Resources for New Faculty

• Graduation requirements
• Quantitative reasoning information and examples for QRE courses
• Writing rich (WR) course guidelines 

• What supports students and why?  (Results of conversations with BIPOC students and alums in 2020)
• Dean of Students: Class deans and other support staff; Progress Report form (for any concern you may have about a student)
• Office of Health Promotion:  resources for students, for faculty to support students, and for faculty themselves.  In particular, this page is meant to help faculty who find themselves needing to support students with mental health issues. 
• Syllabus statements
  Carleton does not require specific syllabus statements, but students appreciate getting information about resources that will support them. It is good practice to include this information and to endorse the students’ use of support services.

• 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. Faculty may not grant extensions for work beyond the last day of class. Extensions for academic reasons are rare and usually involve something like the failure of a crucial piece of equipment at the last minute. In those cases, 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
• The community is discussing its response to AI tools; you can join the conversation at our AI Community of Practice Google Group.

• LTC Blog starting with this post  Small Course Modifications That Can Help All Students Succeed
• LTC Equity, Inclusion, and Antiracism webpages
• LTC Teaching Toolbox resources
  Each term one LTC targeted audience lunch is a discussion oriented session with practical ideas for approaches to making classrooms more inclusive for all students.
• TRIO – Acknowledging socioeconomic status in the classroom
• 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. Seeking feedback on your course is highly recommended!
• 10 Week Term Infographic was developed by a student and depicts the stress level of students during different points in the short Carleton term.

Some Useful Resources:

• ACM Anti-Racism Workshops This ongoing series includes workshops hosted by visiting speakers and colleagues from various Associated Colleges of the Midwest campuses on a number of important topics including belonging and well-being for BIPOC students, culturally sensitive student mentoring, and decolonizing pedagogies. 
• Addy, What Inclusive Instructors Do
• 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
• Baepler, A Guide to Teaching in the Active Learning Classroom : History, Research, and Practice 
• 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 
• Jana and Baran, Subtle Acts of Exclusion: How to Understand, Identify, and Stop Microaggressions. See also Carleton’s LTC session on Microaffirmations
• Nilson and Herman, Creating Engaging Discussion Strategies for “Avoiding Crickets” in Any Size Classroom and Online
• Schwartz and Ritter, “Civil Discourse in the Classroom: Simple Approaches to Tough Conversations” Academe (Winter 2019) 

• LTC Faculty Mentoring Program
• Provost’s Office, Incoming Faculty and Information For and About Faculty
• Faculty Diversity Lunches. In an effort to build community among faculty from underrepresented groups, colleagues organize regular gatherings to foster connections across campus. All tenured, tenure-track, and visiting faculty as well as faculty with continuing appointments who self-identify as a member of an underrepresented group (at Carleton or in academia more generally) are welcome to attend. There is no agenda for these gatherings. Lunch is paid for by the Provost’s Office. The organizers send out a Faculty_All email invitation with the dates and times; generally these lunches are on the first Thursday of each month during term.
• National Center for Faculty Development & Diversity (NCFDD)

Some Useful Resources

• ACM Anti-Racism Workshops This ongoing series includes workshops hosted by visiting speakers and colleagues from various Associated Colleges of the Midwest campuses on a number of important topics like cultural taxation, faculty mentoring, and balancing academic freedom and DEI work.
• Gasman & Epstein, Candid advice for new faculty members : a guide to getting tenure and advancing your academic career (Gorham, ME: Myers Education Press, 2021).
• Lucas & Murry, New faculty : a practical guide for academic beginners 3rd. ed. (New York: Palgrave, 2011).
• Rockquemore and Laszloffy, The Black Academic’s Guide to Winning Tenure – Without Losing Your Soul (Boulder, Colorado: Lynne Rienner Publishers, 2008).
• Rockquemore, “A New Model for Mentoring” Inside Higher Ed (July 22, 2013).
• Rockquemore, “Can I Mentor African-American Faculty?” Inside Higher Ed (February 17, 2016).
  It’s worth searching Rockquemore’s other pieces in Inside Higher Ed (it’s free to sign up when you exceed your monthly quota of articles).
• Schicker, Kost, and Peabody, “Let’s Talk About Burnout” (16 April 2022) from the Critical German Studies blog.
  Colleagues Juliane Schicker, Kiley Kost, and Seth Peabody talk about how they work to maintain a positive balance among all the aspects of their lives and how they handle stress at work.
• Schicker, “One Professor’s Thoughts on Burnout and Questions of Diversity, Equity, and Inclusion” (20 May 2022).
  Professor Juliane Schicker (German) shares her research and experiences of burnout and equity issues with suggestions for steps to take in the classroom and for yourself as a teacher.