell.edu/sites/dos.cornell.edu/files/curw/documents/Relgious Holidays 2016-2017.pdf University Faculty Website: http://theuniversityfaculty.cornell.edu/index.htmlFaculty Handbook: http://theuniversityfaculty.cornell.edu/handbook/toc.html
HUMAN RESOURCES
Office of Human Resources: http://hr.cornell.edu/index.cfmBenefits: http://hr.cornell.edu/benefits/Faculty and Staff Assistance Program: http://fsap.cornell.edu/
COLLEGE OF ARTS AND SCIENCES
Main page: http://as.cornell.edu/Advising: http://as.cornell.edu/academics/advising/index.cfmGuidelines for Promotion: http://courses.cit.cornell.edu/sad4449/NTTF/A&SPromoGuidelines.pdfBylaws: http://as.cornell.edu/information/upload/College-Bylaws-Nov-2006-revision.pdf
DEPARTMENT OF ROMANCE STUDIES
Main page: http://romancestudies.cornell.eduRomance Studies Policies: http://romancestudies.cornell.edu/resources/for-faculty/
GRADUATE PAGES
Graduate School: http://www.gradschool.cornell.edu/Graduate Student Resources: http://romancestudies.cornell.edu/resources/for-students/RS Graduate pages:
French: http://romancestudies.cornell.edu/graduate/french/Italian: http://romancestudies.cornell.edu/graduate/italian/Spanish & Portuguese: http://romancestudies.cornell.edu/graduate/spanish/
TAship Guidelines: http://romancestudies.cornell.edu/graduate/teaching-opportunities/taship-overview/International Students and Scholars Office: http://www.isso.cornell.edu/
TEACHING
Language Resource Center: http://lrc.cornell.edu/John S. Knight Institute, First-Year Writing Seminars: http://www.arts.cornell.edu/knight_institute/ Center for Teaching Excellence: http://www.cte.cornell.edu/ Teaching Evaluation Handbook:http://www.cte.cornell.edu/documents/Teaching%20Evaluation%20Handbook.pdfCode of Academic Integrity: http://cuinfo.cornell.edu/aic.cfm
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DEPARTMENT OF ROMANCE STUDIES GUIDELINES FOR HIRING, REAPPOINTMENT, AND PROMOTION OF
LECTURERS AND SENIOR LECTURERS
OVERVIEW
I. DEFINITION OF RANKSA. Teaching AssociateB. Visiting LecturerC. LecturerD. Senior LecturerE. Definition of Titles and Functions-Faculty HandbookF. Collaborative Service
II. HIRING PROCEDURESA. Visiting Lecturers and Teaching AssociatesB. Long-term Lecturers and Senior Lecturers
III. A&S RENEWAL AND PROMOTION GUIDELINESA. GoalsB. Context for ReviewsC. General Policy on PromotionD. Performance Evaluation and Contract Renewal Deliberations
IV. ROMANCE STUDIES REAPPOINTMENT AND PROMOTION PROCEDURESA. Evaluation of Visiting Lecturers and Teaching AssociatesB. Review of Lecturers and Senior Lecturers during the Initial Probationary YearC. Review of long-term Lecturers and Senior Lecturers
1. Eligibility for Reappointment and the Timeline for the Review2. Eligibility for Promotion and the Timeline for the Review3. Criteria for Reappointment or Promotion4. Materials for the Reappointment or Promotion Review5. Reviewing a candidate’s materials6. The work of the ad hoc committee in full and promotion reviews7. Notification of the results of a review8. Deviations from these guidelines
V. A&S PROCEDURES FOR APPEALING A NEGATIVE RECOMMENDATION ON CONTRACT RENEWAL & PROCEDURES FOR APPEALING A NEGATIVE RECOMMENDATION ON PROMOTION
Appendices: 1. Timeline for Reviews2. Collaborative Service3. Guidelines on Writing Letters for Colleagues
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DEPARTMENT OF ROMANCE STUDIESGuidelines for Hiring, Reappointment, and Promotion of Lecturers and Senior Lecturers
Approved 08/30/12, Revised 7/28/14, Revised 9/28/2016
OVERVIEW: This document applies to Teaching Associates, Visiting Lecturers, Lecturer and Senior Lecturer faculty appointed in the Department of Romance Studies in the College of Arts and Sciences. The first sections, formulated as guidelines for hiring, contract renewal, and promotion, reflect the specific circumstances of teaching and administering language programs in Romance Studies. Within this context, these guidelines offer a general framework for the evaluation of performance, recognizing that there are differences in need between the language programs and that no single policy can adequately address the diverse roles and responsibilities of lecturers within the department. Section V. of this document, Procedures for Appealing a Negative Recommendation (Contract Renewal and Promotion), is from the College of Arts & Sciences. It establishes a set of steps and deadlines that should be observed by all departments and all parties in the case of an appeal. These procedures are effective for reviews beginning on or after September, 2016
The appendices are: 1. Timeline for Reviews 2. Collaborative Service 3. Guidelines: Writing Letters for Colleagues
The faculty in Romance Studies and the Office of the Dean of the college have approved these guidelines.
I. DEFINITION OF RANKS
A. A Teaching Associate has teaching responsibilities similar to those of a graduate Teaching Assistant and is not expected to perform administrative service. In terms of qualifications for teaching, a Teaching Associate has some experience, more than a novice Teaching Assistant, but is still in need of supervision. A Teaching Associate may be hired full-time for only one year, or at 50% time for two years, or at 33% time for three years.
