2. What did you like most about the textbook?
(2) It was just the right textbook for me.
(3) I like every lesson insid the textbook.
(4) The interactive part
(5) Practices
(6) It’s not difficult. It is friendly.
(7) I like to english. I’m understand question.
(8) It help me many thing about how to use the word and tense
(9) I like review Test
3. What did you not like about the textbook?
(1) it does not have the irregalar verb at the end of the book.
(2) The anwer key was too confusing to understand.
(3) I need more information and exercise about present and present progressive
(4) The verbal communications are not sometimes clear.
(5) It should be a help book. If I Read it. I cant undrestand or learn
(7) I’m hard english. I sometimes hard english.
(8) I need more grammar in textbook. This textbook didn’t have much grammar that I want
(9) I didn’t like listening
Comments about teachers:
(1) The teacher is good but, for learn english, I think you need to have native American people to teaching english.
(2) I don’t like any American tearcher but I just like this teacher she is really really good more than you think.
6. Was the course useful to you?
(1) Because our teacher explain things very well. I understand better the grammar than last level.
(2) yes, I learn different things, English Grammer rule, and How to use for spoke. It was very helpful for me.
(3) Because this course helps me with my job. that is what I need.
(4) I Learn how to read and writing and how to says if you speak. so, how to write is the past participle or past pe?? tense. how to write is you compartive and supertlative.
(5) The profecor teach thins that we need for. ecpecialy things the we use every day and tell us how and when we can use
it
(6) We could do a lot of work on the workbook. The teacher explained clearly
(7) Becuase I learned a lot and the teacher was the best. She really knows to explain everything so good and she enjoys teaching.
(8) It did not explain the Hard things as well.
(9) Understand and made friends. I would like to take another course if I could past this level.
(10) The teacher was very helpful old time and we love her
(11) I can talk to classmates or people.
(12) I wass st learning to write and spoken
(13) I want to learn English very wall and I had a good Teacher and I was happy with her.
(14) My teacher Ghada she is the best teacheer i have because she is friendly and helpful everyone of us Fairly
Did you like your teacher?
(1)He has teached business in an interesting way. He has improved our communication skills.
Did you like your books?
(1) It’s very complete and full of good information about business
Thursday, December 24, 2009
Evaluations - Autumn 2009 (Part 1)
2. What did you like most about the textbook?
(1) I like the textbook. it could explain all things
(2) textbook AzaR? good explain about gramaR
(3) I Like the SELF-TEST
(4) I love very much to Learn Health care!!
(6) we use computers, but I pefer books
(8) Its complete and easy
(9) The most think I like the textbook is grammar. Because I nevver new befor how was different. That is the resen like.
3. What did you not like about the textbook?
(2) difficult to log in
(3) I like every Think
(4) Nothig
(5) it was not enough to last the whole duration of the quarter but the teacher brought in extra work
(7) I didn’t like electronics books
(8) It has some mistake on the software when I did exercises
(9) The most think I didn’t like is Past Tense. Because I didn’t understad well.
6. Was the course useful to you? Why or why not?
(1) Yes. Thanks CSCC for helping people.
(2) Because, it was very profesyonal. I felt very great this course. The course helped me a lot of.
(3) The methed of teaching Level by Level, That is good to me and I get the wonderful teacher.
(4) because my grammer is good Konw Thanks To Teacher andmy Teher was good and understanding. She h?? me L?? all time, she V?? She helpful if she we?? her I
didn’t Learn Grammar
(5) I like this course Because the teacher help me lot. She Explain everything about this class I understand what ever she say. She is nice teatcher I Never have in my life.
(6) I like gramer because alot word I know my teacher too She Explane good that way I know evry thing but I need know more gramer and she nice teacher She explane evry thing so she nice teacher I like her
(7) becoues I Laeren to much crammer and I star take with bank and. I have more power to make me take with people and mike meunderatand ever thing. and the teacher was varey nase with us and she was like (mam) with me and I Like to see all the techer Like thit and I Like to say thinks for every think you give us think you vere much and I hope to see you agen.
(8) I always learned something new
(9) The teacher was very nice we learned a lof in this class, Thank you very much for all your help it was very nice of you.
(10) Because There wee too many students. I didn’t like the e-book. I liked very much the teacher.
(11) I lang a lot of think in this class. Also like the student they was nice people.
(1) I like the textbook. it could explain all things
(2) textbook AzaR? good explain about gramaR
(3) I Like the SELF-TEST
(4) I love very much to Learn Health care!!
(6) we use computers, but I pefer books
(8) Its complete and easy
(9) The most think I like the textbook is grammar. Because I nevver new befor how was different. That is the resen like.
3. What did you not like about the textbook?
(2) difficult to log in
(3) I like every Think
(4) Nothig
(5) it was not enough to last the whole duration of the quarter but the teacher brought in extra work
(7) I didn’t like electronics books
(8) It has some mistake on the software when I did exercises
(9) The most think I didn’t like is Past Tense. Because I didn’t understad well.
6. Was the course useful to you? Why or why not?
(1) Yes. Thanks CSCC for helping people.
(2) Because, it was very profesyonal. I felt very great this course. The course helped me a lot of.
(3) The methed of teaching Level by Level, That is good to me and I get the wonderful teacher.
(4) because my grammer is good Konw Thanks To Teacher andmy Teher was good and understanding. She h?? me L?? all time, she V?? She helpful if she we?? her I
didn’t Learn Grammar
(5) I like this course Because the teacher help me lot. She Explain everything about this class I understand what ever she say. She is nice teatcher I Never have in my life.
(6) I like gramer because alot word I know my teacher too She Explane good that way I know evry thing but I need know more gramer and she nice teacher She explane evry thing so she nice teacher I like her
(7) becoues I Laeren to much crammer and I star take with bank and. I have more power to make me take with people and mike meunderatand ever thing. and the teacher was varey nase with us and she was like (mam) with me and I Like to see all the techer Like thit and I Like to say thinks for every think you give us think you vere much and I hope to see you agen.
(8) I always learned something new
(9) The teacher was very nice we learned a lof in this class, Thank you very much for all your help it was very nice of you.
(10) Because There wee too many students. I didn’t like the e-book. I liked very much the teacher.
(11) I lang a lot of think in this class. Also like the student they was nice people.
Sunday, November 29, 2009
Preparing for BE6
BE5 instructors, please let your students know the following information about BE6 so they will be prepared for this important course:
˜ Basic English 6 uses computers as well as an instructor to teach English. Students will need to have access to a computer with an Internet connection outside class in order to do homework. For those students who do not have a computer at home, the public library and the CSCC Computer Commons are available for their use.
˜ The material to be purchased for Basic English 6 is not a textbook; instead, it is a small packet that contains an individual access code. Each student will need to purchase his own access code. It is available at the campus bookstore just as the books for other Basic English courses. This access code will let students access the program anywhere there is a computer with an Internet connection.
