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Department of English/Philosophy Adjunct Faculty Handbook
Revised Fall, 2013
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Contents
WELCOME ....................................................................................................................... 1
ENGLISH/PHILOSOPHY DEPARTMENT POLICIES, PROCEDURES AND
RESOURCES .................................................................................................................... 2
Adjunct Coordinators ...................................................................................................... 2
Class Assignments .......................................................................................................... 2
Communication ............................................................................................................... 2
E-Mail ............................................................................................................................. 2
Setting Up Your Outlook Account ................................................................................. 3
Logging in to Your Outlook Account ............................................................................. 3
Changing Your Initial E-Mail Password......................................................................... 3
Accessing MyMCC Web Portal...................................................................................... 3
Mail Folder...................................................................................................................... 4
Voice Mail ...................................................................................................................... 4
Department Meetings ...................................................................................................... 4
Adjunct Secretary and Department Office ...................................................................... 4
Office Assignments ......................................................................................................... 4
Office Hours.................................................................................................................... 5
Online Teaching .............................................................................................................. 5
Orientation ...................................................................................................................... 5
Video/DVD Library ........................................................................................................ 5
FACULTY RESPONSIBILITIES ................................................................................... 5
Annual Faculty Development Report (AFDR) ............................................................... 5
Book Orders .................................................................................................................... 6
Classroom Management/Support .................................................................................... 6
Course Information Sheet (CIS) ..................................................................................... 6
Instructor Absences and Class Cancellations ................................................................. 6
Class Cancellation Procedure ....................................................................................... 7
Learning Center Student Referral Form ......................................................................... 7
Listing in College Catalog .............................................................................................. 8
Professional Development Opportunities ....................................................................... 8
Reporting Attendance ..................................................................................................... 8
Syllabus or Course Outline ............................................................................................. 8
RECOGNITION, EVALUATION AND PROMOTION .............................................. 8
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Adjunct Teaching Award ................................................................................................ 8
Observations and Evaluations ......................................................................................... 9
Promotions ...................................................................................................................... 9
STUDENT ISSUES AND POLICIES ........................................................................... 11
Dealing with Concerned Parents ................................................................................... 11
Grade Change................................................................................................................ 11
Grades of Incomplete or “I” .......................................................................................... 11
Midterm Grades ............................................................................................................ 11
Student Grievances ....................................................................................................... 11
Students with Documented Disabilities ........................................................................ 12
Wait List........................................................................................................................ 12
Allowing Extra Students into Your Classes.................................................................. 12
COLLEGE WIDE RESOURCES ................................................................................. 13
Access to MCC’s M: drive ........................................................................................... 13
Banner Training ............................................................................................................ 13
Career and Transfer Center ........................................................................................... 13
Copier Information........................................................................................................ 13
Faculty Association ....................................................................................................... 13
Keys .............................................................................................................................. 14
Learning Centers ........................................................................................................... 14
Library and Library Instruction ................................................................................. 14
Parking Pass .................................................................................................................. 15
Photo ID ........................................................................................................................ 15
Classroom Changes and Additional Furniture .............................................................. 15
Teaching and Creativity Center (TCC) ......................................................................... 15
Writing Center .............................................................................................................. 16
ENGLISH 101--COLLEGE COMPOSITION............................................................. 16
Description and Course Learning Outcomes ................................................................ 16
Source-Based Writing and English 101 ........................................................................ 17
English 101 Diagnostic Writing.................................................................................... 17
Reading 100 and Reading 101 ...................................................................................... 18
English 101 Oral Component........................................................................................ 18
APPENDIX ...................................................................................................................... 19
Requirements for Course Information Sheet ................................................................ 20
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Course Information Sheet Checklist .......................................................................... 22
Diagnostic Writing ........................................................................................................ 25
Sample Diagnostic Writing Assignment ....................................................................... 27
Diagnostic Writing Rubric ............................................................................................ 28
Information on Classroom Support ............................................................................... 29
Definition of Plagiarism ................................................................................................ 33
Adjunct Scheduling FAQs ............................................................................................ 34
Adjunct Evaluation Policy ............................................................................................ 35
Adjunct Evaluation Sample Form ................................................................................. 36
Class Observation Report Sample ................................................................................ 38
Attendance Collection FAQs ........................................................................................ 39
Quick Reference Guide – Attendance Collection ......................................................... 42
Annual Faculty Development Report ........................................................................... 43
Academic Record Change Form Sample .................................................................... 45
Copy Center Work Order Form Sample ....................................................................... 46
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WELCOME
Welcome to the English/Philosophy department at Monroe Community College. adjunct
faculty members are a vital and important part of our department.
This handbook is an overview of MCC English/Philosophy department and MCC
college-wide policies and procedures. There is also information about our core course,
English 101--College Composition.
Besides this department-specific handbook, there is also a College wide handbook, the
Faculty Resource Handbook (FRH). It is an invaluable resource for all College-related
policies and procedures. You should receive a copy at the College wide Adjunct
Orientation meeting held before each fall and spring semester. There should also be
copies in each adjunct office and one in the department office. If you need to request your
own copy, contact the Teaching and Creativity Center.
The MCC website (www.monrecc.edu) and the MCC Catalog and Student Handbook
(available at the MCC website) also provide valuable information.
We value the enrichment adjunct faculty bring to the department and our students. Please
contact the department chair and/or an adjunct coordinator for further clarification and
guidance.
Revised, Fall 2013
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ENGLISH/PHILOSOPHY DEPARTMENT POLICIES, PROCEDURES AND RESOURCES
Adjunct Coordinators Several experienced full-time faculty members in the department act as adjunct
coordinators and provide mentoring for all departmental adjuncts. These coordinators are
knowledgeable resources in terms of classroom management and can offer helpful
information about the policies and procedures of both the department and the college.
They also conduct class observations and evaluations (see Appendix for evaluation
procedures and forms). Significant student conflicts should be discussed immediately
with an adjunct coordinator and the department chair.
Class Assignments The department scheduler oversees the assigning and coordination of all scheduled
courses. Midway through any given semester, the scheduler will submit a request to
adjunct faculty, asking for projected availability for the upcoming semester, a list of
courses that the adjunct is qualified to teach, and preferred times and days for teaching
assignments. The scheduler attempts to respond to the needs and abilities of adjuncts
when scheduling classes. Yet given the large number of adjuncts, it is not possible to
accommodate all scheduling requests. Major considerations include the department’s
present scheduling needs, an adjunct’s teaching effectiveness, an adjunct’s scheduling
flexibility and an adjunct’s ability to teach the specific courses that need staffing.
Scheduling assignments for adjuncts are provided as quickly as possible after all full-time
members are scheduled. Changes to the college’s master schedule, course cancellations,
and changes to full-time faculty members’ schedules are factors that may delay adjunct
scheduling. In these instances, the scheduler remains in contact with adjuncts to apprise
them of the revised timeline. If a course assigned to an adjunct is cancelled for any
reason, replacement courses are not guaranteed.
Also, adjuncts should be aware that if a class is assigned just before classes start, it is
very likely that the first pay period will be missed and the pay will be averaged over
seven pay periods instead of eight.
Communication Communication from the College, the department and students is delivered through three
media: email primarily, as well as inter-office mail and voice mail. All faculty members,
including adjuncts, are responsible for regularly monitoring these media and for the
consequences of missing time-sensitive information.
E-Mail MCC email is the department’s and the college’s official method of communicating
important and time sensitive information. Faculty members are expected to check their
MCC email account on a frequent and consistent basis and respond, if needed, in a timely
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manner. Outlook is the College’s email system. Both the College and the department
routinely distribute information via email, and the College also provides a daily
electronic newsletter (the MCC Daily Tribune), which highlights announcements, general
news and events pertinent to all faculty and staff. Additionally, since all students have
MCC email accounts, faculty should be mindful that students may attempt to reach their
instructors via this method. The college makes distribution lists available, which make it
possible to easily send one message to an entire class.
Setting Up Your Outlook Account To get your Outlook account set up, contact the department secretary. She will let you
know the specific steps to take, after which you may choose to schedule a short Outlook
training session. You can do that through the MCC website by going to the Technology
Training page. There you will find self-paced training as well as information about short
classes in various MCC-related technologies. The college recommends Outlook training for those who have not used an e-mail system. The training covers material unique to
MCC.
Logging in to Your Outlook Account When you are first assigned an e-mail account, you are given a user name and initially
assigned password. Before using your e-mail account, you need to identify your user
name default password and change it the first time you login.
Please note that your user name and password gives you access to classroom computers
and Banner (used for attendance reporting and final grades) as well as your e-mail.
User Name: Your user name is your first initial from your first name followed by your
last name with no spaces, for example, wshakespeare. Your MCC e-mail address would then be [email protected].
Initial Password: Your initially assigned password will be your M number followed by
an exclamation point, for example M01234567!.
New Password Guidelines: When you change your initial password, the new password
must be eight characters or more and must contain all THREE of the following; one
capital letter, one lowercase letter and one number.
Changing Your Initial E-Mail Password 1. Go to the website https://mymail.conroecc.edu. You will see the e-mail access
login page
2. Check the box ‘I want to change my password after logging on’ 3. Enter your username and initially assigned password (see above). You will be
prompted to enter a new password that meets the password criteria above
Accessing MyMCC Web Portal 1. Go to the MCC Home page at www.monroecc.edu
2. Click Employees
3. Log in at the prompt.
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Here you have access to e-mail, Banner Self Service, faculty services, employee services,
college announcements, etc…
If you have any questions, please call the Technology Support Center at 292-8324 when
off campus or x8324 when on campus.