B. A Visiting Lecturer has the teaching responsibilities of a Lecturer, but is not expected to perform administrative service, and is not a member of the long-term faculty. A Visiting Lecturer may be hired full-time for only one year, or at 50% time for two years, or at 33% time for three years.
C. A Lecturer is a member of the long-term lecturer faculty who has sufficient teaching experience and is expected, after a period of adjustment, to:
• assume full teaching responsibilities, • demonstrate the capacity to work independently and cooperatively, • provide collaborative service to the language program and department (See section I. F. and Appendix 2.), and• if there is Departmental need, coordinate courses and guide and supervise graduate student Teaching Assistants and other novice instructors in the context of language teaching.
D. A Senior Lecturer is a member of the long-term lecturer faculty who has significant teaching experience and a proven record of excellence in teaching and coordination/supervision. A Senior Lecturer is expected to:
• assume full teaching responsibilities, • demonstrate the capacity to work independently and cooperatively, • provide collaborative service to the language program and department (See section I. F. and Appendix 2.)• coordinate courses, and• guide and supervise graduate student Teaching Assistants and other novice instructors in the context of language teaching.• have at least six years teaching experience in a comparable position in a university setting.
The status of Senior Lecturer can be achieved either through promotion after the requisite time with excellent performance in the position of Lecturer or upon hiring, based on comparable previous teaching experience as approved by the Chair and the Dean.
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E. University definition of Lecturer Titles and Functions from the Faculty Handbookhttp://theuniversityfaculty.cornell.edu/handbook/toc.html p. 33-34
Senior Lecturer and Lecturer. The responsibilities of the positions are primarily, if not entirely, in teaching; research responsibilities are not expected to be included. Persons holding the titles will not be granted tenure or be eligible for sabbatic leave.
The title senior lecturer implies significant professional qualifications. Appointments of senior lecturers are for periods of no more than five years and are renewable. The dean is responsible for determining appropriate qualifications for senior lecturers and lecturers; those qualifications may vary by subfield or department. Appointments of lecturers are for periods of not more than three years and are renewable. The university bylaws provide as follows: For those cases where senior lecturers or lecturers are employed to address long-term teaching needs, the terms of appointment shall be five and three years respectively; one-year appointments shall be reserved for one-year replacements and other short-term needs, and initial probationary appointments.
Lecturers and senior lecturers are not members of the University Faculty, nor general members of the Graduate Faculty, but senior lecturers may be nominated to minor membership of the Graduate Faculty if their qualifications justify the designation. They are non-voting members of the college or school faculty, except as stated below, or unless given the right to vote by the particular faculty in circumstances defined by that faculty. However, they participate fully in those decisions that are directly related to their roles within the college or school and within the department. The dean or director has the responsibility of identifying those issues that are related to their roles within the college or school, and the department chair has that responsibility within the department. The university bylaws specify that within the department, senior lecturers shall participate fully in hiring decisions of other senior lecturers and lecturers, and lecturers shall participate fully in hiring decisions of other lecturers. The bylaws further specify that, notwithstanding the above, in units where the number of lecturers and senior lecturers is comparable to the number of professorial faculty, the provost may determine the appropriate level of participation by lecturers and senior lecturers in curricular decisions. The provost’s policy instituted specific periods of notice for non-renewal or termination of appointment for lecturers and senior lecturers.
F. Collaborative service Lecturers and Senior Lecturers must contribute to the success of the language program and the department through collaborative service.
At the program level this includes: designing courses and materials to be shared and potentially used by others, developing and administering placement measures, guiding TA s and newer colleagues in relation to language teaching in this context, willingness to substitute for colleagues, willingness to teach at multiple levels, cooperating to set program standards, attending program and department meetings, rotating course coordination, and cooperating on program administrative tasks.
At the department level service includes: serving on search, review or other departmental committees and participating in faculty meetings on governance, policy or curricular issues.
Service to the college, university or community, is not required for contract renewal and promotion. However, if the candidate has performed additional relevant service related to language and culture teaching, documentation of such service should be included in the dossier as reference.
Appendix #2 is a list of tasks commonly associated with program and departmental service and a list of additional tasks lecturers sometimes undertake on a voluntary basis.
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II. HIRING PROCEDURES
A. Visiting Lecturers, Senior Visiting Lecturers and Teaching Associates
The short-term hire of a Visiting Lecturer or a Teaching Associate (full-time for one year, or 50% time for two years, or 33% time for three years,) is decided by the Chair after consultation with the Associate Chair and/or representatives of the appropriate language section and following an interview with the candidate in person or by phone or Skype.
B. Long-term Lecturers and Senior Lecturers
Should a long-term lecturer position become available, the Department will conduct a national search. The Chair is responsible for the search and therefore writes the job announcement in consultation with the language section, appoints members of the committee, establishes the timeline (See Appendix 1), calls and attends meetings, and contacts prospective candidates. The search committee consists of one Professorial Faculty member from the language section conducting the search, two Senior Lecturers from the same language section, and one Senior Lecturer from a different language section. At the Chair’s discretion, the search committee may include another professorial and/or lecturer faculty member. Any deviation in the composition of the search committee must be approved, in writing, by the Senior Associate Dean for the Department.
The Senior Lecturers from the same language section on the committee will filter the applications according to the job description and provide a document that explains their criteria for selection and exclusion of candidates. From this pool, based on their evaluation of the materials, the committee will conduct preliminary interviews if needed. After those interviews, the committee will select the two or three candidates they wish to invite to campus. In preparation for the campus visits, the Assistant to the Chair will post the finalists’ dossiers in a secure location and grant access to faculty in the language section. After the campus interviews the Chair will meet with the search committee and the lecturer faculty from the relevant language section to discuss the merits of the candidates. Two secret ballot votes will then be taken, one by the search committee, and the other among the remaining Lecturers in the section. The Chair will take into account the two votes and then make the final decision regarding hiring.
