My courses at Wheaton

Yes. The academic calendar lists all key dates including mid-term and final grades due dates, start and end of term, and exam periods. The events calendar provides links to a great variety of campus events. 

Before you start the term... make sure to add the academic calendar to your google calendar HERE! 

You can find most administrative records, instructions, forms and guidelines on Inside Wheaton. This portal is not searchable and is organized according to the institutional organizational logic of college offices. However the QUICKLINKS (on the leftmost column under HOME) hyperlink has a keyword search that is very helpful. 

• Your class lists will be sent to you via email each Friday. NEW - If students have provided a chosen name, pronouns, or gender identity that information is now included on the emailed class list. 

• If a student name is on your list and they have not attended your class - please submit a WISE notice through your class list in Window.

• If a student is attending your class but their name does not appear on the emailed class list, they are not officially registered for the class. They can register via web registration through September 7. 

• If you need assistance contact the Registrar at registrar@wheatoncollege.edu.

Registrar’s Office Recommended Tools for Faculty and Advisors

2024/25 College Catalog

Best resource for overall academic information for the current academic year, including:

·       List of programs of study

·       Degree and program requirements for:

o   Compass curriculum, Connections curriculum, honors programs, majors, minors, LEAPS

·       Complete list of all Wheaton courses with course descriptions

·       Academic policies

·       Academic resources

·       Academic calendar

·       General information related to admission and financial aid

·       Directory of current Board of Trustees, Officers of the College, and faculty

The Catalog is integrated with the Wheaton website and most data within it is searchable.

Access:  Go to the Wheaton website. Select Academics. Then select Course Catalog. Access the course catalog directly here.

Fall 2024 Course Schedule

Best searchable resource for up-to-date information regarding courses being offered in a specific semester

The course schedule includes:

·       course attributes

·       rooms

·       times

·       days

·       Course reference number (CRN)

·       cross-listed information

·       course description

·       pre-requisites

·        instructor

·       NEW - final exam date and time

Access: Go to insideWheaton. Enter your wID and password. Go to WINDOW. Select Browse Classes. Access the course schedule.

Degree Works

Advising tool for students and advisors to view individual student degree audits.

·       Degree audits provide information relevant to student progress toward degree completion. Specifically identifies requirements met and those still outstanding. 

·       Also, can run what-if scenarios.

Access: Go to insideWheaton. Enter your wID and password. Go to WINDOW. Select Advisor Menu. Select Degree Works.

Additional Tools for Faculty and Advisors

Several additional tools are available in WINDOW for faculty and advisors.

Faculty:

·       Grade sheets – where final and mid-term grades are submitted (your Canvas grades will not transfer to Window automatically).

·       Official class lists in Window– not to be confused with Canvas

o   includes link to WISe- *=(Wheaton Identification Service) Early alert and mid-term assessment system

o   Your official class lists are also emailed to you on Fridays.   Please note: if a student who is attending one of the classes you teach does not appear on your official class list, they are not officially registered for that class.   Please ask the student to register for the class in WINDOW or contact the Registrar’s Office. 

o   Canvas class lists are not official.   A student's name on a roster in Canvas does not necessarily indicate a student is registered for that class.

·       Forms - to be submitted electronically for overrides, grade changes, independent & honors theses. We are no longer accepting paper forms or gray cards.

o   NEW – Grade change form – use this form to submit changes for grades previously submitted. Please do not send grade changes via email

Access: Go to insideWheaton. Enter your wID and password. Go to WINDOW. Select Faculty Services. Select the desired form at the bottom of the menu. 

Advisor:

·       List of advisees

o   includes link to WISe- *=(Wheaton Identification Service) Early alert and mid-term assessment system

·       Access to student transcripts

Access:  Go to insideWheaton. Enter your wID and password.  Select the Advisor Menu. Select your desired item. See figure at the end of this document.

Students may freely adjust their schedules during each term's add/drop period without penalty or fee. Matriculated students may add or drop courses via web registration during the following periods:

• Fall & Spring semester add/drop: first 10 calendar days

• Summer session add/drop: first 3 calendar days

• Winter session add/drop: first 2 calendar days

See the Academic Calendar for the dates of the add/drop period. 

Non-matriculated students should contact the Office of the Registrar for assistance with adding and dropping courses. Note: Full-time students must enroll in 16 credits per term to maintain good standing based on progress toward degree requirements.

Students who wish to withdraw from a course after the add/drop deadline must first meet with an academic advisor when making changes to enrollment after the add/drop period to understand how these actions may impact their short and long-term academic progress and consult with Student Financial Services (SFS) with questions on implications for financial aid.