Mail Folder Each adjunct faculty member is assigned a mail folder in the department office that is
used for correspondence from the department, the college, and students. The college also
maintains a mailroom located in 1-107 on the Brighton campus and in room 4216 at the
Damon campus, where all adjuncts are assigned a hanging mail folder. Adjuncts should
regularly check all mail sources or risk missing important information.
Voice Mail While voice mail is not the official communication tool of the department or college, if
you wish, you can be provided your own personal voice mailbox to use as you see fit.
Contact the department secretary and she will make the necessary arrangements.
When your mailbox is set up, you will be notified of your mailbox number and given
instructions on how to initialize and use your mailbox. Voice mail may be accessed
remotely from off campus.
Department Meetings Adjuncts are always welcome to attend department meetings, which are held monthly on
Mondays from 3:30 p.m. – 5:00 p.m. Watch for email announcements of dates and
locations.
Adjunct Secretary and Department Office The adjunct secretary is Margarita Ortiz; she is located at the Brighton Campus in 5-212.
She is the go-to person for all of your needs. Margarita is here M – F from 8:45 am –
4:45 pm. and can be reached at 292-3379 or [email protected].
The department office is located at the Brighton Campus in 5-532 and houses the offices
of the department secretary and the department chair. It is open M – F, 8:45 a.m. – 4:45
p.m. The phone number is 585-292-2027. While adjunct faculty are not assigned keys to
the office, you are more than welcome to stop by during open hours and use any
resources housed there, like the fax machine and the small copier.
Office Assignments Each adjunct faculty member is assigned to one of several departmental adjunct offices
located on either the Brighton or Damon campuses. Brighton adjunct offices are located
in Building 5, rooms 549, 334, and 230 and are equipped with phones, file drawers,
bookcases, computers, shelf space and laser jet printers. The Damon Campus office is
located in room 4234 (fourth floor). Office assignments are based upon teaching
schedules to reduce congestion as much as possible. Once assigned to an office, each
adjunct should complete a Key Request Form through the department secretary. Office
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keys are on loan from the College and must be returned to Public Safety (7-341) if no
longer needed. Please be mindful that offices are shared spaces.
Office Hours Adjunct faculty members are not required to post and hold office hours. However,
students should have reasonable access to you outside the classroom for questions or
concerns. Please let students know that you are accessible via phone and/or email (MCC
account required) and that you will return email messages within a reasonable timeframe
(24 hrs. recommended). This contact information must be included in your Course
Information Sheet (CIS). See Appendix for the CIS checklist.
Online Teaching The department offers many sections of courses that are delivered online through the
Blackboard course management system. Interested adjuncts must successfully complete
two semesters with the department to qualify for online training. If you are interested in
using Blackboard, training is required and offered through the Office of Online Learning
at various times throughout the semester.
To web-enhance a course you need nine hours of training, to teach hybrid or fully online
you need 15 hours of training. For more information visit the Online Learning page of the
MCC website.
Orientation MCC provides a college-wide orientation for all adjuncts at the beginning of each
semester. The orientation is an opportunity to become familiar with the college’s staff
and departments, its policies and procedures, and the important role that adjuncts play at
MCC.
The fall orientation is geared towards new faculty and includes specific information
regarding course information sheets, appropriate responses to typical classroom situations
and a copy of the Faculty Resource Handbook. The spring orientation in focused on the
professional development needs of returning adjunct faculty.
Video/DVD Library The department houses an extensive collection of DVD and VHS copies of movies and
other relevant teaching aids. The collection is in a closet across from the department
office and can be accessed with a key available in the department office. If you decide to
use one of the items, please sign it out (and in) using the sign-out sheet in the binder
located inside the department office.
FACULTY RESPONSIBILITIES
Annual Faculty Development Report (AFDR) Adjunct faculty members are encouraged to complete an Annual Faculty Development
Report by June 15th
of each year. Completion of this yearly form greatly aids in
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consideration for promotion. The AFDR form is included in the Appendix. Please note
that adjunct faculty members are not expected to meet all the criteria in this form. See the
Appendix for a sample form and more details.
Book Orders Once you are assigned a class, you will be required to submit a book order by a specific
deadline. Submit your order online using the Bookstore link on the MCC website.
Please make every attempt to order your book(s) by the deadline for the following
reasons supplied by the bookstore:
“The Higher Education Opportunity Act [a federal statute]….mandates that any
school that receives federal funds must publish required textbook info (including
ISBNs and prices) on its website when it posts the courses for registration.
Because the bookstore already collects and posts text info, the college has
designated us as its official source. And while there are allowances made for
courses that haven’t yet been assigned, we are still expected to have that info up
as soon as we are able once the master schedule is posted. Failure to comply puts
financial aid and other federal funds to the college at risk.”
Classroom Management/Support To help insure an effective learning environment for you and your students, you should
establish clearly stated guidelines of appropriate classroom behavior and communicate
those verbally and in your Course Information Sheet (CIS) so all students are aware of
your policies. Once you’ve established and communicated those guidelines, it is equally
important that you adhere to them early, consistently and fairly.
Please note that you and your students have the right to work and learn in a safe
environment. If a student interferes with this through disruptive or threatening behavior,
you have the right to ask that student to leave your classroom. If the student refuses to
leave, you can contact security (x2911 at Brighton, x1414 at Damon). If you remove a
student from your class, you should report that action as soon as possible to Student
Services at x2052 at the Brighton Campus, or x1749 at the Damon campus, and to the
adjunct coordinator and chair of the department. See the memo from the vice president of
Student Services in the Appendix for further clarification.
Course Information Sheet (CIS) All faculty are required to supply students with a Course Information Sheet (CIS) during
the first week of class; an electronic copy also needs to be provided to the adjunct
department secretary. A checklist of requirements and suggestions is included in the
Appendix and is covered in the Faculty Resource Handbook. Samples are also available
in the department office and through an adjunct coordinator.
Instructor Absences and Class Cancellations While the department recognizes that an occasional missed class may be unavoidable, the
terms of your employment do not provide adjuncts sick pay for days missed. To
minimize any concern, we ask faculty to be prepared to cover a missed class by having a
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specific, thorough lesson plan ready to implement via the class cancellation note, class
email and/or Blackboard (if you are trained to use it). Making a concerted effort to plan
for and cover classes will most likely be considered as working as long as it is diligently
monitored.
Please note that you are responsible for cancelling your class online and must also inform
Margarita Ortiz (the adjunct secretary) via email. Please do not email/call the Margarita
Ortiz or department secretary requesting her to cancel your class.
Also, please note that the college requires you to use te MCC website to cancel a class.
Those found using alternate means of doing so (e.g. Facebook, private e-mails to
students, etc…) may be subject to immediate dismissal.
Class Cancellation Procedure 1. Go the MCC homepage at www.monroecc.edu
2. Click Employees
3. Log in
4. Click Faculty
5. Under faculty tools click Cancel a Class
6. Click Create a Class Cancellation
7. A screen appears asking for
o Course
o Your name
o Your email address
o Your cancellation date
o Your cancellation time
o Campus
o Room number
o Semester
o Academic department
o Any special instructions message that you want to send to your students
8. Click Submit cancellation
If you expect that you will have to miss more than one class, please contact an adjunct
coordinator as soon as possible to work out a plan for a long-term absence.
If you know ahead of time of a planned absence, you need to ensure the class will be
appropriately covered. Feel free to contact an adjunct coordinator for guidance.
If you find yourself running late for a class, please inform the department secretary and
she will attempt to alert your class.
Learning Center Student Referral Form You will be contacted via e-mail early in the semester to complete Learning Center
Referral information in Banner. Watch your e-mail for instructions.
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Listing in College Catalog Adjunct faculty who have taught for four semesters are entitled to have their names and
degree information listed in the College Personnel section of the MCC College and
Student Handbook. If you qualify and wish to be listed in the handbook, please inform
the department secretary. The deadline to submit this information is late February of each
year.
Professional Development Opportunities Adjuncts who have served the department for at least three semesters may apply for
professional development money to help fund attendance at conferences, seminars, or
workshops that relate to the study and teaching of the department’s course offerings. The
department chair is responsible for allocating these funds. See the department secretary
to initiate the process of requesting these funds.
Adjunct faculty members are always welcome to participate and/or attend any department
or division scheduled professional development activity. The college is also instituting an
adjunct faculty college-wide program for professional development opportunities through
the Teaching and Creativity Center. Please watch your email for more details or go to the
Teaching and Creativity Center webpage on the MCC website.
Reporting Attendance It is expected that attendance will be taken in all class meetings. By the end of the third
week of the semester, all faculty members are required to complete attendance reporting
in the Banner system in a timely manner. Many students receive financial aid and cannot
receive their checks until their attendance is verified. Late or missing attendance data
costs the college and our students money.
Watch for announcements and directions via email by the third week of the semester.
Feel free to contact the Records and Registration office if you have further questions. See
Attendance Collection FAQ’s in the Appendix.
Syllabus or Course Outline In addition to the required CIS, you are strongly encouraged to provide students with a
syllabus or course outline that lists class meeting dates, topics to be discussed and the
assignment and due date for each topic. See the adjunct secretary and/or an adjunct
coordinators for samples.
RECOGNITION, EVALUATION AND PROMOTION
Adjunct Teaching Award Each year the English/Philosophy department solicits nominations for its Adjunct
Teaching Award, which is presented to an adjunct who demonstrates outstanding
teaching. Those interested in competing for this award submit a letter that details his or
her teaching abilities, a course information sheet, a course calendar, and other appropriate
materials. Look for further details via e-mail from one of the adjunct coordinators. A
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plaque located just outside of the English/Philosophy department office displays the
names of adjuncts recognized with this distinction in past years. Additionally, the
recipient receives a monetary prize.