A Visiting Lecturer or Teaching Associate may apply for a position as a long-term lecturer if a national search is held and they meet the qualifications. A Visiting Lecturer may not be appointed for a long-term position without going through the standard search process. A recipient of a Ph.D. from Cornell may apply for a position as Lecturer if s/he has held a position teaching in the same field elsewhere for two years.
Lecturers are hired with a three-year contract, and Senior Lecturers with a five-year contract. The first year of one’s initial appointment is probationary.
III. EXCERPTS FROM RENEWAL AND PROMOTION GUIDELINES From the College of Arts and Sciences
A. Goals [Guidelines for Contract Renewal of Eligible Lecturers and Senior Lecturers Part I.]There are several goals that the college seeks to realize in issuing their guidelines for renewal and promotion: 1. Recommendations about renewal of a lecturer or senior lecturer’s contract should be based on departmental resources, programmatic needs, and criteria related to teaching ability and contributions to pedagogy and must involve the collection and evaluation of data pertinent to the candidate’s performance as well as input from the candidate. 2. Lecturers and senior lecturers should be involved in the development and review of departmental procedures for contract renewal. 3. Procedures should be standard within the department and exist in written form, distributed to all renewable lecturers and senior lecturers upon hiring and at a reasonable interval before a review will be undertaken. Any contract renewal will be conducted according to the guidelines and procedures that are in place at the time of the
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review. A copy of the college Guidelines for Contract Renewal and Procedures for Appealing a Negative Recommendation should accompany the departmental document. [The latter is included in section V. of this document.]4. A review of each lecturer’s and senior lecturer’s performance should occur at regular intervals. 5. Candidates for renewal should receive timely notification of the results of performance evaluation reviews and renewal recommendations and decisions. 6. Tenure‐track faculty should be sufficiently involved in the evaluation or renewal recommendation process to acquaint them with the significant role and accomplishments of the lecturers in their department
B. Context for Reviews [Guidelines for Contract Renewal of Eligible Lecturers and Senior Lecturers Part I.]
Reappointment of lecturers and senior lecturers depends on the quality of performance in the position, the availability of funds and space, and the continuing needs of the sponsoring academic unit for the position. A department’s renewal policy should support the expectation that high performance will be rewarded with a recommendation to the dean to renew unless the position is discontinued for lack of resources or unless there is a shift in programmatic focus. Pursuant to the Bylaws of the University Board of Trustees, only those with tenure enjoy indefinite employment and only the Board of Trustees may award tenure. However, the college recognizes the importance to the university of the instructional quality and richness that lecturers offer; that value is recognized with contracts of three- and five-year lengths.
C. General Policy on Promotions [Promotion Guidelines I.]
Promotions will become effective July 1 and January 1. Deadlines for submission of a dossier to the dean shall be May 1 and November 1 respectively.
Lecturers are given the opportunity to be considered for promotion to the rank of senior lecturer in their sixth year at the rank of lecturer. A review for promotion may coincide with consideration for reappointment. Part-time lecturers will be given the same opportunity after six years of part-time service. Lecturers with previous teaching experience in comparable positions at other colleges or universities and other exceptionally well-qualified candidates may be reviewed for promotion earlier with prior consent of the dean. Lecturers will be promoted if their performance is excellent and they contribute strongly to the overall instructional program. They may elect to defer or decline promotion review without prejudice to their renewability or their opportunity for future review for promotion.The decision not to be reviewed should be provided by the lecturer in writing to the chair. The opportunity for promotion review should be discussed at the time of each subsequent reappointment and documented in the letter of reappointment.
D. Performance Evaluation and Contract Renewal Deliberations [Guidelines for Contract Renewal of Eligible Lecturers and Senior Lecturers D.]
In keeping with college and university expectations for on-going performance evaluation of all faculty and for the provision of high quality instruction to students, annual observation of each lecturer and senior lecturer’s teaching is required. A written, constructive report of observations shall be furnished to the lecturer observed and to the department chair or associate chair. The chair or associate chair should also be reviewing the annual reports and course evaluations of lecturers each year with an eye to recognizing significant accomplishments, high performance, and any persistent concerns.
[We will table this issue until the department has time to develop a workable plan for the “appropriate forms of peer review of teaching.” Given the number of lecturer faculty in Romance Studies annual observations of each would generate an extreme workload. ]
Departments may undertake a more broad-based performance evaluation a year or two in advance of the formal consideration for contract renewal, as long as the evaluation process is completed in time to inform the renewal decision. This broader performance evaluation should be based on a review of the dossier, including assessments by students, TA’s and colleagues as described in Sections B and C of the College Guidelines (also contained in Section IV. below) and should conclude with a report to the chair. If a review committee’s report or any interim course evaluations or annual reports reveal that documented problems persist or have arisen since the last review, the chair or the candidate may call for another broad-based performance review to be conducted during or prior to the final
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year of the candidate’s contract and the chair may require additional classroom observations as part of this follow-up review.
If departmental resources and priorities support continuation of the position, contract renewal deliberations should be informed by the performance evaluation report and the dossier, updated as needed.
IV. ROMANCE STUDIES REAPPOINTMENT AND PROMOTION PROCEDURES
A. Evaluation of Visiting Lecturers and Teaching Associates
Teaching Associates and Visiting Lecturers will be evaluated each year based on student evaluations, recommendations from colleagues, and classroom observation reports and/or performance reports.
