Chapter VII: Nuts and Bolts: Teaching at JCCC

Chapter VII: Nuts and Bolts: Teaching at JCCC 

 In this chapter . . . 

Many forms and detailed information that make the functioning of our department go smoothly are housed in the Learning Management System’s course shell (i.e., Canvas English Department). This chapter does include links to further information, but its primary focus is to help instructors better understand the department culture, as well as offer general explanations to questions instructors frequently ask. 

English Department Blog

A terrific way for new faculty to learn about the many goings-on of the English Department is to read the English Department Blog:  https://blogs.jccc.edu/english/

Grading Standards for Composition Courses

Composition instructors are expected to maintain high standards in the writing course sequence to avoid grade inflation. The reason is straightforward: instructors should be assured that students in their class, for example, Composition II, are equipped with the skills and discipline that they bring with them from their previous writing class, for example, Composition I. To help maintain consistency in grading major assignments, faculty are expected to abide by the Rationale below and to go over this Rationale with students in English 121 and English 122 in particular.

JCCC English Department Grading Rationale:

The rationale offered here provides an overview. Additional criteria should be given for each essay assignment.

The A essay demonstrates the following:

• Outstanding achievement of all assignment requirements, including following directions;

• A clear and purposeful thesis that evokes thought and interest in the reader;

• A variety of lively, convincing, and fully integrated supporting materials that are logically arranged;

• An organization that is appropriate to the development of a complex line of thinking and which may integrate more than one development strategy;

• A direct appeal to the characteristics of the intended audience;

• Interesting and original use of language and vocabulary;

• An engaging style with highly effective diction and sentence skills, and perfect or near-perfect mechanics.

The B essay demonstrates the following:

• Highly satisfactory achievement of assignment requirements, including following directions;

• A clear and purposeful thesis which shows insight;

• Significant and varied evidence used in the development of ideas;

• Clearly connected points of development logically ordered (use of transitions);

• Recognition of the desired audience with appropriate vocabulary and contextualization;

• Concrete language with little repetition;

• ●        Effective variety and specificity in diction and sentence style, with very few major errors.

The C essay demonstrates the following:

• Adequate achievement of assignment requirements, at the very least ability to follow the directions;

• Appropriate and identifiable thesis;

• Clear and supported points of development;

• Purposeful organization, although transitions might not be as effective as they should be;

• Awareness of a specific audience;

• Clear and accurate use of language with minimal repetition and ambiguity;

• Writing style and mechanics are generally correct with some major errors.

The D essay suffers from the following:

• Marginal achievement or weak grasp of assignment requirements;

• Flaws in one major area:  central thesis, organization, paragraph logic, development, or support of assertions;

• The writing style and mechanics, though passable, require considerable improvement.

The F essay suffers from the following:

• Unsatisfactory achievement of assignment requirements, including inability to follow directions;

• Two or more serious flaws:  lack of clear overall point, extreme brevity, failure to follow the assignment, no understanding of essay genre and paragraphing, or plagiarism;

• The writing style and mechanics contain excessive errors that obstruct reader comprehension 

Student Attendance

Please review the official college policy on student attendance: http://www.jccc.edu/about/leadership-governance/policies/students/academic/attendance.html

The English Department itself does not have an official student attendance policy, so instructors are free to invent their own. However, we expect instructors to state explicitly in writing on the Course Policies portion of the syllabus what their attendance policy is, and to the degree possible, to explain the rationale behind it.  The syllabus works as a legal contract and is the instructor’s protection if a student raises issues about his/her attendance and/or grade. 

The class’s delivery method obviously has a direct bearing on how instructors create their attendance policy and enforce it. For example, if an online instructor uses Zoom for virtual group meetings and a student does not log into Zoom, does that count as an official absence? If the student misses two rounds of an online discussion forum post, does that count as an absence? Anticipate such questions and clarify expectations in the attendance policy.

