Pre-College Programs Summer 2009

Lecturer Handbook

TABLE OF CONTENTS STAFF, OFFICE HOURS, AND LOCATION ............................................................... 2

INTRODUCTION ...................................................................................................... 3

STATEMENT OF EQUAL OPPORTUNITY ................................................................. 4

ACCOMODATIONS FOR STUDENTS WITH DISABILITIES ....................................... 4

LECTURER’S RESPONSIBILITIES ............................................................................ 5

COURSE DESCRIPTIONS AND OBJECTIVES ........................................................... 6 UBMS Instructions ...................................................................................................................................... 6 UB Instructions ............................................................................................................................................ 9

DIAGNOSIS & ASSESSMENT ................................................................................. 12 Student Need Assessment ......................................................................................... 12

INSTRUCTIONAL GUIDELINES ............................................................................. 13 Tutor/Counselors ..................................................................................................... 13 Instructional Materials ............................................................................................. 13 Student Attendance .................................................................................................. 13 Student Discipline ................................................................................................... 13 Student Code of Conduct .......................................................................................... 14 Student Assignments ................................................................................................ 15 Student Illness ......................................................................................................... 15 Student Assessment ................................................................................................. 15 Library Resources .................................................................................................... 15 Calendar Deadlines .................................................................................................. 16

ADMINISTRATIVE INFORMATION ........................................................................ 17 Faculty Meetings ..................................................................................................... 17 Time Sheets ............................................................................................................ 17 Pay Checks ............................................................................................................. 17 Lecturer Attendance ................................................................................................. 17 Parking ................................................................................................................... 17 Dining Hall ............................................................................................................. 17

PROGRAM INFORMATION .................................................................................... 18 Field Trips and Activities ......................................................................................... 18 Science Symposium / Research Day .......................................................................... 18 End of the Summer Banquet ..................................................................................... 18 SCHEDULE OF CLASSES – UB ............................................................................... 19 SCHEDULE OF CLASSES – UBMS .......................................................................... 20 NOTES .............................................................................................................. 21-22

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STAFF

Dr. Georgette Hardy DeJesus ................................................................ Executive Director Pre-College Programs in UGST RESIDENT DIRECTOR....................................................................................... LaToya Walters Jonas Beaubrun .............................................................................................. LIFT Coordinator Aishah Briscoe...............................................................................LIFT Coordinator Assistant Josef Hapli……………………………………………………………...Research Coordinator Alissa Mayers……………………………………………………………..Graduate Assistant UPWARD BOUND I (Wheaton, Northwestern, Bladensburg, and Central) Sabrena Johnson ........................................................................................................ Counselor Michael Walker ..................................................................................... Academic Coordinator Adrienne Ross .............................................................................. Business Services Specialist UPWARD BOUND II (High Point, Northwood, and Montgomery Blair) Annie Foster Ahmed .................................................................................... Associate Director Moya Malcolm ...................................................................................... Academic Coordinator UPWARD BOUND MATH AND SCIENCE PROGRAM (Bell Multicultural, Edmondson–Westside, Potomac, Fairmont Heights, and Watkins Mill) Annie Foster Ahmed .................................................................................... Associate Director Ryan Hill ................................................................................................................... Counselor Jacqueline Majors ............................................................................... Administrative Assistant The Upward Bound and Upward Bound Math and Science Program offices are located in the West Education Annex on the North side of campus (building #066 on a campus map). The offices are open from 8:30 a.m. - 6:00 p.m. Monday through Friday. The main office number for the Upward Bound Program is (301) 405-6776 or 0952. The Upward Bound Math and Science Program office number is (301) 405-1773. Any correspondence for Lecturers may be sent to the following address:

Lecturer’s Name c/o Pre-College Programs in Undergraduate Studies

Annapolis Hall University of Maryland

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College Park, Maryland 20742

