Resources for New Faculty
Some of the best resources at Carleton are your faculty and staff colleagues! In particular, your chair and the LTC director are here to help you.
Faculty Mentoring Program
Carleton’s Faculty Mentoring Program pairs new faculty members with an experienced colleague from outside of their own departments to help ease their transition to the wider life of the Carleton community.
Articles for New Faculty
- What We Wish We Had Known in September – A list of items generated by previous Carleton new faculty.
- Grading Issues by Éva Pósfay
- Boice, R. “Quick Starters: New Faculty Who Succeed.” New Directions for Teaching and Learning, no. 48. San Francisco: Jossey-Bass, 1991, 111-121.
- Bent, Rebecca, Felder, Richard M., The New Faculty Member Chemical Engineering Education, 32(3), 46-47 (Summer 1998).
- LTC blog post Small Course Modifications That Can Help All Students Succeed.
Pedagogy Resources
- LTC Blog
- SERC – Pedagogy in Action: Repository of activities, assignments, and assessments
- TRIO – Acknowledging socioeconomic status in the classroom
- National Center for Faculty Development & Diversity
- Course Evaluations
Carleton does not use standardized course evaluations. You have the responsibility and the flexibility to seek feedback from your students about the topics you are concerned about and at the times when receiving feedback can best help you to improve your course. The LTC Director is always available to talk over any aspect of this process. - Favorite resources from the LTC Library (Weitz 146):
- Ambrose, Bridges, Lovett, DiPietro, Norman, How Learning Works: 7 Research-Based Practices for Smart Teaching
- Angelo & Cross, Classroom Assessment Techniques: A Handbook for College Teachers
- Bean, Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom
- Brookfield & Preskill, Discussion as a Way of Teaching
- 10 Week Term Infographic was developed by a student and depicts the stress level of students during the short Carleton term.
Policies & Procedures
- The Academic Integrity Policy states that: “an act of academic dishonesty is…regarded as conflicting with the work and purpose of the entire College and not merely as a private matter between the student and an instructor; all cases involving such dishonesty are referred for appropriate action to the Academic Standing Committee (ASC) via the Associate Provost.” Please use the Academic Integrity Policy Violation form to report any concerns about students’ work in your class. The ASC will consult with you about grading penalties.
- Academic regulations from the Faculty Handbook
- In particular, note that, “An instructor may not require more than one major project due after 5:00 p.m. of the last day of class. In particular, only one traditional in-class final, take-home final, final paper, etc., may be required during the final examination period. All other work for the course must be due by the last day of classes.”
- Policy for Extensions
- Students requesting a personal extension should contact their Class Dean, who will review their request and confer with the instructor and other appropriate parties. Extensions for academic reasons are rare. The instructor should submit the written request for approval to the Associate Provost, explaining the circumstances in full.
- Procedures for add/drop, waitlists, exams from the Registrar’s Office
- Syllabus statements
- There are no required syllabus statements. You may choose to use these or not as you see fit.
Curricular Areas and Graduation Requirements
- Graduation requirements
- Quantitative reasoning information and examples for QRE courses
- Writing rich (WR) course guidelines
Support from Carleton Offices
- Perlman Center for Learning and Teaching
- Center for Community and Civic Engagement
- Information Technology Services (ITS)
- Gould Library
- Registrar’s Office
- Information for faculty about grading, waitlists, exam schedules.