Resources For Instructors

Tutorials
Publications
Professional Development
FAQ for Instructors
Instructional Assessment System (IAS)
Course Specific Resources

.........................................................................................................................................

Tutorials

Entering Final Grades (Latest Version of Quicktime Required, Mac Version, Windows Version)
Getting your MyPage username and password (Quicktime Required)

Online Registration (Adobe Acrobat PDF)

.........................................................................................................................................

Publications

Instructor Handbook (PDF)
Pathway to Instructor Success: Salt Lake & Tooele Counties (PDF)
Pathway to Instructor Success: Outside of Salt Lake and Tooele Counties (PDF)

.........................................................................................................................................

Professional Development

CE Instructor Quick Answers (PDF)
Professional Development Credit Quiz

.........................................................................................................................................

Instructor Frequently Asked Questions

Why is it necessary for a liaison to visit my classes?
Do I have to use the same textbook and curriculum as on-campus classes?
What is the best way to screen my students for qualifying scores?
How can I make my high school class more like a college class?
How do I enter my final grades?
What are the requirements to teach Concurrent Enrollment
How do I apply to teach Concurrent Enrollment?
What is expected of me as a Concurrent Enrollment Instructor?
How do I find out what I need to cover in my Concurrent Enrollment class?
When is my paper work due?
How do I sign up for a MyPage account?
What are qualifying placement scores?

.........................................................................................................................................

Why is it necessary for a liaison to visit my classes?

The Concurrent Enrollment program at SLCC uses liaison visits as a means of assuring department chairs, legislators, etc. that CE students are receiving equivalent curriculum and quality of instruction to that found in on-campus courses—as required by state law.  As the name implies, liaisons provide a link between CE instructors and the academic departments at SLCC; information and concerns can flow both ways.  It is also useful, we believe, for CE students to periodically see representatives from the college, so that they may begin to view themselves as college students.  Though few teachers enjoy intrusions and interruptions in their classrooms, liaisons genuinely and primarily seek to provide support, encouragement, and resources for teachers and students.

Do I have to use the same textbook and curriculum as on-campus classes?

The English Department allows some leeway for teachers to personalize instruction, to adapt portfolios to fit their or their students’ interests.  However, the department does require that all English 1010 students use the approved textbook and that all teachers establish a curriculum that will allow students to reach the 1010 outcome goals.  We encourage new teachers to follow the departmental syllabus fairly closely during their first few semesters of teaching the class.

What is the best way to screen my students for qualifying scores?

As you know, all English 1010 students must have a qualifying CPT or ACT score before they can be registered for the course at SLCC.  Non-qualifying students may not remain in the class.  The best procedure we have found for insuring this is to have a CTE director or administrative assistant at the high school verify these scores before students are registered for English 1010 at the high school.  Ideally, students should take the CPT during early spring of their junior year—before high school registration.  That way, they will know, and counselors and teachers will know, early on, whether or not they have qualified.  At those schools which have not yet developed a pre-screening process, the responsibility falls on the teacher.  Some teachers have chosen to simply allow the first 25 students who bring them evidence of a passing score to enter the class, the first day.

How can I make my high school class more like a college class?

We encourage teachers to take steps that will make their CE classes feel “different” from other high school classes.  Certainly, teachers should distribute a syllabus, early in the semester, which is identical, as much as possible, to that received by on-campus students.  Additionally, many teachers find it helpful to have students fill out a Memorandum of Understanding form, which carefully explains the expectation that they will act and perform like college students.  Rigor is also important.  Keep curriculum, discussion, and grading at a college level.  Don’t water down assignments, accept late work or poor attendance, or allow disrespect.  While high school distractions are inevitable, try to keep them to a minimum.  As the instructor, you can set a tone that will let students know they have entered a college classroom.

How do I enter my final grades? 

Detailed instructions are found in the packet provided each semester.  It is the instructor’s responsibility to verify that all students are properly enrolled before grading. 