Observations and Evaluations Each adjunct can expect to be observed and evaluated at least twice during his or her first
teaching year at MCC, and then once every year until the fifth year of teaching at MCC.
After the fifth year the observation/evaluation will be every three years. Classroom
observations and evaluations will be administered by the assigned adjunct coordinator
and/or the department chair. See Appendix for forms and procedures. Adjuncts should let
the observer know ahead of time the planned lesson and expect feedback after the
observation. All observation and evaluation reports are filed in with the adjunct
secretary.
Promotions Adjunct faculty members are eligible for promotion after four years in rank and having
taught a minimum of eight classes. Part time and temporary full time appointments count,
as do summer session courses. The procedure to apply for promotion is as follows:
1. An adjunct coordinator will notify eligible adjuncts via MCC email early in
the spring semester.
2. Eligible adjuncts should request promotion consideration from the adjunct
coordinator by the specified deadline.
3. Minimum requirements for promotion are:
a. Time in rank
b. A classroom observation if one has not been completed within the past
12 months.
c. Official transcripts from the adjunct’s degree-granting institutions
must be on file with Human Resources.
d. Current Annual Faculty Development Report (AFDR) covering the
time period since the last promotion. The AFDR is acceptable in one
of two ways:
i. Either an AFDR has been submitted every year since your last
promotion and/or hire date or
ii. One document can be compiled that summarizes those years.
Please note that adjunct faculty members are not expected to
meet all the criteria in the AFDR.
4. A promotion packet must be submitted to the appropriate adjunct coordinator
by the assigned deadline. The packet should include:
A formal letter to the adjunct coordinator requesting promotion
A copy of the current AFDR
A copy of the most recent observation
Any other relevant information you feel is helpful
5. The promotion selection process will be completed by mid-May
a. Once a complete promotion packet is received by the required
deadline, the adjunct coordinators will review the packet and personnel
file located in HR.
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b. The adjunct coordinators will make a recommendation and review
with the department chair.
c. An adjunct coordinator will write (with endorsement from the
department chair) a letter of support for the candidate.
d. The department chair then writes a letter of support for the candidate.
e. The department’s recommendation will be sent to the Dean of Liberal
Arts, who also must write a letter of support. All material is then
forwarded to the Academic Provost in June.
f. The Provost then makes a recommendation to the Board of Trustees
who typically vote on approval at the August board meeting.
g. The adjunct is then notified by mail of the promotion.
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STUDENT ISSUES AND POLICIES
Dealing with Concerned Parents You are prohibited by federal privacy laws to discuss a student’s performance with a
parent, spouse or anyone else without the student’s written consent and/or attendance in a
face-to-face meeting. See “Privacy Rights” in the Faculty Resource Handbook for a
complete explanation; also feel free to direct the parent to the department chair for further
clarification.
Grade Change Mistakes happen and sometimes incorrect grades are assigned either through errors in
calculation, misplaced papers, miscommunication with a student, etc. Grade change
forms are available in the department office. Changing a grade requires your signature
and the department chair’s signature. A copy of the grade change form is included in the
Appendix.
Grades of Incomplete or “I” The department strongly discourages the use of incompletes. Incompletes should be
considered only in emergency situations. For example, an incomplete grade would be
appropriate if a student’s health fails dramatically near the end of the semester. If you
find yourself in a situation where your think an incomplete grade is necessary, contact an
adjunct coordinator and/or the department chair for guidance.
An incomplete grade form must be completed and signed by both you and the student.
The forms are available in the department office and are required to be on file. This form
represents a contract with the student that details both the specific work to be completed
by the student and the deadlines for completion. A copy of the contract/form should be
given to the department secretary. If the student does not complete the work within the
declared time period, the Banner system resets the grade to an F.
Midterm Grades Assigning and/or reviewing midterm grades with students is encouraged. However,
please do not submit midterm grades in Banner. Although Banner technically allows you
to put a grade in for a student, it does this only so you can withdraw a student for non-
attendance. Inputting midterm grades causes problems with entering final grades because
of the way the Banner system is set up.
Student Grievances Student grievances are complaints by students against a faculty member. While rare,
grievances are usually filed because either the student feels rights and freedoms in the
classroom have been violated or because academic regulations have been violated,
misinterpreted or inequitably applied. For specific definitions, procedures and time
restrictions see the MCC Catalog and Student Handbook.
Department and college policies require that students bring their concerns to the faculty
member involved first before proceeding to the department chair or division dean. Every
12
effort is made to resolve problems at the department level. Disputes that cannot be
resolved within the department will then move to the official college procedure as
described in the MCC Catalog and Student Handbook.
Faculty anticipating the possibility of a student grievance should alert the department
chair and/or an adjunct coordinator and attempt to document aspects of student
performance such as written work, grading records or other material that may be subject
to dispute.
Students with Documented Disabilities Faculty members are expected to comply with any notices received from the Office for
Students with Disabilities. For further clarification, please see “Accommodations for
Students with Disabilities” in the Faculty Resource Handbook.
Wait List MCC allows its students to sign up for a class using a wait list system in Banner. If you
have an excessive number of students, you probably have a number of wait listed
students (marked LW on your Banner class roster). Writing classes should have no more
than 27 students (maybe 28 if you have a faculty member’s child) and literature courses
should have no more than 35. The wait listed students are not enrolled in your course and
should receive materials and seats only after the students on your roster have been
attended to.
Just because a student is on the wait list does not entitle a student to a permanent seat in
your class, and you should make that clear to students. If someone drops the class
between the first day of class and the end of the drop-add period, a student on the wait list
will “roll” into the course; but if no one drops, the only way a wait listed student can
become a registered member of your class is for you to provide a green slip.
Allowing Extra Students into Your Classes Sometimes, students who are either on the wait list or not enrolled will petition you to
allow them to register for your course when your course is full or after the drop/add
period (the first five days of class) has passed. The mechanism by which you do so at
MCC is called a “green slip.” This form, available from the department secretary,
contains the student’s name and signature, your signature and the signature of the
department chair.
The department strongly recommends not to “green slip” a student into your class. Keep
in mind that most of your classes already have two extra students. Given the crowded
classrooms, lack of chairs, shortage of books and the extra hours you will spend grading
papers, it does not benefit you or the class to allow an extra student in. Allowing “extra”
students into your class also sends a message to the administration that we can handle
more students than the amount now mandated. That is not a message we want to send.
If, however, you are convinced there is a very good reason to green slip a student please
note that the department’s policy is for the student’s professor to obtain a green slip only
through the department secretary. You will need to meet briefly with the chair to explain
13
the need for the slip and then the slip requires your signature and the chair’s signature. It
is the responsibility of the student to take the completed green slip to the Records and
Registration office.
COLLEGE WIDE RESOURCES
Access to MCC’s M: drive The M: drive is the College’s internal network where faculty and staff can store, share
and access documents. Adjunct faculty members have some access. To find out more
information about accessing the M: drive contact the Adjunct Secretary, Margarita Ortiz.
Banner Training All attendance reports, class lists and grades are completed in the Banner system. Banner
training is available online through the Technology Training page of the MCC website.
Please familiarize yourself with the Banner system as soon as possible.
Career and Transfer Center The Career and Transfer Center is committed to assisting students in determining their
career path and successfully accomplishing their transfer and/or employment goals. To do
all this, the Career and Transfer Center develops and offers to students numerous
programs and services to assist them with career decision making, transfer college
planning and job search exploration. They also offer many resources for faculty,
including classroom presentations. See all the resources they offer via their page on the
MCC website.
Copier Information MCC’s Printing Services group oversees copier services. All information is found at
Printing Services web page on the MCC website.
To Request Copies: To request that Printing Services make copies (usually over 50)
with a one to three day turnaround, use the Online Request form accessed via their web
page on the MCC website. You can attach electronic originals to your request. You can
also use the paper copy request forms available through the department secretary (see
Appendix for sample). Completed copy requests will be delivered to the
English/Philosophy file cabinet in either 5-210 (Brighton) or the fifth floor of Damon
behind the security desk.
Copier Locations: For immediate copies under 50, copy machines are available for use
in the following locations:
Brighton: 5-210, 8-539 and the Print Shop (3-168). The Brighton Campus department copy code is 937. The Damon Campus department copy code
is 2763.
Faculty Association The Faculty Association (FA) is the union representing full-time and adjunct faculty
members. All faculty members automatically have an “agency fee,” which goes to the
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Faculty Association, deducted from their paychecks; however, paying that fee does not
automatically enroll you as a member of the FA. If you would like to be a member,
please stop by the FA office (7-205) to pick up a membership form. Enrolling as a
member does not increase the fee, but doing so does give you a voice and a vote.
The Faculty Association Contract outlines the college policies and responsibilities for
adjunct faculty members. You can find the FA Contract online through the MCC website.
Keys You need keys for your assigned office and possibly for specific classrooms. To obtain
keys, you will need to fill out a Key Request Form available from the department
secretary. This form must be signed by the department chair and is then forwarded to the
Public Safety Office. In 2-5 days, you may pick up your key(s) at the Public Safety
office, located in Building 7-341 at the Brighton Campus. At the Damon Campus, contact
the Faculty Secretary in office 4225 (262-1625).
Learning Centers Monroe Community College has a number of learning centers at both Brighton and
Damon campuses that are staffed with instructional personnel and may be equipped with
computers and software to assist students. For a full listing of learning and resource
centers, please check the MCC Directory in the MCC website.
Library and Library Instruction Located in room 423 of the LeRoy V. Good Library and room 4069 of the Damon City
Campus (DCC) Library, the library instruction centers serve as teaching facilities for
course-related library instruction and workshops. The centers allow for hands-on
instruction in library research methods and other components of information literacy.
