Preparing for your First Class
New TeachersTurn in all required paperwork to the Human Resources Office if you are a new employee (for example, transcripts, TB test results, fingerprints, previous work experience validations).
If you are new to the college, familiarize yourself with the services available to you and your students.
Student Services Areas:
Maps, Directions and Parking
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New and Continuing Teachers
- As soon as you know what class(es) you will be teaching, please obtain an official Course Outline of Record from the department office or from the Office of Instructional Management. IT MAY BE ONLINE AFTER THE FALL 2009 SEMESTER. Check to see if your course has prerequisites AND if it is a pre-requisite for a subsequent course.
- Make sure you are able to access your account in the MyCOM Portal. If you are a new instructor, a welcome letter will be automatically sent when you are officially assigned to a class. The Welcome Letter will be printed out at Admissions and Records so that it can be mailed to the instructor’s home address or hand delivered. This letter will contain your user name and a temporary password. This is very important. Use these to log in. You will immediately be asked to create a new password and answer some security questions. Please DO answer the questions as that will assist you in the future when and/or if you forget your password. If you have not received them yet or have forgotten them, please contact Admissions and Records.
- Find out what the expected enrollment maximum will be for each class. This can be found in the course outline. If the class has an enrollment maximum, this will help you to determine how many spaces if any will be available for students to add on the first day.
- Check to see if there is a prerequisite (also on the course outline). If so, check with your discipline’s chair as to how to enforce this when students come to your class.
- If no textbook has been ordered yet, put in a textbook order in the bookstore. This should be done as soon as possible and preferably well before the start of the semester. The administrative assistant for your department should be able to help you get a desk copy from the publisher.
- Ask the administrative assistant for your department about ordering keys and getting a Parking Permit.
- Plan your course to ensure that you cover all relevant material and allow time for review before final examinations. Whenever possible, include opportunities for written work. Make note of the final exam dates.
- Write and have duplicated (at reprographics) a one or two-page syllabus containing the course name, section number, meeting days/times, your office hours and contact information, the course goals, textbooks, general outline of topics, student learning outcomes, penalties for late work, possibilities for extra credit or revision, midterm and final exam information, finally and the grading criteria and attendance policy you will use.
- Have your syllabus ready to distribute on the first day of class.
- Consider preparing an electronic copy of your syllabus and readings: While many students benefit from having early access to your syllabus and required reading list, it may be essential to the success of students with some types of learning disabilities. Providing early access to electronic copies of course material allows students to view the syllabus and reading list in large-print format, or make arrangements to have that material voice-recorded. Instructors may leave an electronic copy of their syllabus and reading list with their department secretary for easy student access or post them online. (See Disabled Students Information Below)
- Do you want to keep track of how many students are enrolled in your class? You can do this through your MyCOM portal. If you don't want to have to log-in to the portal, you can also check by going to the college website:
- Go to: www.marin.edu
- Click on schedule for this semester.
- Open your discipline's schedule
- Click on the blue name of your course section.
- There you will find the number of students enrolled and on the wait list.
- Just before your first class, print out your opening day roster from your MyCOM portal. Print out your waiting list BEFORE the first day of class as wait lists might be purged by 8 AM that day.
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To Do checklist before your first class
- Sign your contract and turn it in to Human Resources.
- Get a parking permit.
- Receive office assignment.
- Order necessary books.
- Confirm availability of book orders.
- Familiarize yourself with the college MyCOM Portal and the pages specific to your classes. Take advantage of the “class” pages to post information, syllabi etc for your students.
- Prepare your course packet/reader if applicable.
- Prepare and finalize syllabus and grading policy and get it printed.
- Receive office and classroom keys.
- Prepare your lesson plan for the first day of class.
- Visit classroom beforehand.
- Reserve any A/V equipment in advance.
- Post your class schedule and office hours outside your office door.
- Print your class roster and wait list before your first class.
- Check online schedule for any last minute changes to your class’s schedule and location.
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Please visit the Distance Education Website.
- You can find information about Distance Education and web-enhanced instruction for face to face classes.
