Please note that the deadline to submit Began Attendance for your Full Semester Fall course(s) is September 13, 2019. It was originally indicated to be Sept 6 in one of my previous emails (based on an erroneous date provided to me, my apologies), but according the Registrar, the deadline is September 13. Please note you are only asked to report once per course that a student did or did not begin attendance; you are not asked to report frequency or regularity of attendance. Reporting is done through the Photo Roster and complete information on how to report students began attendance can be found here.
Now that we’re in the process of finalizing (right!) our syllabi and getting ready for the start of the new school, there are several policies and deadlines that you should be aware of as we start the new year. Some additional instructional policies can be found in the University Policy Library. In particular, please pay close attention to the following important matters.
- The academic integrity process has new rules and procedures (see email from Brooke Spangler Cropenbaker and post below) going into effect this fall. Please, please, please be sure you familiarize yourself with it, discuss it with your classes on the first day, and make sure your syllabi reflects the new policies (these policies only apply to undergraduate courses). A lot has changed, and it’s very important that we’re all on the same, and official, page!
- If you are teaching the following classes, please review the TAG post below to ensure that your courses meet the requirement of the Ohio Department of Education Transfer Assurance Guide: PSYs 111, 221, 231, 241, 242, 332, 333, or 334.
- If you are teaching the following classes, please review the TAG post below to ensure that your class is meeting the Global Miami Plan requirements: PSY 111 or 210.
- if you have students, graduate or undergraduate, who are taking independent study credits with you this semester (e.g., RAs in your lab receiving PSY 1/2/3/477, students taking independent study credit), they MUST process their independent study registrations during the first week of classes. Please make sure they get their “pink sheets” in to the office no later than Friday, August 30. Last year, we were given some wiggle room on the “first week deadline,” but there are no grace periods this year — the first week deadline will be enforced. Please be sure that all of your advisees and RAs get this done ASAP!
- Remember that each instructor must validate whether each student has attended class during the first week of the semester. Although this can be done rather easily in small classes, it can be more tricky in larger sections (one approach is to have a 0-point assignment in Canvas where students have to post a selfie pic of themselves in the classroom by the end of the first week so you can verify that they were there). Regardless, please don’t forget to verify student attendance this semester!
- Students are required to notify instructors within the first two weeks of any religious or cultural observance that might interfere with assignments laid out in the syllabus. Please be sure to invite students to bring them to your attention and that this must be done in the first two weeks of class, per university policy.
Finally, per Hannah Caldwell’s email, please be sure to upload a copy of your syllabus for each course you are teaching to the formstack provided by August 30.
Thank you so much for attending to all of these issues. I know a lot of this work can seem relatively pointless, but complying with them is important for making sure that our classes serve a much larger system of requirement and processes. Thanks for your diligence on these matters!
Some of our courses are subject to meeting specific requirements for student learning outcomes, either as part of the Global Miami Plan (GMP) foundation or Ohio Department of Education requirements, to facilitate credit transfer across institutions in the state (i.e., Transfer Assurance Guide, or TAG). If you teach one of the courses listed below, you need to ensure that your course meets the prescribed learning outcomes, which should be clearly indicated on your syllabus.
For TAG requirements, You can find more information on the ODE website. Specifically, under “Social and Behavioral Sciences,” you should use the code below to find your course and click on the link for the relevant documentation:
PSY 111 needs to meet TAG requirements (OSS 015).
PSY 221 needs to meet TAG requirements (OSS 016).
PSY 231 needs to meet TAG requirements (OSS 048).
PSY 241 needs to meet TAG requirements (OSS 018).
PSY 242 needs to meet TAG requirements (OSS 017).
PSY 332 needs to meet TAG requirements (OSS 045).
PSY 333 needs to meet TAG requirements (OSS 046).
PSY 334 needs to meet TAG requirements (OSS 047).