˜ Students will use their CSCC usernames and passwords to log on to the computers in the computer lab. These are already available to them, through the following procedure:
„ Go to the main page of the CSCC website: www.cscc.edu
„ Under the Student QuickLinks menu, choose Usernames/Passwords.
„ Click on “Discover my Login Name & Password”.
„ Enter the Social Security number (just the numbers – no spaces or hyphens) and the last name in the spaces indicated and click Search.
Note: Students without a Social Security number should enter their CougarID number, preceded by either two or three 8s – enough to create a nine-digit number.
For example:
„ If the CougarID number is 987654, the student should enter 888987654.
„ If the CougarID number is 1000234, the student should enter 881000234.
Student CougarID numbers can be found on the last rosters that were distributed.
Thank you for your help in improving student success. If you have any questions, please let me know.
If students are aware of this information, and if they will look up their usernames and passwords before classes begin in January, the first week of Basic English 6 will run much more smoothly.
H1N1 and season flu precautions
As you are no doubt aware, prevention of the various strains of influenza is very important. As part of this effort, the following steps are being taken within our Division as a pilot:
Instructors will each be provided with a bottle of alcohol-based hand sanitizer. Please make this available for student use during class, but do not leave the bottle in the classroom to prevent theft. Since we do not know yet what the cost will be of this effort, please let me know when you run out so I can track how long each bottle lasts and report it.
˜
Keyboards at the instructor stations and in the computer labs will be cleaned with sanitizing wipes every two days.
˜
If you have a student in a computer lab who is sick, let me know so we can have that computer station cleaned.
˜
Furniture in common areas will be sprayed on a regular basis with Lysol.
If you have any questions, please let me know.
Wednesday, November 18, 2009
LI Update - November 18, 2009
Who is in Room 204? I have received several complaints that Room 204 (the small computer lab) is left in a mess. Things disappear, printer paper is wasted, and trash and coffee spills are in evidence.
There are no evening or weekend classes (Basic English or otherwise) scheduled in Room 204, so I am at a loss to know where this is coming from.
Evening and weekend instructors – Please drop by Room 204 and see who is there. Is there a class? Random individuals? Messy ghosts? If you could let me know what you observe, it will help me get to the bottom of the situation and resolve it. We need to keep our classrooms and computer labs in good condition!
Time card reminder. Please do NOT write your Social Security number on your time cards. Use your CougarID number instead. If you don’t know the number, you can find it on your pay stub; also, I can let you know what it is. Time cards are not secure, and you risk identity theft by using your Social Security number on the cards.
Contact information update. I have discovered that I have outdated contact information for some instructors. So I can ensure I have a way to contact you if needed, please provide me with the following information as soon as possible:
Preferred e-mail address:
Preferred phone number:
Other phone number:
Thank you!
Transitional Workforce Department Holiday Potluck. As we head toward the end of 2009, it’s a good time to get together, enjoy each other’s company, reflect on the past year ... and eat!
The Transitional Workforce Department Holiday Potluck will take place on Thursday, December 17, from 11:30 a.m. – 2:00 p.m. in WD 009-011 (basement). Come and bring a dish to share!
There are no evening or weekend classes (Basic English or otherwise) scheduled in Room 204, so I am at a loss to know where this is coming from.
Evening and weekend instructors – Please drop by Room 204 and see who is there. Is there a class? Random individuals? Messy ghosts? If you could let me know what you observe, it will help me get to the bottom of the situation and resolve it. We need to keep our classrooms and computer labs in good condition!
Time card reminder. Please do NOT write your Social Security number on your time cards. Use your CougarID number instead. If you don’t know the number, you can find it on your pay stub; also, I can let you know what it is. Time cards are not secure, and you risk identity theft by using your Social Security number on the cards.
Contact information update. I have discovered that I have outdated contact information for some instructors. So I can ensure I have a way to contact you if needed, please provide me with the following information as soon as possible:
Preferred e-mail address:
Preferred phone number:
Other phone number:
Thank you!
Transitional Workforce Department Holiday Potluck. As we head toward the end of 2009, it’s a good time to get together, enjoy each other’s company, reflect on the past year ... and eat!
The Transitional Workforce Department Holiday Potluck will take place on Thursday, December 17, from 11:30 a.m. – 2:00 p.m. in WD 009-011 (basement). Come and bring a dish to share!
Tuesday, November 10, 2009
Evaluations - Summer 2009 (Part 2)
As promised, here are highlights of the second set of evaluations from Summer 2009.
2. What did you like most about the textbook?
(1) yes I did Becaus it’s easy to know. Then it hepts lot of persons to know
something.
(2) Azar Interactive. The talking heads were fun and helpfu.
(3) Azar Interactive The activities
(4) Azar Interactive? the thing I Like most about Azar is you can use it any time and any where, but this software need to be fixed, but I prefer to have a books.
(5) AzarInteractive It has a lot of grammar and it helps improve our grammar
(6) Its okay textbook but teacher taught us more vocabulary
(7) the most think i like about textbook it has more exercice.
3. What did you not like about the textbook?
(1) Azar Interactive. some of the courses were a repetition from asic s.
(2) AI Sometimes the computer freezes up.
(3) Azar Interactive? a lot of thing need to be fixed.
(4) Azarinteractive the part of Azar I don’t like like If want to study you
have to have Internet. It is not easy to study any time because every thing on the compeuter. so you have to have computer.but instade of on computer If It on the book It was better
(5) Azar Interactive Sometimesit’s lagging and doesn’t take my work so I have to do all my work again.
(6) It didnt have enough vocabulary and gramar
(7) no thing
(8) It doesn’t have fotos.
6. Was the course useful to you? Why or why not?
(1) yes I need full course because I am like this Course.
(2) The teacher Explain Every lesson very, very well, and I and I improve good Steps for Word everu day after.
(3) becus I learm What I dont now
(4) Teacher is very good. Teacher is help ang English garmmar is goood. Teache is any time good
(5) Becaus now I can read some word and I understand the different between a, an, in, at, the. Verbs simple present tense and past tense. The verbs presnt prograsif tense and past prograsif tense.
(6) Because I have learned a lot about computers. I have also improve some of my grammar skills.
(7) yes it was useful. I really know more about thing that I have to learn. and our teacher was wonderful.
(8) because most time we talk about sttuf Like password and user name more than grammare we need. and it was no sechull for what we are going to study in the next class. I was confused and every time we study something we didn’t finish it and we go to the next
(9) It Helps me a lot with my grammar. and helps me learn idioms Which are Very important to talk with native speaker
(10) Yes it was useful special for english grammaar but we didnt have enough time to learn much.
(11) our teacher was very good and try tryed tried to help us whatever we want. She tried to make it easy. she make made copy pappers. Whe We can took it and study.