See the Academic Calendar for the withdraw deadlines. 

Faculty may choose to award an incomplete grade due to a student experiencing exceptional extenuating circumstances only. Examples of such circumstances include a medical emergency or a serious family crisis. 

An Incomplete is a mechanism intended to support equitable course outcomes for students who experience acute and short-term circumstances near the end of a given semester. An incomplete grade, therefore, may be awarded no sooner than 2 weeks before the end of the term, when all but a minor portion of the course work has been satisfactorily completed and the student is passing the course. 

The course instructor will specify precisely the nature and details of the work to be completed and when said work must be complete. This will be done in writing.  Once an agreement is finalized, a copy of the agreement will be retained by the instructor who will send a copy to the student and to advising@wheatoncollege.edu.

The faculty will enter a provisional grade (e.g., IB or IC). If the student does not submit the outstanding work for the course by the deadline stated below, the provisional grade will become the final grade. 

The deadline for replacing the incomplete with a new final grade will be at the end of the course add period of the subsequent semester. Any provisional incomplete grades remaining by the end of the add/drop period of the subsequent semester will automatically be converted to the provisional final grade by the Office of the Registrar.

Incompletes will not be granted for summer or winter sessions. Rare exceptions may be made in cases of serious emergencies. Students on academic probation who receive incompletes are required to meet with their Student Success Advisors.

Grades must be submitted by 48 hours after the last scheduled final exam (please refer to the academic calendar)

Please note that grades are not automatically transferred from the Canvas gradebook. Please refer to the question "Where do I find my class lists...," the Canvas training is available, or visit WINDOW>> Faculty Services to submit grades. 

Please respect the deadlines for submission of final grades, as late grades affect both students and the administrative staff responsible for monitoring students’ academic standing.

It is the policy of Wheaton College to address student academic concerns or complaints fairly and promptly. When a student has a concern about a grade given by a faculty member, the department and the college have an obligation to deal with such concerns promptly and fairly.  The process is detailed under the heading "Academic Grievance Policy" in the Academic Policies section of the Catalog. 

Students can receive guidance on how to proceed with any part of the grievance process by meeting with a Student Success Advisor in Academic Advising.

The Independent Studies and Directed Studies Policy, in addition to instructions, can be found here. 

The Required Elements of Syllabi & Canvas Course Sites are here.

Yes, you can find it here.  InsideWheaton > Office of the Provost > Forms > Syllabi and Other Requirements > Common Syllabus Structure Template

Wheaton is committed to deploying Inclusive Pedagogy as defined by this community statement: 

"We endeavor to identify and remove existing barriers so individuals feel welcomed, valued, challenged, and supported as whole people able to engage as their authentic selves. At Wheaton, inclusive pedagogy is a collaborative and co-constructed approach that celebrates the learning process and values the demonstration of growth in a variety of ways. As a community, staff, faculty, and students work together to develop and maintain a positive and accessible teaching and learning environment that legitimizes diverse perspectives."

More information and resources developed by Sara Donaldson (Center for Collaborative Teaching and Learning) can be found here. 

The typical office hour expectation is a two to three hours pre-scheduled office hour commitment depending on the number of classes you are teaching. There should be an option for students to request time by appointment if they cannot attend your pre-scheduled hours. 

Once you determine your office hours, you can ask students to book a time via your google calendar. Office hour appointments can be a combination of virtual and in person. 

You might want to consider making the link to book appointments available on your office door and on your syllabi. A QR code is the easiest way. It can be created from your google calendar appointments link by using one of many free QR code generators on the web. This allows ease of booking should students come physically to your office or if they want to use their phones to book time with you. 

The booking link should be referenced in your email signature.

This policy makes explicit the relationship between the credits assigned to an individual course and the expected work of a student completing that course, in compliance with applicable government regulations and accreditation standards. The policy applies to all credit-bearing academic courses.

For courses offered during a typical 15 or 16-week semester, the combination of scheduled instructor contact and student effort must be equivalent to at least 3 hours per week per credit hour. These guidelines are adjusted accordingly a) for shorter courses, b) as directed by external agencies such as specialized accreditors, or c) as warranted by the standards of the discipline. 

Credit assignment should be based on course-related activities regardless of how or where they take place (including online). Course-related activities are required to contribute materially to achievement of course objectives or program learning outcomes as verified by evidence of student achievement. Credit assignments may also consider the intensity of engagement with the faculty or subject matter, student responsibility for learning outcomes, and course-related learning taking place outside the classroom, including online. 

