Perhaps the first office to visit at DePaul is Identification Card Services, 9700 DePaul Center (DPC). While the ID card you will be issued is important (see "Identification Cards"), of far greater importance is the PASSWORD you register here as your, well, DePaul PIN. With your password you are able to access DePaul’s increasingly sophisticated technology: "Condor" accounts for university email; electronic class rosters from the Registrar’s Office; academic histories (even photos) of students in your class; electronic grade submission; DePaul Online accounts, university webpages, the library . . . with new features and capabilities being added quarterly. (All College syllabi will be on line soon—a feature you will appreciate if you are just starting out.) Go to 9700 DPC soon as you can, and plug yourself in. Identification Card Services: 312-362-5959.

Faculty teaching at our suburban campuses should contact the campus director.

The Public Safety Department serves the Chicago campuses of DePaul 24 hours a day, seven days a week. It is a service-oriented unit established to meet the specialized needs of an urban university. Faculty are encouraged to report criminal activities or suspicious persons to security or police. In the event of an injury or emergency, contact the nearest security desk: Loop Campus: 8400 Chicago Police/Fire: 911.

Slide projectors, video cassette players and recorders, overhead projectors, 16mm projectors, and a variety of PC-linked projection units and screens are available through the Classroom Technology Department of the DePaul Libraries. Arrangements need to be made at least 24 hours in advance of class. Due to high volume and limited staff, same-day requests for equipment cannot be accomodated. Classroom Technology: 312-362-8431.

Most classrooms have overhead projectors permanently in the room. (For information on DePaul’s "smart" classrooms, see "Classrooms," below.)

DePaul bookstores carry a general line of merchandise in addition to academic and technical material. The Loop Campus bookstore is in the ground floor atrium of the DePaul Center. The bookstore allows discounts to faculty and staff upon presentation of a DePaul ID card. Discounts are 10% on textbooks and general books (excluding bargain sales or special sales), and 20% on general merchandise (with some exclusions, and excluding special sales.) Bookstore hours are 9:00am – 6:00pm Monday through Thursday, but with a 5:00pm closing on Fridays. (See also "Texts and Materials," section 2.b, in this handbook.) There are, of course, Bookstore facilities at the suburban sites.

The Loop Campus is a four-building complex, and we would be less than forthcoming if we did not stress the word "complex." Most classes are held in the DePaul Center (DPC), 1 East Jackson—the "new" building. Some are held in the two combined buildings adjacent to DePaul Center: O’Malley Place (23 East Jackson) and the Lewis Center (25 East Jackson). Some are held in the Computer Science and Telecommunications Center, 243 South Wabash—diagonally from the Lewis Center, on the northeast corner of Wabash and Jackson. Faculty are urged to check the classroom location in advance of class, and plan a route accordingly. This is especially true for suburban campuses, each of which has its own geography and facilities. (See also "Classrooms," below.)

The university offers personal check cashing privileges to employees with a valid ID card. The Cashier’s office is in Suite 9900 of the DePaul Center. The Cashier’s Office closes at 6:00 pm Monday through Thursday, 5:00 pm Friday.

There are ATM machines on the eleventh floor and ground floor lobby, DePaul Center.

Classroom assignments are made on a College-wide basis each term, and the assignments are posted throughout all the buildings the first week of class. Classroom location also appears on the printed class rosters you will receive at the start of term, and is also available on the Registrar’s webpage. Please be sure to familiarize yourself with the room and its location in advance of class, especially if you are new to the Loop campus.

Unilateral room changes cannot be made—virtually every classroom is accounted for. If you need a room change, contact your chair, who will see what can be done.

DePaul Center has a suite of technologically sophisticated, computer-equipped, networked classrooms. These are usually booked well in advance of the term, so there is little likelihood they will be available, unless your course requires the room—in which case it has been reserved for the course in advance. If you would like to use a "smart" classroom, contact Associate Dean Robert Peters, 7102 DPC, 312-362-8805. Be sure to call Classroom Technology (above) to see what technology needs they can meet if you cannot secure a "smart" classroom.

DePaul University maintains a comprehensive program designed to assist those students with specific learning disabilities and/or attention deficit disorders in experiencing academic success: "PluS," or the "Productive Learning Strategies" program. The PluS program can provide reasonable accomodations and services for such students, including advocacy on their behalf. For more information, contact Karen Wold, 773-325-4239.

Students with any disability or condition that could impede their academic progress or impair their success must register with the Students with Disabilities Office of the Dean of Students Office, and be recognized as clients of the PluS program. Special educational accomodations for students are not to be unilaterally requested by the student or unilaterally provided by the instructor. Students should be referred to the Students with Disabilities Office, 773-325-7290 (TDD 312-325-7296).

Day closing: A decision to cancel classes or close offices for the entire University is the responsibility of the president. A decision to close will be made by 6:00am, and announced shortly thereafter. Announcements will be carried by many public media channels: WBBM, WUSN, WGN, WMAQ and WFLD-TV. A recorded message will be carried on the university’s main number—312-362-8000---but calls to this number are discouraged because the volume of calls severely burdens the system.

Evening closing: If conditions are such in the late afternoon that a cancellation is warranted, the above steps are carried out, in addition to a telephoned message sent to all university departments about class cancellation for the evening. Faculty should feel free, if severe weather or other conditions, to call their department office for any closing announcement.

In the absence of any official closing, classes will be held as scheduled.

Cafeteria-style food service is available in The Market Place, eleventh floor, DePaul Center. Understandably, it is quite crowded before evening classes (5:00—6:00pm).

(The Market Place closes at 2:00pm every day during summer sessions.) Vending machines are available in the eighth and eleventh floor lounge areas of DePaul Center.

Photo ID cards are provided through the Identification Card Services, 9700 DePaul Center. These cards are necessary for operating copy machines, opening doors after hours, bookstore discounts, library use, and check cashing. (While part-time faculty may not need a photo ID card, it might be a handy tool to have.) And as we said at the outset, it is this office that registers your personal password to enter into DePaul technology.

The Loop Library of DePaul (tenth floor DePaul Center) will be glad to assist you in setting up your own "reserved" materials collection. (DePaul may be unique in having a librarian with a CPA, Chris Hoeppner, who can be of enormous assistance in all business disciplines.) Or contact the Library through the DePaul University Web page, for more information on collections, reference materials, or special services. Library Reserves section, 312-362-8433.

Suburban campuses also have reference librarians, and they will be glad to assist you, usually by dealing with the Loop Campus library on your behalf. This information, again, will be provided by the campus director.