For students in face-to-face classes, instructors should have certain expectations of a student’s attendance. After all, the student has deliberately chosen both that delivery method as well as that specific time and day(s) of the week and thus is expected to be in class.

Some instructors allow a certain number of absences (e.g. five for a MWF 15-week course) and then reduce the overall course grade for any absences after that. Some instructors consider a student absent if he or she comes late (say 15 minutes late) or leaves before formal dismissal (except in the case of emergency, of course). Some instructors state that missing class will affect grades simply because the students miss work that cannot be made up if they are not in class. Some instructors distinguish between excused and unexcused absences, and some do not. Many instructors state that if students miss more than 20% of the scheduled classes, they will automatically fail the class. 

In all cases, instructors are required to keep accurate track of attendance in the case of grade disputes. Many use the Learning Management System (e.g. Canvas) to do this. Also, instructors are required to record the last day of attendance for any student who fails the class when final grades for the semester are entered (many financial aid programs deny aid to students who did not complete at least 60% of the majority of their classes).

An absence is legitimate, meaning the student may have an opportunity to make up class work, under these conditions: 1. A generally recognized religious observance; 2. representing JCCC at, for instance, an athletic competition or debate tournament; and 3. jury duty–a rarity.

Rosters and Reporting Attendance  

Class rosters must be downloaded from MyJCCC. (see MyJCCC Portal for information on how to access this feature.) This process will bring up the rosters for the instructors’ courses, and they can print them. If a student is in class but does not appear on the roster, send the student to the Student Success Center to rectify the problem. DO NOT let the student continue to sit in the class. If students come to an instructor’s class to ask her/him to admit them and the class is full, or if it is past the registration deadline, students will not be allowed to add the class. Students can see the Department Chair if they have questions concerning this policy. It is also a good idea for instructors to look at the student’s schedule—particularly in the fall—since it is very easy for students to go to the room for their 10:00 class at 9:00; or to go to their MWF 11:00 on a Tuesday at 11:00; or to go to CC 312 instead of CC314 by mistake.

All faculty must submit an attendance report in the first two weeks of the semester. Ample notifications will be sent to remind faculty to do so. To report attendance, log into MyJCCC and navigate to the FACULTY tab. Select the ATTENDANCE AND GRADES option. Please use this page to enter attendance and grades for the students in your courses.

Class Withdrawal

Instructors must state in the course policies portion of their syllabus whether or not they exercise the right to administer a Faculty-Initiated Withdrawal for excessive course absence. Many faculty do not exercise the right and put the burden of withdrawing from a class squarely on the student’s shoulders, including for reasons of non-attendance. It is essential to be familiar with the collegewide policies regarding the Student Attendance Operating Procedure. 

Using the LMS to Post Grades, Syllabi, and Course Policies

A college-wide policy requires all faculty, including full-time and adjunct, face-to-face and online, to make the grade book, syllabi and course policies accessible to students in the Learning Management System.  This information should be routinely updated.  

Please ensure familiarity with the 

Family Educational Rights and Privacy Act (FERPA) 

The full text is available at http://www.jccc.edu/about/leadership-governance/policies/students/student-records/student-record-privacy-ferpa.html

Plagiarism

On the subject of cheating, please review JCCC’s Student Code of Conduct: https://www.jccc.edu/about/leadership-governance/policies/students/student-code-of-conduct/student-code-conduct.html

If an instructor believes a student has intended to commit fraud, several routes are available, but JCCC has no official policy as to what instructors should do if they suspect or are sure of academic dishonesty. Instructors in the English Department handle these cases differently, sometimes depending on whether it is the student’s first offense and if it was the result of unintentional plagiarism. For a first offense of this nature, a teacher might speak to the student and then take an action such as assigning a zero for the paper, or asking the student to write a new paper. This second chance allows the student to correct the mistake and learn how to avoid unintentional plagiarism in the future. Some instructors report a first offense to the Vice President of Student Services, particularly if it was a case of deliberate cheating. In fact, the Vice President of Student Services recommends that instructors report all cheating so that students will understand the severity of their offense, and so that patterns of cheating can be identified. If a student is caught trying to commit fraud a second time, an F in the class and a report to the Vice President of Student Services are warranted even if an instructor chose not to report it the first time.