This policy provides definitions that help to ensure a measure of  consistency in the assignment of academic credit across all disciplines, while expecting that oversight of credit assignment rests with the faculty and academic administrators. 

Wheaton College’s unit of credit is the semester hour. A full Wheaton course is awarded 4 credits. Students normally take 4 courses per semester.The typical undergraduate degree program requires completion of 128 credits.

Updated 2025-01-14

Faculty Options for Syllabus Policies.

Instructors should clearly define their AI policies in their syllabi. Based on the principles above, instructors can choose one of the following options:

Option 1: Prohibition of AI Use

This option would forbid the use of generative AI tools in the course, emphasizing that all work must be the student's original work. It may be appropriate when skill-building is a primary course goal or when concerns about equity exist. A syllabus statement for this option could state:

“All work in this course must be your original work... You may not use ChatGPT or other Generative AI software at any stage or in any phase in any type of work in this course, even when properly attributed. This encompasses the utilization of generative AI for the purpose of brainstorming, outlining, conducting grammar checks, and generating content”.

Option 2: Restricted Use of AI

This option permits the use of AI tools for specific purposes, subject to instructor-defined limitations and requirements. It should outline when, where, and how AI tools are allowed. Instructors may allow AI for brainstorming, outlining, or grammar checks, but not for generating entire lines of code, papers, responses or comments. They may also require students to state what parts of an assignment were created with AI, perhaps limiting the percentage of AI-generated content to 25%. A syllabus statement for this option could state:

“We may incorporate ChatGPT and other generative AI software during this course [here the specific uses could be noted depending on the course and discipline]. Students will be informed about when, where, and how such tools are permitted to be used...”.

Option 3: Unrestricted Use of AI with Acknowledgment

This option permits the use of AI without specific restrictions, but requires students to properly cite and document their use of AI tools. A syllabus statement for this option could state:

“In this course I encourage you to use all the tools available to you... This includes artificial intelligence... However, as with any other resource you use to aid your work... you must acknowledge any and all AI tools that you use in the development of your work”.

Instructors may require students to provide prompts they used and write a reflection paragraph on how the AI was used, including what the AI was good for and what it was bad for. Faculty Transparency Regarding AI Use In addition to defining guidelines for student use of AI, instructors should be transparent about their own use of generative AI in course design and delivery. Faculty members who utilize AI resources for course preparation, content creation, or instructional delivery should include a clear statement in their syllabi and/or class materials addressing their approach to AI use. This transparency statement can vary based on individual teaching methodologies and course objectives. It should clearly communicate to students how and when AI tools are being employed in the course.

Beyond the institutional Required Elements of Syllabi & Canvas Course Sites that you can find here, you might consider adapting the following statement to your syllabus:

Accessibility

Wheaton College is committed to providing equitable access and supportive services for all students to fully access and thrive in the academic, residential and social aspects of student life at Wheaton College. Affirmatively, Wheaton provides appropriate accommodations for eligible students with documented disabilities to afford equal access to educational programs and services. Individuals with disabilities and other access concerns requiring accommodations or information on accessibility should reach out to Accessibility Services at the Filene Center, either via email at accessibility@wheatoncollege.edu or via phone at (508) 286-3794.

Counseling and Mental Health

Your wellness is important. If you would benefit from mental health support, please call the Counseling Center at 508-286-3905 at any time of day or night, to schedule an appointment, or follow the voicemail prompts to be connected to a clinician. 

Gender Inclusivity

Consider including a link to the Creating a Gender-Affirming Wheaton Guide or reviewing the guide for suggestions for how to create gender-affirming classrooms.

Land Acknowledgement

As a step toward honoring the truth and achieving healing and reconciliation, I am offering an acknowledgement that we are on the traditional territory of the Wampanoag. 

We practice this acknowledgement to recognize and respect the Indigenous Peoples as traditional stewards and owners of this land. They existed before colonization and are still here.  Indigenous peoples continue to experience forced removal, genocide, theft of their ancestral lands, and other atrocities connected to colonization.  Our acknowledgement is one action we take to correct the stories and practices that erase Indigenous people’s history and culture.  It is a step towards being more equitable and inclusive on our campus. 

Sexual and Gender-Based Misconduct Policy

 The Wheaton College Sexual and Gender-Based Misconduct Policy for Students (the “Policy”) has been developed in compliance with Title IX to provide a prompt and equitable investigation and adjudication process in cases that implicate the Policy, and to provide recourse for individuals whose rights have been violated regardless of that person’s sex, sexual orientation, gender identity or gender expression.