DePaul has no parking facilities at the Loop Campus. However, several commercial garages offer discounts to DePaul faculty, students and staff. Information concerning these garages is at the Loop Campus Security station in the DePaul Center lobby.

Faculty are paid bi-weekly. Part-time faculty are paid bi-weekly during each quarter in which they are teaching; there are usually five pay periods per quarter. Paychecks are delivered to the departments, and must be picked up and signed for personally. Be sure to check the payroll schedule with your department.

We urge all faculty to use electronic direct-deposit, easily available through DePaul’s Human Resources Department. Payroll stubs are also sent to each department.

DePaul University maintains a smoke-free environment. Smoking is prohibited within all university buildings, and all areas owned or operated: cafeterias, elevators, DePaul Center eleventh floor outdoor deck, private offices, general office space, lounges, lobbies, classrooms, hallways, restrooms, etc.

Each term faculty members are sent copies of AIM program forms. This form will alert students that their performance in a class is unsatisfactory, and will provide suggestions on methods to improve their standing. The College of Commerce also contacts students whose GPA falls below 2.0. The students are invited to meet with an advisor to discuss an action plan to improve their academic standing. (Undergraduate only.)

Full or part-time faculty do no student advising. The College of Commerce maintains an expert, professional staff which handles student advising, so hesitate to make what are heard by students as authoritative pronouncements on program or degree requirements, prerequisites, policies, course selection, etc. Any questions or requests for advice from undergraduate students should be referred to the College of Commerce, 8500 DPC, 312-362-5358. Graduate students should be referred to the graduate school advisors or their program director.

Changes of grades earned in previous terms is a carefully-controlled process. If a student has successfully completed incomplete work from a previous term (see "Grades," below), or successfully convinces the instructor that a higher grade should be awarded, and the instructor agrees with the change, a change of grade form must be filed. Forms are available for graduate course grade changes in the Graduate School offices, 7900 DPC, and for undergraduate course change of grades in the College of Commerce undergraduate offices, 8500 DPC. Instructors must request the form, complete it, and return it to the appropriate office. Under no circumstances should a student be in possession of a change of grade form.

It is vital that students be properly enrolled. And while we of course do what we can to be flexible and responsive to student needs as regards registrations, we need controls.

Instructors are expected to take attendance during the first week of class and again after the receipt of the "updated" mid-term roster (approximately the fifth week of class). This will help academic offices identify and correct errors before grade sheets are printed.

For undergraduate courses, attached to the mid-term roster is a form for instructors to report all enrollment errors, titled, appropriately, the Mid-Term Class Roster Follow-up. It is extremely important to relay to the undergraduate office all inaccuracies in registrations before the seventh week of the quarter. Please return your completed forms to Ruth Nora, Commerce Office Manager, 312- 362-5359., 8500 DPC.

Understand two points: first, students who are not properly registered may be ineligible for the course (lack of prerequisites, for example), and should not be permitted to attend. They simply might not have the background needed to succeed in the course.

And second, care should be taken not to kindly allow a student to continue in your class if he or she is not on your roster, i.e., not properly registered in your class: that student is being carried on another instructor’s roster in another class, and the student, without knowing it, is, through your kindness, steadily working towards an F. Refer students to the appropriate graduate or undergraduate office to properly and officially register in your class. (See also "Class Rosters/Grade Roster" below.) (Students can also check their registration status through NROL or DePaul’s Web Registration service.)

And no, students are not and cannot be registered for a course by simply having their name written on a grade sheet at the end of the term.

As for taking student attendance each class session, individual faculty have the prerogative to establish course attendance guidelines. These guidelines, however, must be clearly stated in the course syllabus.

It is imperative that instructors be present and on time for each scheduled class. In the event that an instructor is unable to attend class because of illness or unplanned absences, the instructor must notify the department chair at the first opportunity. The chair will try to make arrangements to ensure continued student learning during the instructor’s absence.

Class contact time missed must be made up, especially at the graduate level. It is the instructor’s obligation to make such arrangements, and with as much student concurrence as possible.

It is essential that students have a minimum of three hours contact time per week with their instructor in each four quarter hour course. Faculty members are expected to conduct class for the full period and begin and end at the scheduled time.

Class rosters list names of the students enrolled in each class, the day and time of the class, room number and building location. The initial roster is received at the beginning of the quarter and can be picked up in your departmental office (it may be in your mailbox), or accessed electronically from the Registrar’s office. (Electronic rosters from the Registrar’s Office are available on a daily basis to check enrollments, provide student information, student course histories, and email. And they will automatically download for you a GroupWise Mailing List for the class.)

For students attending class whose names do not appear on the initial roster, faculty are asked to write the student’s name and social security number as a temporary record on the roster. These students should be referred to the appropriate college office to verify (or change) registration: graduate school: Sandra Bowen, 7900 DPC, or undergraduate: Ruth Nora, 8500 DPC.

During the third, fifth and eighth weeks of the quarter the initial roster will be updated. For faculty convenience, the "interim" roster for the third and fifth weeks may be viewed via the DePaul University website at http://www.depaul.edu. Select "Faculty and Staff—Online Resources—Faculty Class Roster."

The midterm roster is available the fifth week of the quarter and the grade roster is available during the ninth week of the quarter. These rosters can be picked up in your departmental office, or will be available electronically.

For many good reasons—pedagogy and teaching effectiveness, student learning and satisfaction, university resource allocation, accreditation criteria, and often the physical limitations of seating (and Chicago Fire Department codes, too)—class capacities are set.

Period.

Instructors have no authority to allow students into classes in which they are not registered. Authority to over-enroll graduate courses rests with the Assistant Dean of the Graduate School, undergraduate courses with the Assistant Dean and Director of the Undergraduate College of Commerce. These administrators will handle the issue.

Notes from instructors granting individual students permission to enroll in and enter a closed class will not be accepted. Faculty are advised to simply refer the student requesting class entry to the appropriate college office.

Final Examinations:

While mid-term exams are optional (although students must be given some form of evaluation on their class progress to date—see "Mid-term Evaluations"), final examinations are, of course, required. How you define your "final" is up to you—see "Assessment and Testing," section 2.e of this handbook). Also, the College follows an examination schedule, which is distributed well in advance of finals week. Observe it.

All instructors are urged to read (or re-read) the "Evaluation and Credit" section of the undergraduate bulletin (pp. 465), or the Kellstadt Graduate School of Business bulletin, (pp. 73. These sections outline DePaul’s letter grades, quality point system, and grade point average calculation. We really do use A, A-, B+, B, B-, etc., in calculating GPAs.

