Faculty Handbook_Asia_v5 BB.indd - University of Maryland ...

2. TEACHING FOR UMUCnot only the goals of a specific course but also the learning expectations for students throughout their academicprogram at UMUC.UMUC has made it a priority to deliver a quality education to its worldwide students via a rigorous, current,and relevant curriculum; strong academic services; and excellent academic management. Faculty in all divisionscan support UMUC’s mission by engaging in the recommended best practices and delivering the high level ofeducation that UMUC students expect and deserve. UMUC’s research indicates that certain factors are criticalto successful classes, both on-site and online. These include■■■■■■Careful and effective classroom planning and organizationFaculty engagement with the topic and ability to create a stimulating learning environmentCommunication and relevant application of knowledgeA high level of faculty-to-student and student-to-student interaction, including rich and timely feedbackon assignments and responses to questions and requestsFaculty presence (energetic and visible) in the online classroom, as evidenced by frequent and regular newmessages and responsesEmpathy with students and commitment to their success, as demonstrated by meaningful, personalizedsupportFaculty members should discuss these factors with their academic administrator. UMUC’s teaching expectations(http://www.umuc.edu/facdev/expectations) detail expectations for all UMUC faculty members and include helpfulrecommendations for successful teaching in all delivery formats.2.4 Classroom InteractionIn line with its instructional model, UMUC requires that faculty promote active student involvement in theclass. High levels of class interaction contribute to student learning, a feeling of connectedness, and overallstudent satisfaction. In most courses, classroom activities are so integral to learning that even minimal achievementis unlikely without regular attendance and active participation. Transparency about expectations for classparticipation is important; at the beginning of the session, faculty members should explain to students howmuch of the final grade will be based on classroom and/or project participation. To avoid potential misunderstandings,faculty members should also define class participation in the syllabus and specify their expectationsregarding substance and frequency of participation and the grading weight attached to it.2.5 Availability to StudentsUMUC does not provide on-site office space for most faculty members, and therefore traditional office hours—an open block of time for student visits—may not be practical. Nevertheless, students want and need to be ableto consult with faculty outside of regular class hours. At the beginning of each session, faculty members shouldset a regular, specific time, place, or method for student conferences and should announce their availability andwillingness to assist students. Faculty members who are teaching on-site courses should plan to arrive early orstay after class to meet with students.Faculty must be available to students by e-mail and may also provide telephone contact information. All coursesyllabi must contain appropriate contact information, including e-mail, class times and locations (if appropriate),and times during which faculty will be available for consultation. WebTycho also provides a privatemessaging feature that allows faculty and students to communicate via internal e-mail within the WebTychoclassroom. Whenever possible, faculty should utilize this feature, which allows for retention of a completerecord of all electronic communications.January 2011 www.asia.umuc.edu 7