In language courses, course coordinators observe Visiting Lecturers and Teaching Associates who teach in their courses once a semester, and if there are any performance issues, the coordinators will submit a written report to the Chair.
In literature/culture courses, the Chair will designate a member of the professorial faculty to observe any Visiting Lecturers and Teaching Associates who teach literature/culture courses once a semester, and if there are any performance issues, the faculty member will submit a written report to the Chair.
B. Review of Lecturers and Senior Lecturers during the Initial Probationary Year
The Chair, in consultation with the Associate Chair, will review Lecturers and Senior Lecturers hired for an initial probationary year early in the second semester of employment.
At the end of the first semester of employment, the Chair will write to the lecturer faculty of equal or higher rank in the language section to ask for written feedback regarding the candidate’s reappointment. The Chair will ask course coordinators who have worked with the candidate to write letters that address the candidate’s teaching performance based on classroom observation(s) and interactions with students and colleagues. The purpose of these letters is to recognize strengths to be encouraged, to provide constructive input for professional development, and to identify any potential areas of concern. (See Appendix 3: Guidelines on Writing Letters for Colleagues.)
The Assistant to the Chair will provide the candidate with access to a secure site so that the candidate can submit an up-to-date curriculum vitae and a self-assessment of his/her performance in courses taught in the Department. This statement must not exceed two pages in length. The Department will furnish student evaluations of classes taught. The deadline for submission of these materials is December 1st.
Lecturers and Senior Lecturers hired for long-term contracts are encouraged to seek suggestions from more experienced colleagues concerning materials to include in the dossier and the review process. The department does not assign a consultant.
The Chair will inform the individual in writing of the result of the review no later than January 31st , making recommendations for improvement if deemed necessary. A positive outcome will result in the candidate being offered a long-term contract as a Lecturer or Senior Lecturer. A negative outcome will result in the candidate’s last day of employment being June 30th, the last day of the probationary contract. There is no appeal of the Chair’s decision not to renew a probationary contract.
C. Review of Lecturers and Senior Lecturers with Long-term Contracts
1. Eligibility for Reappointment and the Timeline for the Review
Lecturers are eligible for reappointment every three years. For the first reappointment, and every contract renewal thereafter, the Department will conduct a full review. At the second review (after 5 years of employment), a Lecturer may request to be considered for promotion to Senior Lecturer (See C 2.).
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Senior Lecturers are eligible for reappointment every five years. For the first reappointment, and every ten years thereafter, the Department will conduct a full review. At the five-year interval between full reviews, a midterm review will be conducted.
At least one year prior to the expiration of the candidate’s contract, the Chair will notify the candidate that a review will take place and will provide the candidate with the relevant guidelines.
2. Eligibility for Promotion and the Timeline for the Review
In cases where a candidate is eligible for promotion, the Chair and the candidate will first discuss the advisability of seeking promotion. Candidates may elect to defer or decline promotion without prejudice to their renewability or their opportunity for future promotion reviews. If the candidate decides not to be considered for promotion, s/he must communicate this in writing to the Chair.
If a candidate requests to be considered for promotion, the Chair will, before initiating any review for promotion, convene a meeting (preferably in early September) with the Senior Lecturers in the section. At that meeting, the candidate’s request will be discussed and a vote by secret ballot will be taken. Informed by this discussion, the Chair will review with the candidate whether to proceed with the review for promotion.
In consultation with the Dean’s Office and with Senior Lecturers in the section, the Chair may also recommend that a Lecturer be considered for promotion to Senior Lecturer at the first review (i.e., after two years of employment) based on prior similar teaching experience as deemed appropriate.
For all full reviews for Lecturers and Senior Lecturers, the Chair will write to the lecturer faculty of equal or higher rank and to the Teaching Assistants and Lecturers who have worked under the candidate to ask for letters regarding the candidate’s reappointment. Choosing whether or not to write a letter is left to the discretion of each colleague. Course coordinators who have worked with the candidate should address the candidate’s teaching performance based on classroom observation(s) and interactions with students and colleagues. Teaching Assistants or Lecturers who have worked under the candidate should address coordination performance. Program colleagues who have collaborated on program administration should address collaborative performance. For each area of information provided, the purpose of these letters is to recognize strengths to be encouraged, to provide constructive input for professional development, and to identify any potential areas of concern. (See Appendix 3: Guidelines on Writing Letters for Colleagues.)
Continuing lecturers and Senior Lecturers are encouraged to seek suggestions from more experienced colleagues concerning the materials to include in the dossier and the review process. The department does not assign a consultant.
Non‐renewal of a Senior Lecturer’s contract may not be determined on performance grounds without the opportunity for a full review.
The Chair may initiate a full-scale review at any time if deemed necessary because of issues relating to performance.
3. Criteria for Reappointment or Promotion
High quality teaching by renewable Lecturers and Senior Lecturers is an integral part of a department's standing. Therefore, renewable Lecturers and Senior Lecturers are expected to be familiar with changes in the discipline and to take advantage of developments in pedagogy and advances in instructional technology where appropriate.
Reappointment and promotion will be based on the demonstration of continued high performance in:
A. TeachingB. Contributions to course design and development of teaching materials or methodologiesC. Collaboration with program colleagues and the department administration to ensure the effectiveness of the program and the department. (See I. F. above and Appendix 2.)