Be sure also to understand that the graduate school has minimum grades: grades of C- or higher are required for required courses in the student’s major or concentration, and for continuation. Grades below C- simply do not count, and the course must be repeated. (Note, however, that the D grade is considered "passing" in non-major, non-concentration courses.) There is also a minimum 2.00 GPA to continue graduate studies, and for graduation. (Undergraduates face similar standards, but the College office oversees undergraduates pretty closely.)

In addition to the fairly standard grades of A, B, C (and their +s and –s), D and F, there are a few other grade notations instructors can use that you should be aware of:

IN—INCOMPLETE. This is a temporary grade indicating that the student is currently passing the course, has a satisfactory record of work completed and attendance (if required), but for unusual or unforeseen circumstances not encountered by other students in the class and acceptable to the instructor is prevented from completing the course requirements by the end of the term. Typically, a situation requiring an "Incomplete" should occur only in the latter part of the quarter. Problems with coursework earlier in the quarter should result in class withdrawal.

An incomplete grade may not be assigned unless the student has requested it from the instructor and the instructor has granted the "Incomplete" grade AND the proper Incomplete Grade form is submitted. It is the student's responsibility to get the form, complete it, have it signed by you, and return it to the appropriate college office.

A student is expected to document as far as possible the circumstances necessitating the request for the "Incomplete" grade: physician letter, employer letter, etc. Ultimately, however, it is the instructor’s decision to allow an "Incomplete" as a student’s final grade. The student given the "I" and the instructor must work out a means to complete the coursework by the end of the following quarter. Then the instructor must complete a "Change of Grade" form (above), and submit it to the appropriate college office, graduate or undergraduate. (As for uncompleted incompletes, the "I" automatically becomes an "F" at the end of the following quarter.)

Faculty are advised to be rigorous in providing "Incomplete" grades: obviously an inability to complete the work on time cannot justify more time being allowed one student than that given the rest of the class to complete the same amount of work. Thus, this grade category is monitored to prevent abuse.

FX—UNAUTHORIZED (OR UNILATERAL) WITHDRAWAL. A student who simply never showed up for class at all, or who stopped attending prior to the final but who is still registered for the class (i.e., the name is still on your roster), deserves a grade of "F," but with the indication that the student may have withdrawn from the class—"FX." Thus award "FX’’s to those mystery names on your grade roster. For the instructor this is a simple decision, and the administrative sorting out is left to the College staff; refer all student questions about having received an "FX" to the appropriate college office, graduate or undergraduate. It is the student’s responsibility to sort out the issue. (Usually the student unilaterally attended another section of the class, or improperly withdrew from your class.) In either case, the college office, if a satisfactory explanation is found, changes the "FX" to a "W" ("Withdrew") on the student’s official record. (See also "Class Attendance," above.)

PA---PASS/FAIL: UNDERGRADUATE ONLY. Permission to take a course on a pass/fail basis (as opposed to a letter grade) must be approved by the student’s college, which does not involve the instructor. Those students who are taking your class on a pass/fail basis will have "Pass/Fail" appear in the "Comments" column of your roster and grade sheets. Pass/Fail status cannot be changed unilaterally by student or teacher at end of term.

Instructions for submitting final grades are sent to you by the Registrar’s Office to instructors near the end of each quarter. The instructions will include deadlines, procedures, and all the information you will need to complete this task easily and quickly. All instructors are expected to submit grades within the specified timeframe.

Final grades can currently be submitted manually, on paper, on the final grade roster, and to the office of the appropriate college. Final course grades are, however, increasingly submitted electronically on the DePaul Registrar’s website. (Again, access DePaul technology and get a password.) Instructions and additional grading information are available at this address:

http://dept82.dem.depaul.edu/Registrar/gradinstr.htm.

If you need general assistance please call the Registrar’s Office at 312-362-8653. For technical assistance, please call Information Systems Technical Support, 312-362-8765.

And whether submitting manually or electronically, be sure to keep a copy of the final grades. Indeed, it’s a good practice to keep a copy of the syllabus, materials, tests, rosters, and all grades--quizzes, tests, midterm and final grades-- for every class you teach.

On occasion a student will move to change a received grade, and for any number of reasons legitimate or otherwise. (Most common grounds? Grading criteria not accurately implemented or applied, or test instruments departed from the syllabus. As you go through this handbook you will read much on grading criteria and syllabi.)

In these cases, the university implements a procedure with a number of steps which need not concern you here. If a student contacts you and challenges your grade, refer the student to the appropriate college office. You will be contacted by the university. Records keeping is good.

Quarterly instructor evaluation procedures and schedules are communicated to all faculty from the department. Typically the evaluation procedure is done through the use of end-of-course student evaluation forms (administered by the department) and/or through peer review. The frequency, timing and method(s) of evaluation are stipulated on a departmental and college basis, and are intended to ensure accurate, fair, and impartial assessments. Faculty are expected to support established departmental or college procedures to evaluate the quality of instruction.

An evaluation form is included in this handbook. Instructors are urged to review the form, since it basically outlines the criteria on which they will be evaluated. Instructors will note a high correlation between the evaluation form and much of the content of this handbook—we are not "teaching the test," but focusing on sound educational practices.

Make-up examinations are granted only to students who miss a final due to illness, emergency, or possible unexpected work-related constraints, all subject to the instructor’s approval. Make-up examinations must be applied for, and applications are available in the college offices. Make-up examination dates (there is a schedule) are determined by the college office, and a proctor is provided. Faculty also have the option of designating an examination date with the student independently.

Instructors are again urged to be rigorous in granting make-up examinations, since it can give a student a significantly longer period of time to prepare for an examination— additional time not granted others in the class. Thus, again, the respective college office monitors make-up exams so that students do not abuse this privilege.

All courses require periodic evaluations of student progress and performance. At approximately the mid-point of a course, usually the fifth week (but no later than the seventh week of the term), faculty should inform the students formally of their individual progress. This formal notification must be given to the student by the end of the seventh week of the quarter, which is the deadline for withdrawal from a class.

There are times when it is important to convey messages to students through class announcements. These announcements are important for students, and are a quick, efficient and effective means of getting words out, be it from the University, the College or the department. We request and appreciate your cooperation in making these class announcements.

Plagiarism, cheating, and other forms of academic dishonesty are prohibited. Plagiarism refers to the use of materials from books, notes or other sources in the student’s written work without due credit to the sources used. It is the presentation of material as if it were the students’ own, and consequently is "intellectual theft."

Plagiarism includes, but is not limited to:

• The direct copying of any source, such as written or verbal material, computer files, spreadsheets, worksheets, etc., in whole or in part, without acknowledging that it is someone else’s work, published or unpublished, including the work of fellow students in the class.

• Copying of any source in whole or in part, published or unpublished, with only minor changes in wording or syntax or arrangement without acknowledgement.