It is a priority of the College that all persons have equitable access to reporting, resources and all aspects of the grievance process.  Historically excluded identities often experience increased barriers to reporting.  The College has a number of identity-focused support offices for students including the Office of Equity and Belonging, the Marshall Center for Intercultural Learning, the Center for Social Justice and Community Impact, and Accessibility Services.  

Additionally, any students seeking accommodations in the response to a report of Sexual and Gender-Based Misconduct, including the formal grievance process, may contact Accessibility Services at accessibility@wheatoncollege.edu.

For more information about the Policy or to report Prohibited Conduct, please contact Caraline Moholland, Title IX Coordinator at 508-286-3261 or moholland_caraline@wheatoncollege.edu or visit the College’s website at https://wheatoncollege.edu/campus-life/campus-safety/sexual-assault-information/emergency-information/ .

Effective July 1, 2010, the Higher Education Opportunity Act of 2008 (HEOA) requires all institutions receiving federal financial aid to publish, in time for registration, a list of all required and recommended books and other course materials for all classes offered at the institution. Whether you plan to use the bookstore or other resources, the bookstore is the central location for that list. For that reason, it is important that you fill out the textbook adoption form when you receive the email from the bookstore (Follet) or through this link. You can list your textbooks, OERs, or no material necessary for your class. Students will have the information, as required by law, and they can choose where to buy if they need to. 

Please note that Wheaton bookstore is a hybrid store and that students order their books online. 

As you are preparing your course materials please be mindful of Copyright and Fair Use.

Books

The library receives a list of all required textbooks from the Bookstore.

1. If the library already owns the title as an ebook, we will automatically add it to a course reserves page for your course.

2. If the library does not own the title as an ebook, we will try to find it in the Internet Archive OR we will try to buy it as an ebook. If successful, we will automatically add it to a course reserves page for your course.

3. If the library is unable to buy an ebook, we will notify you about options.

   • We can put a print copy on courses' reserves.

   • We can scan or try to get copyright compliant and accessible PDFs of selected chapters you request via the Request an Item form on the library homepage. You can post these PDFs to your Canvas site.

   • You can contact your liaison for help identifying OER or electronic resources that the library already owns.

4. If there are required titles that we aren’t able to provide to your students, encourage them to take advantage of our interlibrary loan service.

Please keep in mind there may be acquisition limits due to costs, licensing, or other parameters. In particular, acquiring ebooks or copyright-compliant PDFs from big-name, commercial textbook publishers will be most challenging. Many choose not to make their ebooks available for libraries to purchase. They prefer to sell or rent directly to students as this is more profitable for them. If you want to know whether the titles you want to use for classes are available for us to purchase as ebooks BEFORE you submit them to the bookstore, request them through our Course Reserves Request Form (Google Form). Otherwise, you can just wait for us to work through the bookstore list.

DVDs and Films

You have a number of options for showing films to your students.

1. Place the DVD on reserve at the library through our Course Reserves Request Form (Google Form).

2. Sharing your computer screen while you play a DVD in a videoconference-based class may fall under fair use. San Diego State University Library offers a list of criteria which faculty can use to assess if each of their uses is acceptable or not. This will not work for services like Netflix or Hulu. In any case, the experience may be less than optimal for students.

3. Use films from the library’s streaming services, Docuseek, Films on Demand and Academic Video Online. Library staff can link individual films from these services on the course reserves page for your courses, or you can copy film URLs and include them directly in your Canvas site.

4. Anyone who lives, works, owns property, or attends school in MA may register for a Boston Public Library eCard, which provides access to Kanopy and Hoopla. Copy the instructions to register for an eCard above and the link to the title from Kanopy using the "Share" button and paste them to your Canvas site.

5. If your desired films are unavailable via DVD or the streaming services listed above, you can go to JustWatch to determine where you and your students can stream, rent, or purchase films for a fee.

Book Chapters and Journal Articles

To request scanned chapters and articles, use the Request an Item form on the library homepage.

Help

Direct your questions about reserves to discovery_access@wheatoncollege.edu

This tutorial will walk you through the basics. 

If you have questions about Canvas you can refer to the Canvas Training Resources site. 

If you have any issue with Canvas, you can ask for help in this link.

The uploaded file size limit is 100MB or less.  If your file exceeds this limit you should first upload it to your Wheaton College Google Drive, share it with the students in your course, then add the Google Drive web link for your uploaded file to your main course page using the url resource (located beneath the file resource in the screen capture image above).