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4. Materials for the Reappointment or Promotion Review
A full review or promotion dossier must include:
A. An up-to-date curriculum vitaeB. A list of all courses taught and coordinated since the last review or initial contractC. A written statement from the candidate assessing his or her contributions, professional development,
collaborative service, and contributions to the effectiveness of the program. This statement must not exceed three pages in length.
D. Annual ReportsE. An evaluation of teaching performance of the candidate, which must include:
Course evaluations along with statistical summary Syllabi of courses for which the Lecturer is the primary instructor Up to ten samples of a variety of instructional materials, each accompanied by a brief reflection
not to exceed 150 words. The candidate should choose representative materials to include in the dossier such as chapter tests or other assessment measures, classroom activities, instructions for special projects and/or assignments.
Reports of classroom observations by members of the ad-hoc committee, due on December 1st. The Chair will appoint an observer or observers after the candidate decides the number of classroom observations, from a minimum of one to a maximum of three. At least one of the observations must be conducted by a Lecturer who is from the same language section as the candidate.
Performance reports from course coordinators, if applicable Evaluation by TAs/Lecturers who have worked under the candidate's coordination, if applicable Colleague letters from the same language program are solicited for full reviews for Lecturers and
Senior Lecturers. (See Appendix 3: Guidelines on Writing Letters for Colleagues)
The Assistant to the Chair will give candidates access to a secure site, so that candidates can upload items A, B, and C, and syllabi and materials from E as applicable. The Department will furnish item D and the remaining items.
For full reviews of Lecturers and Senior Lecturers, all documents must be uploaded by December 1st, at which point the candidate will no longer have access to the site.
A Senior Lecturer midterm review (5-year) dossier must include:
A. An up-to-date curriculum vitaeB. A list of all courses taught and coordinated since the last reviewC. A written statement from the candidate assessing changes and/or innovations in courses taught,
professional development, collaborative service, and contributions to the effectiveness of the program. It also should include how the candidate has implemented and/or responded to the recommendations that were issued in the previous review. This statement must not exceed three pages in length.
D. Annual ReportsE. An evaluation of teaching performance of the candidate, which must include:
Course evaluations along with statistical summary
The candidate must submit items A, B, and C to the Assistant to the Chair no later than November 1st, at which point the candidate will no longer have access to the site. The Department will furnish D and E.
5. Reviewing a candidate’s materials
For initial probationary year reviews and Senior Lecturer midterm reviews, the Chair, in consultation with the Associate Chair, will review all materials.
For full reviews and promotion, the Chair will name an ad hoc committee to be composed of a professorial faculty member and one Senior Lecturer, both from the language section, and one Senior Lecturer from a different section.
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The Chair will serve as convener of the ad hoc committee, establish timelines, call meetings, and be present at all discussions.
For candidates who do not have at least two members from their language section to serve on the ad hoc committee, the Chair will appoint a committee of no less than three individuals of equal or higher rank. In cases where there is no professorial faculty member who teaches in the same section as the candidate, the Chair will appoint a faculty member from a different section.
6. The work of the ad hoc committee in full and promotion reviews
The Chair and the ad hoc committee for other full and promotion reviews will have access to the candidate’s materials by the first weekday after the dossier submission deadline. . The Chair and the ad hoc committee must meet to discuss the case. The Chair will inform the committee whether they need to meet between December 2nd and the end of the year or whether they will meet early in the following year. Following their deliberations, the ad hoc committee will vote by secret ballot. The Chair does not vote because the ad hoc committee is advisory to the Chair.
For full and promotion reviews, members of the ad hoc committee will prepare a written report to the Chair, signed by all members of the committee, which should make a recommendation regarding reappointment and/or promotion, note all strengths to be encouraged, areas recommended for professional development, and any areas of concern relating to instruction or interaction with students or colleagues. The deadline for this written report, which is advisory to the Chair, is February 15th. If the committee’s recommendation is not unanimous, an explanation of dissenting views should be included or appended.
Strict confidentiality of the dossier and the deliberations thereon must be maintained by everyone involved in any review and at all stages of the review.
7. Notification of the results of a review
See the college’s Lecturer Contract Renewal Guidelines (Section III. E) for a full description of the procedures governing notification of results for all reviews. Note, however, where a visa is involved, it is incumbent upon the department to notify the candidate about the Chair’s recommendation to the dean as soon as possible. The Chair should take this visa-related concern into account when setting the calendar for the ad hoc committee meetings.
a. Midterm reviews of Senior Lecturers
For midterm reviews, the Chair will inform the candidate of the results in writing, no later than January15 th. If a candidate is not recommended for reappointment, the Department will immediately conduct a full review. The candidate will have until February 15th to submit materials, and the ad hoc committee will have until March 31st to submit their report.
b. Full or promotion reviews
The Chair must meet with the candidate and provide a letter summarizing the evaluation of his or her performance, noting any concerns or conditions for future employment no later than April 1st. The Chair may also give a copy of this letter to the committee and may use this opportunity to convey the rationale for any difference in their recommendations. In the case of a negative recommendation, the letter must include supporting evidence, indicate whether the candidate is entitled to a one- or two-semester notice of termination, and inform the candidate of his/her right to appeal the chair’s recommendation to the dean along with the procedures for exercising that appeal (As specified in V. Procedures for Appealing a Negative Recommendation).
A statement from the Chair summarizing the Department review and the Chair’s final recommendation must accompany the dossier to the Office of the Dean where it is to be reviewed for the final decision. [See II E. in the College Guidelines for Promotion document for a description of the dean’s office review of materials.] This packet will include the ad hoc committee’s written report. In most circumstances the candidate will be informed of the Dean’s final decision by May 15th.