• Paraphrasing another’s work or ideas without proper acknowledgement.

• Submitting as one’s own work any material which has been prepared by someone else. This includes research papers purchased from an individual or a commercial service. The absence of a written student name on work not one’s own but submitted as one’s own does not absolve the submitter of plagiarism.

Cheating refers to securing or giving help in a test, unauthorized copying of a test, assignments, homework, reports, term papers, etc., the use of answer sheets, materials, or notes in a testing situation, or taking a test in place of another student.

Both plagiarism and cheating in all its forms are serious matters. If an instructor finds a student has plagiarized or cheated, the appropriate penalty is at the discretion of the instructor. Any action on part of the instructor requires written notification to the student and the college dean. Action taken by an instructor does not preclude the college or university from taking further punitive action, including dismissal from the university.

If any questions arise, refer students to the "Students’ Code of Responsibility," available at the college offices.

In accordance with DePaul’s Vincentian values, its role as an educational institution, and both federal and state laws, the university condemns any form of sexual harassment and is committed to taking action to prevent and eliminate all forms of it. Any staff member, faculty or student found to have engaged in such conduct is subject to disciplinary action, up to and including discharge and/or expulsion. For further information, please consult the full policy, which may be obtained from the Commerce office (8500 DPC), or contact Barbara Schaffer, Sexual Harassment Ombudsperson, at 773-325-7496.

(The syllabus is discussed in more detail in the "Teaching" section of this handbook, and new part-time and adjunct faculty especially are urged to review that section.)

It is important that each student in your course receive a copy of your syllabus during the first week of the quarter. Among other items (which will be discussed later), it is strongly recommended that the syllabus outlines penalties for academic dishonesty. College policies also require that the syllabus specify in capital letters and bold print all course prerequisites, and a clear, specific statement of the grading method which will be used to calculate the student’s final grade.

Three copies of the syllabi for each graduate course should be submitted during the first week of the quarter to the graduate office, 7900 DPC. Two copies of the syllabi for each gaduate course should be submitted in the first week of the quarter to the undergraduate offices, 8500 DPC. All departments also require copies of syllabi, so be sure to request extras when having them copied.

And be sure to post your syllabus on the departmental webpage. Check with your chair how to go about this.

As mentioned above in the "Grades" section, students wishing to withdraw from your class must initiate a formal withdrawal procedure through their college office. Simply not attending class does not constitute class withdrawal. If a student tells you he or she is dropping the class, remind them that this must be done officially through their college office, through the NROL system, or the Registrar’s webpage.

(Students may attend a class for the first two weeks and then withdraw at no tuition charge; there is a 100% tuition refund. However, there is a 100% tuition charge after the second week. There are no "proportional tuition refunds" at DePaul. Also, the last day to withdraw from a class is the end of the seventh full week of the quarter. These dates, while primarily student responsibilities, are listed in the calendar in the appendix.)

Blue Books, supplies:

The School office has a smallish conference room (6019 DPC) available, should for any reason you need a centrally-located, smallish conference room. Be sure to block out your date and time use in the reservation book at the School’s Reception desk—the room is frequently used. (There are, however, many, many empty classrooms available between 5 and 6PM for meeting or conferences; your own classroom will probably be open.)

Full-time faculty will be assigned office space soon as they start on campus. The School’s facilities currently provide a selection of rooms, so feel free to select. All, of course, will be identically equipped.

Limited offices are available in the School of Accountancy for part-time faculty use; contact the CFC if you’d like to set up an office on the nights you teach. If you get an office and do set up shop on class nights, be sure to let your students know on the syllabus where you will be, and when. A few part-time faculty members hold office hours in their classrooms before or after class; some use the cafeteria. Accessibility is very important, and a specific venue helps. Try to establish an area where students can meet with you before or after class.

Copies of all School of Accountancy syllabi are in binders at the School’s Reception desk, 6000 DPC. The files are of current term syllabi, and are cumulative for the year, all programs, graduate and undergraduate, full or part-time faculty. These should provide you with a wealth of examples of syllabi not only for your particular course, but of all courses in the overall academic program, i.e., those upon which your course is based, and those courses that will follow yours in the sequence. Feel free to copy them, and use them. Keep in mind, though, that the course content in the established syllabi cannot be significantly altered or modified.

The School maintains a tutorial service, called, appropriately, the Tutoring Center. It is located near the School offices—6316 DPC. Staffed by the graduate assistants of the School, it is capable of providing assistance for students in all undergraduate courses. The Center also provides students access to problem solution manuals (but the manuals cannot leave the room).

Exact hours vary, but generally the Center is open in the afternoons, roughly 1:00 to 5:00pm, Monday through Thursday, throughout the Fall, Winter and Spring quarters. Saturday tutoring is available if there is sufficient demand, and sometimes summer session tutoring is available on a limited basis.

General School number…..312-362-8640

Ray Whittington, Director…..312-362-6625

Mickey Wendorf, Coordinator of

Faculty & Curriculum….. 312-362-6299

MSA—Kevin Stevens…..312-362-6989

MST—Edward Foth….. 312-362-6900

MBA Management Accounting and

MBA Financial Management and

Control—Mark Frigo…..312-362-8784

MBA-MIS—Sasa Dekleva….. 312-362-6789

Macc—John Ahern….. 312-362-6624

School Office Manager/Administrative

Assistant—Pat Gorzycki…..312-362-8807

School Fax…..312-362-6208

This section has been drafted for all College of Commerce faculty—full time, adjunct, part time, undergraduate and graduate, returning and new, veteran experts and those new to the craft. It might best be considered a simple recapitulation of a few basics we at DePaul should all keep in mind. Here’s a few words on the basic elements of teaching: your students, the text and materials, the syllabus, teaching approaches and devices, and assessment. Help on all of these can be found in the handbook’s next section, "Resources."

A simple means of orientation to your teaching assignment is to see what program your course is in, and thus who will be in the class. Read up on the program in the university bulletins, or our program brochures. Perhaps discuss the program with the program head or the department chair. If teaching an undergraduate course, you can be fairly certain your students will be largely under 21 (although DePaul has a large contingent of returning adult students), will be at an easily-determined point in the College of Commerce curriculum, and thus have an easily-determined amount of technical knowledge. If you are teaching an introductory-level course, assume next to no background, and approach your class accordingly. If an advanced, upper-level class, presume good background and probably business experience through work or internships. In a sense, undergraduate students may be considered first new hires, then second year staff, then experienced staff, etc. Gauge your students’ backgrounds, and adjust your teaching assumptions accordingly.

