Instructor Roles and Orientation

Follow the New Instructors: Set-up Guide to claim your University internet account and set up your email and Duo two-factor authentication.

U of M email is the primary communication method for faculty and staff.

Order U of M Textbooks and Course Materials

Schools are responsible for ensuring that students have access to required textbooks, course materials, lab equipment and supplies. CIS requires high schools to use the same textbook(s) as are used in the course taught on the U of M campus; a few courses allow the use of different textbooks, but in these cases the textbooks must be approved in advance by the U of M faculty coordinator for the course. Textbooks are replaced periodically.

Information about required books and materials are found on individual Course pages on the CIS website.

Talk with CIS staff or your faculty coordinator about questions and course requirement variations and place textbook and materials orders prior to the start of the term.

Advise, Review, and Approve CIS Student Enrollment

CIS and high school partners provide equitable access to information and support regarding course choice, student criteria, U of M class sizes. Each course page on the CIS website has current criteria. 

We ask CIS Instructors to ensure all students in the class have a reasonable expectation of course success.  

75% or greater must be registered for U credit, and there may be excellent reasons a student might chose not to register for U credit.  We have found that most rise to the occasion and do well.  

If students need to withdraw for any reason, that option is available to them as long as they withdraw prior to the end of class or prior to a final.  They may earn high school credit even if they withdraw from the U section.  See CIS Student Website page for processes.

Arrange for Technology and Media Updates

Many University courses require additional technology support to provide access to Canvas, the use of electronic textbooks, and/or special applications.  Arrange for student and instructor use at your high school by providing:  bandwidth, access, software, and computer systems. 

As a CIS partner school your administration has agreed to provide a substitute so you may fully participate in CIS professional development each term.  During the summers we highly encourage high school administration to provide professional development funding and support for your participation.

(1) Discipline-Specific Course Orientation for Instructors

These small-group or one-one sessions with your faculty coordinator help you to increase your understanding of the content, pedagogy and assessment of the course you will be teaching and to develop your U of M syllabus.  

If you are working on a professional development plan (noted in your acceptance letter), arrange to meet with your faculty coordinator to discuss the options and have them approved.  Report your progress to your faculty coordinator.

(2) CIS Instructor Orientation

This workshop provides an overview of landscape of teaching in partnership with U of M Twin Cities College in the Schools (CIS) program.  We will introduce CIS instructors to the concurrent enrollment context, U of M policies and resources, roles in the academic community, CIS instructor support for University processes such as student registration and course evaluation, U of M faculty access, and considerations for teaching and building University climates for first year college learners.  Instructors also receive information on how to facilitate entering grades in the U of M system, and introduce students to research and use of the U of M library.

(3) Discipline-Specific Professional Development Workshops (Ongoing)

These required faculty-led events are provided by CIS each term to support ongoing development for all the instructors in your cohort.  Course and discipline expanding events that address content, pedagogies, assessments, and impactful changes  to explore.  Learn and interrogate updates in the field,  address curricular and cultural development of the U course, share best practices, and, for example, develop rubrics or exams.  There are options to develop your interests and leadership in the cohort and the field.

In most cases, you will attend one of each of these events the summer prior to the year you begin to teach through CIS and your administration has agreed to provide a substitute for these workshops and student field day dates that occur during the academic year.

CIS Roles & Responsibilities

Your CIS faculty coordinator provides mentoring and support for your participation in CIS. The intellectual community of other high school instructors and University faculty teaching the same U of M course are invaluable supporters if you have questions about course content, pedagogy, assessment, and grading.

The CIS program staff provides administrative support. Each time you teach a U of M class through CIS, our staff works with you to enter your course in the University database, guides you in facilitating your students’ registration, and answers your questions about grade submission. We also assist with your students’ course evaluations and track your school’s billing agreements. The CIS program staff are committed to responding to your questions and helping you resolve administrative problems promptly.

Your school/district provides additional support for offering U of M courses in your high school, including payment of program fees, providing all required textbooks, lab equipment, technology and other course materials, approving release time and substitute teachers to enable you to participate in CIS professional development workshops and student field days, and paying for transportation for students participating in field days.

CIS Instructor Responsibilities         

Note:  Details are explored in corresponding modules 

Excerpted from University Administrative Policy: Instructor Responsibilities; edited for application to CIS.

A note on responsibilities:  Instructors have a responsibility to establish and maintain a civil, productive, inclusive, and stimulating learning environment. Both instructors and students have a fundamental obligation to respect the instructional setting as a place for civil, courteous discourse. Instructors have a responsibility to accommodate students with documented disabilities (and neurodiversities) are encouraged to invite students to talk or communicate with them about such circumstances.

Instruction & Course Management

1. Teach the U of M course (and participate in all CIS orientation and discipline-specific professional development as noted above).

2. Read and comply with University and CIS policies.

3. Teach the students in your class how to register, make changes to their registration, and assist with these processes each term. 

4. Make arrangements at the school for field day and professional development attendance, including substitute teachers and buses or other transportation.

5. Obtain approval from your faculty coordinator for appropriate contributions a student teacher might make to a U of M course.  Student teachers are not allowed to teach the U of M course.

6. Cooperate with CIS office regarding U of M processes:

   • Submit class section information to CIS office.

   • Submit updated syllabus to CIS office each term.

   • Administer student ratings of teaching (SRT).

   • Submit student grades within three business days at the end of the course.

   • Report student academic misconduct to CIS staff, faculty coordinator, and the Office for Community Standards (OCS).

   • Monitor U of M email account for U of M announcements.

   • Observe U of M and CIS administrative timelines.

   • Participate in required program evaluations.

7. Optionally, take advantage of the leadership and/or scholarship opportunities available through your cohort, such as serving on the Course Advisory Committee.

8. Participate in faculty grading, trainings, and CIS program evaluation surveys each term.  Some CIS cohorts may have added PD or required participation on a regular or periodic basis during times of curricular development or unique criteria required of teaching particular courses.

Student Support & Advising

1. Confirm that students meet CIS student eligibility criteria.

2. Advise students:

   • Review the Students section of the CIS website with students.

   • Review the U of M course syllabus, including assignments and policy requirements.

   • Assist with course registration and withdrawal processes.

   • Send periodic and timely academic progress notifications, such as a midterm alert, to students at risk of receiving a D or F grade.  Advise and assist with the course withdrawal process if successful course completion is not possible at this time.  A withdrawal must be processed prior to the final exam or assignment.  Students may complete the course for high school credit only with CIS instructor permission.

3. Prepare students for and participate in CIS Student Field Days.  

   • CIS Student Field Days are required for Introductory Animal Science (ANSC 1101), Writing Studio (WRIT 1201,  and Exploring the Teaching Professions I and II (CI 3901 and CI 3902).

   • CIS Instructors may participate in planning, leading and implementing at these events.  Oversight of your students and bringing additional chaperones may be necessary depending upon the nature of the event.  School participation in CIS student field days is optional and highly encouraged for all other courses.

CIS Advocacy

1. CIS Instructors are often placed in the position of supporting the University coursework at the high school.  CIS staff are open and available to support you with materials, statistics, research and personnel in these endeavors.  

We welcome your questions as they arise!