When you finish your syllabus in Microsoft Word, click "Tools" and find "Check accessibility'." The tool will flag any issues it may notice (e.g., pictures without captions, hard-to-read the text/highlighting color, etc.). Once you fix these issues, go to "" --> "Save As" and choose in the "File Format" drop-down menu the PDF option. There should be a prompt asking whether you want to make the document "accessible and available online," or if it's a document meant to be printed. Click the first one. Finally, upload your syllabus to Canvas. 

Yes, all faculty are required to archive their syllabi every term.

At the beginning of each semester please send copies (in electronic form) of your syllabi for this semester and, if you haven't already done so, submit your syllabus here.  The archive is an important resource for current students proposing Connections, and for alums verifying course content before entering graduate programs. 

Archived syllabi from the early 2000s-present can now be found (by everyone with a wID) on our Digital Repository. Log in, and head to Syllabi, and search and download.

Please remember that all research projects involving human subjects, whether the research is conducted by faculty or students, must be reviewed and approved by the Institutional Review Board (IRB).  

Instructor’s Notification Form. The IRB is not involved with any course that is called a practicum. But for classroom exercises, or practica, that involve hypothesis testing, data gathering, and data analysis (not research properly speaking, as they are not intended to lead to generalizable knowledge), even when such practica involve human participants, it is not necessary that the students submit individual applications to the IRB for approval. For such practica carried out in the fulfillment of coursework the IRB requests only that the faculty member submit the Instructor’s Notification Form at the beginning of each course in which they are required. The IRB will accept and record the notification. It does not seek to approve or disapprove the practica. 

Please direct questions for the IRB to Teresa Celada and Christina Riggs-Romaine. More information on research with human subjects is available here. 

Questions about the administration of IRB or general research compliance at the college can be directed to Associate Provost M. Gabriela Torres who also serves as Research Safety and Compliance Office. 

Yes. If you are planning guest speakers or artist please work with your department to better understand about any departmental funds available to support honoraria. Guest speaker support, depending on topic and co-sponsorship, may also be found via SGA, Marshall Center for Intercultural Learning, and Worldfest Fund.

Yes, as long as the field trip complies with college policies and the proper notification is made. Please work with your department to define field trip parameters and secure appropriate permissions and funding. 

Faculty may arrange to use College vans for field trips by completing a Vehicle Registration Form at the Transportation Office (Buildings and Grounds Office in the Power Plant, ext. 3880). Please also note that faculty or any other drivers must have a current Van License, issued by Public Safety, before a vehicle can be checked out. Please note that van use incurs charges and faculty booking vans are responsible for having the gas and mileage read before and after the trip. Please ensure that you have secured funds prior to booking a fieldtrip. Depending on the field trip requested, faculty may be required to request a Emergency Contact and Medical Information Form from the students attending. 

Depending on the field trip and topic, funding may be sought from Arts in the City or Instructional Support Subsidies from the Office of the Provost (InsideWheaton>>Offices and Services>>Office of the Provost>>Forms and Policies>>Forms for Faculty).

At Wheaton College we use Canvas as our LMS. If you are new to using Canvas you may want to review this Training Resources site.

All Faculty have Canvas accounts. You can log in with your regular @wheatoncollege.edu credentials and Duo security at: canvas.wheatoncollege.edu

When you sign in you will see three courses available to you on your Canvas Dashboard; "Growing with Canvas" (Teacher Training) & "Passport to Canvas" (Student Training) will be under "Published Courses" and "Sandbox" - Your Name will be under "Unpublished Courses." 

If you do not see a course, that you know you are scheduled to teach, it could be that the Registrar's office has not received a recent update regarding instructor assignment and you may want to check with your Department Head and/or the Registrar.

Tutorials are here. 

Some great resources here. 

How to create accessible content in Canvas here.

Learning outcomes and grade-book in Canvas here.  

If you have any questions you can write to canvas@wheatoncollege.edu

Mid-semester notices are required for all first-year students and strongly recommended for students in all class levels who would benefit from feedback on their progress.

How to submit your notices:

• Log in to Starfish – a link to your surveys appears at the top of your homepage and also on your Students page.

• Select a roster from the drop-down menu and check the appropriate flags/kudos for each student. 

• Add comments as appropriate.

• Click Submit once you have completed feedback for the whole roster when submitting mid semester notices (NOT after each student).

Please note: Comments are required for the "Unsatisfactory" flag; comments are optional otherwise but are recommended for the other flags/kudos. Students will directly receive your comments, along with the flags/kudos raised for them.

Need some quick instructions? Watch this 2-minute video: https://www.screencast.com/t/ZBIJRVbL, check out the Starfish section of the Faculty Advising Handbook, and/or the Registrar's Office Information Guide.