If you are teaching a graduate course, the program can be imperative to your approach to your students. DePaul’s MST program, for example, is a professional-level taxation program, populated by tax specialists and those who want to be. Many of the students in this program may already be tax professionals well into their careers in major firms and corporations. Discuss with the program director the backgrounds, educations, and goals of students in the program, and take these into consideration in your teaching.

Students in our MBA programs and their many concentrations are probably too diverse to peg so easily, but it is safe to presume business educational background and, in many cases, impressive business experience. Many of our MBA students are well involved (and advanced) in their business careers. In a word, they are your peers. Then again, as many are new to business, and enter our MBA programs with a broad array of education and professional backgrounds. And there is usually a big difference between first and second-year MBA students. A few moments investigating the program your course is in, and its level in the program will be very useful.

Of course, students are clients, not, as some instructors-who-usually-have-brief-careers tend to think, subordinates. As such, they are to be treated with all the professionalism, courtesy and respect you would show a client, even under the most trying circumstances. Professional (though not somber) classroom conduct is expected of all faculty, full and part-time. The end-of-term teaching evaluation, political correctness, or how you reflect on your firm are the least of reasons for this. Primary is DePaul’s living Vincentian heritage of personalism: "to foster in higher education a deep respect for the God-given dignity of all persons. . . ."

A few brief words on DePaul students: hard working; most undergraduates paying their own tuition or leveraged out with loans; pragmatic; virtually every student in the College—graduate and undergraduate—working a full or part-time job in addition to taking their classes; most have been up and on the go since at least 7:00am; they are used to high-quality instruction, and demanding of it; most are heavily involved in business careers, and, especially at the graduate level, will usually have real-world cases, examples, problems, or solutions at their fingertips, from their own careers. And most are highly ambitious.

A final student-related point concerns student learning styles. The Center for Teaching and Learning at the University of North Carolina provides some good advice:

"Students learn in many different ways, and some research suggests that their learning preferences are substantially different from those of the faculty. For example, some students learn best when they have an opportunity for give-and-take with the teacher; others prefer to learn primarily through reading and lectures; and some students learn best on their own, by performing tasks related to the course material. There are many learning preferences and combinations of preferences, and the best teachers apply a variety of methods to tap the learning potential, of a wide range of students. You can vary your class routine period by period, lecturing one day, holding discussions the next, showing a film the next, and so on, but varying methods within a class period is a better technique because it promotes greater interest and excitement."

There is more in the "Resources" section on student learning styles.

This is an easy one: the text used for the course has been selected by the curriculum group that oversees the course you are teaching. The curriculum groups are composed of full-time faculty (sometimes adjunct faculty also), and research, thought and argument went into text selection. What is being used is considered best for our students and curriculum. The text has been ordered, received, and sold in the bookstore—the students already have it. Your department chair will be sure you have a copy, as well as any ancillary materials accompanying the text.

Usually an Instructor’s Manual is part of these ancillaries, and frequently these manuals provide information, advice and guidance on teaching the material, as well as the material itself. The manual can be a very valuable tool.

If you are teaching a graduate course, there may be other considerations: you may have another text in mind, alternate published materials, or possibly have compiled your own materials. Feel free to discuss your ideas or preferences with the chair, or the program coordinator. An important, constraint, however, is time: there must be enough of it to get the materials to the Bookstore (or directly to the students) before start of classes.

Any supplemental published materials you will require for class face the same constraint: there must be time for the students to secure them. (Be extremely selective in requiring students to purchase additional [and usually expensive] materials.)

As for materials you simply wish to hand out in class, do as you wish. And no one really understands the copyright laws anyway, so if the source is clearly on the document and properly acknowledged, the handout is exclusively for class use and educational purposes, and there is no intent to avoid students’ purchasing the material through photocopying, well then, that seems to us "fair use."

Instructors in a few courses may need some more advanced resources—technical manuals, documentation, Internet connection, Lexis/Nexus access, CCH materials, updates, etc.—for their own use. Be sure to discuss your needs with your departmental chair or the program coordinator, who will be glad to assist you. Chances are another faculty member in your department will have what you need, or can help locate and obtain it for you. And if the special resources are for the students, we again point out the caveat of time: obtaining the material in sufficient numbers and early enough that it can be used in class.

The course syllabus presents a chronological overview of what is to be taught throughout the quarter to achieve the objectives of the course, and all necessary information about the course. Departments have established an "official" syllabus for each course, which must be followed. Unilateral modification or changes of a significant nature are not permitted.

As with the course text, the course syllabus has already been created by the curriculum group responsible for that course, and the program head. These curriculum groups are composed of full-time faculty, and a lot of research, experience, thought and argument went into the syllabi of DePaul’s courses.

The syllabus can be understood as a contract between the instructor and the student. (Again, students are clients.) In exchange for tuition, a clearly-defined set of knowledge, skills and abilities will be taught. Not too much—time is limited and, if you are new to teaching, scarce. Not too little—your course is part of a much larger, comprehensive program. Teach what is on the syllabus as a contractual obligation. And you must stick to the terms of the syllabus and cover all the material: students have contracted for it, and your students’ subsequent instructors will assume you have taught it all, and will base their courses and syllabi on that assumption. Again, there is an obligation to cover the entire syllabus; be sure to discuss any issues you may have with this with your department head or program coordinator.

The syllabus also provides students (and, in all honesty, instructors) a framework or structure in which to systematically place knowledge. Class sessions are listed chronologically for the quarter, with each session’s topics, readings and possibly homework assignments listed. Topics cumulate, as in any skill, and build on previous topics; there is organized progression--a blueprint if you will—towards reaching a well established, well defined goal. Students know precisely what will be covered in each class, and prepare accordingly. Be sure also that important course dates are clear: mid-term exam, final exam, paper, presentation, case, etc (if any).

There is more information and advice on syllabi and syllabi construction in the "Resources" section of this handbook.

A few words on the elements of a syllabus are in order. Even if you are using a pre-existing syllabus from your department, you should understand why it is the way it is. In addition to the actual class-by-class listing of topic and content, syllabi include:

• Course Identifiers: Course number, full title, section number, classroom location, class times and day(s). To be sure everyone is in the right church and pew, and immediately.

• Instructor Identifiers: Instructor name, and channels: phone, fax, email, mailbox in School offices, etc. (List your home phone at your discretion.) It is important that students can get to you readily, and as important that you be accessible and perceived to be so. List your office hours proudly. Most part-time faculty cannot hold regular office hours, so accessibility is important. If you can hold office hours before class, excellent.

• Required text(s). Again, to be sure you’re all literally on the same page. Be sure here to list everything that is required. You can also list under this heading any printed materials that you recommend to enhance the class.