(12) It helps me prepare for the campus exam.
(13) because I lear more enough reading and writting to improve my English, so really I am enjoying very well. and I want continue keep to learn.
(14) Was very helpful, because the teacher was amazing and wonderful.
(15) it gives us many words and exersice.
(16) why is Bery importantg foR My speak an understend tHe inglisH
(17) B/C we didn’t finshed the book She give more homework but she didn’t a explan alot?
2. What did you like most about the textbook?
(1) yes I did Becaus it’s easy to know. Then it hepts lot of persons to know
something.
(2) Azar Interactive. The talking heads were fun and helpfu.
(3) Azar Interactive The activities
(4) Azar Interactive? the thing I Like most about Azar is you can use it any time and any where, but this software need to be fixed, but I prefer to have a books.
(5) AzarInteractive It has a lot of grammar and it helps improve our grammar
(6) Its okay textbook but teacher taught us more vocabulary
(7) the most think i like about textbook it has more exercice.
3. What did you not like about the textbook?
(1) Azar Interactive. some of the courses were a repetition from asic s.
(2) AI Sometimes the computer freezes up.
(3) Azar Interactive? a lot of thing need to be fixed.
(4) Azarinteractive the part of Azar I don’t like like If want to study you
have to have Internet. It is not easy to study any time because every thing on the compeuter. so you have to have computer.but instade of on computer If It on the book It was better
(5) Azar Interactive Sometimesit’s lagging and doesn’t take my work so I have to do all my work again.
(6) It didnt have enough vocabulary and gramar
(7) no thing
(8) It doesn’t have fotos.
6. Was the course useful to you? Why or why not?
(1) yes I need full course because I am like this Course.
(2) The teacher Explain Every lesson very, very well, and I and I improve good Steps for Word everu day after.
(3) becus I learm What I dont now
(4) Teacher is very good. Teacher is help ang English garmmar is goood. Teache is any time good
(5) Becaus now I can read some word and I understand the different between a, an, in, at, the. Verbs simple present tense and past tense. The verbs presnt prograsif tense and past prograsif tense.
(6) Because I have learned a lot about computers. I have also improve some of my grammar skills.
(7) yes it was useful. I really know more about thing that I have to learn. and our teacher was wonderful.
(8) because most time we talk about sttuf Like password and user name more than grammare we need. and it was no sechull for what we are going to study in the next class. I was confused and every time we study something we didn’t finish it and we go to the next
(9) It Helps me a lot with my grammar. and helps me learn idioms Which are Very important to talk with native speaker
(10) Yes it was useful special for english grammaar but we didnt have enough time to learn much.
(11) our teacher was very good and try tryed tried to help us whatever we want. She tried to make it easy. she make made copy pappers. Whe We can took it and study.
(12) It helps me prepare for the campus exam.
(13) because I lear more enough reading and writting to improve my English, so really I am enjoying very well. and I want continue keep to learn.
(14) Was very helpful, because the teacher was amazing and wonderful.
(15) it gives us many words and exersice.
(16) why is Bery importantg foR My speak an understend tHe inglisH
(17) B/C we didn’t finshed the book She give more homework but she didn’t a explan alot?
Monday, October 26, 2009
LI Update - October 16, 2009
Section-switching. Today is the last day for students to change sections without documentation (e.g., change in work schedule). After this point, you should NOT be seeing any new faces in your classes. Please let me know the names of any students who show up unexpectedly.
Also, if you haven’t already done so, please check your FINAL rosters against the list of attendees in your classes. As soon as possible, let me know who is showing up who’s not on the roster and vice versa. We’ll check their registration and let you know if you need to communicate anything to the student.
Also, if you haven’t already done so, please check your FINAL rosters against the list of attendees in your classes. As soon as possible, let me know who is showing up who’s not on the roster and vice versa. We’ll check their registration and let you know if you need to communicate anything to the student.
Calendar of Events - 10/15/09 - 12/18/09
OCTOBER
15 Electronic time entry due for 10/1 – 10/15.
16 National Boss Day
17 Diwali [Hinduism]
20 Birth of the Bab [Bahá’í]
24 United Nations Day
24 Make a Difference Day
28 In-Service Day. No classes. All campus offices are closed.
29 Time cards due for 10/16 – 10/31.
31 Electronic time entry due for 10/16 – 10/31.
31 Hallowe’en
NOVEMBER
01 Daylight Savings Time ends. (Set your clocks back one hour!)
01 All Saints’ Day
03 Election Day
03 Stacy Drake’s birthday
08 Ghada Itayem’s birthday
11 Veterans Day. No classes. All campus offices are closed.
12 Birth of Bahá’u’lláh [Bahá’í]
13 Time cards due for 11/1 – 11/15.
15 Electronic time entry due for 11/1 – 11/15.
21 Tara Narcross’ birthday
25 Time cards due for 11/16 – 11/30.
26 – 29 Thanksgiving Holiday. No classes. All campus offices are closed.
27 Eid al Adha [Islam]
28 Ascension of Abdu’l Bahá [Bahá’í]
30 Electronic time entry due for 11/16 – 11/30.
DECEMBER
02 – 06 Most Basic English Autumn classes end (except those needing make-up days)
07 Pearl Harbor Remembrance Day
10 Human Rights Day
11 Hanukkah begins at sundown [Judaism]
14 Time cards due for 12/1 – 12/15.
15 Nancy Case’s birthday
15 Bill of Rights Day
15 Electronic time entry due for 12/1 – 12/15.
18 Anna-Marie Robinson’s birthday
18 Muharram [Islam]
15 Electronic time entry due for 10/1 – 10/15.
16 National Boss Day
17 Diwali [Hinduism]
20 Birth of the Bab [Bahá’í]
24 United Nations Day
24 Make a Difference Day
28 In-Service Day. No classes. All campus offices are closed.
29 Time cards due for 10/16 – 10/31.
31 Electronic time entry due for 10/16 – 10/31.
31 Hallowe’en
NOVEMBER
01 Daylight Savings Time ends. (Set your clocks back one hour!)
01 All Saints’ Day
03 Election Day
03 Stacy Drake’s birthday
08 Ghada Itayem’s birthday
11 Veterans Day. No classes. All campus offices are closed.
12 Birth of Bahá’u’lláh [Bahá’í]
13 Time cards due for 11/1 – 11/15.
15 Electronic time entry due for 11/1 – 11/15.
21 Tara Narcross’ birthday
25 Time cards due for 11/16 – 11/30.
26 – 29 Thanksgiving Holiday. No classes. All campus offices are closed.