Part of the English Department’s responsibility is to teach students the rules of documentation--a difficult and time-consuming process that oftentimes expands over several class periods. Many composition students are simply struggling with the conventions of citing and documenting sources, and most instructors realize that students benefit from being given ample time and opportunity for revision. Providing students with interim due dates for a variety of smaller tasks (paraphrases, working bibliographies, etc.) which reinforce the research process allows students and instructors alike greater opportunities to identify and explore citation issues.

Occasionally, an instructor will have reason to believe that a student has received so much help that the paper is not the student’s anymore. Most of us expect and encourage our students to get help from each other, the Writing Center, their friends and family, so it is important to give the students ways to acknowledge that help so we (and they) can see if it is appropriate. For instance, all the help that a student has received might be specified on an “Acknowledgements” page or listed on a paper or process log. Students can be asked to do some reflection in writing on their own research process, including who worked with them as they wrote their papers and what kind of revisions resulted from that work. For more strategies on ways to help students avoid plagiarism, see the article, “Preventing Cheating” in the Appendix.

Disruptive Students

JCCC’s Student Code of Conduct covers assault, batter, and bullying. Some instructors include this information (paraphrased or verbatim) in their course policies, adding other behaviors they find disruptive, e.g. use of cell phones in class. Aggressive, hostile, and antisocial behavior on the part of a student towards classmates and/or the instructor are to be dealt with immediately. Such behavior problems should be reported to the Department Chair, Dean of English-Journalism Division, Dean of Students, and to the degree it is warranted, to KOPS-WATCH. For more on difficult students in the classroom, please read Diane Davis’s “Diffusing Tension in the Classroom” in the Appendix.

Textbooks

Newly hired instructors are assigned the “default” textbooks for Composition I and Composition II. Otherwise, Composition instructors have a choice between numerous committee-approved textbooks, including Open Educational Resource textbooks and Day One access for grammar software programs and handbooks. Please see the link to the updated textbook selections in the LMS English Department course shell.

Syllabus Template

Syllabus Template Instructions:  The template below is a supplemental guide to assist you in crafting your course syllabus.  The categories listed on the syllabus template are required by the Guidelines for Constructing the Course Syllabus by Ed Affairs.  Optional language and optional categories are specified.  

The generic annotated syllabus template is available for download through Canvas.

Instructor Absence Policies    

The Leave policy for full-time faculty is available in the Master Agreement: https://www.jccc.edu/about/leadership-governance/administration/human-resources/employee-benefits-leaves/files/pdfs/master-agreement.pdf 

Adjunct Faculty must immediately notify the Division Administrative Assistant and their affected students via email and/or the Announcements feature of the LMS. The Administrative Assistant will ask the instructor to submit a JCCC Absence Report upon return. Below is a fuller explanation and the guidelines for absences:  

1. Faculty are entitled to miss 10% of the contact hours of each assigned course.

2. Please notify both the division office and the students of any absences.  You can notify the division office by phone (ext. 3659) or email, kbyfield@jccc.edu and the class will be posted.

3. For 8:00 a.m., evening and weekend classes, please call Security (913 469-8500 ext. 4112). They will post the class.

4. If time permits, the instructor can arrange for a substitute to cover the class.

5. Please submit a Report of Absence Form within a week of the absence. (See sample attached.) The forms are in the mailbox sorter. This form should include the name of the substitute if one was used.  This is the notification that is needed to compensate the substitute.

Class Cancellation Policies

For classes starting at or before 8:00 AM or evening/weekend classes, Campus Security (913-469-2500) needs to be called. A security officer will post the class cancellation notice. Next, the department office needs to be informed. If sufficient notice is given, a substitute may be arranged.