• Course objectives. A summary of the course’s purpose: what it means to do. There are educational objectives (what knowledge and skills students will master), but there are behavioral objectives as well (how the student will act, think, decide, relate, etc.).

• Grading method/procedure: Students must be informed exactly how they will be graded: how much tests count, homework, in-class participation, reports, etc. How grades will be determined must be specified: if absences lower grades, students must be told; if the final is 50% of the grade, they must be told. Some syllabi go so far as to provide an entire page of criteria. How you grade is your prerogative—but the students must be told clearly, accurately, and on the syllabus. This is College policy.

• Important dates: Be sure that dates of quizzes, tests or exams, project or report due dates, presentation dates, last day to hand in work, or any date or deadline the students must know are clearly indicated on the syllabus.

• Statement on Academic Dishonesty: Also College policy. There are dozens of variations in wordage, but the message is clear: academic dishonesty (see "Cheating and Plagiarism," above) can result in a grade of F, plus the possibility of other punitive actions. This message must be on the syllabi by College policy.

• Prerequisites: Criteria to be in the class: prior coursework, usually, although sometimes class standing, grades, computer language proficiency, etc. This is to be sure that students in the class have the preparation to benefit from the class. Otherwise, it's a waste of everyone's time and the student's money. College policy specifies that prerequisites be put on syllabi in bold solid capitals.

• Other miscellaneous. That is, anything you feel students should know at the outset: any personal policies (no make ups, no incompletes, no late work, late work gladly accepted, etc.), pep talks, advice for successful performance, meeting availability, etc. This is at your discretion. Browse through the departmental syllabi files—you’ll find all sorts of messages.

• Teaching Methods: Your syllabus also needs to let the students know how you intend to convey knowledge, and what sort of teaching methods and styles and classroom presentations they can expect. This is a very clever segue to . . .

We have here no intent to produce a manual on teaching; many are available, especially through the College’s Program for the Enhancement of Teaching, or PET—an overview of which follows this section. PET has a wide range of materials on teaching, targeted to new part-time faculty facing their first class, to master practitioners seeking new angles, and to those of us in between. What we will present is a few words by way of orientation.

You have had teachers your entire life, and sat through dozens of courses and thousands of class hours. Your own experiences should provide a good grounding. Remember what worked and what you liked . . . but keep in mind now that is was what worked for you, and what you liked. You now have a classroom full of individuals with different learning styles.

Teaching is an amalgamation of many factors—the course and its content, the program it is a part of, the students, their educational and professional backgrounds and their learning styles, the culture of the institution, and its mission, the personality and teaching style of the instructor, and a few others. Some of these factors have been mentioned throughout this handbook, and we have included in an appendix some helpful resources relating to others.

Central to virtually all levels of education today is what is termed "active learning," that is, engaging more than the student’s memory or understanding. Business education especially must develop cognitive and behavioral skills of a high order. Active learning includes listening, memory and understanding, of course, but also calls upon higher-order skills, and routinely throughout the course:

• Analysis—dissecting a situation, identifying components and relationships, understanding processes, and handling unstructured, multi-dimensional problems.

• Problem identification, anticipation, analysis, and resolution.

• Creativity—arriving at new syntheses of information, developing (or borrowing) new viewpoints and perspectives. Inquisitiveness.

• Judgement, discrimination, evaluation, and decision-making.

What is learned in an active class is, according to educators, internalized and understood far more deeply than if just heard. Working to develop these skills while teaching a technical skill or body of knowledge is a challenge, but a good teacher with an active classroom will engage these intellectual and behavioral skills as far as possible to assist in the teaching itself. Develop teaching strategies and devices that will challenge students to become involved participants in their education.

Here’s a few common teaching styles. Consider these as tools to be used alone or in combination, depending on your circumstances.

Lecture: Lecture is probably the most common method of teaching: you talk, cover the topics in a straightforward sequence, and students listen and take notes, interrupted by the occasional question and answer. As a method it is solid, ancient, and effective. It is instructor-centered, however, and passive: it tends to make the teacher responsible for the learning and education, rather than the student, and tends toward encouraging simple memorization. Lecturing , though, is just about always the backbone of a class, even when other methods are used.

Discussion: A discussion-based teaching method involves the students and teacher in a dialogue covering the material, or the old seminar. The instructor explains material, asks questions, raises questions, elicits answers, tests the answers, challenges the answers, prompts new questions, and so on. Discussion allows students to more fully engage with what is being taught—understanding rather than remembering. As a more active way of teaching, lively classroom discussion encourages use of the "higher" intellectual skills mentioned above. Also, discussion is always part of a class; even the most rigid lecture will inevitably include discussion. Some drawbacks of discussion, though, are severe: it takes some real skill and concentration to lead a discussion to a desired outcome or objective, and it is really time consuming. You’d love to spend an hour or two on the intricacies of the topic . . . but you must teach the entire syllabus.

Case: Possibly the most frequently-used teaching method in business education, the case method uses cases—actual or contrived—and analyzes them closely. What is the situation? What are the elements? Who are the players? What are the conditions? What happened? Why? How? ("Where were the auditors!!!") What else could have been done? How? To what effect? Case method enables the integration and implementation of multiple knowledge and skill sets to a specific situation, while stimulating creative, analytical thinking, and fostering a tolerance of uncertainty, possibly even of ambiguity. Little wonder case method is so valuable a teaching tool. Case teaching, though, requires well-crafted cases, excellent skills at leading guided discussions, and time.

Again, most instructors will use all three methods over the term in any given course.

Other approaches: There are many other practices and devices that can be used to teach. Field trips are not only for third-graders, but can be used in business education. Guest lecturers are always a popular means to educate, and team-teaching, in which a few very synergistic and well-rehearsed instructors can provide a dynamic learning experience. Demonstrations, presentations, class debates (with cross-examination,) team projects and small-group presentations or demonstrations, written case analyses and reports (including role-playing), independent-study research projects are teaching methods that involve far more than the ears and memory. Technology further adds whole new dimensions to teaching, and virtually every discipline has shelves full of electronic teaching aids. These types of devices challenge students to draw on higher mental skills, relate other knowledge and experiences, reflect and discriminate, grasp context and motive, as well as develop "thinking" and communications skills. (And, as we will soon discuss, provide the instructor with a broad array of inputs for assessment.) Teachers will use a variety of approaches, devices and methods over the length of the course.

And collaborate—involve the students with the teacher, teacher with the students, students with the students. The more collaboration there is, usually the more learning takes place. While we hesitate to encourage or discourage any style of teaching, we do urge instructors to avoid non-stop lecture to a classroom of passive individuals.