27 Eid al Adha [Islam]
28 Ascension of Abdu’l Bahá [Bahá’í]
30 Electronic time entry due for 11/16 – 11/30.
DECEMBER
02 – 06 Most Basic English Autumn classes end (except those needing make-up days)
07 Pearl Harbor Remembrance Day
10 Human Rights Day
11 Hanukkah begins at sundown [Judaism]
14 Time cards due for 12/1 – 12/15.
15 Nancy Case’s birthday
15 Bill of Rights Day
15 Electronic time entry due for 12/1 – 12/15.
18 Anna-Marie Robinson’s birthday
18 Muharram [Islam]
FINAL rosters for Autumn 2009
(TRULY) FINAL (I mean it this time!) rosters ... will be in your mailboxes today. Please cross-check your rosters against your attendance one more time to see if there are any names that are on one list and not the other. Please let me know if you have (a) students who are on the roster but have never appeared and/or (b) students who are attending but are not on your roster. I’ll check them against registration and let you know if you need to communicate anything to any of the students.
Thank you for your help!
Thank you for your help!
FINAL Enrollment for Autumn 2009 - WOW!
Current total BE enrollment: 522 (FINAL!!)
Total enrollment – August 2008: 276
Percent increase from last Autumn: 47.1%
Average quarterly enrollment: 256.4
Percent increase from average: 50.9%
Previous all-time high enrollment: 410 (Spring 2005)
Percent increase from previous high: 21.4%
Total enrollment – August 2008: 276
Percent increase from last Autumn: 47.1%
Average quarterly enrollment: 256.4
Percent increase from average: 50.9%
Previous all-time high enrollment: 410 (Spring 2005)
Percent increase from previous high: 21.4%
Web Time Entry Update
For those of you who use CougarWeb to enter your time, please be aware that from now on, Nancy (Transitional Workforce Department Administrator – our supervisor) will be the one to approve your time entries.
Flu Season 2009
I know you’re all quite aware that it’s flu season, and that there are two serious strains of flu out there. Please be advised that if you have flu or flu-like symptoms, you should not come to work. If you come to work sick, you will be sent home.
Tuesday, October 6, 2009
LI Update - October 5, 2009
Updated rosters. Updated rosters are in your mailboxes. Please compare your roster with your attendance list and let me know which students are attending but not on the rosters as well as which students are on the roster but have never attended.
LI Update - October 4, 2009
THANK YOU! to the staff of the Noncredit Registration Office and the ACT/SkillsMax testing center for their hard work in bringing the Basic English program to its highest quarterly enrollment ever. Eureka, Sharon, Tamika and Thelma (Registration office) and Lisa and Maurice (ACT Center) are often the ones who provide the first -- and most-lasting -- impressions of our program to incoming students.
Current total BE enrollment: 445
Total enrollment – August 2008: 276
Percent increase from last Autumn: 38.0%
Previous all-time high enrollment: 410 (Spring 2005)
Percent increase from previous high: 15.6%
Current total BE enrollment: 445
Total enrollment – August 2008: 276
Percent increase from last Autumn: 38.0%
Previous all-time high enrollment: 410 (Spring 2005)
Percent increase from previous high: 15.6%
Classroom furniture
Public Safety would like us to keep in mind that tables and chairs should not be removed from the classroom. Each classroom should have 13 tables and 26 chairs.
That being said, IF furniture is removed, it should be put back for the use of the next class! Today there were several tables and chairs left in the second-floor hallway. This is a violation of fire code.
Thank you for your cooperation.
That being said, IF furniture is removed, it should be put back for the use of the next class! Today there were several tables and chairs left in the second-floor hallway. This is a violation of fire code.
Thank you for your cooperation.
LI Update - September 29, 2009
Roster note. If a student is not on your roster, it may mean that the student has only recently registered. Keep attendance carefully and then check the new roster at the end of this week. After you’ve received the new roster, advise any students who are not listed that they will need to register for the course or they will not be permitted to keep attending.
Parking. Please remind your students about the remote parking lot at Mt. Vernon and 5th. It’s not a long walk, and it’s much better than driving in circles and missing class!
Parking. Please remind your students about the remote parking lot at Mt. Vernon and 5th. It’s not a long walk, and it’s much better than driving in circles and missing class!
LI Update - September 25, 2009
Evening and weekend access. If your classroom or the office suite is locked, call Public Safety at 287-2525 (2525 from a campus phone). You will need to have your CSCC ID with you. I have requested swipe-card access for those of you with evening or weekend classes so you can use your ID card to access the office suite. This should take about a week to process.
New instructors – Access to the classroom technology. I have requested Novell access for you; this may take a couple of weeks. Novell access will let you use the computers in the classrooms and labs. It will also give you a Columbus State GroupWise e-mail account. This is the official e-mail account of the College and should be checked regularly. This will also be the way to access CougarWeb to enter your time electronically. When your access is set up, I’ll send you information on how to access CougarWeb and enter your time worked.
New instructors – Access to the classroom technology. I have requested Novell access for you; this may take a couple of weeks. Novell access will let you use the computers in the classrooms and labs. It will also give you a Columbus State GroupWise e-mail account. This is the official e-mail account of the College and should be checked regularly. This will also be the way to access CougarWeb to enter your time electronically. When your access is set up, I’ll send you information on how to access CougarWeb and enter your time worked.
Monday, September 28, 2009
LI Update - September 28, 2009
Welcome to Autumn Quarter!!
Current total BE enrollment: 361 -- and rising!!
Total enrollment – August 2008: 276
Percent increase as of 9/28: 23.5% (and rising!!)
- The beige background information forms and the pink policies/procedures forms are across from the mailboxes.
- Have your students complete the background information forms; please assist them as needed. Return them to me as soon as possible.
- Hand out the policies/procedures forms and go over them in detail with the students (including deadlines for dropping classes or changing sections).
- Attendance sheets are also across from the mailboxes. You do not have to use these forms if you have another attendance method you prefer; however, I would like to receive attendance weekly from each class.
- Current rosters are in your mailboxes. They will be run again at the end of the week, as we always have a number of late adds.
- Dry-erase markers are in the cabinet across from the mailboxes, above the forms.
Current total BE enrollment: 361 -- and rising!!
Total enrollment – August 2008: 276
Percent increase as of 9/28: 23.5% (and rising!!)
Friday, September 18, 2009
Pay increase
Just a reminder that as of 8/1/09, the hourly rate for noncredit instructors was increased to $22.35/hr. This would not have been reflected on your pay of 8/15, as that pay covers the period of 7/16 – 7/31. However, you should see the increase on the pay of 8/31 and on your pay of 9/15. If you do not, please let me know right away so we can have the situation corrected.
Monday, September 14, 2009
LI Update - September 13, 2009
Employee handbooks. The revised Language Institute Employee Handbooks are now in your mailboxes. Please be sure to review this information carefully.
Public Safety has moved! Public Safety has moved to the refurbished Delaware Hall.