See the MCC Libraries webpage on the MCC website for more information or to
schedule course-specific, customized library training for your students.
Please keep in mind that:
The Library Instruction Centers are designed to support library instruction only.
Professors are required to attend library instruction sessions with their students.
Library instruction is most useful and best received by students when it has the
benefit of professor/librarian collaboration.
With the exception of general library orientations, professors should have already assigned research work to students prior to a library instruction session.
Library instruction sessions should be scheduled at minimum two weeks in advance.
Librarians can adapt their instruction to fit the needs of a particular assignment
and/or student group. To schedule a session at either library instruction center,
contact the following individuals:
For Brighton Campus instruction sessions call x2665.
For Damon instruction sessions call x1413
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You will need to provide contact information, the particulars of your assignment, day and
time of instruction, name of the class and the number of students involved.
Parking Pass You will need a parking pass on your vehicle to access the faculty/staff parking lot at the
Brighton Campus. After receiving your official letter of hire from the Provost’s office,
obtain your photo ID (see below) and then contact Public Safety at 292-2912 or go
directly to the Public Safety office located in building 7-341. Be sure to obtain a photo ID
first at the Photo ID office as you will need it to pick up your parking pass.
You do not need a parking pass to park in the various lots around the Damon City
Campus.
Photo ID You need an MCC photo ID to take advantage of campus services such as cashing
checks, accessing faculty/staff parking gates, purchasing discount movie tickets and to
use college athletic facilities. To obtain an ID on the Brighton Campus go to the Student
Center desk in Building 3. At the Damon City Campus, go to the Campus Center, room
4020. Please note that you must wait until after you have received your official letter of
hire from the Academic Provost to carry this out.
Classroom Changes and Additional Furniture If you feel your classroom does not (or will not) meet your needs, you may request a
classroom change. All room requests should be emailed to Deborah Benjamin in Records
and Registration at [email protected]. Include the following information:
Your name
The term
The course and section (ENG 101-123)
The CRN (5 digit number attached to your course)
What kind of room you need (Smart, moveable chairs etc.)
If it is possible to change a room, it will be done and she will contact you via email.
If you need to add desks or chairs, please do not take them from other classrooms.
Contact the Director of Academic Facilities and Learning Environments at 585-292-
2169.
Teaching and Creativity Center (TCC) The Teaching and Creativity Center (TCC) is an arm of the college that supports teaching
and faculty professional development. Its mission is to inspire faculty to enhance
teaching potential and effectiveness so that students are more likely to achieve desired
learning outcomes.
The TCC promotes the scholarship of teaching and the principles and practices of
teaching at the individual, departmental and College-wide levels. It is located at the
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Brighton Campus, building 2-315 and at Damon, room 5091. More information and
resources are available at the Teaching and Creativity Center webpage on the MCC
website.
Writing Center The Writing Center’s purpose is to guide students through the writing process and to
provide support for faculty who assign written work. Tutoring sessions at the Writing
Center are interactive discussions that encourage students to make informed decisions
about their writing. The outcome of tutoring should be that the writer, not necessarily a
specific piece of writing, will be changed.
Writing Center Tutors will not write, rewrite, or line edit any portion of a student’s paper.
Rather, they will assist with pre-writing, drafting, researching, revising and editing. Most
importantly, the Writing Center aims to build student confidence and improve writing
skills.
In addition, the Writing Center offers class tours, in-class presentations, custom in-class
workshops, the College Hour Workshop Series, and a number of other special events.
Please visit the Writing Center webpage on the MCC website for more information.
The Writing Center is located in 11-208 on the Brighton Campus and in 4261 on the
Damon campus.
English 101--College Composition
Description and Course Learning Outcomes
Course Number: ENG 101
Course Title: College Composition
Course Credits: 3 Credits
Course Description: A course emphasizing college-level essay writing with special
attention on the writing process. Students draft, revise, and edit
multiple essays. They also study research, persuasion, and oral
discourse in ways that challenge and develop their reading and
thinking abilities. (ENG 101 or ENG 200 satisfy the composition
requirement for graduation.) Three class hours. (SUNY-BC) 3
Credits.
Prerequisites: Waiver of accuplacer reading and sentence level
tests; score of 71 or higher on reading test and 82 or higher on
sentence level test; or completion of TRS 200 with a C or better;
or completion of TRS 105 with a C or higher; or completion of
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ESL 201 with a C or higher, or ENG 200 placement.
Course Learning
Outcomes Summarize sophisticated texts.
Analyze and critique persuasive texts.
Support a well-articulated thesis statement by integrating information from source material.
Locate and evaluate a variety of sources as potential support material in a written essay.
Use standard documentation style for source-based writing.
Exhibit proficiency in practices of standard written English (such as grammar, mechanics, and style).
Identify areas of weakness in their own written work, and revise for improvement.
Demonstrate basic oral communication skills.
Source-Based Writing and English 101 In June, 2011, the department’s English 101 committee presented findings that college
students are so overloaded with information that they no longer have the skills necessary
to evaluate and present information from reliable sources. Nationwide, many college
writing courses are now asking students (and English comp teachers) to focus on source-
based writing. The English department agreed to pursue this approach by approving the
Course Learning Outcomes (CLOs) above. A Course Learning Outcome is a skill or
activity that students should have mastered if they pass the associated course.
Recommended Text: Spatt, Brenda, Writing From Sources, 8th
ed. ISBN
9780312602901
English 101 Diagnostic Writing It is strongly encouraged to assign your students a short writing assignment the first week
of class. The diagnostic allows both you and your students to gauge their writing skills
when they enter English 101. The diagnostic also allows you to identify and
communicate with students whose writing samples indicate that they may have trouble
passing English 101.
Research indicates that students entering English 101 with marginal writing skills have a
much higher chance at success if they are counseled as early in the course as possible.
You can recommend that such students take advantage of the MCC learning centers
(particularly the Writing Center) early and often, as well as seeking out other additional
resources you may provide (e.g. office hours or conferences, if your course includes
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these). See the Appendix for sample diagnostic writing assignments and a sample grading
rubric.
Please also note that because all of the students in your courses have placed into your
courses, if you do use a diagnostic, you SHOULD NOT advise students to take remedial
courses such as TRS 100, 200, or 105 instead of English 101. They will not be allowed to
register for these courses on their own and will require overrides; further, because they
have placed into English 101, it's likely they would have to pay for TRS courses out of
pocket.
Reading 100 and Reading 101 You may advise students to enroll in REA 100 and REA 101 if you think a student might
benefit from work on reading comprehension. These courses are NOT TRS (remedial)
courses and students who pass either of them earn college credit toward graduation. See
the MCC Catalog and Student Handbook for detailed descriptions of these courses, both
of which stress critical reading skills that may improve the chances of success in English
101.
Students who score between 72 and 81 on the Accuplacer (placement test for new MCC
students) for reading can take REA 100 but cannot take REA 101; students scoring 82 or
higher on the Accuplacer may register for REA 101. REA 100 is 3 elective credits; REA
101 is 3 humanities credits.
English 101 Oral Component The oral component in English 101 was added as a response to the SUNY General
Education requirement. Oral Competency serves a number of pedagogical purposes in
English 101. Often it is an extension of writing assignments and/or serves as a research
progress report or a report for final essays. It enhances group work through small group
presentations. Through such learning activities students develop proficiency in oral
discourse and proficiency in evaluating peer oral presentations according to established
criteria. To achieve this competency, students must:
Demonstrate basic oral communication skills
Evaluate oral presentations according to established criteria
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APPENDIX
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Requirements for Course Information Sheet *This is a general information memo pertaining to all academic departments sent every semester by the Academic Provost*
DATE: July 13, 20xx
TO: Department Chairs
FROM: Michael McDonough, Provost and Vice President, Academic Services
RE: Course Information Sheets
The Provost’s office routinely distributes this memo before the beginning of each academic term
in order to remind faculty of the importance of Course Information Sheets.
The Course Information Sheet (CIS) of all courses at MCC must carry departmentally approved
Course Learning Outcomes (CLOs) submitted via the Curriculum Database.
The Emergency Closing Information and, if appropriate, the Learning Center Referral must be
included on course information sheets or as addendums. The details of these two pieces are
attached.
In order to enhance student success, it is important that all faculty members adhere to the College
policy of distributing Course Information Sheets to students in each section as early in the first
week of classes as possible. The distribution of the CIS can be in electronic form sent to students
as an e-mail attachment or link. The CIS can be considered as a contract between the faculty
members and the students in the class and is especially critical in student grievance situations.
Please remind faculty that each CIS should include the following information:
Course Title: Course abbreviation and title
Instructor Information: Name, Room Number, Departmental Extension Number,
and Office Hours
Required Course Materials: Textbooks, materials, instruments, special fees, and
expenses
Course Description: Description of course and course prerequisites (as they
appear in the current Catalog and Student Handbook)
Course Learning Outcomes: List course learning outcomes (as approved by the
department; copies are on file in the Curriculum Office)
Attendance and Withdrawal Policies: Description of attendance and withdrawal
policies (in accordance with the Faculty Resource Handbook and Catalog and
Student Handbook; be sure to advise all students to consult with a financial aid
advisor before withdrawing from a class)
Academic Honesty: Highlight policy or refer students to Catalog and Student
Handbook for complete description of policy (see page 47 of Catalog and Student
Handbook)
Course Requirements: Classroom participation, projects, class work, readings,
and outside assignments
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Examinations: Comprehensive or not, number and type of tests
Make-up Policy: Exams, assignments, classes
Grading: Percentage or emphasis placed on exams, quizzes, etc.