INTRODUCTION In 1965, the Higher Education Act 305 established TRIO programs to prepare low-income and first-generation students for entry into and successful completion of postsecondary education. The University of Maryland at College Park Upward Bound Program and Upward Bound Math and Science Program, together comprising Pre-College Programs in Undergraduate Studies, assists students in the first phase of this process. Making use of shared resources and facilities, both programs work cooperatively to broaden each student's learning experience. Pre-College Programs is designed to assist high school students in gaining the necessary skills and motivation to complete secondary school and pursue higher education. Each program utilizes classroom instruction, counseling, cultural events and a residential experience to emphasize the importance of education in the student's future endeavors. The Upward Bound Math and Science Program (UBMS) targets students who have completed the ninth grade and have displayed an interest in math, computers or science. The program focuses its academic services on strengthening critical thinking and problem solving skills, and encourages its participants to pursue postsecondary degrees in math and science related fields. It offers students an integrated six-week summer academic program in math, computer programming and applications, science, research methods and writing, as well as sponsoring cultural and social activities. Upward Bound Math and Science supplements secondary school experiences to qualified students who attend Prince George's and Montgomery Counties target schools: Bell Multicultural, Edmondson-Westside, Potomac, Fairmont Heights, and Watkins Mill. In addition to tutoring and academic instruction, Maryland's UBMS students participate in a one-on-one relationship with a mentor who exposes them to laboratory activities and offers personal

academic guidance. During the summer program, each student develops an independent research project that is presented at a science symposium at the end of the summer. During the academic year, UBMS requires students to complete modules that strengthen concepts taught during the summer program. Monthly newsletters update students about science and career fairs and encourage them to participate in and attend mathematics and science related activities such as science fairs and research demonstrations. The program also offers academic advising to its students during the year and sponsors an annual conference on the College Park campus. Upward Bound supplements secondary school experiences to qualified students who attend Prince George's and Montgomery Counties target schools: Bladensburg, High Point, Montgomery Blair, Northwestern, Northwood Central and Wheaton. During the academic year session, students receive weekly academic instruction, tutoring and personal and career counseling. The summer residential session allows students to become familiar with the college experience by living in the residence halls, eating in the dining halls, attending classes and taking part in recreational and cultural activities on the College Park campus. Pre-College Programs seeks to maximize each student's academic potential through personalized instruction and counseling. Its success depends upon the self- confidence and motivation of each individual. In addition, its staff must commit themselves to providing an atmosphere that assists in academic development, self-awareness and mutual respect for others.

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STATEMENT OF EQUAL OPPORTUNITY The University of Maryland is an equal opportunity institution with respect to both education and employment. The University does not discriminate on the basis of race, color, national origin, sex, age, or handicap in admission or access to, or treatment or employment in, its programs and activities as required by federal (Title VI, Title IX, Section 504) and state laws and regulations. Inquiries regarding compliance with Title VI of the Civil Rights Act of 1964, as amended, Title IX of the 1972 Educational amendments, Section 504 of the Rehabilitation Act of 1973, or related legal requirements should be directed to:

Director Office of Human Relations 1130 Shriver Laboratory

University of Maryland College Park, MD 20742 Telephone: 301-405-2838

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES The President's Commission on Disability Issues advises the President on issues related to the improvement of the quality of life for students, staff, and faculty members who have disabilities. The main functions of this Commission are to enhance campus opportunities for people with disabilities, review existing campus services and programs, strengthen and augment services where appropriate, and identify and recommend removal of impediments to accessibility to campus buildings, facilities and programs. The University has a legal obligation to provide appropriate accommodations for students with documented disabilities. Students with disabilities should inform Lecturers of their needs at the beginning of the course. Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact their counselor as soon as possible to make the necessary accommodations.

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LECTURER'S RESPONSIBILITIES General: The role of the academic lecturer in Pre-College Programs differs from that of the traditional classroom instructor. Rather than lecturing on theory, the program Lecturer emphasizes problem-solving skills and real-world applications in a cooperative learning environment. A hands-on discovery-based teaching approach helps students improve their academic skills. The following are the general responsibilities of the Upward Bound and Upward Bound Math and Science Lecturer: 1. Administer pre-test and post-test in each subject area. 2. Prepare creative and interesting lesson plans to stimulate

and motivate the students and improve their academic skills. 3. Provide an instructional program that is student-centered and meets the needs

of each student. 4. Teach at least four hours per day. 5. Coordinate work with Tutor/Counselors to provide optimum instruction for all

the students. 6. Develop a system for evaluating student progress. 7. Develop and administer tests to gather empirical data relative to students'

growth patterns. 8. Complete and submit evaluations of the program and the students by calendar

deadlines. 9. Establish regular office hours for student consultation. 10. Attend all staff meetings and training sessions. 11. Assist students with their research projects and internships.