Public Safety reminders. Please be sure that you and your students are aware of the availability of Columbus State’s Public Safety in case of emergency situations. For those with evening classes, a Public Safety officer will walk instructors or students to their cars if needed. Keep their number available: 287-2525 (2525 from a campus phone).
Teaching notes. After some recent observations that I have done, along with those from Samantha, I have a few general thoughts to put forward. Think about your experiences in the classroom and consider what it it like on the other side of the desk – that is, the perspective of the students. What do they experience in each class?
Public Safety has moved! Public Safety has moved to the refurbished Delaware Hall.
Public Safety reminders. Please be sure that you and your students are aware of the availability of Columbus State’s Public Safety in case of emergency situations. For those with evening classes, a Public Safety officer will walk instructors or students to their cars if needed. Keep their number available: 287-2525 (2525 from a campus phone).
Teaching notes. After some recent observations that I have done, along with those from Samantha, I have a few general thoughts to put forward. Think about your experiences in the classroom and consider what it it like on the other side of the desk – that is, the perspective of the students. What do they experience in each class?
- Be sure you’re not doing all the talking during the class. Your students need time to practice.
- When you use the computer, be sure to move the monitor so you and the students can still see each other.
- Do not permit the students to laugh at each other when mistakes are made – and be careful not to do it yourself!
- It’s best not to sit still for a long period of time. A lack of movement on your part will lead to a lack of attention on the part of the students.
Saturday, September 12, 2009
BE Evaluations – Summer 09 [Part 1]
Here are the comments that particularly stood out in the first set of Summer 2009 BE student evaluations (the rest will be posted as soon as they are typed up):
2. What did you like most about the textbook?
- „ Is excelent book, is complete, is perfect.
- „ A like the grammar presentation
- „ there was a lot of practice
- „ I like everting about textbook but I need mor time
- „ Nothing; I don’t like this class
- „ helful book, and some thing funny in the book.
3. What did you not like about the textbook?
- „ it was easy on some way
- „ youJust Can stay Home w/o coming to sc
6. Was the course useful to you? Why or why not?
- „ becouse the things which we taken was very important for me as student.
- „ The class is too hard.
- „ The class was very good and the teacher was very helpful
- „ becuse the teacher didn’t explain any Thing
- „ Because I studied with the good teacher.
- „ I learned more English The teacher was great.
- „ I learned a lot of works in this class
Tuesday, September 8, 2009
Instructor meeting
Those of you who have been here a while know how hard it is to get a meeting together. With so many varying schedules, it’s a real challenge to find a time when more than two or three people are available. However, with the end of the term – let’s try it again!
On Thursday, Sept. 10, I’ll be in my office from 11:30 – 1:30 in hopes of seeing as many of you as can come.Bring your lunch if you like (I’ll have mine!). The agenda is simple: to get to know each other and work to improve the program. I’d like for us to discuss the following questions in this get-together:
1. What are we doing really well?
2. What should we be doing to make our program the best it could be?
3. What particular challenges have you had in your classroom?
4. What classroom activities have worked really well that you would like to share with other instructors?
I hope to see as many of you as possible. If you can’t come for the whole time, please come for as long as you can. Thank you!
On Thursday, Sept. 10, I’ll be in my office from 11:30 – 1:30 in hopes of seeing as many of you as can come.Bring your lunch if you like (I’ll have mine!). The agenda is simple: to get to know each other and work to improve the program. I’d like for us to discuss the following questions in this get-together:
1. What are we doing really well?
2. What should we be doing to make our program the best it could be?
3. What particular challenges have you had in your classroom?
4. What classroom activities have worked really well that you would like to share with other instructors?
I hope to see as many of you as possible. If you can’t come for the whole time, please come for as long as you can. Thank you!
Economics and class sizes
As prices increase everywhere, we have all had to make some hard decisions about income and expenses in our lives. The same is true at the Language Institute.
I hope to avoid increasing student fees for as long as possible. For that reason, we will be increasing the average class size. Previously, we needed an average of 11 students per class to break even across the Basic English classes. As of Autumn quarter, we will need an average of 13 students per class. Some smaller classes will still be able to run, but only if there are enough larger classes to make up the necessary average. It is likely, though, that more smaller classes will be canceled from now on.
If you have any questions, please let me know.
I hope to avoid increasing student fees for as long as possible. For that reason, we will be increasing the average class size. Previously, we needed an average of 11 students per class to break even across the Basic English classes. As of Autumn quarter, we will need an average of 13 students per class. Some smaller classes will still be able to run, but only if there are enough larger classes to make up the necessary average. It is likely, though, that more smaller classes will be canceled from now on.
If you have any questions, please let me know.
Tuesday, September 1, 2009
Handbook - Emergency procedures
Staff members are responsible for:
Being familiar with all procedures and routes.
Responding appropriately to fires/fire drills.
Teaching students the procedure for exiting the building.
Shutting all classroom doors, if possible.
Taking attendance sheets when exiting the building and counting the students to be sure everyone is out safely.
Remain outside until notified it is safe to return.
When ANYONE sees a fire or smells smoke, push the alarm button and follow procedures.
If there is a bomb threat or fire, evacuate if the fire alarm is sounded. During evacuation, students, instructors and staff must walk to at least 500 feet away from the building. During excessive high winds or tornadoes, evacuate to the lower floors of the nearest building. Instructors are responsible for the orderly evacuation of their students.
In a tornado drill or if the alarm is sounded, staff is expected to:
Move to the designated shelter space.
Take attendance sheets and count the students to be sure everyone is accounted for.
Remain at the designated shelter until notified it is safe to return to the classroom or leave.
If a student becomes sick or injured in class, contact Public Safety (287-2525 / 2525 from a campus phone).
If a student becomes unruly and hostile, you have the right and the responsibility to ask that student to leave. If you feel that your safety and/or that of the students is threatened, contact Public Safety.
Emergency evacuation of students with disabilities
All disabled students capable of exiting a building by using the stairs should familiarize themselves with at least two exits from any classroom, building or facility on the campus. Evacuation maps outline recommended exits are clearly posted in all campus buildings. Assistance in locating two emergency exits can be provided by the Department of Disability Services. The stairwells are the point of rscue for people who are immobilized. They will be assisted in evacuating the building by Public Safety personnel.
Emergency reporting procedures
In the event of an emergency on the campus of Columbus State, use the following procedures:
1. In case of life-threatening emergency, dial 911. For all other emergencies, dial 287-2525 (2525 from a campus phone) or pick up an emergency phone to contact Public Safety.
2. Report:
The nature of the emergency: fire, personal injury, illness, etc.
Name of person reporting the emergency.
Exact location of the emergency.
Indicate whether the emergency squad or first department should be called.
Location of emergency telephones and first-aid material
First aid is available 24 hours a day by contacting the Public Safety Office. Most officers have been certified as First Responders to mdical emergencies on campus.