Academic Integrity Concerns and Alleged Honor Code Violations - 

Faculty who encounter issues and concerns regarding Academic Integrity and alleged violations of the College’s Honor Code should contact the Dean of Students Office at (508) 286-8218 or deanofstudents@wheatoncollege.edu to confirm prior violations, consult about the process and concern, as well as communicate the formal outcome of matter so it can be recorded appropriately.

Students at Wheaton College are assigned to a MAP Advisor when they begin at the College and a faculty advisor in the major when they declare a major.  All students are also assigned a Student Success Advisor (SSA) from Academic Advising.  Student Success Advisors in Academic Advising serve as part of a team of advisors who are available to help students to meet their goals and maximize their success throughout their four years. Student Success Advisors are available to address specialized academic concerns (domestic off-campus study, study skills, learning differences, graduate school, competitive fellowships, scholarships and advising for students at academic risk). 

More specifically, the SSA will:

• Support students and the MAP Advisor in navigating academic policies and processes

• Serve as a resource for and referral agent to various opportunities and services throughout campus

• Perform degree audits with students

• Work with students who need more support and guidance

• Perform Eliza Wheaton and Latin Honors audit and graduation clearance in the second semester of the junior year

• Receive WISE warnings and follow up with students on concerns

• Work with students on academic probation or on the Care Team list

Faculty should reach out to Advising for assistance if they are concerned about a student’s academic performance (lack of attendance, missing assignments, low test grades, etc.) and want to raise an alert on a student.  SSAs can help to provide intervention for students of concern and can work closely with Student Affairs to address concerns from a holistic perspective. Faculty can also reach out to Advising if they want have questions about academic policies and processes. 

The Dean of Advising has put together this Advising Handbook with lots of information. It is searchable and a living document that you can use for reference. 

Faculty should reach out to Advising for assistance if they are concerned about a student’s academic performance (lack of attendance, missing assignments, low test grades, etc.) and want to raise an alert on a student.  SSAs can help to provide intervention for students of concern and can work closely with Student Affairs to address concerns from a holistic perspective. Faculty can also reach out to Advising if they want have questions about academic policies and processes. 

You can send a notice via Starfish anytime to the student and/or Academic Advising, or you could contact Academic Advising at advising@wheatoncollege.edu or at 508-286-8215.

Mid-semester notices are required for all first-year students and strongly recommended for students in all class levels who would benefit from feedback on their progress.

How to submit your notices:

• Log in to Starfish – a link to your surveys appears at the top of your homepage and also on your Students page.

• Select a roster from the drop-down menu and check the appropriate flags/kudos for each student. 

• Add comments as appropriate.

• Click Submit once you have completed feedback for the whole roster when submitting mid semester notices (NOT after each student).

Please note: Comments are required for the "Unsatisfactory" flag; comments are optional otherwise but are recommended for the other flags/kudos. Students will directly receive your comments, along with the flags/kudos raised for them.

Need some quick instructions? Watch this 2-minute video: https://www.screencast.com/t/ZBIJRVbL, check out the Starfish section of the Faculty Advising Handbook, and/or the Registrar's Office Information Guide.

Student Concern regarding emotional and social well-being - 

Please share any issues or concerns regarding the student’s behavior using the Student and/or Community Concern Form.  We would encourage you to report any concerning behavior including a change in behavior, concerning speech and/or illustrations, and emotional distress.  This form is received by the Dean of Students Office and managed by the CARE Team, as appropriate.

For any immediate concerns or emergency situations, contact Campus Safety at (508) 286-3333.

In addition to these reporting options, please note that our offices are always available to assist:

Academic Advising - advising@wheatoncollege.edu, (508) 286-3846

Dean of Students Office - deanofstudents@wheatoncollege.edu, (508) 286-8218

For more information see:

Faculty and Staff Guide to Mental Health

Wellness Options Updated 8.29.2023

Mental Health Support Line

The Compass curriculum does not require First-Year Writing, so our role in helping students to recognize the significance of writing to their education and to their lives outside of the classroom is more important than ever. Each of us, regardless of discipline, can help students to become better writers and therefore better thinkers. 

Wheaton offers the following resources:

Individualized Writing Workshops for your classes

Last year, writing faculty conducted workshops for classes ranging from FYE to senior seminar.  If you'd like to schedule a workshop for your class or to talk about some aspect of teaching writing, email me. If you don't see a topic you'd like to have presented, feel free to propose it. Faculty tutors are also available to visit your classes to assist with small group or paired peer reviews.