For GMP foundation courses, you should be able to demonstrate how students develop skill in writing and critical thinking, as well as two other core competencies selected by the instructor. More information and a list of competencies can be found on the Liberal Ed website. Please be sure that your syllabi and SLOs clearly indicate these competencies. The GMP foundation courses in Psychology are PSY 111 and PSY 210.
If you have any questions, please ask Allen.
As Brooke Spangler Cropenbaker noted in her email on 21 August, there is a new Academic Integrity Policy that goes into effect THIS FALL. The university has developed syllabus language, a guide to the new policy (what to do during the first class, how to continue the discussion, and what you should discuss on exam days, etc.) and a brief overview of what differs between the old and new (developed by Brenda Quaye, Assistant Director of Academic Integrity)
This academic year, Brooke will serve as the department’s designee to handle academic dishonesty issues. If you have questions about the policy, please contact Brooke.
Please note a few things. First, all instructors are required to report suspected cases of academic dishonesty. This is now done using an on-line submission form, and the initial investigation is handled by Brenda Quaye’s office. Only in cases where a student contests responsibility or the sanction does the department get involved. By having Brenda’s office handle the first layer of academic integrity issues, we hope to reduce the workload involved in the department and to encourage faculty reporting academic integrity issues.
Please familiarize yourself with the new policies and processes so that (1) your syllabus addresses things appropriately, (2) you spend a couple of minutes on the first day of class discussing academic integrity and its importance, and (3) you know what to do should you encounter behavior that requires your reporting suspected academic dishonesty.
Now is the time to begin creating your proposals for the next round of the Student Technology Fee Competitive Proposal Process (Tech Fee). Proposals are now being accepted through the application portal. The complete schedule for FY20 is available at MiamiOH.edu/TechFee. If you plan to submit a proposal, please be sure to let Allen know before you submit (including your request) because the department may be required to provide matching funds, which could limit the scope of some requests (sorry!)
Since 2009, Miami faculty, staff and students have developed innovative and exciting projects with over $5 million of awarded funds. The projects help students in and out of the classroom through the use of technology.
This will be the second year of a fall proposal period. With that, the deadline to submit proposals for 2019-2020 awards is September 23, 2019.
This year, a total of $525,000 in Tech Fee funding is available. Committee members are looking for innovative or significant ideas that clearly benefit students. The guidelines define significant in two ways: impacting a large number of students or having a deep impact on a smaller number.
Your project may directly relate to academics or may be part of the broader Miami experience, making students’ lives better or more productive. Both graduate and undergraduate-focused proposals are encouraged.
Proposals for the 2019-2020 academic year need to be submitted by Monday, September 23. An open informational meeting and Q&A session will also be held on September 4 from 3:30 – 5:00 pm in Room 162 of the Engineering Building.
Please be aware that all purchases made with Tech Fee funding are subject to relevant University policies. Compliance reviews will include Procurement (per the Purchasing Handbook), an IT Services technical review and an accessibility review (in accordance with Miami’s Accessible Technology Policy).
The Office of Strategic Procurement has asked that individuals involved with preparing proposals, including all software/hardware purchases, consult with Procurement early in the process for contract and vendor management in order to ensure best pricing, terms, and avoid any potential delays.
Proposals may be submitted for Tech Fee review utilizing a single quote for cost estimation and budgeting. Purchase requests upon award will not be processed unless they comply with Section 2.01 or 2.03 of the Purchasing Handbook. Please contact the Office of Strategic Procurement if you have questions.