The college has installed emergency phones in the buildings and in the parking lots around campus. All the emergency telephones on campus are two-way, similar to a residential phone. Whenever a phone is activated, it immediately notifies the Public Safety Campus Police Department with the phone location. Officers are automatically sent to that location.
Reporting crimes or accidents
All crimes, accidents and emergencies occurring on campus should be reported immediately to the Public Safety Office 287-2525 (2525 from a campus phone). College police officers are trained to handle criminal activities, accidents and disaster situations. The Public Safety Office will channel the report to the appropriate office for action. If you call 911, call Public Safety to direct the squad to the correct location. (In case of emergency at locations other than CSCC campuses, call 911).
Being familiar with all procedures and routes.
Responding appropriately to fires/fire drills.
Teaching students the procedure for exiting the building.
Shutting all classroom doors, if possible.
Taking attendance sheets when exiting the building and counting the students to be sure everyone is out safely.
Remain outside until notified it is safe to return.
When ANYONE sees a fire or smells smoke, push the alarm button and follow procedures.
If there is a bomb threat or fire, evacuate if the fire alarm is sounded. During evacuation, students, instructors and staff must walk to at least 500 feet away from the building. During excessive high winds or tornadoes, evacuate to the lower floors of the nearest building. Instructors are responsible for the orderly evacuation of their students.
In a tornado drill or if the alarm is sounded, staff is expected to:
Move to the designated shelter space.
Take attendance sheets and count the students to be sure everyone is accounted for.
Remain at the designated shelter until notified it is safe to return to the classroom or leave.
If a student becomes sick or injured in class, contact Public Safety (287-2525 / 2525 from a campus phone).
If a student becomes unruly and hostile, you have the right and the responsibility to ask that student to leave. If you feel that your safety and/or that of the students is threatened, contact Public Safety.
Emergency evacuation of students with disabilities
All disabled students capable of exiting a building by using the stairs should familiarize themselves with at least two exits from any classroom, building or facility on the campus. Evacuation maps outline recommended exits are clearly posted in all campus buildings. Assistance in locating two emergency exits can be provided by the Department of Disability Services. The stairwells are the point of rscue for people who are immobilized. They will be assisted in evacuating the building by Public Safety personnel.
Emergency reporting procedures
In the event of an emergency on the campus of Columbus State, use the following procedures:
1. In case of life-threatening emergency, dial 911. For all other emergencies, dial 287-2525 (2525 from a campus phone) or pick up an emergency phone to contact Public Safety.
2. Report:
The nature of the emergency: fire, personal injury, illness, etc.
Name of person reporting the emergency.
Exact location of the emergency.
Indicate whether the emergency squad or first department should be called.
Location of emergency telephones and first-aid material
First aid is available 24 hours a day by contacting the Public Safety Office. Most officers have been certified as First Responders to mdical emergencies on campus.
The college has installed emergency phones in the buildings and in the parking lots around campus. All the emergency telephones on campus are two-way, similar to a residential phone. Whenever a phone is activated, it immediately notifies the Public Safety Campus Police Department with the phone location. Officers are automatically sent to that location.
Reporting crimes or accidents
All crimes, accidents and emergencies occurring on campus should be reported immediately to the Public Safety Office 287-2525 (2525 from a campus phone). College police officers are trained to handle criminal activities, accidents and disaster situations. The Public Safety Office will channel the report to the appropriate office for action. If you call 911, call Public Safety to direct the squad to the correct location. (In case of emergency at locations other than CSCC campuses, call 911).
Handbook - Relationships
Productive Relationships with Students
Use a calm voice and respectful, encouraging tone with students.
Follow through on your word and promises. Be consistent.
Plan weekly and/or daily agendas.
Display genuine concern for your students.
Lead and participate in activities.
Provide the opportunity for student reflection.
Offer to assist students; do not always wait for them ask.
Problem solving/grievances
Conflicts involving staff, whether with students or other staff members, should be resolved in a positive, professional manner. In the event that program staff can no longer handle a situation or resolve a problem, the Language Institute Coordinator or TWF Director will provide assistance.
Columbus State Community College’s employee handbook describes the official college procedures for employee conduct and grievance issues in section 3:31.
Use a calm voice and respectful, encouraging tone with students.
Follow through on your word and promises. Be consistent.
Plan weekly and/or daily agendas.
Display genuine concern for your students.
Lead and participate in activities.
Provide the opportunity for student reflection.
Offer to assist students; do not always wait for them ask.
Problem solving/grievances
Conflicts involving staff, whether with students or other staff members, should be resolved in a positive, professional manner. In the event that program staff can no longer handle a situation or resolve a problem, the Language Institute Coordinator or TWF Director will provide assistance.
Columbus State Community College’s employee handbook describes the official college procedures for employee conduct and grievance issues in section 3:31.
Handbook - Privacy of student information
Privacy of student information
The 1974 Privacy Act, commonly known as the Buckley Amendment, prohibits the release to third parties of any student information related to grades or academic progress without WRITTEN permission of the student. In practice, this means that:
Grades should NOT be posted—even if only the last numbers of the social security number are used. Our college has a good system for making final grades available to students via CougarWeb in a timely manner, so there should be no need to post final grades. If absolutely necessary to make a posting, random numbers and non-alphabetical order should be used.
Faculty cannot tell students’ friends, parents, guardians, employers or relatives how the student does or is doing in a course—regardless of justification—without written permission.
Papers should be returned in a private manner. They should not be put in a public place such as a box, folder, or faculty mailbox (without written permission from the student) because others will have access to them.
When handing back papers in class, faculty members should take care to protect the privacy of each student’s grade. Although it isn’t possible to guarantee that others won’t see a grade, it is important to take reasonable precautions to ensure the grades are not deliberately or carelessly revealed to others by the faculty member.
The 1974 Privacy Act, commonly known as the Buckley Amendment, prohibits the release to third parties of any student information related to grades or academic progress without WRITTEN permission of the student. In practice, this means that:
Grades should NOT be posted—even if only the last numbers of the social security number are used. Our college has a good system for making final grades available to students via CougarWeb in a timely manner, so there should be no need to post final grades. If absolutely necessary to make a posting, random numbers and non-alphabetical order should be used.
Faculty cannot tell students’ friends, parents, guardians, employers or relatives how the student does or is doing in a course—regardless of justification—without written permission.
Papers should be returned in a private manner. They should not be put in a public place such as a box, folder, or faculty mailbox (without written permission from the student) because others will have access to them.
When handing back papers in class, faculty members should take care to protect the privacy of each student’s grade. Although it isn’t possible to guarantee that others won’t see a grade, it is important to take reasonable precautions to ensure the grades are not deliberately or carelessly revealed to others by the faculty member.
