Dean/Chair’s Role in Orienting New Faculty

Deans/Chairs will be responsible for ensuring that new faculty are familiarized with:

1. Dates when classes start—when they end. Differentiate between Day, College Completion, graduate and evening courses. Evaluation week—when grades are due.
2. Grading systems used by/acceptable to School/Department
3. Testing/Evaluation options used by/acceptable to School/Department.
4. The curriculum of the School/Department. Major and minor requirements. Where the faculty member’s courses fit in.
5. The instructional expectations of the School/Dean or Department/Chair as well as other faculty/students/administration.
6. Instructional expectations of, similarities between, the differences between teaching day, evening, College Completion, and graduate courses.
7. Adult learners in the major—similarities and differences in expectations, teaching behaviors, and learning behaviors.
8. Checklists used to help clarify degree requirements. Break down and discuss each General Education category. Note requirements for both numbers of courses and minimum credits to be fulfilled in each category.

General Education Requirements

• Cornerstones
• Ways of Knowing
• Perspectives of the World

9. How to Xerox—where to Xerox—copyright laws—code numbers.
10. Take on a personal tour of entire campus including all buildings—especially noting all classrooms. Show dining hall, show where bathrooms are located, show all exits and entrances.
11. Office hours—how many—spread over week.
12. School/departmental administrative procedures—add, drop, incomplete, academic appeal, prerequisites, admission, dismissal, how to appeal rules. Links to procedures in Registrar’s Office.
13. Teaching expectations of the particular faculty member—number of courses/mix of courses this faculty will teach.
    Give a list of who teaches what, rotation schedule of courses—options for developing new courses—Winterim and summer options.
14. Discuss the School’s/Department’s support of Human Issues. Clearly explain the two different methods by which undergraduate students may complete the Human Issues project. If appropriate, discuss why there are the two interdisciplinary courses at the graduate level and the school’s/department’s expectations for these courses.
15. Introduce the new faculty to Edgewood Express and other online College information resources. Explain how to read each—what all the symbols mean, and how to use Edgewood Express/timetable with the catalog as an aid to registration.
16. Voice Mail. How to use it, etc.
17. Assist in familiarizing the new faculty with Edgewood’s technology resources.