The annual call is open for proposals from faculty interested in a teaching appointment at the Miami University John E. Dolibois European Center (MUDEC) in Luxembourg for the 2020-21 academic year, and subsequent summer. From Erik Jensen, committee chair, and Dean Leterre:
We are pleased to invite proposals from qualified faculty interested in a teaching appointment at the Miami University John E. Dolibois European Center (MUDEC) in Luxembourg for the 2020-2021 academic year, and subsequent summer. MUDEC is one of the oldest and most well-established American study abroad programs. Since its inception in 1968, it has welcomed over 11,000 students from Miami and partner universities. The Center is housed in a beautifully renovated 15th-century château in Luxembourg’s third-largest city, Differdange, lying 17 miles southwest of Luxembourg City and in the heart of western Europe. Approximately 110 Miami students attend MUDEC each semester, living with host families and engaging in a rigorous curriculum that focuses on European studies. A smaller summer program has also been in place since 2008.
There are several options for teaching at MUDEC, and we invite you to take the first step in the process by submitting a one-page statement of interest. The due date for the statement of interest is Monday, April 22, 2019.
Interested faculty can see me for more information, Paul for personal experience, or Erik Jensen or Kerry Strader with the program.
The Graduate School is now accepting nominations for the Distinguished Teaching Award for Excellence in Graduate Instruction and Mentoring. Our very own Jay Smart received the award this year, and I know we have many excellent faculty who contribute greatly to graduate education. Nominations are due by March 1; more information can be found in this doc on the Team Drive.
Ann Frymier (MJF) is conducting a research project on discussion as a teaching tool and is hoping that some of you who use discussion in your classes might be willing to participate. She asks:
Do you use discussion as a teaching tool? If yes, please consider participating in a research study seeking to understand the characteristics of effective classroom discussion. Participants who complete the study will receive a personalized assessment of their discussion facilitation skills by Dr. Maryellen Weimer, the editor ofThe Teaching Professor newsletter and the Teaching Professor Blog on Faculty Focus.
To be eligible to participate in this study, you must: be a full time instructor/professor at Miami University; teach a class of 15-45 students where you use discussion as a teaching tool; be willing to be video recorded facilitating a discussion; and work with the researchers to obtain informed consent from your students (only students’ voices will be recorded).
If you are interested in participating in this research, please contact Ann directly.
Proctor & Gamble supports a fund to support projects across a number of institutions, including Miami. There is currently an open call for those interested in developing submissions:
The P&G Fund for Higher Education is now accepting grant proposals for the 2018-19 year. Here is a link to a form that you may use for proposals. Grants range from $5,000-10,000 and Miami is permitted to request a total of $50,000 for all projects (with a limitation of 2 projects per division).
Programs must meet the following criteria:
– Improve curriculum to be at the cutting edge in relevance and effectiveness
– Foster and enable leadership opportunities and learning
– Create a learning environment that encourages and enhances innovation and creativity
– Strengthen diversity in thought, participation and ongoing interaction
– Utilize the funding on an expendable basis (i.e no endowments)
If you are interested, feel free to see me for consultation in preparing an effective proposal.
As you finalize your syllabi for the fall, I wanted to make you aware of an offering from Spectrum, the student organization for LGBTQ+ students and allies dedicated to education, awareness, activism, and community. You might consider including a Pride Panel if you think it might make sense in your fall course. From Viengsamai Fetters, the Spectrum Education Chair:
The goal of Pride Panels is to provide insights into the lives of real LGBTQ+ people who go to Miami in a way that allows people to ask questions honestly and without fear of judgment. This isn’t a textbook or a dry restatement of data; Pride Panels are about facilitating conversation and practicing Love and Honor. At a Pride Panel, members of Spectrum come and answer questions about our lived experiences as LGBTQ+ people, both relating to topics covered in the class and about life in general. After brief introductions and setting some ground rules, the floor will be opened to questions; students and professors often submit questions anonymously ahead of time as well as having an open Q&A.
Pride Panels have been very successful across the board, and Spectrum has received positive feedback from students and professors alike. Students walk away feeling as though they have a new perspective on LGBTQ+ issues and how they can relate to their fields of study, as well as a better understanding of the ways other students experience life on campus and off.
If you would like to schedule a Pride Panel or would like more information, please contact Viengsamai.