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8. Deviations from these guidelines
Any deviation from the guidelines set out above must be approved, in writing, by the candidate, the Chair of the Department, and the Senior Associate Dean for the Department.
V. The following documents are from: COLLEGE OF ARTS AND SCIENCES RENEWAL GUIDELINES and COLLEGE OF ARTS & SCIENCES GUIDELINES FOR PROMOTION TO SENIOR LECTURER & THE APPEAL OF A NEGATIVE DECISION
Gu i de l in e s f or Con t r a c t Re n ew a l o f E lig ib l e L e cturers an d S e n i o r Lect u rers in t he Co l leg e of A r t s and S c iences, an d Pr o c e d ure s f or A ppea l ing a N e g a t iv e R ec o m m e n d a ti o n
PROCEDURES FOR APPEALING A NEGATIVE RECOMMENDATION ON CONTRACT RENEWAL
[Called Part II. in the A&S document]
Any lecturer who is reviewed for and not recommended for reappointment by a department may appeal that recommendation for cause at the departmental and college levels. The candidate shall be informed of this right and the procedures for exercising it when she or he is first notified of a negative reappointment recommendation. The candidate may decline to pursue the appeals procedure at any stage. However, the appeals procedures herein described must be followed sequentially. Waiver of any stage of the appeals procedure shall cause the candidate’s right to proceed further to be forfeited.
A. Grounds for Appealing a Negative Review
• Faulty or improper conduct of the review resulting in the recommendation not to reappoint, including consideration of irrelevant factors.• Discrimination.• A recommendation so inconsistent with the evidence that it must be deemed arbitrary or capricious.
B. Steps in the Appeal Process
1. Within three weeks of receiving the chair’s notice of the recommendation not to renew and statement of reasons, the candidate may appeal in writing to the chair for reconsideration of that recommendation. The candidate may address any issue she or he deems appropriate and may present new material for consideration.
2. Within three weeks of receiving the appeal, the department chair shall reconvene the review committee and charge it to review the appeal and make a subsequent recommendation within three weeks.
3. Within one week of receiving the committee’s recommendation, the chair shall notify the candidate in writing of the chair’s final recommendation. A copy of the chair’s letter to the candidate shall be sent to the dean of the college, along with a letter summarizing the department review and the chair’s recommendation.
4. If, following an appeal, the chair’s recommendation remains negative, the candidate may, within one week of receiving the chair’s letter, appeal to the dean of the college. No new material will be accepted at this juncture. The dean may review and base his/her decision on the entirety of the record or any part thereof deemed appropriate.
Within three weeks of receipt of this appeal the dean’s decision shall be rendered to the candidate in writing and shall be final with no appeal. A copy of the dean’s letter to the candidate shall be sent to the department.
Issued 11/29/05; revised 2/1/06; revised 5/12/08.
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COLLEGE OF ARTS & SCIENCES GUIDELINES FOR PROMOTION TO SENIOR LECTURER & THE APPEAL OF A NEGATIVE DECISION
A ppea l ing a N e gative D e c i s ion
PROCEDURES FOR APPEALING A NEGATIVE RECOMMENDATION ON PROMOTION
[Called Part III. in the A&S document]
A. Grounds for Appeal
Any appeal of a decision not to promote must be grounded in evidence germane to the criteria for promotion or in an unauthorized departure from the procedural guidelines for promotion review. The candidate must state the specific reasons for the appeal. In particular, one of the following must be demonstrated:
1. In the conduct of the review there were departures from the established procedures and practices of the department or the college so serious that they may have affected the outcome.
2. The evaluation of the appellant was influenced by unlawful discrimination. 3. The evaluation of the appellant was substantially influenced by consideration of factors unrelated to the performance of the appellant in carrying out the professional and collegial responsibilities of his or her position, or by improper and unprofessional consideration of factors which, if properly considered, would be material and relevant. The irregularities were so serious that they may have affected the outcome.
4. The decision was so inconsistent with the evidence that it must be judged arbitrary or capricious. 1
It is impossible to make precise and universally agreed-upon evaluations of candidates. Therefore, the possibility that a different group of reasonable people might have come to a different conclusion concerning the merits of the appellant is insufficient grounds to sustain an appeal.
Comparisons with other promotion review cases may be used in certain cases. However, departments have the right and duty to raise the standards for promotion to senior lecturer or to take into account different departmental needs or particular individual circumstances, so long as this is not done as a pretext. A weak previous promotion to senior lecturer shall not by itself be taken to define the departmental standard for promotions.
B. Waiver or Loss of Right to Appeal
The candidate may waive the right to written explanations of a negative decision from the department chair or the dean, or may decline to pursue the appeals procedure at any stage. However, the appeals procedures and deadlines herein described must be followed sequentially beginning with the point in the process at which a negative decision is rendered, i.e., a positive departmental decision followed by a negative dean's decision would not require the appellant to begin the appeal at the department level. Waiver at any stage shall cause the candidate's right to proceed further to be forfeited. Further, failure to raise a particular reason when filing an appeal (see III. A.) may be treated as a waiver of such a claim in this appeal process.
C. Appeal at the Department Level
1. Within three weeks after being notified in writing of a negative departmental recommendation, the candidate may request and shall be provided with a separate written statement of the reasons for the recommendation and the nature of the evidence. The statement shall respect the limits set by the need to preserve confidentiality.
1 The term arbitrary and capricious fundamentally describes actions which have no sound basis in law, fact or reason or are grounded solely in bad faith or personal desire. A determination is arbitrary and capricious only if it is one no reasonable and unbiased mind could reach.