A Report of Absence form must be submitted. 

Additional Resources

Educational Technology: For information on training and a number of technology resources and training available to JCCC faculty, including faculty media development and distance learning, refer to JCCC  Educational Technology Resources,  http://www.jccc.edu/about/leadership-governance/administration/educational-technology-center/index.html

Writing Center: The Writing Center is a free service open to all students at JCCC, including students who are not enrolled in a writing class. Along with individualized tutoring, students can also make use of grammar assessments and software, an online writing lab, credit and non-credit writing classes, and a grammar hotline. Instructors can request a tour for their class as well as invite a Writing Center instructor to come to a class and discuss materials and services provided. 

Please be aware that the Writing Center staff emphasizes the process of writing, not the product. Tutors do not proofread students’ papers, nor will they produce an error-free paper for a student. It is wise to advise students wishing to work with a tutor that they arrive with a specific need in mind (eg. strengthening the thesis), with the specific assignment in hand, and with their current draft.

For information on the many resources the Writing Center offers both faculty and students, please visit https://www.jccc.edu/student-resources/resource-centers-tutoring/writing-center/index.html

College Success Department and Academic Achievement Center:  The College Success Department assists students in everything from improving their ability to retain information to learning how to deal with test anxiety. College-credit courses likewise help students choose a career and a major, and how to balance personal priorities with academic priorities. For more information, please visit https://www.jccc.edu/student-resources/resource-centers-tutoring/college-success/index.html. 

The Academic Achievement Center offers many free resources to help students start college in the best possible position. Students can learn how to prepare for placement tests, how to take tests, and how to work with technology, especially for online classes. The AAC also offers students a place to study and seek help from tutors as the need arises. For more information, please visit https://www.jccc.edu/student-resources/resource-centers-tutoring/academic-achievement-center/index.html

What to Do in an Emergency

Campus Safety: Information regarding safety can be found at http://www.jccc.edu/student-resources/police-safety/. 

Classroom and campus safety are of paramount importance at Johnson County Community College, and are the shared responsibility of the entire campus population.  Please review the following: 

• Report Emergencies: to Campus Police (available 24 hours a day) 

  • In person at the Carlsen Center (CC115)  

  • Call 913-469-2500 (direct line) – Tip: program in your cell phone 

  • Phone app - download JCCC Guardian (the free campus safety app: www.jccc.edu/guardian) 

  • instant panic button and texting capability to Campus Police 

  • Anonymous reports to KOPS-Watch  http://www.jccc.edu/student-resources/police-safety/kops-watch-reporting-site.html or 888-258-3230  

• Be Alert: 

  • You are an extra set of eyes and ears to help maintain campus safety 

  • Trust your instincts 

  • Report suspicious or unusual behavior/circumstances to Campus Police (see above) 

• Be Prepared: 

  • Identify the red/white stripe Building Emergency Response posters throughout campus and online that show egress routes, shelter, and equipment 

  • View A.L.I.C.E. training (armed intruder response training - Alert, Lockdown, Inform, Counter and/or Evacuate) – Student training video: https://www.youtube.com/watch?v=kMcT4-nWSq0  

  • Familiarize yourself with the College Emergency Response Plan 

• During an Emergency: Notifications/Alerts (emergencies and inclement weather) are sent to all employees and students using email and text messaging 

  • students are automatically enrolled, see JCCC Alert - Emergency Notification 

• Weapons Policy: Effective July 1, 2017, concealed carry handguns are permitted in JCCC buildings subject to the restrictions set forth in the Weapons Policy. Handgun safety training is encouraged of all who choose to conceal carry. Suspected violations should be reported to JCCC Police Department 913-469-2500 or if an emergency, you can also call 911. 

Red phones located in the hallways and security will respond quickly to your request. Security also has signs available that say SEND HELP.