What are the requirements to teach Concurrent Enrollment?

Qualifications vary from course to course.  Instructors must meet SLCC hiring and articulation agreements with other higher education institutions. 

The humanities and science departments generally require a master’s degree in subject area or related field.  To teach math, instructors must have a master’s degree and 27 quarter credit hours or 18 semester credit hours above the calculus level to qualify. 

Most business classes require a master’s degree in the field or related field with a documented 18 semester hours or 30 quarter credit hours in the subject area.  A bachelor’s degree may be accepted with certain documentation of professional certification, infield professional employment, documented additional course work beyond the bachelor’s degree, etc.  Contact the division chair for more specifics.

For vocational or technological courses, a bachelor’s degree is preferred.  However, some professional certificates may apply towards approval.  Contact the proper SLCC division for more details.

How do I apply to teach Concurrent Enrollment?

Instructors must submit a course proposal form each year for review and approval.  For classes approved in past years, use the “Ongoing Course Proposal” form.  For new instructors and classes not previously approved, use the green “New Course Proposal” form.  New instructors submit a current résumé and photocopy of transcripts. Courses taught by an SLCC instructor and internet or distance education courses: submit a pink “Concurrent Enrollment Agreement” form.  Allow several weeks for processing.

What is expected of me as a Concurrent Enrollment instructor?

The class must be equivalent to a class taught on the SLCC campus, with approved textbooks and syllabus.  Math teachers use SLCC exams.  Other stipulations may be required by SLCC departments, so teachers should work closely with their assigned liaison.

Instructors are expected to help students become admitted to SLCC with proper forms and payment, reminding them of drop and withdrawal dates, and making sure all students are properly registered and graded.  Enrollment caps should be followed.  The teacher must ask for special approval of qualified sophomores (except for CIS 1020 classes).  All English and math students must show proof of qualifying scores to the teacher during the first 2-3 weeks; otherwise, the student must be dropped and transferred out of the class.

The instructor provides students with an SLCC handbook.  Drop and withdrawal deadlines are explained, as well as the concept of beginning a permanent college transcript. Teachers must help students understand how a “W” or poor grades can affect future financial aid.

How do I find out what materials are covered in my Concurrent Enrollment class?

Check with the assigned liaison provided.  The name is found in your acceptance letter mailed to you each year.  Or you may call the Concurrent Enrollment Office.

When is my paper work due?

Every instructor should receive a registration packet with detailed dates.  A handbook is also provided.  Instructors may fill out a supply request form for materials.  See also the deadline link on this web site.

How do I sign up for a MyPage account?

Detailed instructions are given in the registration packet.  Instructors need to use their SSN and SLCC ID number, plus their birthdate, to set up passwords.

What are qualifying placement scores?

Students wishing to take English or Math must submit qualifying placement test scores:

MATH 1010                ACT math score 18 OR CPT algebra score 54
MATH 1040                ACT math score 23 OR CPT college level math score 43
MATH 1050                ACT math score 23 OR CPT college level math score 43
MATH 1060                CPT college level math score 70-90 (ACT score not used)
ENGL 1010                 ACT reading score 20 OR CPT reading score 81

After being admitted to SLCC students may take the first CPT English and math test for free. Additional tests are $15 for English and $15 for math. 

Math scores are valid and may be used for placement for one year. Math tests may be re-taken once per semester.

English scores are valid and may be used for placement for two years. English tests may be re-taken once per year. A C grade or better in a pre-requisite course will qualify a student to enroll in the next course in sequence. Example:

A C in Math 1010 will qualify a student to take MATH 1050 within one year of completing MATH 1010. 

.........................................................................................................................................

Instructional Assessment System (IAS)

Overview

Salt Lake Community College [SLCC] regularly evaluates all faculty  using the Instructional Assessment System (IAS) of the University of Washington Office Of Educational Assessment. This evaluation system is the only official college-wide instrument for student class evaluations.  Evaluations are scheduled based on College policy and the direction of academic administrators. Concurrent Enrollment evaluations are conducted annually.