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2. If the candidate wishes to have the departmental recommendation reconsidered, s/he shall appeal to the department chair in writing within three weeks of receipt of the department chair's written statement, and may submit additional or revised materials for consideration.
3. Whenever possible, the same departmental body responsible for the initial review will review the appeal. A second vote shall be taken and a final recommendation made to the department chair. The chair will consider the vote and any comments from the committee in making a final departmental recommendation to the dean.
The departmental decision on the appeal and the reasons for it shall be provided in writing to the candidate within three weeks of receipt of the candidate's request for appeal.
The candidate's appeal and the responses of the departmental review committee and the department chair will be forwarded to the dean's office and considered as part of the dossier for review at the college level.
4. If the department's decision on the appeal is negative, the candidate may appeal to the dean within three weeks of receipt of the department chair's written statement. If s/he does, the dean shall, within three weeks of the candidate's request, seek the advice of a committee chaired by an associate dean before deciding whether to promote the candidate. If s/he does not appeal, the dean will not conduct a review.
D. Appeal at the Dean's Level
1. If the dean's preliminary decision is negative following a positive departmental recommendation, the dean shall, within three weeks of receipt of the report of the associate dean's committee, furnish the candidate and the department with a preliminary written statement of the reasons for that decision and the nature of the evidence within the limits set by the need to preserve confidentiality. For a three-week period following receipt of the statement, the candidate and/or department shall have the opportunity to respond to the dean, prior to the dean's final decision.
2. If the dean's positive or negative decision follows a negative departmental recommendation, the dean shall, within three weeks of receipt of the report of the associate dean's committee, furnish the candidate and the department with a written statement of the reasons for that decision, within the limits set by the need to preserve confidentiality.
3. The candidate or the department may appeal that decision. The appeal must be filed in writing with the dean within three weeks of notification of the dean's decision, and must include any new or revised material in support of the appeal. For the purpose of expert evaluation and interpretation of such new or revised material, the dean may solicit assistance from the department [see II.E. in the Arts & Sciences document]
E. Dean's Final Decision
Within three weeks after the appeal of the dean's decision, the dean shall charge the same associate dean's committee responsible for the initial review to consider the appeal. Within three weeks of receipt of the dean's charge to the committee, the committee shall review the appeal and make a written recommendation to the dean. Within three weeks of receipt of the committee's recommendation the dean will provide the candidate and the department with a written statement of the final decision, including the reasons for the decision.
The final decision rests with the dean and there is no further appeal of that decision.
Future Reviews [IV. in the Arts & Sciences document]
In the event of a denial of promotion, the department or dean may specify a period of time after which the department can initiate another review for promotion of the individual. If neither does, the standard period will be three years. The new review will be considered an independent event and carry the same procedures and rights as the initial review. A subsequent review should not be scheduled in less than three years unless the dossier is expected to contain significant new evidence of performance and activity related to the position accumulated in the shorter intervening period.
College Guidelines revised 3/96; 5/08; September 2016 revision pending
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Appendix 1: Timeline for Reviews and Notes on Dates
TYPE OF REVIEW Candidate notified of review*
Classroom Observation due
Materials due
Ad hoc Report due
Dept recommendation to the candidate
Dean’s decision to candidate
INITIAL PROBATIONARYYEAR REVIEW
Appointment Letter
Dec. 1st and May 1st
(from coordinators)
Dec 1st ø Jan 31st
or beforeclasses begin
May 15th
FULL REVIEW:***** ***
-Every 3 yrs. Lecturer May Dec. 1st
(observer from ad hoc committee)
Dec 1st Feb 15th
April 1st May 15th
-Request for promotion••
May Dec. 1st Dec 1st Feb 15th
April 1st May 15th
-1st reappointment after promotion
May Dec. 1st Dec 1st Feb 15th
April 1st May 15th
-Every 10 yrs. Senior Lecturer
May Dec. 1st Dec 1st Feb 15th
April 1st May 15th
MIDTERM REVIEW:
-Every 5 yrs. Senior Lecturer
May Dec. 1st Nov 1st
****ø Jan 15th May 15th
Notes:In exceptional cases these dates may change.
* Or one year prior to expiration of contract
** In early September the Chair consults Sr. Lecturers.
**** If a 5-year Senior Lecturer midterm review has resulted in the need for a full review, materials are due February 15th and the subsequent dates follow a FULL REVIEW above.
***** The Chair names the ad hoc committee in the fall.
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Appendix 2: Service
Required: In addition to their teaching responsibilities, Lecturers and Senior Lecturers are expected to perform tasks that are essential for the success of the program and the department. Many of these jobs rotate or are done collectively, so a high degree of cooperation is needed. The following list is not meant to be comprehensive, and additional responsibilities will evolve over time. An individual is not expected to perform every task, but rather to contribute sufficiently to insure an equitable distribution of these responsibilities among the program lecturers.
Optional: Service contributions that enhance the program or department’s standing in the college, university or community are undertaken on a voluntary basis and are not required for promotion or contract renewal. Each individual decides whether to be involved in these tasks.
Required collaborative service essential for the success of the program and department
Optional service to the college, university,and community
Writing, compiling, sharing course materials Reading first year applicationsAdministering/correcting the LPS, CASE, NLAS Latin American Studies Advisory BoardAnswering student inquiries on placement & courses Serving on boards of professional organizationsSubstituting for colleagues A&S assigned undergraduate advisingRS search or review committees A&S representative to the Learning Disabilities
University-Wide Advisory BoardConducting Fall TA Orientation Sessions for courses we coordinate
Diversity Task Force
Program convener Assisting with graduate student job talks, mock interviews, job application dossiers
Writing letters of recommendation for undergraduate and graduate students: job search, internships, graduate school, study abroad
Language House Fellow, Faculty Fellows, Circolo Italiano
Coordinating/guiding TAs and novice instructors in language instruction
Giving workshops for Study Abroad, Migrant Education Tutors, etc.