- There is a Moodle Frequently Asked Questions for faculty and students.
- On this page you can find the DE@COM newsletter.
- All online and video courses are listed here.
- In addition, investigate the DE TAB in your MyCOM portal. On the right top corner you will find a Login to Moodle link.
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Here is a useful book for teachers:
Tools for Teaching, Davis, B.G., Jossey-Bass; San Francisco, 1993.
A compendium of classroom-tested strategies and suggestions designed to improve the teaching practices of all college instructors, including beginning, mid-career, and senior faculty members. The book describes 49 teaching tools that cover both traditional practical tasks--writing a course syllabus, delivering an effective lecture--as well as newer, broader concerns such as responding to diversity on campus and coping with budget constraints.
As a community college instructor, your job is to facilitate learning and achievement of student learning outcomes, not just to impart information. Lecturing alone does not necessarily facilitate learning!
There are a variety of ways to involve students more actively in the learning process by making your classroom more student-centered:
- Brainstorming and problem solving in pairs or groups
- Discussions or debates
- Involving students in Q and A sessions
- Giving reports and summaries either orally or in writing
- Role-playing, simulation games, or panel presentations
- Using case studies which focus on problem solving skills
- Taking field trips
- Library research and writing term papers
In addition, learning will be enhanced if the instructor’s preparation and planning includes:
- Clearly stated goals and objectives
- A variety of presentation methods
- Use of multimedia
- Where possible, multiple choices for assignments
- Regular assessment to see that student learning outcomes are being achieved
- Prompt grading and return of assignments
- Every effort to motivate students to do their best work
The best teaching and learning occurs when:
- There is mutual respect among all participants.
- Students are motivated.
- The learning environment accommodates different ways of learning and knowing so that the whole brain is engaged in the endeavor.
- A context has been presented for the specific content being learned.
- Student interaction is encouraged and student responses and opinions are respected.
- There are opportunities for first hand experience to apply what students are learning to specific problems.
- The students feel safe enough to begin to think outside of their normal frames of reference and to develop critical and abstract thinking skills.
- Assessment is used as a learning tool and natural part of their studies.
- Set clear standards for classroom behavior and stick to them
- Give them clear guidelines regarding academic honesty and plagiarism.
- Make sure students know what to do when they miss a class – how to make up missed homework or tests.
- Articulate your expectations clearly, so that students can submit work that will meet them.
- Try to balance your assessments – in terms of what, when, how and how often.
A few more helpful hints!
- Oral participation from students increases retention.
- Writing helps students to integrate what they are learning.
- If students know that you expect and demand performance, they will tend to work harder.
- Positive reinforcement works better than criticism.
- Blocks to learning come from boredom, irritation, confusion, and fear. Beware of creating any of these blocks!
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Working with Struggling Students
Helpful Hints for Struggling Students:
- Begin with concrete items and gradually move toward more abstract content.
- Integrate study skills into your lessons and syllabus.
- If you are lecturing, give students an outline of what you will talk about each day and then stick to the outline so that their notes will make sense later. (Put the outline on the board or give it to them in writing.)
- Write down a list of important words, names and/or formulas that will come up in class.
- Pause occasionally during the class to ask students to write down one important idea or fact presented in the lecture so far to share with the class.
- Use visual aids.
- Encourage active listening.
- Be approachable and make time for questions.
- Write out your assignments clearly. Never assume students understand what you want.
- Talk about how to choose a topic and how to find and build support for the topic.
- Provide a rubric for how you will evaluate an assignment.
- Give and get feedback frequently.
- Give constructive comments as well as compliments for things well-done.
- Give opportunities for revision.
- Integrate problem solving, group work and games into class sessions to provide review and opportunities for active learning.
The Writing Center
The Writing Center is physically located in LC 120, directly above the bookstore, where students can receive individualized instruction on writing assignments for all courses. The Writing Center is staffed by English instructors and Instructional Specialists who are trained to help students develop ideas for a paper, check for organization in a paper and work on revision techniques.