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COURSE DESCRIPTION AND OBJECTIVES for UBMS Instruction

Teaching Methodology UBMS uses a Piagetian-based approach in teaching laboratory courses. This approach was developed by Project SOAR (Stress on Analytical Reasoning), a nationally acclaimed pre-college program at Xavier University. The SOAR approach stimulates more in-depth research than the standard scientific method of exploration and increases reasoning and problem-solving skills. Hands-on workshops follow a sequence in the learning cycle: exploration, invention, and application. During exploration, students have the opportunity to think analytically and develop their own hypotheses. In the invention stage, students create a problem-solving approach that they test in the application stage. The discovery-based approach is recognized as a legitimate teaching strategy for mathematics and science education. Classroom learning is supplemented by outside enrichment activities that may increase student interest in science and mathematics. Integrated Mathematics This course emphasizes the development of problem-solving skills in mathematics. The course will provide instruction in algebra, geometry, and elementary concepts of probability and statistics as they relate to science applications. The purpose of this class is to develop and implement an integrated mathematics and problem-solving program during the summer institute. Evaluation Objectives The success of the course will be determined through the following evaluation outcomes:

1. That 80% of the students acquire

competency in solving equations and

generating graphs (using the TI-84) as measured by teacher-designed tests.

2. That 80% of the students acquire mathematical competency in algebra, geometry, trigonometry and pre-calculus. In algebra, students should be able to represent situations with expressions, use tables and graphs as tools for interpreting expressions, and use matrices to solve equations. In geometry students should be able to interpret and draw three-dimensional objects, and apply properties of figures. In Trigonometry, students should be able to explore real world phenomena use the sine and cosine. In pre-calculus, students should understand the conceptual foundations of limit and the area under the curve.

3. That Lecturer contributes data for a written report to be prepared describing the results and level of success of the mathematics program, indicating needed refinements. The report is to be submitted to the Director within a one-week period following the end of the summer program.

Integrated Science Students will be introduced to the scientific method of investigation. Science concepts will be explored in chemistry, physics, and engineering with an emphasis on collecting, analyzing, interpreting, and reporting scientific data. Topics are explored through hands-on laboratory experiments, demonstrations, audiovisual materials and group projects. The course provides students with an integrated comprehensive science program during the summer institute.

Evaluation Objectives The success of the course will be determined

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through the following evaluation outcomes: 1. That 80% of the students increase

achievement by 10% over the pre-test results, as measured by the post-test administered the last week of the program.

2. That 80% of the students acquire competency in the following areas as measured by Lecturer-designed tests administered at the end of the summer institute: scientific inquiry-investigating and exploring phenomena; physical science forces and motions; life sciences the cell, the molecular basis of heredity, and biological evolution; science and technology science as a human endeavor and nature of scientific knowledge; unifying concepts-order and organization.

3. That Lecturer contributes data for a written report to be prepared describing the results and level of success of the mathematics program, indicating needed refinements. The report is to be submitted to the Director within a one-week period following the end of the summer program.

Computer Programming and Applications Students will be introduced to computer languages, algorithms as problem-solving tools, and the BASIC, and C programs. Assessment of programming skills will precede program enrollment. Courses are conducted in the workstation laboratories on campus where PC and Macintosh computers are used. Software packages to be explored include Microsoft Word, PowerPoint and Excel. Students also use a variety of software packages in mathematics, science, and statistics to enhance concepts learned in the

integrated mathematics and science course. Skill with software programs enhances the development and presentation of their research projects and increases their knowledge of computer applications: word processing, presentations, data base developments, graphics, and developing an e-portfolio. The purpose of the course is to design and implement a computer programming and applications course in which students review computer languages, learn to use algorithms as problem-solving tools, and learn to program in BASIC or C, so that 80% will be able to use the computer as a problem solving and research tool. Evaluation Objectives The success of the course will be determined through the following evaluation outcomes: 1. That 80% of the students complete all of

their computer science learning modules.

2. That 80% of the students make use of computer word processing in completing lab reports and research projects.

3. That 80% of the students use the computer as a tool for organizing, summarizing, and analyzing data gathered through their lab experiments and class assignments.