Professional Tutoring

All students can benefit from discussing their writing with someone other than their professor (often thought of as the "grader"), who can listen from the outside to help them figure out what it is they are trying to say and how best to say it. Professors Ruth Foley and Angie Sarhan are available to confer with students individually about their writing. Please refer students who have ongoing challenges such as learning differences or extreme writing anxiety, or who are working on larger projects such as Honors Theses to these faculty. We encourage all faculty to link this 3-minute introduction-to-tutoring video to their syllabi and course sites.

Peer Tutoring

Professor Ruth Foley will send out a separate email with the tutoring schedule during the second week of classes.

Additional Resources

Faculty Tip Sheets

Designing Writing Assignments

If you are curious about experimenting with a writing assignment, or you're interested in developing a "WR" writing course for your discipline, or you'd simply like to discuss student writers, please get in touch with Lisa Lebduska, Director of College Writing. 

• We offer peer tutoring in writing as well as in many subjects

  • If your courses involve any writing assignments, the peer writing tutors can support your students — at any stage of the process, from helping them articulate where they want to go with the assignment to refining drafts

  • As far as the course content is concerned:  We offer tutoring in specific courses or subjects where historically there has been demand for it. Specifically,  we offer tutoring in most intro-level math, comp sci, and science classes, and in most languages, as well as some others.
    
    To see if there will be tutors for your specific content, check this webpage  (we are still identifying tutors for some subjects, but the usual list is on the site, using italics to distinguish between those we've hired for and those we have not yet)

• Most tutoring will be available either in person or over Zoom

• For the schedule, locations, links to Zoom, and more information, refer to this webpage (the schedule won't be posted until near the end of the second week of class, but you can get a feel for the sorts of hours it's offered by looking at the spring schedule, which is still linked to from this page)

• Please encourage your students to attend, whether it's for moral support as they work on an assignment, to gain a different perspective on the material, to ask specific questions, to meet other students with similar questions or with similar interests, or when they feel behind and are stuck (although of course in that situation, it's particularly important that they come to office hours as well!).

• Suggestions for how to encourage your students to attend:

  • Post the link to the webpage on your course website

  • Mention it in your syllabus (I have a section on Office Hours and Tutoring in mine)

  • Explicitly mention it frequently, and make sure they know that you want them to take advantage of it:

    • I always tell my students that I think one of the greatest skills people can gain from college is learning when, how, and who to ask for support

    • Let them know that taking charge of their own learning is a sign of strength — many of our tutors themselves take advantage of tutoring

  • Whenever you are encouraging students to come to your office hours, also encourage them to attend tutoring

  • Frequently remind them of when and where peer tutoring is available  — not just at the beginning of the term, but throughout

  • If you're doing any sort of exam wrapper reflection exercises, ask them if they plan to/did take advantage of peer tutoring

• Who are the peer tutors? 

  • Students who were either recommended by a professor or department 

  • All peer tutors also have some training. Writing tutors take a tutoring practicum course (EDUC 220). Subject tutors are required to attend several workshops each semester that they are tutoring.

Supporting Students' Unexpected Costs

Wheaton College understands that not being able to afford some of the costs associated with higher education can cause significant stress and uncertainty, which impacts students’ academic success and personal well-being. The fund assists Wheaton students by:

(a) providing limited financial support as needed in extenuating personal circumstances; or

(b) providing limited financial support as needed to cover expenses relevant to undergraduate or professional/graduate education.

These funds are intended to cover temporary or unexpected costs and are not a replacement for financial aid. Students can apply at any time. Support funding will typically not exceed $1,000 in an academic year, but students should still apply if they have support needs that exceed $1,000. Please note that in order to be eligible, students must be attending attending Wheaton at least half time and enrolled in classes in the semester when the funds will be used; and must not have been awarded more than $1,000 by the Bland Fund previously in the academic year when the request is made, barring extenuating circumstances.

We ask that you please share this exciting new resource with students. They can access the application and more details through their InsideWheaton student portals.

Wheaton is committed to deploying inclusive pedagogy as defined by this community statement: "We endeavor to identify and remove existing barriers so individuals feel welcomed, valued, challenged, and supported as whole people able to engage as their authentic selves. At Wheaton, inclusive pedagogy is a collaborative and co-constructed approach that celebrates the learning process and values the demonstration of growth in a variety of ways. As a community, staff, faculty, and students work together to develop and maintain a positive and accessible teaching and learning environment that legitimizes diverse perspectives."