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Working with Disabled Students (DSPS)
An Introduction to Disabled Student Services for Faculty at College of Marin
As a member of the faculty of the College of Marin, you will eventually have a disabled student on your classroom who is requesting some form of accommodation through the Disabled Students Program. The purpose of the following information is to prepare you to better serve these students and better understand your role and obligations in supporting these students.
1. An individual’s disability is often a very sensitive and private matter. We ask that faculty not discuss the disability with other students and not ask personal questions of the student. Any questions should be limited to the particular accommodation. If you have questions or need help in providing the accommodation, contact the Disabled Students Program.
2. You should not provide an accommodation unless you have been specifically notified by a DSPS counselor in writing.
3. Please make every effort to insure that equipment provided for students with disabilities is available for them, such as special chairs or tables.
4. You will not be asked to change the fundamental nature or content of your class for a person with a disability. The goal of the support effort is to provide the student with the best possible access to the material you are teaching. Counselors will be very specific in detailing accommodations.
5. Providing accommodations is both a privilege and an obligation of the faculty. Disabled students have a right to access educational opportunity, and we as educators have an obligation to support that access.
The Disabled Students Program is here to support faculty in meeting the educational needs of our students. We seek to work collaboratively with you and your student to create the most effective environment and services for learning. Thank you in advance for your help.
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What instructors should know about Disabled Students Programs & Services (DSPS)
College of Marin's DSPS is responsible for serving students with physical, learning, psychological or communication disabilities “who can profit from instruction,” to ensure a successful and productive educational experience.
It is NOT the responsibility of faculty to identify students with disabilities, nor to initiate accommodations, but it would be wise to be familiar with what is available, and there may be instances when it would be appropriate to advise a student to contact DSPS.
DSPS counselors offer one-to-one counseling and group counseling, and work with the faculty to provide special accommodations to meet the needs of students who have a verifiable disability. ALL ACCOMMODATIONS REQUIRE a counselor’s written recommendation, and counselors notify faculty when their cooperation is needed.
These accommodations include, but are not limited to, extra test time, notetakers, sign language interpreters, equipment (from special furniture to hearing devices to computers with adaptive software), alternate media (such as closed captioned videos, e-text, Braille, etc.), and diagnostic testing and study skills instruction for students with learning disabilities.
DSPS also has an Adaptive Physical Education program, a High Tech Center for adapted computer training, and Community Education classes to address the functional limitation created by various disabilities (psychological, developmental, acquired brain injury and other disabilities).
The DSPS office (ext. 7406, or 415-485-9406) is in LC 115 and LC 136 (the Library building, over the Bookstore), and is open 8:30 to 4:30, Monday through Thursday.
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Instructor’s Guide to DSPS Support Services
Americans with Disabilities Act (Section 508) Compliance
All courses fall under the Americans with Disabilities Act (ADA) mandate that they must be taught through means that are accessible to all students, including those who have disabilities. The statute is clear that the college is responsible for ensuring ADA compliance for all of the courses it offers (whether taught face to face or DE format):
that is, a student who is visually- or hearing-impaired, or who has limitations in mobility, must be able to access all materials for the course in a format they can access.
Under the law, colleges are not permitted to wait until a student with a disability enrolls in a class to make accommodations in a given course. All courses must be accessible at all times.
We strongly urge you to learn more about how to make your courses compliant because, as you add materials to your courses, you will know how to address these issues.
Please check out the following information:
Faculty Compliance with Accessible Media Laws
Making Webpages Accessible:
Please contact DSPS for more information.
Bobby can review your course independently and work with you to make the course compliant. Bear in mind that his only concern will be to review your course for ADA access issues; he is not looking at your content. For example, if a graph (or any graphic material) that is not accessible to a visually-impaired student might need the addition of “clear descriptive text.” In a case where content is presented in auditory form, he may add text so that a hearing-impaired student can access the content.
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Online Faculty Handbook web pages
Technical Contact: Sara McKinnon, Academic Senate President, 415-485-9411 ext. 7924
Content Responsible: Cari Torres , Interim Vice President of Student Learning, 415-485-9505