Background on the Present System

The present SLCC student class evaluation system was the product of a collaborative effort between the college administration and faculty.  A Task Force on Faculty Evaluation was formed to review the literature, examine practices at other colleges, obtain general faculty input and make a recommendation.

The Task Force’s  review identified two nationally used class evaluation systems with considerable merit.  The University of Washington Instructional Assessment System (IAS) was administered during the 1994-95 academic year and when the  faculty were surveyed in April 1995, 85 percent of the faculty chose the IAS system.  The IAS system has been used since that time.

University of Washington Instructional Assessment System

The evaluation questionnaires used at SLCC were developed by the Office of Educational Assessment at the University of Washington. The Instructional Assessment System  [ IAS ]  was first used in 1974 and has undergone continuous revision by the Office of Educational Assessment since that time.  The revisions were based on form and outcome assessment at the University of Washington and incorporate the findings of the research reported in the large body of national research literature on student class evaluations.  The IAS student class evaluation system is presently used by both four and two year colleges in a number of states across the nation.

The overall validity and reliability of well designed and tested student class evaluation questionnaires has been well established by over 1,500 evaluation research reports.  National research on student class evaluations has concluded that the nature of the course content and the reason for enrollment in the course affects the evaluation results independent of the instructor.  For example, courses in the physical and natural sciences and required general education courses receive somewhat lower ratings than other types of courses.

The IAS questions were developed to serve the dual purpose of  administrative supervision and to provide feedback to instructors for potential improvement of their courses and teaching.  Faculty are encouraged to use classroom assessment techniques (CATS) to obtain immediate student feedback on teaching and learning.

The student class evaluation system is comprised of two part:  the questionnaire and a student comment sheet.  Each student is provided with a comment sheet with four general questions that provide for open-ended responses by the students.

Evaluation Question Format

Each evaluation form consists of a single page, two-sided questionnaire in a machine-readable format.  The questions have been designed to provide diagnostic, informative and normative functions.  Items designed to serve informative and normative functions were made common to all forms to allow comparisons across classes.  Normative items were designed to be global in nature and apply to all forms of class structure and teaching styles.  The questionnaire provides six response choices: excellent ;[score of 5], very good, good, fair, poor and very poor [score of 0].  In the  evaluation reports generated by the University of Washington, the average class response for each question is calculated with the range of scores from a minimum of 0 to the maximum possible score of 5.00 (excellent).

Four Summary Course / Instructor Evaluation Questions

The first four questions on all IAS forms ask for overall evaluations of the course and instructor.  Faculty supervisor's receive only the median average of the responses to these four questions.  They do not see the responses to any of the other questions or the comment sheets.  All student responses are anonymous.   The evaluation results for all faculty are confidential and protocols are established to protect the integrity of the process.

Thirteen Form Options Based on the Nature of the Course

The University of Washington has developed 13 variations of the questionnaire form to better correspond to differences in course structure and pedagogy.  Most versions contain 31 questions and each form permits additional optional instructor-generated questions. The SLCC Institutional Research office ships the completed student evaluation questionnaires to the University of Washington where the forms are machine scanned and the data is transferred into computerized databases.  From the database, the  course reports are printed on a class-by-class basis.  Comment sheets are not processed, but are forwarded to the faculty along with the course reports.

Results

At SLCC, the average rating score for the class as a whole is 4.00 (very good) with 80 percent of classes receiving a class average rating between 3.50 and 4.50.  The IAS questionnaire statistical results, when combined with the open-ended student comment sheets, provide instructors with potentially valuable information for the improvement of courses and teaching methods.

.........................................................................................................................................

Course Specific Resources

ART 1540

Painting an Eye (Flash Animation)
Painting a Face (Flash Animation)

ART 1800

Brandon Kowallis Course Website

ART 1310

Brandon Kowallis Course Website