Learning Center Referral (see page 3)
Emergency Information Closings (see page 3)
The following information may also be included:
Email Address: Include indication of whether you will accept messages and/or
assignments via email
Cell Phones/Pagers: Instructions and or/class policy
Course Outline and Schedule: Approximate dates of exams and major
assignments (precise clarification a minimum of one (1) week in advance)
Instructional Methods: Lectures, movies, class discussions, field trips, overhead
projectors, and handouts
Student Responsibilities (see page 95 of Faculty Resource Handbook for
suggestions)
Instructor Responsibilities (see page 97 Faculty Resource Handbook for
suggestions)
Services for Students with Disabilities: Provide statement referring students to
the Catalog and Student Handbook for a list of services and the procedures for
obtaining them
Civility, Honor Code, and Grievance Procedures: Provide statement referring
student to the Catalog and Student Handbook for policies
The Faculty Senate suggests you consider adding the following statement:
Neither audio nor video recordings of the instructor or the class can be made
without the explicit prior written permission of the instructor
Thank you for your assistance and cooperation in this important matter.
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Course Information Sheet Checklist *This is specific information for English Department faculty members, particularly those who teach English 101 and 105*
Content Text to Insert (where applicable)
Course Title, Section, Semester The section number is the three-digit number following the course number, e.g. Eng 101-123. Here, 123 is the section number.
Instructor information: name, office, office hours, MCC email address, best way to contact you
Although adjunct faculty are not contractually required to hold regular office hours, we do encourage you to make time to see your students if you can. If you cannot do so, please let them know that they may contact you via your office phone and/or through e-mail.
Course Description—English 101 Include this text from the MCC catalog: A course emphasizing college-level essay writing with special attention on the writing process. Students draft, revise, and edit multiple essays. They also study research, persuasion, and oral discourse in ways that challenge and develop their reading and thinking abilities. (ENG 101 or ENG 200 satisfy the composition requirement for graduation.) Three class hours. (SUNY-BC) 3 Credits. Prerequisites: Waiver of accuplacer reading and sentence level tests; score of 71 or higher on reading test and 82 or higher on sentence level test; or completion of TRS 200 with a C or better; or completion of TRS 105 with a C or higher; or completion of ESL 201 with a C or higher, or ENG 200 placement.
English 101--Course Learning Outcomes This term means “what students should be able to do if they pass the class.” Include this text:
Summarize sophisticated texts.
Analyze and critique persuasive texts.
Support a well-articulated thesis statement by integrating information from source material.
Locate and evaluate a variety of sources as potential support material in a written essay.
Use standard documentation style for source-based writing.
Exhibit proficiency in practices of standard written English (such as grammar, mechanics, and style).
Identify areas of weakness in their own written work, and revise for improvement.
Demonstrate basic oral communication skills.
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Course Description--English 105 Insert the following text: An introduction to reading and analyzing these primary genres of literature: fiction, poetry, and drama. The course may also include creative nonfiction. Students will respond critically to readings of different historical and cultural contexts through class discussion and written work. These contexts may include different world views, politics, classes, ethnicity, races, genders, and sexual orientations. (SUNY-H) 3 Credits.
Course Learning Outcomes—English 105 Insert the following text:
Demonstrate an ability to recognize and explain the differences among the various genres of literature.
Demonstrate the development of critical insight and an aesthetic sensibility towards literature.
Demonstrate an ability to write, think, and speak about literature with clarity and precision.
Demonstrate an understanding of the connections between literature and life experiences.
Demonstrate the ability to use critical thinking skills to analyze various works of literature.
WR Statement Include this text from the MCC catalog: “All classes in the English/Philosphy department, including this one, are Writing Intensive (WR) courses. In WR courses, students have the opportunity to learn course content through formal and informal writing assignments. To find out more about WR courses at MCC, consult your student handbook or visit the Writing Across the Curriculum website at http://www.monroecc.edu/depts/wac/.”
Attendance and withdrawal policies
The English department recommends that you provide specifics concerning the number of absences allowed for the semester, and the result of exceeding that number (e.g. “Exceeding three absences during the semester are grounds for withdrawal from the course or a grade of F”).
Academic honesty statement and policy
Most faculty, depending on the severity of the offense, at the least reduce the grade on a paper, or give an “F” on the paper or, at the most, give an “F”
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for the course. The offense is also reported to the Vice President of Student Services. Please be specific.
Course requirements: class participation, projects, class work, readings, outside assignments
Please be as specific as possible here. Also, please include a method by which you will let your students know if readings, schedules, assignments or requirements change during the semester. Typically, students write four to five major essays in English 101, along with several shorter writing assignments.
For Eng 101-- oral communication component
Typically, the oral component of English 101 consists of an informal group or individual presentation of research or other work.
Examinations: number, type, comprehensive or not
Make up policy: exams, assignments, classes
Grading: percentage or emphasis placed on exams, quizzes, etc
Learning Center Referrals You will receive detailed information about learning center referral forms in a separate e-mail, as will your students. Your CIS need only include the following statement: Monroe Community College has a number of Learning Centers at Brighton (for example, Accounting, Math, Psychology, Writing, the Electronic Learning Center, etc.) and at Damon (for example, the Integrated Learning Center, Electronic Learning Center, etc.). Learning centers are staffed with instructional personnel and may be equipped with computers and software to assist students. It is recommended that students use the Learning Centers to get additional help with concepts learned in the classroom and with their homework. Please refer to your MCC student email to review your referral and objectives for your use of the Learning Center(s).
Emergency Closing Information Please Insert the following information: If the College is closed due to inclement weather or some other emergency, all Rochester area radio and television stations will be notified no later than 5:30 a.m. In addition, the homepage on the MCC website (www.monroecc.edu) will display a message indication the College is closed. Please do not call the College to avoid overloading the telephone lines. Class cancellation information is available daily on the web or through the telephone. Simply go to the MCC website (www.monroecc.edu) and under the “Quick Links” window on the homepage, click on “Class Cancellations”. Additionally, class cancellation
25
information is available by dialing 292-2066, press “1” for the Brighton Campus and “2” for the Damon Campus. If possible, please use the web as there could be delays in the voice recordings based on the number of cancellations.
The following information is optional yet recommended :
E-mail address: should include whether you will accept messages and/or assignments via e-mail
Cell phone/texting/laptop policy
Instructional methods: lectures, movies, class discussions, field trips, overhead projectors, handouts, etc
Student responsibilities
Instructor responsibilities
Statement referring student to MCC College Catalog and Student Handbook for list of services and procedures for obtaining them
Statement referring student to the MCC College Catalog and Student Handbook for policies on Civility, Honor Code, Academic Honesty and Grievance procedures
Faculty Senate recommends adding: “Neither audio nor video recordings of instructor or the class can be made without the explicit prior written approval of the instructor”
Strongly Recommended but not necessarily attached to CIS: Syllabus/Schedule: approximate dates and major assignments. Precise clarification to assignment schedule should be given a minimum of (1) week in advance of assignments.
Diagnostic Writing Protocol for Administration of Diagnostic in English 101
When: Administer the diagnostic in class during week 1 of classes. The reason for
doing so is to identify students who may have difficulty passing the class.
Where: If you are teaching face to face, the writing sample should be completed in
class. If you are in a computer lab, the students may use the computers if they wish.
They should not complete the diagnostic at home. If you are teaching online, you may
choose to create a timed “test” and require that students take the diagnostic before
submitting any other work.
How: It’s helpful to briefly explain the purpose of the diagnostic before administering it
and to remind students that taking the diagnostic is for their benefit, and that it will help
you identify students who might require extra help and/or more frequent visits to the
Writing Center. Also, you may want to tell students that this exercise is based on the exit
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examination for TRS 105 (the remedial course some students must take before enrolling
in English101) and that meeting the minimum standard for this exercise therefore
suggests that students have the preparation necessary for English 101 success.
Students should be given approximately 1 hour to complete the diagnostic. While brief
prewriting is encouraged, they should hand in only the final product. They may also use
dictionaries, thesauruses, handbooks, and/or grammar and spell check programs. If you
have a TR section, for example, you could use the entire first class to administer the
exam. If you have a MWF section, you could spend 1 ½ class periods on it. Many who
use a diagnostic administer it the first day of class, before we even go over the course
syllabus.
Students not in class when the diagnostic is administered can be handled in two ways:
You can have them complete the diagnostic during class time while other students work on the day’s activities (they can do this either in class or outside in the hall
at a desk).
You can have the students come to your office hours where you can administer
the diagnostic.
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Sample Diagnostic Writing Assignment You will have about an hour to plan, write and revise a writing sample on ONE of the
topics offered below. You will want to demonstrate your best work. Your sample will be
evaluated on these components:
Focus and specificity: The extent to which your essay is about a specific idea (or thesis) and uses specific (perhaps personal) examples throughout
Organization and development: The extent to which you essay sticks to the
thesis and articulates your main point; the extent to which the relation between
thesis and body paragraphs is clear
Vocabulary and usage: The extent to which your essay uses appropriate words correctly; the extent to which your essay’s paragraphs and sentences are clear,
concise and engaging
Grammar and mechanics: The extent to which your essay shows a baseline understanding of the rules of Standard English
Please note that in order to receive full credit for this exercise, the essay must be at least
4 full bluebook pages in length.
Write a paper that narrows down and develops ONE of the topics below:
What is the “American Dream”? Is the American Dream accessible to everyone in the US? Why or why not?
Many people say that courses in subjects like English literature, sociology, history, psychology (courses in the humanities and social sciences) should no
longer be required of all students seeking a college degree. Do you agree or
disagree? Why?
Is the institution of marriage in present-day US society outmoded? Why or why
not?