And as mentioned previously, publishers make available a range of active-learning oriented ancillaries to their texts: interactive CD’s, videos, readings, workbooks, imaginary annual reports, and so on. Most publishers now have websites, so access to these materials—and other sources of creative, innovative teaching tools—is easy and convenient.

Adapting to the students and the program: We mentioned at the outset sizing up your students according to the course and the program. This is an extremely important aspect of your teaching, so we will repeat it briefly. At DePaul you will find a highly varied student population: everything from first year students with minimal background to MBA students who know more about the topic than you do. Adjust accordingly.

Testing, assessing, grading. While we may be dealing with possibly contradictory or antithetical concepts, we need all three in order to teach. After all the fine philosophical words of the "Teaching" section, sooner or later tests must be given, assessments of learning made, and grades assigned.

Some distinctions might be helpful.

Assessment refers to evaluating the outcomes of learning, including reaching course goals, objectives and desired outcomes; the validity of the measurement instruments and methods used; and of course the relationship between the desired outcomes and the various measurement instruments. Assessment includes many measures, both objective and subjective, and many measurement instruments, both formal and informal. The goal of assessment is to provide an evaluation of student performance more in line with active learning, and with course goals that are far beyond listening and remembering. As the goals and desired outcomes of DePaul courses are more than technical mastery or understanding, so too the assessment process should be more than number crunching.

Testing, by contrast, while one component of assessment, is the traditional objective measurement of student mastery of course content, while grading is the process of ultimately assigning an objective letter or number to indicate a level or level range of student performance in the course. A few words on these three terms are in order.

1. Assessment, while including the results of traditional testing, includes many non-traditional means of learning measurement. Consider these as performance measures:

• participation in classroom discussion includes a number of qualities that should certainly be taken into consideration when measuring learning: quality of answers (and questions), currency in the subject, contributions to the class, as well as communication skills and inter-personal relationships

• presentations (individual or team) allow students to demonstrate mastery of subject, as well as possibly research skills, analytical skills, organizational and communication skills, team work abilities, the ability to plan and complete work independent of the instructor, and, obviously, presentation skills (personal or technological) themselves.

• written assignments, while imposing a possibly significant burden on the instructor, are excellent means of gauging student learning and understanding, as well as communication skills. The research project culminating in a "term paper" has been a backbone of education for centuries, developing research, organizational, and writing skills, project management, independent thought, and self-directed learning in which the students are doing much of the teaching themselves. A written project is basically a student’s self-assessment of mastery.

• both presentations and written assignments can be case-based: students can write their own course-based case to be analyzed, or analyze a course-based case written by another student or group of students in the class. Stimulated creativity is a benefit of this approach, and provides yet another dimension to assessment, another element to include in the evaluation of the learning process.

• A student portfolio is relatively new concept: encouraging (or requiring) students to keep a diary or journal of their progress through class, observations on what they learned and how they learned it, notes from outside reading and newspaper/magazine clippings pertinent to the class, or anything that demonstrates self-learning. Here self-learning is consciously recorded, and, at term’s end, a portfolio can serve as a benchmark, revealing how the student has grown.

Subjectivity, of course, is necessarily an element in a few of these methods (class presentations or written assignments, for example), so be sure your own expertise in these areas is solid, and provides a basis for judgement. (Recall also all the caveats in our first section about grading procedures—how these measures will be used to derive a letter grade--being clearly stated on the syllabus, and test dates or other due dates be clearly indicated on the syllabus.)

2. Testing is a necessary part of teaching, and an especially necessary aspect of education where credentialization is concerned. From the university’s viewpoint, a diploma is a "guarantee" that graduates have demonstrated varying degrees of mastery of subject matter and having met course goals. A diploma’s value is often pegged to the rigor of the academic program awarding it. Rigor concerns standards, and standards involve testing. A DePaul degree has high value and a strong reputation. Standards must be upheld.

As with the syllabus, materials and texts, tests are available in your department, as well as test banks—collections of questions from which you can draw in making up your own examinations. Publishers frequently provide test banks along with their textbooks, and Instructor’s Manuals, too, often provide testing material. These materials usually are quite good, are created by the authors of the texts themselves, and reflect the experience of perhaps hundreds of instructors and practitioners across the nation.

You can also create your own examinations. If you’ve taught the course before and are very comfortable with the material, feel free to do so, but be sure to check with the departmental chair or program head. Again, we need to be very careful that what is on the syllabus is taught, and that examinations test only what is on the syllabi. And you need to be careful that the test you create actually does measure the knowledge, skill or competency being taught, and measures progress towards course goals.

There are no College policies regarding testing or test formats: methods and instruments are left to the discretion (and time and energy) of the instructor, as long as a grade can be fairly and objectively determined. There are many traditional test formats: quizzes, midterms, final examinations, take-home tests. These are all valid testing instruments when objectively applied. Tests can have the standard true/false, multiple choice, fill in blanks, short narrative answer, "show work," essays, and virtually any type of question you want. Be sure to review your department’s syllabi file for a wide variety of testing options.

Other criteria/measures: It is not uncommon that instructors will award extra credit or points to totals for "above and beyond" activities: attending or participating in functions, book reports, extra homework, or some other extraordinary effort. And it is common that instructors will penalize students for absences, late work, missed homework, lack of class participation, etc. These are purely discretionary, and there are no College policies concerning rewards or penalties. (But they MUST appear clearly on the syllabus.)

(And whatever your testing format or assessment mechanism or method, be sure to keep meticulous records of all grade components: attendance, homework, quizzes, tests, exams, presentations—whatever you base the students grade on must be accurately recorded.

3. Grading is the process of amalgamating all these measures into a letter indicating level of expertise/mastery/knowledge/capabilities. There are no university policies on actual grading methods, so handle your numbers as you wish. As mentioned previously, DePaul does use pluses and minuses, has grade requirements for continuation and graduation, and calculates GPAs to three digits. See the section on grades in the university bulletins (undergraduate or graduate), devise your process, collect your data, make your assessment, and award the grade. (And get the grades submitted on time, too.)

A few words on assessment of the teacher:

The end-of-term university student evaluation of instructors is a sound, consistent, and reasonably objective means of evaluating your performance as a teacher. Unfortunately, it is after the fact.

There are many means of monitoring yourself throughout the courses by requesting student feedback. (Yawns, blank stares, and silence are usually pretty reliable real-time student feedback mechanisms.) There are many techniques that can be done in a small amount of time and conveniently, providing you with immediate (and immediately applicable) assessments of individual classes, course progression, adequacy of particular or overall topical coverage, etc. Such feedback can indicate where more time and effort is needed, what is still not grasped, what was learned, what worked, where you were especially brilliant, etc., and provides you with useful information on your students’ learning. Students are generally cooperative and frank in their responses, feel more involved in the class (become more self-directed ), and appreciate the effort. We’ve appended an article on these devices (see "Resources"), so be sure to familiarize yourself with the idea.