More resources developed by Sara Donaldson (Center for Collaborative Teaching and Learning) can be found here. 

See this slideshow for Accessibility Services resources

The Library, Technology and Learning Committee (LTLC) administers three funding opportunities for faculty.

Academic Innovation Funds (Fall + Spring)

LTLC awards a small number of grants for projects that use technology to achieve innovative pedagogical goals. LTLC makes decisions about funding for projects based on the proposed use of technology for teaching, learning, and/or innovative pedagogy. The committee also looks at the project’s breadth of impact, and the college’s ability to support and sustain the project.

Open Educational Resource Stipends (Fall + Spring)

LTLC offers a funding opportunity for faculty members interested in replacing their textbooks in a course with Open Textbooks or other OER. Replacing your textbook with an open textbook or another OER has a number of advantages, the most visible of which is creating a more equitable classroom by removing financial barriers for students. We encourage you to consult with an R&I Liaison for additional resources. 

Research Computing Funds (Spring)

LTLC offers small grants to fund the purchase of hardware and software for faculty research projects once a year. We invite applications for funds for computing needs that will facilitate your research projects.

More information and examples of projects are available here: https://library.wheatoncollege.edu/research-instruction/LTLC

The center for Collaborative Teaching and Learning (CCTL) CCTL's director can help with pedagogical issues. You can contact the Provost Office for more information. Library Liaisons are also a great resource for pedagogical help. 

Instructional Technologists can help! To help us maintain efficiency, please use this form to contact them with any questions or needs related to Canvas and other instructional technologies.

Each academic division has a liaison that can help you navigate library services. 

Humanities: Cary Gouldin, gouldin_cary@wheatoncollege.edu

Sciences: TBA

Social Sciences: Stela Hudson, hudson_stela@wheatoncollege.edu

Liaison librarians are also available to teach on research and technology in your classroom and to support your use of OER materials. Students looking for assistance with research can book an appointment with a librarian at this link: https://libcal.wheatoncollege.edu/appointments/ 

To obtain a zoom account, email AV@wheatoncollege.edu and they will set you up with a basic zoom account. As pro accounts become available, it may be possible to upgrade. 

Accessing the Wheaton College Help Desk Ticketing System

The following options allow you to submit a support ticket

 (Other Than a Password Reset/Issues)

for service issues or requests:

Option 1

Login to the Wheaton College Help Desk System at:

 http://support.wheatoncollege.edu

Here you will be able to enter your service requests

(Other Than a Password Reset/Issues)

and have them go directly to ITSS personnel for review.

Option 2

Use your camera to access the Help Desk System (Other Than a Password Reset/Issues)

Password Reset/Issues Option

E-mail: support@wheatoncollege.edu

Call: IT Support Services @ 508-286-3900 (Please Leave a Message)

Help Desk Hours

8:30am to 4:30pm

Monday Thru Friday

Wallace Library – Periodical Level

There are several Academic Software Programs that you may use for course work that is partially managed by Information Technology and Services (ITS).  In order to support our students working remotely, ITS has installed the following software on our Virtual Desktop Image (VDI) pool that is typically accessed from the library public computers, labs, and classrooms.

The list of software that we've installed includes on the VDI includes:

Bloodshed Dev C++

Office

Browsers

Google Earth Pro

SPSS

Silverlight

Minitab

Cn3D

Skype

Terrset (Idrisi) (not licensed or used this semester)

Mathematica

Mendeley

NaturalReader

Ampac Semichem

Comsol

Lightwright

Matlab

OriginLab

Oxygen XML

Stata

Faculty and students can find instructions to launch a VDI on the Help Desk Ticketing System.  If students or faculty require access to Adobe Creative Cloud or ArcGIS (these applications will not run from the VDI), you can request this access through the Help Desk Ticketing System.

Librarians are available to help scaffold information literacy topics into your research assignments in a variety of modalities, from in-person sessions to asynchronous learning modules, and to assist your students with any aspect of thinking through research via research appointments and/or anonymous chat. We encourage you to share these contact points with your students and to contact your librarian:

Humanities - Cary Gouldin, gouldin_cary@wheatoncollege.edu

Sciences - TBA

Social Sciences - Stela Hudson, hudson_stela@wheatoncollege.edu

The Committee on Educational Policy (EdPol) is in charge of approving new courses and course attributes. 

To apply for a new course, follow this link

To apply for a WRIT attribute, follow this link

To apply for a Sophomore Experience course, follow this link

To apply for a Global Honors attribute, follow this link

To apply for a Structures of Power and Inequality attribute, follow this link

To apply for a LEAPS, follow this link