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Diagnostic Writing Rubric This rubric is designed so that you can return the graded diagnostics to students as
quickly as possible. If you can, try to talk to students who have done poorly on the
diagnostic assignment individually after class to make sure they understand what their
next steps should be, and what resources are available to them (e.g. the Writing Center).
Students who score poorly on the diagnostic need to develop a plan to get additional help
outside class.
Category Score
Focus and specificity: The extent to which your essay is about a
specific idea (or thesis) and uses specific (perhaps personal) examples
throughout
Organization and development: The extent to which your essay sticks
to the thesis and articulates your main point; the extent to which the
relation between thesis and body paragraphs is clear
Vocabulary and usage: The extent to which your essay uses
appropriate words correctly; the extent to which your essay’s
paragraphs and sentences are clear, concise and engaging
Grammar and mechanics: The extent to which your essay shows a
baseline understanding of the rules of Standard English
Total (out of a possible 12 pts):
Scoring Key
3 = exceeds standard
2 = meets standard
1 = approaches standard
0 = does not approach standard
The standard for each category is based on work that would receive a passing grade on
the TRS 105 exit examination.
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Information on Classroom Support *A memo circulated every semester by the Vice President of Student Services*
Vice President, Student Services
TO: Faculty Colleagues
FROM: Vice President, Student Services
DATE: January 24, 20xx
SUBJECT: Information on Classroom Support
The Office of the Vice President, Student Services handles a variety of services that
directly support you in your role as a faculty member. I am pleased to review these
services and the ways in which we can work collaboratively to create a successful
learning classroom environment.
Student Concern Referral Form
The Student Concern Referral form is available online. This form can be used to refer
students for concerns related to academics, classroom behavior, personal issues,
adjustment to college, and/or financial issues. Once submitted, the form is reviewed by
staff in the Student Services Office and next steps of action are determined. It can be
accessed on the MCC website.
Conduct Regulations
In your role as a faculty member, should you encounter the following:
You feel threatened, uncomfortable or if a student is disrupting the learning environment;
A student has ignored or refused to comply with behavioral expectations;
A student exhibits erratic/irrational behavior; and/or
Repeated efforts to work with the student have failed.
Advice or assistance is available at the Brighton and Damon City Campuses.
Contact:
Associate Vice President, Student Services, ext. 2122
Assistant Vice President, Student Services, ext. 2124
Dean of Students, Damon City Campus, ext. 1749
Once you have made this initial contact, Student Services can assist you by:
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Developing strategies for addressing disruptive and/or inappropriate behavior.
Determining if the Public Safety Office should be involved to investigate and
document the behavior and/or incident(s).
Determining if MCC’s Conduct Regulations have been violated and to investigate if the student has a previous record of disruptive behavior.
Formally charging the student with a violation of the Conduct Regulations and determining an appropriate sanction (reprimand, censure, probation, suspension,
expulsion).
Removing the student from a particular class, moving the student to another section (only with the approval of all faculty involved and the department chair)
or separating disruptive students by assigning specific seats, as appropriate.
Collaborating with faculty to jointly decide on the action to be taken and insuring
that faculty are in control of the decisions that affect their classrooms.
Promoting and maintaining an atmosphere of civility on campus.
Attendance
You may assign a grade of “W” for individual courses due to unsatisfactory
attendance. We ask that you report students for excessive absence when such absence
is adversely affecting the students’ academic achievement in a particular course (not
necessarily failing work). Each student will be informed in writing of the
recommendation, and if there are extenuating circumstances, the student is advised to
continue to attend the class and to consult with the faculty member immediately. If
further discussion is needed after consulting with you, the student is advised to
contact the Student Services Office. The student will be referred to the grievance
procedures under the Rights and Freedom of Students section of the Catalog and
Student Handbook. This faculty-initiated withdrawal must be requested no later than
15 class days before the final class of the semester (or a proportional amount of time
for courses less than 15 weeks in length).
Academic Honesty
If you have evidence that a student is guilty of cheating or plagiarism, you may
initiate the appropriate disciplinary action. However, no penalty shall be imposed
until after the student has been informed of the charge of academic dishonesty and of
the evidence upon which it is based, and been given the opportunity to present
whatever statement or evidence the student desires in his/her defense.
If the student is found guilty, you shall assess a penalty within the course consistent
with the magnitude of the transgression. Such penalty, if it affects the student’s
grade, shall be reported in writing to the appropriate department chair and to the Vice
President, Student Services.
The Vice President maintains a database of all reported cases of academic dishonesty,
and the Vice President may initiate further disciplinary action in any case of repeated
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infractions or in cases of complicity on a large scale. Such further disciplinary action
may result in probation, suspension or expulsion from the College.
Should the student dispute the facts upon which you determined the penalty, or object
to the severity of the penalty, a written appeal may be submitted to the Vice
President, Student Services requesting a hearing before an Appeal Board. The
Appeal Board shall review the facts of the case, hear testimony, consider the
disciplinary action taken and render a decision to uphold, reject or modify such
action. The burden of proof of the charges rests with you.
Throughout this appeal process the Student Services Office serves as an impartial
mediator with the task of organizing the Appeal Board and insuring that the rights of
you and the student are protected and that “due process” occurs. During the appeal
process, the student is allowed to continue to attend class pending the outcome of the
appeal hearing.
Academic Grievance
To protect the rights and freedoms of students and faculty members, Monroe
Community College subscribes to the Joint Statement on Rights and Freedoms of
Students (located in the MCC Catalog and Student Handbook). Procedures are in
place to provide for the orderly, fair and prompt resolution of perceived student
academic grievances. These procedures are established to insure the due process and
the equitable treatment and protection of all parties involved.
The term academic grievance refers to a complaint by the student against a faculty
member of the College. The grievance may be filed on the grounds that:
The rights and freedoms of the student in the classroom as described in the Joint Statement have been violated, or
Any of the academic regulations of the College have been violated, misinterpreted or inequitably applied.
If the student and faculty member and/or department chairperson have met and are
not able to resolve the grievance, the formal procedure is initiated. A College
Academic Grievance Advisor is assigned by either Academic Services or Student
Services Office to meet with the student to discuss the issue.
The Grievance Advisor counsels the student and assists the student through the
various steps of the formal procedures (described in detail the College Catalog and
Student Handbook).
The adjudication of the grievance begins with the Division Dean, can proceed to a
College Academic Grievance Hearing Committee and ultimately will be reviewed
and finalized by the Vice President, Academic Services.
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Sexual Harassment
Sexual harassment is any threatening, demeaning or offensive conduct or situation
that unreasonably interferes with a person’s pursuits and is based on the sex of that
person. Sexual harassment is any conduct or situation that, on the basis of sex, makes
it more difficult for a reasonable person to do a job or receive his or her education.
Sexual harassment is a form of discrimination based on sex because the harassment
treats a member, or members, of one sex differently from members of the other sex or
engages in conduct that is based on the difference in sex.
Sexual harassment is illegal and it applies to all employees and students at all times
and places in any connection with the institution. If, as a faculty member, you are a
victim of sexual harassment, or you have knowledge of a student or employee who
has been a victim of sexual harassment, you should contact the Office for Student
Services at the Brighton Campus or the Student Services Center at the Damon City
Campus.
Incidents of sexual harassment that involve students will be investigated
confidentially by the sexual harassment officer and the Vice President, Student
Services. The Vice President, Student Services has the final and ultimate
determination of discipline.
Incidents that involve only employees will be investigated by the Human Resources
Office. Incidents involving students and staff will be investigated jointly by the
Student Services Office and the Human Resources Office.
I wish you much success. Please feel free to contact our office (Ext. 2122) if you
have any questions. Thank you.
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Definition of Plagiarism
Academic Integrity: MCC’s Policy
Cheating is defined as the unauthorized use or exchange of information by students or
others for the purpose of achieving unfair advantage in the classroom or the examination
process.
Plagiarism is defined as offering the work of someone else as one’s own. The language
or ideas thus taken from another person or source (i.e. Internet) may range from isolated
formulas, sentences, or paragraphs, speeches, or the writings of other students. Any
student who fails to give credit for ideas or materials consciously taken from another,
verbatim or in paraphrase, is guilty of plagiarism. Any form of plagiarism is essentially
an act of cheating. The academic honesty policy pertains to all instructional delivery
methods offered at the college, including but not limited to classroom, on-line classes and
self-study.
Examples:
Some examples of academic dishonesty include but are not limited to the following:
a) Taking an exam for another student.
b) Having another student take an exam for you.
c) Paying someone to write a paper to submit as your own work.
d) Arranging with other students to give or receive answers by use of signals.
e) Arranging to sit next to someone who will let you copy from his or her exam.
f) Copying from someone’s exam without his or her knowledge.
g) Writing a paper for another student.
h) Allowing another student to copy from you during an exam.
i) Obtaining answers, information, or material from a source (i.e. Internet) without
appropriate citation.
j) Getting questions or answers from someone who has already taken the same exam.
k) Working on homework with other students when the instructor does not allow it.
l) “Padding” a few items on a bibliography.
m) Unauthorized use of information stored in the memory of an electronic device (i.e.,
programmable calculator, cell phone) on a test or assignment. No information stored in
any electronic devices can be used without explicit permission.
n) Altering or forging an official university document.
Common Knowledge Exceptions
Information that occurs in three or more sources is considered “common knowledge”. Examples of
common knowledge that do not need to be documented are:
The South lost the battle at Gettysburg.
President Kennedy was assassinated in Dallas.
Ernest Hemingway wrote The Old Man and the Sea.
If, however, one historian comments that President Kennedy’s death was a result of a CIA conspiracy, a
citation to the source is needed because there are many conspiracy theories.
34
Adjunct Scheduling FAQs
How many courses may an adjunct teach?