The Program for the Enhancement of Teaching ("PET") in the College of Commerce (7108 DPC) initiates, coordinates, and supports programs that assist College faculty to strengthen their teaching abilities and achieve their own professional goals. DePaul University, the College of Commerce, and the Program for the Enhancement of Teaching are dedicated to improving instruction, promoting collegial relations, enhancing faculty vitality, and other professional activities. Feel free to contact PET Director Phil Kemp, 312-362-6890.

Once a year, the PET hosts teaching orientations. These sessions typically offer practical strategies for improving classroom practice, at least one panel discussion on a topic of general interest to all participants, and a practical introduction to DePaul University and the College of Commerce. DePaul University faculty and the Program for the Enhancement of Teaching lead the orientation sessions, along with a small number of invited speakers from other institutions.

Each year PET conducts a voting process of graduate and undergraduate students of the College of Commerce to determine the recipients of the Gus Economos and Lawrence W. Ryan Teaching Awards of Excellence. The award winners are honored and announced at the June convocation.

In addition, we have developed the Dan Seiden Adjunct Teaching Award, named in memory of one of the College’s most illustrious and outstanding adjunct faculty members. Adjunct faculty members are nominated for the award by their respective director/chairs in the Spring of each year. The award is presented at the first faculty meeting of the year.

Apple, the PET newsletter, is published three times a year. It contains information and resources on teaching strategies, innovations in higher education, highlights of teaching projects in the College of Commerce, book reviews, and announcements of upcoming events and seminars.

The PET resource library is a growing collection of books (over 225 titles), newsletters, journals, reports, call for proposals, conference announcements, and other publications on teaching and learning and faculty development. Most materials are available for faculty to borrow. Periodicals include: The Chronicle of Higher Education, NewsLine, The Teaching Professor, Exchange, Forum, Academic Leader, Change, AAHE Bulletin, Teaching Excellence, Journal of Higher Education, Journal of Education for Business, College Teaching, Distance Education Report and several newsletters on enhancing faculty teaching. Books and other publications fall into several categories: faculty development, instructional improvement, professional writing, and student writing. PET also has videotapes and reports from both DePaul and other universities related to teaching.

Increasingly PET has begun to serve as a "clearinghouse" for web-based teaching and learning resources made available by colleges and universities around the globe through the internet. This service makes available to all faculty—full and part-time—locations of materials, overviews, "how-to’s," samples, orientations on an almost unlimited range of education-related topics. Be sure to contact PET for a selection of academic websites that can improve and enhance your teaching, and possibly while you are home. We have appended to this manual a few we think new [or newer] faculty may appreciate.

PET organizes workshops and informal discussion groups on exploring alternative teaching strategies, learning uses of new technologies, improving and getting feedback on classroom instruction, and advancing research and scholarly activities. Each year PET co-sponsors the Annual Business/ Economics Teaching Conference with the Elmhurst College Center for Business and Economics. These workshops and discussion groups conducted by PET promoted a multidisciplinary approach for improvement and innovation.

One of the tools used by PET for analyzing and enhancing teaching is videotaping classes. A videotaped class is then reviewed in a consultation between the faculty member and a PET staff member. Typically the consultation lasts twice as long as the original class, allowing time for extended commentary. Such sessions combine detailed analysis of specific teaching issues with a more general goal of helping to develop teaching confidence, and a solid repertoire of skills.

At the start of the quarter, PET also uses videotaping to coach and train groups of new College of Commerce faculty. Direct classroom observation without use of a video camera is another service offered by PET. Observations of a single class, extended classes or done repeatedly are possible, depending on circumstances. Faculty members may work with a staff member over a number of weeks or throughout the quarter. Classroom observation by an experienced observer is especially appropriate where class size is small, or where the instructor believes that filming the class might prove distracting to the class.

PET also provides a broad variety of activities and services to promote excellence in teaching:

• Orientation programs for teachers at the start of each quarter to assist new faculty in assimilating to DePaul’s culture.

• Individual videotaping and private consultations for faculty who wish to alter their current teaching methods.

• Programs tailored for specific courses and department.

• A library of books, tapes, journals and other publications on teaching.

• Networks and support groups within individual departments and school teaching committees.

• Special attention to the needs of adjunct and part-time faculty in all discussions.

• Seminars and workshops, in conjunction with the College Teaching Committee, to improve the overall quality of teaching effectiveness.

• Monitor and inform College of Commerce faculty of opportunities at DePaul and at other seminars and programs to enhance their teaching skills.

1. Some information: Fall quarter 1999 calendar:

Wednesday, September 8—Fall quarter classes begin

Tba, first week of classes—syllabi turned in to School and College offices

Tuesday, September 21—Last day to withdraw with 100% tuition refund

Friday, September 24—Last day to apply for Pass/Fail option (undergraduate only)

Friday, October 1—Last day to apply for Auditor status

October 6 through 12—Optional Mid-term week

Friday, October 29—Last day to withdraw from class

(See "Grades" and "Mid-term Evaluation," above.)

Wednesday, November16—End of Fall quarter classes

November 17-23—Final examinations, Fall quarter, evening classes

November 18-24—Final examinations, Fall quarter, day classes

Wednesday, November 24—Fall quarter 1999 ends

Tba, November—Fall quarter grades due in appropriate College office

(Other dates as announced will be communicated to all instructors via mailbox or email.)

 

And some phone numbers:

Program for the Enhancement of Teaching (PET)…..312-362-6890

Undergraduate office (general)……312-362-5357

Kellstadt GSB office (general)…….312-362-8810

Dean’s Office ……………………..312-362-8806

 

2. Teaching and Learning Resources on the Internet: A Sampler

"Planning a Class Session," The Pennsylvania State University Center for Excellence in Learning and Teaching

"Making up a Syllabus," University of Pennsylvania Teaching Assistant Handbook

"The First Day of Class," The Ohio State University Office of Faculty and Teaching Assistant Development

"Constructing Assignments and Tests," University of Pennsylvania Teaching Assistant Handbook

"Common Teaching Methods," Faculty Development Handbook, Honolulu Community College

"Classroom Assessment Techniques," Center for Teaching Excellence," Iowa State University

http://ase.tufts.edu/cte

This fully indexed and searchable site features the "Tufts University Faculty Cyber-Handbook on Teaching," and links to hundreds of similar sites globally.