4. That 80% of the students use the computer for the collection and retrieval of information.

5. That 80% of the students learn to use the computer as a problem-solving/decision-making tool.

Technical Writing Students will have the opportunity to develop

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their writing and research skills through writing modules. Each student will also be responsible for conducting an individual research project that must utilize a concept or application of an idea explored in the integrated math and science class. Additionally, skills learned in the computer programming and applications course will be applied in these projects. Students will collect and analyze data for a group proposal and scholarly paper on their research projects and will prepare an oral presentation for the science symposium. The purpose is to provide a course in which 80% of the students will develop the skills of a practicing scientist by conducting experimental investigations using the steps of the scientific method. Evaluation Objectives The success of the course will be determined through the following evaluation outcomes: 1. That 80% of the students demonstrate at

least a 10% improvement on standardized test scores administered at the end of the school year.

2. That 80% of the students complete a research paper and present their research at the summer Symposium.

Peer Counseling/ Tutoring Tutorial services are provided to students in the summer program institute with the objective of 75% of students mastering at least 80% of their course materials. Evaluation Objectives The success of the course will be determined through the following evaluation outcomes: 1. That 70% of the students in the summer

institute receive a grade of 3.0 (on a 4.0 scale) or better on their course evaluations.

2. That 85% of the students, via a

questionnaire, rate the services provided as helpful and responsive to their needs.

Academic/Career Advising By the first week of the summer institute, the counseling staff will develop and implement a comprehensive advising system enabling 100% of the students to develop a master plan for high school and career development for postsecondary education. Evaluation Objectives The success of the course will be determined through the following evaluation outcomes: 1. That 80% of the students complete their

master educational plans by the end of the summer institute.

2. That 80% of the students complete their career development plans by the end of the summer institute.

Latin The course is designed to introduce the skills for comprehending Latin as a language and a cultural base. Students will increase their word power in English and other languages through the study of Latin as grammar and syntax are introduced within reading passages. Students will also learn Latin roots that are related to scientific and technical terms. The objective of this class is to provide Latin classes twice weekly during the summer program. The classes are designed to teach students fundamental language skills. Reading and writing Latin will assist them in developing word power in English and in other languages. Evaluation Objectives 1. That 80% of the students are able to

identify frequently used Latin terms. 2. That 60% of the students learn to read

Latin and to pronounce words properly.

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COURSE DESCRIPTION AND OBJECTIVES for Upward Bound Program Instruction

Reading and Study Skills The reading course is designed to assist students who need to improve their basic reading skills. Although some students may have more facility with language than others, the course can benefit all students in that it offers challenging experiences in reading. The students will develop their skills through reading selections from novels, magazines, and newspapers. These readings will strengthen their ability to define words through context clues and to recognize and understand the author's purposes and main themes. The objective of this course is to increase 80% of the students' vocabulary, comprehension, and study skills by 10% over their pre-test scores. The success of the course will be determined through the following evaluation outcomes: 1. That 80% of the students enrolled will

score 10% higher on the post-test than on the diagnostic pre-test.

2. That 80% of the students will complete their individual work plans.

3. That 80% of the students will increase their ability to: λ Understand the meaning of 150 new

terms. λ Comprehend assigned reading

materials. · locate and use resources external to the classroom.

λ Vary reading speed and method according to the type of material and the purpose for reading.

λ Use the features of books and other reference materials.

Mathematics Mathematics courses include Algebra I, Geometry, Algebra II/Trigonometry, Pre-

Calculus and Calculus. Various teaching strategies will be used to assist students in extending their problem-solving capabilities.

The objective of this course is to increase 80% of the students' mathematical thinking skills by 10% over their pre-test scores. The success of the

course will be determined through the following evaluation outcomes: 1. That 80% of the students' will increase

mathematical thinking skills by 10% over their pre-test scores.

2. That 80% of the students will acquire

competency to: λ Perform the computations of addition,

subtraction, multiplication, and division of whole numbers using fractions, decimals and integers.

λ Analyze problems and apply rules of logic in reaching valid conclusions.

λ Use the mathematics of integers, fractions, decimals, ratios, proportions, percentages, roots and powers, algebra, and geometry.

λ Employ logical analysis, creative and critical thinking to address problem-solving assignments.