Adjuncts are limited to teaching a total of 24 FCH from September 1 through August 31
of each year. This means if you teach three credit courses, you would be limited to
teaching eight classes in an academic year. Since several of adjuncts also teach in other
departments, please keep that cap in mind as you request classes. Additionally, please
note that hourly assignments (like tutoring in the writing center) are included in your
limits per academic year. The Human Resources office can help you with the details.
How will I know if I get scheduled for a class after the semester ends?
The scheduler’s primary means of keeping in touch with you is via your MCC e-mail,
although in some cases, s/he may also call.
How will I know if there are no classes available?
Once all classes are fully staffed, the adjunct coordinator or the scheduler will notify
those who will not be receiving classes.
How are decisions made about staffing classes for adjuncts?
Decisions are made jointly by the adjunct coordinators, the scheduler and the chair, who
take into consideration a variety of factors including but not limited to previous teaching
evaluations, seniority, teaching availability, courses an individual can teach and
cancellations of classes for adjuncts from previous semesters.
What if I don’t teach at MCC one semester but I want to the next semester?
Unfortunately, if you are not teaching in a given semester, you lose access to your MCC
email account. During the semester before the one in which you want to teach, send an
email to the adjunct coordinator and the scheduler apprising them of your interest. Be
sure to specify what courses and times you are interested in teaching.
Can an adjunct teach anything other than English 101 and 105?
Upper division classes are assigned first to full-time professors. Occasionally, there are
some sections of courses that cannot be covered by full-time faculty. In that case, we
would look to adjuncts to staff those classes. Make sure you always indicate on your
request form what you can teach in case something comes up.
What you can expect from the scheduler:
Clear communication indicating when to expect scheduling request forms, when they are due, and when you can expect the first round of schedules.
Forms will be delivered to your department mailbox in hard copy. If you teach
only online or off campus, when you receive an e mail indicting forms have gone
out, send the scheduler an e-mail requesting an electronic copy
If schedules are ever going to be late, you will receive an e-mail at least 24 hours beforehand
Prompt responses to questions/concerns about schedules
35
Adjunct Evaluation Policy This policy establishes procedures for evaluating adjunct faculty, as required by the current Faculty Association Contractual Agreement. The Contractual Agreement states that evaluation for adjunct rank is primarily referenced on demonstrated effectiveness in teaching and professional development that supports it. Adjunct faculty will be evaluated at least once per year for the first five (5) years of teaching and at least once every three (3) years thereafter.
1) Each September (or January if Spring Semester), an assigned Adjunct Coordinator will send written reminders to adjunct faculty members who need to be evaluated according to the schedule given in the opening paragraph above.
2) By October (March) 15, the Adjunct Coordinator will have arranged an observation of a class giving
at least four days’ notice. At or before the observation the adjunct faculty member being evaluated will submit to the evaluator copies of representative samples of instructional materials including a course information sheet, a syllabus, and any other materials chosen by the instructor. The evaluator may also review other records kept by the adjunct coordinators.
3) The Adjunct Coordinator will complete a Classroom Observation Form as well as an Adjunct
Evaluation Form. Within ten (10) working days of the observation, the evaluator will deliver the Classroom Observation Form and the Adjunct Evaluation Form to the faculty member being evaluated and make arrangements to meet in order to discuss these forms.
4) By December (May) 1, the Adjunct Coordinator shall submit signed copies of the Adjunct
Evaluation Form and Classroom Observation Form to the Department Chair.
5) A copy of the completed evaluation will be given to the Department Chair, who may add his or her own comments. The Department Chair will then forward the form to the Dean, who will forward it to the Academic Provost for inclusion in the personnel file.
36
Adjunct Evaluation Sample Form
Monroe Community College English/Philosophy Department - Adjunct Evaluation Form
Name: _____________________________________Rank:______________________Date:_________________ Evaluator(s):________________________________________________________________________________ Status of Adjunct Faculty Member: (check the appropriate box) Fewer than five years of service: Faculty member will be evaluated at least once annually. Five years or more of service: Faculty member will be observed at least once every three years. Date of Previous Evaluation:_____________________________ Directions: This evaluation will consist of a classroom observation, a review of a current course information sheet, and a review of a sample test or other assessment instrument. Different sections of this form may be filled out by different evaluators. If an evaluator indicates that an aspect of the individual’s performance does not meet the department’s expectations, the evaluator must include a comment explaining why. If the individual being evaluated disagrees with any portion of this evaluation, the individual may submit a written response within 10 days of receipt of this evaluation. Part A: Effectiveness in Teaching 1. Classroom Observation: meets or exceeds expectation there are concerns to be addressed 2. Course Information Sheet contains all required components: meets or exceeds expectation there are concerns to be addressed 3. Sample exam and/or other assessment materials: meets or exceeds expectation there are concerns to be addressed Comments: (optional) Part B: Professionalism 1. Responds to communication in a timely manner: meets or exceeds expectation there are concerns to be addressed
2. Adheres to departmental and college deadlines, such as attendance reporting, scheduling non- departmental final exams, and submitting course grades:
meets or exceeds expectation there are concerns to be addressed 3. Interacts with the department in a professional collegial manner: meets or exceeds expectation there are concerns to be addressed Comments: (optional) Part C: Other (Professional development; service to department, college, and/or community)
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Some professional development is expected for promotion eligibility. Service is not required, but may be acknowledged here. Part D: Additional Concerns There are no concerns to be addressed. There are concerns to be addressed in regards to interaction with colleagues. There are concerns to be addressed in regards to complying with college-wide, departmental, and course policies. There are concerns to be addressed in regards to student feedback. There are other concerns to be addressed. Comments: Recommendation for Future Assignments: The department recommends that future class assignments be made, contingent upon availability. There are concerns that need to be addressed for future continuity of service: The department recommends that future class assignments not be made. Chairs Comments: Chair signature: _________________________________ Signatures: Evaluator: ______________________________ Date: __________________ Parts Completed: _______________ Evaluator: ______________________________ Date: __________________ Parts Completed: _______________ Evaluator: ______________________________ Date: __________________ Parts Completed: _______________ Faculty Member Being Evaluated: ______________________________________ Date: _____________________ (This signature indicates only that the form has been read, the evaluation discussed, and a copy received.)
38
Class Observation Report Sample
MCC English/Philosophy Department
Class Observation Report
Instructor’s Name: Date:
Course Number and Name: Time:
Additional Comments (use back as needed)
------------------------------------------------------- --------------- -------------------------------------- ----------------
Signature of evaluator Date Signature of person evaluated Date
The signature of the faculty member does not signify agreement with the evaluation
Effectiveness in Position Excellent Good Satisfactory Marginal Examples
Classroom activities were
consistent with the instructor’s
objectives of lesson prepared
Ideas were clearly explained,
class was well planned and
organized
Professor demonstrated
awareness of different learning
styles in presentation of class
activities
Professor conducted group
discussion skillfully,
encouraging critical thinking,
diverse viewpoints, and
analysis in student
participation.
Professor presented
assignments which were
meaningful and realistic
Professor’s attitude towards
students promoted atmosphere
of mutual respect and
cooperation
39
Attendance Collection FAQs *From the Registrar’s Office*
Q1: Why do we have to enter attendance? This isn’t high school! Adults can choose whether or
not to go to class.
A: Students must attend through the census date (aka “pay day”) in order to be eligible for their
financial aid. The college can only report students attending through census date for the college’s
state funding. Because we refund financial aid monies to students beyond tuition and fees, we
need to be especially careful that the student qualifies for the excess aid. If for any reason we
issue aid incorrectly, the funds must be returned to the government. It is important we know the
student’s eligibility based on their attendance prior to issuing any financial aid (especially
refunds).
Short answer: We could create huge financial receivables by giving refunds to students who
registered but never came to class or stopped attending prior to census.
Q2: What happens to a student if I mark them as never attending or stopped attending prior to
census?
A: The College reviews their financial status and determines if they should be dropped from the class
based on their payment history and pending aid. If the student has not paid tuition or is expecting
financial aid, we drop the student from the course. All tuition and fees (and financial aid)
associated with the course is deleted. These students disappear from your class roster.
Q3: Are all students marked absent subsequently dropped for non-attendance?
A: No. Only students who are expecting financial aid or have paid less than 50% of their
outstanding tuition are dropped. There may be students on your roster that never or stopped
attending the class but will not be dropped from the course.
Q4: What should I do with students who remain on my roster that never attended or stopped
attending?
A: Issue a withdrawal or a grade. All faculty-initiated withdrawals (W grades) or F grades should
include the student’s last date of attendance. You cannot leave this grade blank. A grade is
required.
Q5: Some students would prefer to have the F or W grade instead of being dropped for non-
attendance. Can I re-register them and just give them a grade even though they are not
actually going to come back to class?
A: No. This situation sounds like a student who needs the course for financial aid eligibility. They’d
be willing to take the poor grade in exchange for the financial aid funds. We don’t make those
kinds of trades. They may want to consider enrolling and attending a late start course. This is
what we refer to as a “tough life lesson.” We are only permitted to issue aid for courses in which
the student attended at or beyond census.
Q6: Why do we bother dropping students who don’t attend? Let them fail and be charged the
full tuition. (Isn’t that what they do at other schools?)
A: Because we need to stop their tuition refund. If we don’t catch it and send the refund to the
ineligible student --- we still have to give the full amount back to the government when the error is
found. This means we have repaid the full amount of aid to the government AND lost the
additional amount refunded to the student. Scary, huh? Without careful attendance auditing, this
figure can climb to over $1 million dollars. (Yes, you read that correctly. Big number.)
Q7: Do we go after the student for the refunded money they should never have received?