Program tasks: setting standards, revising placement tests, collt updates, textbook selection, curriculum
Advising student organizations
RS Undergraduate Curriculum Committee A&S committee on foreign language substitutionsAnalyzing credit transfer Serving on Fulbright Selection CommitteeTeaching at multiple levels Organizing film showings/speakersRotating course coordination/days to teach (3, 4, 5 days) or teaching with multiple preparations
Translator Interpreter Program
Fulbright language evaluations Translations for the college, university, communityTA Development Committee Interviewing native speakers for the Language HouseRSTA Prize Committee Internationalization of the Curriculum GrantsRS Undergraduate Prize Committee Evaluating students in foreign languages not offered in
RSObserving TAs and novice teachers, writing Performance ReportsInterviewing external TAsAttending the Language/International FairAnswering student questions-First year Open HouseNLAS ExaminerCoordinating the proctored Exams LPS LPI LPF
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Administering History/Government Reading Test for Graduate students in French/SpanishIntegrating technological innovations in course management/program administration as needed
Appendix 3: Guidelines on Writing Letter for Colleagues
Guidelines for writing the ad hoc committee letter
A professional letter for a colleague addresses the work of the individual who is being evaluated. It is not an occasion for personal criticism. The purpose of these letters is to recognize strengths to be encouraged, to provide constructive input for professional development, and to identify any potential areas of concern. The committee’s evaluation should be based on the content of the materials supplied in the review. The broader commentary on the context and outcomes of the colleague’s work is something that you, as a peer or senior colleague, are uniquely situated to provide.
As basis for evaluation, consider the following questions:
• What are the strengths of the candidate in relationship to teaching, coordination, or collaborative service that you would like to see recognized and encouraged?
• Does the performance of the candidate reveal an approach to teaching, coordination, or collaborative service that is effective and intellectually grounded in current practices within the field of Foreign Language Teaching and Learning (Applied Linguistics, Second Language Acquisition, Language Education)? What constructive input might you provide for continued professional development? For example: Is the individual taking advantage of opportunities for professional development in teaching by attending workshops, presentations, or webinars on pedagogy; engaging in discussions within the program about scholarly publications; or voluntarily observing colleagues’ teaching or being observed by them?
If the candidate is making education-related presentations at conferences, or publishing articles on the scholarship of teaching and learning, your positive commentary may be the first indication your colleague receives that this activity is valued and does not remain invisible.
• How does the performance of the candidate with respect to teaching, coordination, or collaborative service relate to the mission or objectives of the particular language section? What evidence is there is for impact, positive or negative, on the program and students? What constructive input might you provide to help the candidate better understand the language section’s objectives?
• How does the performance of the candidate with respect to collaborative service relate to the mission or objectives of the department or university? Do you see any conflict with university or department-level service and the candidate’s service within the language section? What constructive input might you provide to the department Chair to elucidate the conflict?
• Does the candidate’s performance in any area signal reason for concern? In what specific ways?
Please keep in mind the Criteria for Reappointment and/or Promotion:
High quality teaching by renewable lecturers and senior lecturers is an integral part of a department's standing. Therefore, renewable lecturers and senior lecturers are expected to be familiar with changes in the discipline and to take advantage of developments in pedagogy and advances in instructional technology where appropriate.
Reappointment and promotion will be based on the demonstration of continued high performance in:
A. TeachingB. Contributions to course design and development of teaching materials or methodologiesC. Collaboration with program colleagues and the department administration to ensure the effectiveness of
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the program and the department. (See I. F. above and Appendix 2.)
Guidelines for writing a letter for a review A professional letter for a colleague addresses the work of the individual who is being evaluated, but is not an occasion for personal criticism. In the case of a review, you will not have access to your colleague’s written materials, so your letter will focus on what you know of your colleague’s work in general or from specific committee work or the everyday running of the program. This might include your knowledge from section meetings, projects you have collaborated on, or interactions and exchanges with the colleague about the course in a formal or informal capacity. If you have worked in the course, please address constructively the coordinator’s strengths and skills and provide evidence by including specific examples. It would be useful to comment on teaching, organizing the work of the TAs and other lecturers in the course, the effectiveness of materials, and leadership skills.
Guidelines for T.A.s in writing a letter for a Course Coordinator
You are being asked to write a professional letter regarding the coordinator’s work in the course you teach. It is not an occasion for personal criticism. The purpose of your letter is to constructively evaluate the strengths and skills of the coordinator. Your letter should address the coordinator’s professional behavior in and outside of the classroom, during meetings, during and after class observations, the sharing and presentation of course materials, and overall effectiveness. You are in an important position to be able to comment on the coordinator’s effectiveness in teaching, organizing the work of the TAs and other lecturers in the course, materials, and leadership. You may also wish to comment on how the Lecturer treats you as a colleague, how issues of authority are handled and whether you were given the opportunity to provide feedback or make contributions to the course. Please include specific examples as evidence.
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COLLEGE OF ARTS AND SCIENCES RENEWAL GUIDELINES
Pending revision and approval
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COLLEGE OF ARTS AND SCIENCES PROMOTION GUIDELINES
Pending revision and approval
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