English The English course is designed to provide students with basic proficiency in grammar, sentence construction, spelling, capitalization, and punctuation. The emphasis in this course is on the essentials of communication. This course affords students the opportunity to review and

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reinforce their basic language skills. Lecturers will devote much time to paragraph construction and the longer composition. Students will be given the opportunity to explore a range of literature. Selected prose, verse, and drama will be read and discussed. Students will also be given the opportunity to write in these forms. The objective of this course is to increase 80% of the students' standard written English skills by 10% over their pre-test scores. The success of the course will be determined through the following evaluation outcomes: 1. That 80% of the students will achieve

10% improvement over the pre-test results.

2. That 80% of the students will indicate, by written questionnaire, that they are more confident in their writing ability than they were before the summer.

3. That 80% of the students will successfully complete the requirements of the English class.

4. That 80% of the students will increase their ability to: λ Conceive ideas about a topic for the

purpose of writing. λ Organize, select, and relate ideas in

outline form and develop them into coherent paragraphs.

λ Write standard English sentences with correct sentence structure, verb forms, punctuation, capitalization, possessives, plural forms, mechanics, word choice, and spelling.

λ Vary diction, including vocabulary and sentence structure, for different readers and purposes.

Science Students will be exposed to a laboratory science program. They will be introduced to

the scientific method of investigation in science. Science concepts will be explored in chemistry, biology, physics, natural and physical science with emphasis on the collection, analysis, interpretation, and reporting of scientific data. Students will explore topics through hands-on laboratory experiments, demonstrations, audiovisual materials, and group project. Students will be provided with a comprehensive introductory science program. Classes in chemical, biological, natural and physical sciences and laboratory experiments are designed to acquaint students with basic ideas, concepts, and fundamental principles in the subject area. Science and mathematics courses will be integrated to expose students to experiences in the fields of science and technology. The success of the course will be determined through the following evaluation outcomes: 1. That 80% of the students will achieve

10% improvement over the pre-test results. Results are to be measured by a post-test administered during the middle of the last week of the program.

2. That 75% of the students will successfully complete the requirements of the science class. λ Gather information from primary and

secondary sources; write a report using research; quote and paraphrase.

λ Answer and ask questions coherently and concisely.

λ Identify and comprehend the main and subordinate ideas in lectures and discussions; and report accurately.

Foreign Language Students will have a choice of taking French or Spanish. Both courses will teach students fundamental language skills of listening, speaking, reading, and writing which will assist them in understanding and communicating in a bilingual environment. Students will be required to study and report

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on Spanish and French-speaking countries. Reports may also include the study of Hispanics that live in the United States or the French influence in the United States. Through the reports and through other materials, Lecturers will introduce students to the rich cultural aspects of the language. The objective of this course is to provide Spanish and French conversation classes, which teach students basic fundamental language skills. Each class will meet twice a week during the summer program. The success of the course will be determined through the following evaluation outcomes:

1. That student skill acquisition is determined by teacher-developed instruments.

2. That all students who have not had a foreign language enroll in the introductory session.

3. That 50% of the students are able to identify frequently used words and phrases in the language studied.

4. That 50% of the students in the class learn basic conversational Spanish or French.

Research projects based on the skills and concepts learned in the above areas will be developed.

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DIAGNOSIS & ASSESSMENT Pre-College Programs assess the academic and personal needs for 100% of the project participants relative to academic readiness for a curriculum emphasizing skill development. Student Need Assessment By June 30th of each year, we implement a program of systematic diagnosis using standardized tests, interviews, transcript analysis, formal and informal instruments to assess the students’ academic strengths and weaknesses as well as their motivational level and attitude toward learning. The success of this objective will be determined through the following evaluation outcomes: 1. That each student's academic folder will reflect data indicating completion of all planned

activities, interview transcript analysis, survey and questionnaires, observations and pre/post test scores.

2. That an Individualized Academic Plan (IAP) will be developed for each participant based on

test results. 3. That 80% of all participants will be able to successfully complete the IAP, establishing an

80% competence level in all prescribed activities. 4. That each student's performance will be measured by a comparison between statistical data

gathered during the academic year and data gathered during the summer session.

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INSTRUCTIONAL AND CLASSROOM GUIDELINES Tutor/Counselors A Tutor/Counselor will be assigned to each class and should be viewed as a valuable resource. College students are selected as Tutor/Counselors because of their academic accomplishments as well as their ability to work with students. They are not to function as substitute teachers, but as teachers' aides. Lecturers should utilize Tutor/Counselors in the following ways: λ Individual tutoring

λ Leading small group activities

λ Proctoring exams

λ Escorting students Instructional Materials Each faculty member will receive a set of supplies with a form listing all items in the set. This form must be signed by the Lecturer and returned to the Administrative Assistant on the last day of training. If additional supplies or equipment are needed, the Lecturer should submit a written request to the Administrative Assistant at least two (2) days prior to the need for the items.