40
A: Of course. The rate of repayment is horribly low. So, we send them to collections. Students in
collections can rarely ever re-register for courses at the college when they mature and realize the
errors of their past. It does happen, but it is a long road that we’d like to avoid.
Q8: When do we drop students for non-attendance?
A: Approximately the end of the 6th week of the full term. We also run a second attendance drop for
later starting course approximately three weeks before the end of the full semester.
Q9: Why is the census date so important?
A: Everyone gets “paid” on this date. Student earn their aid and the college can submit enrollment
for state funding based on students attending on census. Financially speaking, this is an
important date at all colleges.
Q10: Where can I find the census date for the courses I am teaching?
A: Good question. Census and withdrawal deadlines are available on the MCC web site under the A-
Z index, C for Calendar (Academic Calendar). Click the icon called ‘Census &
Add/Drop/Withdrawal Deadlines.’ This information is also sent to you in e-mail closer to the
attendance submission deadlines.
Q11: What if a student attends on the census date and I never see her again? Is she considered
attending or not?
A: Yes. Attendance on census means the student is attending the course. She has earned her aid. We
may submit her record for state aid.
Q12: What if a student misses class on the census date, but I think she is coming back to the class?
A: If you know the student is coming back, then mark her as attending. You can change the
information if you realize this was incorrect. Attendance is not an exact science, you make the
best decisions you can, given the information you have at the time.
Q13: What if I make a mistake on attendance? What if I want to change the attendance I
entered? A: Send Betsy Ripton (Registrar) an e-mail with the revised information ([email protected]).
Once attendance is entered, you cannot change it in Banner yourself. You need “big brother” to
make the change for you. (Or in this case, “big sister!”)
Q14: What happens if I forget to enter attendance?
A: Read your MCC e-mail regularly. You will be given at least one reminder before the deadline.
Once the deadline is missed, you are notified that you missed the deadline. Unfortunately, your
Department Chair, Division Dean and Academic Vice President are also notified. If you read
your e-mail regularly, you’ll have plenty to notice of attendance deadlines.
Q15: What happens if I green slip a student into my course after attendance has been entered?
A: You can enter their attendance at any point after the green slip is processed. At a certain point in
the term, R&R monitors late green slips and makes assumptions for you about attendance. Feel
free to contact Betsy Ripton if you have questions about green slipped students.
Q16: Why do you need a last date of attendance when an instructor enters an F grade or
withdraw (W) a student? You already have my attendance for this student! Please stop
bugging me.
A: Students who do not successfully complete any course within the term will have their financial aid
recalculated at the end of the term. We process the required recalculations based on the latest
date the student attended. It is easiest for us to obtain this information when you enter the final
grade for the student. (You may forget, but then we have to search you out after the fact if one of
your students withdraws or fails all courses in the term.)
41
Q17: How long do I need to keep my daily attendance records after the term ends?
A: The College is required to maintain the information you enter in Banner for 6 years. You should
keep your attendance documents for at least 3 years beyond the course end date. (We can be
audited for 3 years beyond the term)
Q18: How do I know that my attendance has been entered correctly in Banner? I entered it,
saved it and nothing happened. Did it work?
A: Banner does not give you a message stating your attendance has been submitted successfully. We
recommend you click another tab in Banner self service, then go back to the attendance form to
see if the data was saved. If your attendance entries are there, then the data has been correctly
saved. If the roster has no attendance data then you have input the attendance information
incorrectly. Quickly review your directions again and enter the data one more time. The 1 and 0
codes go in the “Attend Hr” field and the dates go in the “Last Attend Date” field. Also,
remember that dates require a four digit year.
The R&R office will send you an e-mail the following business day informing you that your
attendance has been entered. This is a manual process designed to provide a confirmation of your
attendance entries. Be sure to open the document and check that your rosters are listed as being
entered.
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Quick Reference Guide – Attendance Collection *From the Registrar’s Office*
Purpose of Mandatory Attendance Collection:
To prevent the disbursement of financial aid to students no longer attending class, as required by federal and state
regulations.
How to Enter Attendance:
Log into Banner self service
Choose Faculty Services
Choose Attendance, Withdrawal & Final Grades
Choose the correct term
Choose the course you want to complete (only your sections will be displayed)
Every student needs to be issued an accurate attendance code. Your options are:
Enter a ‘1’ in the Attend Hours column if the student is still attending the course
Enter a ‘1’ in the Attend Hours column if the student attended on or after the census date – even if they have
stopped attending after census
Enter a ‘0’ in the Attend Hours column if the student NEVER attended the course
Enter a last date of attendance (mm/dd/yyyy) in the Last Attend Date column for students who did attend, but
stopped attending before the census date.
Then hit the submit button
Students who never attended or stopped attending prior to census MAY be dropped from course based on a combination
of their attendance and financial status with the college. If a student is not dropped, they must be issued a grade at the
end of the term, regardless of their attendance history.
Be sure to enter attendance for every student enrolled in the section. Approximately 15 students are shown on each
page, so if you have a larger class – there will be more than one roster page. Click the next button at bottom of the
screen to access the rest of the class roster.
A 3-minute training video showing you how to enter attendance is available on the MCC web site
(www.monroecc.edu). This video is located on the Banner home page by following the links below:
A-Z index
B for Banner Home Page
Self Service Documentation
Banner training videos and documentation
Enter your name and network password
Choose Training Videos
Choose Attendance
What if you made a mistake and reported a student’s attendance incorrectly?
Send me an e-mail with the correct data so the change can be made in Banner. You cannot adjust attendance
after it has been saved in Banner self service. ([email protected])
Financial decisions will be made based on your attendance submission.
Correcting attendance at the end of the term is too late and causes significant financial losses.
F and W Grades issued by Faculty Require a Last Attendance Date:
Reminder: All W and F grades issued by an instructor must also have a last date of attendance submitted
when the grade is entered or the withdrawal is processed.
Good luck! Call or e-mail me if you need more information.
Elizabeth (Betsy) Ripton
Director, Registration & Records
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Annual Faculty Development Report *Sample--from the Academic Provost*
TO: All Teaching Faculty and Academic Services Professionals
FROM: Michael J. McDonough, Provost and Vice President, Academic Services
DATE: April 11, 20xx
RE: Annual Faculty Development Report
Each year, all teaching faculty and professional staff are required to submit an Annual
Faculty Development Report (AFDR) celebrating their accomplishments and
contributions to Monroe Community College’s learning environment over the past year.
This report is a vital part of the evaluation, retention and promotion processes. It is also a
useful tool in tracking your own personal/professional growth and developing future
goals.
I have attached the forms for your convenience and the forms are also available on the M:
drive inside the Offices/Academic Services/Shared folder, or the Faculty Contract
Appendix. Please note there are two different reports: AFDR-Teaching Faculty and
AFDR-Professional Staff; use the report that corresponds to your position.
Please submit AFDRs to me by June 15, 20xx. I look forward to learning about and
recognizing your many projects, activities, and accomplishments this year.
44
MONROE COMMUNITY COLLEGE
ANNUAL FACULTY DEVELOPMENT REPORT June 15, 20xx to June 15, 20xx
Adjunct Faculty need only address sections A, B, and G
Name: Date:
Rank or Title:
Department:
A. Teaching Assignments: List specific courses, number of courses, and type of
sections (e.g. hybrid, lab, online). Provide a brief narrative description of the
choices you made about course preparations, course revisions, and course materials
used. Describe actions taken that have led to an enhancement of assessable student
success.
B. Professional Development: Provide a brief narrative description of how you have
grown professionally this year. Which specific courses, seminars, professional
associations and activities have supported your professional development?
G. Lessons Learned: How have your past year’s work, experience, activities, and
accomplishments led to professional growth?
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Academic Record Change Form Sample
REGISTRATION AND RECORDS
ACADEMIC RECORD CHANGE FORM
___________________________________________ _________________________
Student last name First M.I. M# or SS#
The grade for the following course should be changed:
Incorrect Correct
CRN# Course # and section Semester and year Grade Grade
Reason for Change:
The following course should be added to the academic record:
CRN# Course # and section Semester and year Grade
__________________________ __________ . ______________________ __________
Professor Date Department Chair Date
White: Records/ Yellow: Faculty
Records use only
Processed by: Reviewed by:
46
Copy Center Work Order Form Sample
COPY CENTER 5 WORK ORDER
NAME:___________________________________________________________ DATE: _____________________
DEPARTMENT: ___________________________________________________ DATE NEEDED: _____________
SIGNATURE: ___________________________________________________________________________________
IF COPYRIGHTED, REQUEST UNDER MCC POLICY AND PROCEDURES (1984) YES NO
CHECK ONE OF THE FOLLOWING:
GUIDELINES FOR FAIR USE PERMISSIONS GRANTED BY COPYRIGHT HOLDER AND PERMISSION ATTACHED
PERMISSION GRANTED BY MCC ADMINISTRATOR*
* ADMINISTRATOR’S SIGNATURE: _____________________________________________ DATE: ___________________________
NUMBER OF COPIES ______________________________ EACH OF ______________________ TWO SIDES: YES NO
COLLATE STAPLE OFFSET 3-HOLE PUNCH SPECIAL INSTRUCTIONS:________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
COPIES: White: Copy Center Yellow: Customer Pink: Print Shop
OFFICE USE ONLY
COMPLETION DATE: _____________________________
WORK DONE BY: ________________________________
WORK ACCEPTED BY: ___________________________
DATE: __________________________________________
NOTICE
Warning Concerning Copyright Restrictions
The copy right law of the United Stated (Title 17, United States Code) governs
the making of photocopies or other reproductions of copyrighted material. The
Institution reserves the right to refuse to accept a copying order, if, in its
judgment, fulfillment of the order would involve violation of copyright law.