Handbook - Photocopying
Whenever possible, you should plan your copies ahead of time and bring them to me so I can send them to Duplication. Copying through Duplication saves us $.02 per page, which really adds up!
When things are sent to Duplication to be copied, you should expect a turnaround time of three (3) business days. Plan ahead!!
Copyright and Fair Use. We have all heard about the “Fair Use” section of the U.S. Copyright law. Section 107 of Title 17 of the U.S. Code allows reproduction of PORTIONS of copyrighted work for various uses, including classroom use. But how much is too much? At what point does photocopying for the classroom become an illegal activity?
Unfortunately, this is a somewhat squishy area of the law. Even so, there are some definite rules and some reasonable guidelines that should be followed.
One definite rule: Any time you are using photocopies of material that you did not create yourself, A copyright statement MUST be included showing who owns the copyright.
Guidelines to determine fair use: When you are considering copying materials, review the Fair Use Checklist that is included with this update e-mail. It should help you make the decision about whether you can proceed with requesting copies or if you should seek permission to copy from the owner of the copyright.
There are also some explanatory materials in my office if you are interested.
Thank you for your attention to appropriate and legal copying for your classes.
When things are sent to Duplication to be copied, you should expect a turnaround time of three (3) business days. Plan ahead!!
Copyright and Fair Use. We have all heard about the “Fair Use” section of the U.S. Copyright law. Section 107 of Title 17 of the U.S. Code allows reproduction of PORTIONS of copyrighted work for various uses, including classroom use. But how much is too much? At what point does photocopying for the classroom become an illegal activity?
Unfortunately, this is a somewhat squishy area of the law. Even so, there are some definite rules and some reasonable guidelines that should be followed.
One definite rule: Any time you are using photocopies of material that you did not create yourself, A copyright statement MUST be included showing who owns the copyright.
Guidelines to determine fair use: When you are considering copying materials, review the Fair Use Checklist that is included with this update e-mail. It should help you make the decision about whether you can proceed with requesting copies or if you should seek permission to copy from the owner of the copyright.
There are also some explanatory materials in my office if you are interested.
Thank you for your attention to appropriate and legal copying for your classes.
Handbook - Misc. classroom protocols
Computer Usage
Classroom computers are not to be used for personal use. Printing/copies should be limited to program business only.
Telephone Calls
Personal cell phones (including the texting function) should not be used during work hours in the classroom.
Food and beverage regulations
Consumption of food and/or beverages is prohibited in classrooms. The instructor is responsible for enforcing this regulation.
Housekeeping responsibilities
At the end of each class, each instructor is responsible for leaving the classroom in order for the next class. Desks and chairs should be in rows and the board erased. Lights and equipment, including computers, should be turned off.
Room assignments
Room assignments for individual classes are requested by the Coordinator and confirmed in the master schedule by the Central Scheduling Office. Under no circumstances should an instructor move a class from a previously assigned classroom without approval. Should a problem occur regarding room assignments, the instructor should contract the coordinator.
Cheating
It is recommended that faculty spend time early in the quarter defining and discussing what cheating and plagiarism are for the particular course. Faculty members who encounter students who cheat and/or plagiarize should follow the college policy and procedures concerning academic misconduct. See the Policy and Procedures Manual, No. 7-10 for the complete procedure.
Children in Class
Children are NOT allowed in any class. The distractions that children cause (no matter how well-behaved) make it unfair to the other students in the class.
Classroom computers are not to be used for personal use. Printing/copies should be limited to program business only.
Telephone Calls
Personal cell phones (including the texting function) should not be used during work hours in the classroom.
Food and beverage regulations
Consumption of food and/or beverages is prohibited in classrooms. The instructor is responsible for enforcing this regulation.
Housekeeping responsibilities
At the end of each class, each instructor is responsible for leaving the classroom in order for the next class. Desks and chairs should be in rows and the board erased. Lights and equipment, including computers, should be turned off.
Room assignments
Room assignments for individual classes are requested by the Coordinator and confirmed in the master schedule by the Central Scheduling Office. Under no circumstances should an instructor move a class from a previously assigned classroom without approval. Should a problem occur regarding room assignments, the instructor should contract the coordinator.
Cheating
It is recommended that faculty spend time early in the quarter defining and discussing what cheating and plagiarism are for the particular course. Faculty members who encounter students who cheat and/or plagiarize should follow the college policy and procedures concerning academic misconduct. See the Policy and Procedures Manual, No. 7-10 for the complete procedure.
Children in Class
Children are NOT allowed in any class. The distractions that children cause (no matter how well-behaved) make it unfair to the other students in the class.
Handbook - Beginning & end of terms
Forms, information and papers. You will find the following important first-day materials on the counter across from the mailboxes. Please pick up enough materials for your class(es). Pick up extras if needed. Return any unneeded forms for others to use. And please let me know whenever we are running low on any materials!
-- Background Information forms (beige). Have your students complete these; return them to me as soon as possible.
-- BE Policies and Procedures handout (pink). Be sure each student has a copy of this important document, and go over it in detail in class.
-- Attendance forms. You should turn in attendance to me each week. This form is provided for you, but if you have another form you prefer (electronic, for example), please feel free to use it.
-- Class syllabus (yellow). These will be ready by the end of the first week of classes. Be sure each student has a copy of the syllabus. NOTE: The syllabus is provided as a guideline of what we would like to see covered in that class. If the class as a whole is having difficulty in a certain area, please use your best judgment in regard to spending more time on a certain topic, even if it means not . I strongly suggest using quizzes (written and/or verbal) to be sure your students are understanding the material presented.
Rosters. Current rosters will be in your mailboxes. We often get a lot of students who add during the first two weeks of classes. I’ll send updated rosters periodically.
End of each term
Course evaluation forms will be in your mailboxes before the end of the term. They will be in envelopes marked with your name and the course. There will be one envelope for each section you are teaching.
Please note the following procedure for the evaluations:
Evaluation forms are provided in an envelope with your name and course on it. Please return the completed forms for each class in the appropriate envelope.
I realize that your students may need some assistance with the instructions on the forms. Insofar as possible, please allow them sufficient privacy so that they can provide their true opinions and comments about the class.
The final test for each class will be provided to you. Turn in completed tests immediately so there is no delay in getting them scored for the students.
-- Background Information forms (beige). Have your students complete these; return them to me as soon as possible.
-- BE Policies and Procedures handout (pink). Be sure each student has a copy of this important document, and go over it in detail in class.
-- Attendance forms. You should turn in attendance to me each week. This form is provided for you, but if you have another form you prefer (electronic, for example), please feel free to use it.
-- Class syllabus (yellow). These will be ready by the end of the first week of classes. Be sure each student has a copy of the syllabus. NOTE: The syllabus is provided as a guideline of what we would like to see covered in that class. If the class as a whole is having difficulty in a certain area, please use your best judgment in regard to spending more time on a certain topic, even if it means not . I strongly suggest using quizzes (written and/or verbal) to be sure your students are understanding the material presented.