Materials to be photocopied should be submitted at the main office with a written request. Allow at least two (2) days for processing. The

completed papers will be placed in the Lecturer's mailbox upon completion. Audiovisual equipment should be reserved through the Upward Bound Administrative Assistant to assure its availability. Computer and learning laboratories will be

available for classes. Lecturers will be shown how to best utilize the materials in these laboratories. If additional space is needed for a special project, the Lecturer must submit a request at least one week in advance of the specified date. Student Attendance All students are expected to attend all classes unless excused by a staff member. Attendance must be taken in class everyday in every workshop. Lecturers are expected to keep accurate attendance records in their grade books and submit a daily attendance report to the Associate Director and Academic Coordinator. Daily attendance reports should list students who were absent or tardy (including the number of minutes late). Student Discipline Always expect your students to maintain a high standard of behavior and academic achievement. Lecturers should familiarize themselves with the Student Handbook, which describes the rules and regulations of the program. If a Lecturer observes a student violating any of these rules or regulations, she or he should point out the infraction to the student and report it to the Associate Director/Academic Coordinator at the earliest possible time. If a student disrupts a class or in any way interferes with the learning experience of the other students, Lecturers should immediately ask a Tutor/Counselor to escort the student to the Associate Director/Academic Coordinator’s office and to file all pertinent information on an incident report form.

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Student Code of Conduct As participants in the Pre-College Programs, students must behave in a responsible manner. Students selected to participate in these programs have a high standard of positive behavior to uphold. It can be a great summer, if everyone takes his or her responsibilities seriously. The following are general standards of conduct set by the University of Maryland, the Upward Bound Program and the Upward Bound Math and Science Program: λ Alcoholic beverages are not permitted

on campus at any time. Anyone using or possessing these substances or any paraphernalia will be dismissed from the program.

λ Smoking is not permitted at any time.

λ Possession of weapons, fireworks, or illegal drugs is not permitted. If such items are found, the matter will be reported to the Prince George's County Police and the student will be dismissed from the program.

λ Anyone caught defacing University of Maryland property or the property of another student will be dismissed from the program and charged for the damages.

λ Profane, racist, sexist, or otherwise vulgar words will not be tolerated.

λ Fighting among students or with members outside of the program will result in immediate dismissal. Visitors are not permitted unless approved by staff and parents.

λ Curfew violations are grounds for dismissal.

λ Any other behavior, which is not outlined specifically above, yet compromises the integrity and high standard of excellence of Pre-College

Programs will not be tolerated. EXPECTED BEHAVIOR

λ Be respectful. The Upward Bound

community and its members treat one another with respect. It's important to remember that a community where people feel uncomfortable or threatened is not a productive one.

λ Community mentality. When you disagree, consult others. You should turn to the community and to the community process to seek advice and to resolve disagreements.

λ Academic Integrity. We expect students to

be trustworthy and genuine in all interactions. You are expected to attend all class meetings, mandatory activities, study halls, and counseling sessions. Anyone found cheating or plagiarizing will be dismissed.

λ Self-Esteem. A strong sense of self-esteem

leads to an ability to respect others. This can be achieved by believing in yourself and your values and seeking out opportunities for self-development.

λ Responsibility. We will expect you to strive

to exceed peers’ and instructors’ expectations, and represent the Pre-College Programs in a positive manner. The program does not allow gum chewing and any romantic displays of affection, while in public. We also ask that males remove their hats while inside of buildings. All students are prohibited from using walkmans and electronic devices such as CD players, MP3 players, and cell phones inside of buildings, during field tips, or activities. Visitors are not permitted unless approved by staff & parents.

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Student Assignments Students have study hall from 6:00 p.m. to 8:00 p.m. Monday through Thursday. Lecturers should assign a moderate amount of work to be completed during that time. Homework should reinforce the objectives of the lessons and assist in assessing the individual progress of each student. Students have library privileges at McKeldin Library for outside readings or research reports Lecturers assign. Homework assignments should be completed on a computer when possible. Student illness If a student should become ill during class, a Tutor/Counselor or staff member must accompany that student to the Health Center or to the residence hall. Students may not go to the Health Center or back to the resident hall alone. If a Tutor/Counselor is not available at the time, the student should report to the West Education Annex. Refer to the "Health Center" section in the Student Handbook for more information. Student Assessment There will be pre-tests and post-tests for each subject area. Data from these tests is used to study student progress throughout the program, to plan instruction, and to select remedial and enrichment activities. Pre-tests, mid-session tests, and post-tests developed by the lecturer will also be administered. Lecturers may obtain access to the results of student tests from fields other than their own; permission to do so, however, must be granted by the Associate Director/Academic Coordinator. Use the following grading scale when

submitting student evaluations: A = excellent mastery of the subject and out standing scholarship. B = good mastery of the subject and good scholarship. C = acceptable mastery of the subject and the usual achievement expected. D = borderline understanding of the subject and marginal performance. F = failure to understand the subject and unsatisfactory performance. Submit student evaluations to the Associate Director or Academic Coordinator on or before the dates indicated on the calendar on page 16. Library Resources All students and staff have library privileges while under the Pre-College Programs umbrella. All borrowed materials must be returned to the library by the last day of the program. Library fines are not covered by the Pre-College Programs.

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Academic Calendar Deadlines Listed below are dates for submission of tests, evaluations, recommendations, etc. Submit lesson plans for summer ..................................................................... June 19, 2009 Pretest of students (in class) ................................................................. June 22 and June 23 Submit summary report of test results ..................................................................... June 26 Submit midterm report of students ........................................................................... July 10 Submit names of scholars for awards ....................................................................... July 29 Conduct post-tests and evaluations ....................................................... July 28 and July 29 Submit Program evaluations and recommendations .................................................. Aug. 5 Submit Student grade reports and recommendations ................................................. Aug. 6

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ADMINISTRATIVE INFORMATION Faculty Meetings Classroom lecturers meet with the Pre College Programs Fellows-in-Residence according to their discipline. Weekly meetings are held to discuss academic progress, lessons, and program concerns. These meetings are mandatory. If you cannot attend one of the meetings, you must discuss it with the Associate Director or Academic Coordinator in advance. Time Sheets You will receive time sheets in your mailbox. They must be completed accurately, immediately following the end of each pay period. Your completed time sheet should then be returned to the Associate Director (UBMS) and Academic Coordinator (UB). Pay Checks Completion of your paperwork will determine when your paycheck will be made available. Checks may be picked up in the West Education Annex, Room 1107, and must be signed for before being released. Pay checks are distributed bi-weekly. Lecturers Attendance Lecturers are expected to attend each scheduled class during the summer session. If you are unable to attend any of your scheduled classes due to sudden emergencies, you must discuss it with the Associate Director or Academic Coordinator as far in advance as possible. In addition, you must contact your assigned Tutor/Counselor by 7:00 a.m. to make arrangements for covering course materials. You must contact the office by 8:00 a.m. or page the Associate Director/Academic Coordinator. A substitute lesson plan should include your class lists, schedule, instructions and any necessary materials for the lesson. Parking Summer parking permits are available at a cost of $49.00 (from June 22 - July. 31, 2009). If you require a parking permit, request an application form from the program secretary and submit the form to the Parking Department. Dining Hall Lecturers may purchase meals from the South Campus Dining Hall. Breakfast is served from 7:00 a.m. - 7:50 a.m. and lunch from 12:00 a.m. - 12:50 p.m.

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PROGRAM INFORMATION Field Trips & Activities Lecturers may plan field trips relevant to course objectives. In order to obtain approval, submit a written request detailing the purpose of the trip, destination, time, date, students attending, and necessary special materials or equipment at least one week in advance of the proposed trip. All field trips must be approved by the Associate Director or Academic Coordinator. Other cultural and educational activities are planned for weekday evenings. They are scheduled in advance and supervised by the Activity Coordinator and Tutor/Counselors. All lecturers are encouraged to attend. See the included schedule of activities for event dates. Science Symposium / Research Day Students will present their independent projects at the Science Symposium (for UBMS) during the last week of the program. This event is open to all students, staff and parents. The projects will be judged based on the oral presentation and research paper. The top three projects will be recognized at the awards ceremony.

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NOTES

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NOTES