Rosters. Current rosters will be in your mailboxes. We often get a lot of students who add during the first two weeks of classes. I’ll send updated rosters periodically.
End of each term
Course evaluation forms will be in your mailboxes before the end of the term. They will be in envelopes marked with your name and the course. There will be one envelope for each section you are teaching.
Please note the following procedure for the evaluations:
Evaluation forms are provided in an envelope with your name and course on it. Please return the completed forms for each class in the appropriate envelope.
I realize that your students may need some assistance with the instructions on the forms. Insofar as possible, please allow them sufficient privacy so that they can provide their true opinions and comments about the class.
The final test for each class will be provided to you. Turn in completed tests immediately so there is no delay in getting them scored for the students.
Handbook - Discipline
Immediately establish ways to let your students know you need them to be quiet when necessary. Do not try yelling over them. Listen to student suggetions, participate in group decisions and make sure students know you have the final say.
Handbook - Planning & organization
If you are organized, it shows that you have put effort into planning your class. Students will notice and appreciate when staff are organized and come to the program prepared. It is required that instructors come to program each day with a lesson plan for the students.
Handbook - Timeliness / Absences
Arrival and Departure Times / Staff No-Shows
If you cannot be on time you must call and give the coordinator sufficient notice. Chronic tardiness will be subject to disciplinary action up to and including discharge.
Instructors are expected to arrive prepared to begin teaching at the time the class begins. Unapproved absences are unacceptable and will receive a verbal warning (1st offense), written warning (2nd offense) which will be signed by the Director, and termination (3rd offense).
Absence and lateness
If you’re going to be absent or late, you must contact someone here by phone. (See Contacts section of this handbook.) E-mails might not be read until it’s too late for something to be done about the situation (sign on the door, substitute, announcement to the class, etc.).
Basic English instructors, please contact me OR someone in the Noncredit Registration Office (if you can’t reach me).
Saturday instructors can also contact the ACT/SkillsMax Center at 287-5750.
ALSO, be sure to send an e-mail as backup information. We have a large and growing program, and it is difficult to keep track of everyone’s whereabouts all the time. This will help reduce confusion and missed information.
If you cannot be on time you must call and give the coordinator sufficient notice. Chronic tardiness will be subject to disciplinary action up to and including discharge.
Instructors are expected to arrive prepared to begin teaching at the time the class begins. Unapproved absences are unacceptable and will receive a verbal warning (1st offense), written warning (2nd offense) which will be signed by the Director, and termination (3rd offense).
Absence and lateness
If you’re going to be absent or late, you must contact someone here by phone. (See Contacts section of this handbook.) E-mails might not be read until it’s too late for something to be done about the situation (sign on the door, substitute, announcement to the class, etc.).
Basic English instructors, please contact me OR someone in the Noncredit Registration Office (if you can’t reach me).
Saturday instructors can also contact the ACT/SkillsMax Center at 287-5750.
ALSO, be sure to send an e-mail as backup information. We have a large and growing program, and it is difficult to keep track of everyone’s whereabouts all the time. This will help reduce confusion and missed information.
Handbook - Language
Staff members are models for the students and are expected to use appropriate language in their presence.
Staff members should also be aware of confidentiality when talking to other staff and refrain from discussing any confidential issues at this time.
Derogatory remarks are not permitted and may result in disciplinary action.
Staff members should also be aware of confidentiality when talking to other staff and refrain from discussing any confidential issues at this time.
Derogatory remarks are not permitted and may result in disciplinary action.
Handbook - Dress requirements
In order to project a professional image and to show respect for students and the program, staff shall maintain personal hygiene and appropriateness of dress while at programming. All staff members are expected to be clean and neat.
- Dress may be business casual.
- Staff should dress neutrally so as to not influence student thoughts (i.e. tight or low cut tops, low cut jeans, etc.).
- Clothing should not advertise alcohol, religion, political beliefs, or vulgar messages.
- Shorts, sweats and ball caps are not permitted.
- If jeans are worn, they must be clean, neat and free of holes.
Handbook - Employee conduct
Any employee who engages in any of the following offenses will be subject to disciplinary action up to and including discharge. Examples of these offenses include but are not limited to:
- Physical, verbal, sexual or emotional abuse of a student.
- Possessing, using, introducing or selling illicit drugs, a controlled substance, and/or alcohol beverages on program property.
- Theft from program, another employee or a student.
- Insubordination, defined as “willful disregard of express or implied directions of the employer and/or refusal to obey reasonable orders.”
- Assault.
- Misuse or misappropriation of program equipment, materials, funds, or other Program or College resources.
- Illegally bringing or bearing firearms or other lethal weapons to the program.
- Leaving the program during work hours without permission.
- Falsifying program/College records.
- Sleeping during work hours.
- Smoking in the building or in prohibited areas.
- Violation of the college’s policies on Harassment, Sexual Harassment, or Sexual Misconduct.
- Fighting or attempting to provoke a fight on program property.
- Excessive absenteeism or chronic tardiness.
- Failure to call or report to work for assigned working days (“no call-no show”)
- Personal behavior reflecting negatively on the program, including students, the staff or the employee’s job performance.
- Failure to maintain confidentiality of information about students, staff or the program.
- Unacceptable use of cell phones during program hours.
- Unacceptable skill level in the performance of assigned duties.
- Dishonesty with staff or students.
Handbook - Instructor contractual requirements
Instructors are hired as contractual employees -- that is, you are considered an employee during the period of the course you are teaching. The following information is important for instructors to read and follow. It is assumed that all instructors agree to the stipulations below.
1. I will follow the course structure as requested by CSCC and maintain the total number of instructional hours agreed upon, including dates and time of day.
2. Evaluations of student progress, attendance and other course documentation will be provided to the Language Institute as required.
3. I will not replace myself with another instructor without approval of the Language Institute.
4. Any expenses, including duplicating, will be approved through the Language Institute before expenses are incurred.
5. Payment will be generated only by means of TIMECARDS or ELECTRONIC TIME ENTRY, to be turned in to the Language Institute Coordinator no later than 4:00 p.m. on the 15th and last business day of each calendar month during the contract period. Timecards and/or electronic time entry must reflect the number of contract hours taught during the period.
5a. I understand that if I do not turn in my timecard or electronic time entry on time, payment for the amount will be delayed until the following pay period.
5b. My timecard or electronic time entry will not exceed the agreed-upon number of hours for that period without the prior written approval of my supervisor.
6. Failure to meet any of the above agreements could result in dismissal, court action and/or withholding of wages until full agreement is completed.
7. I understand that the College is under no obligation to contract with me for future work.
8. I will abide by College policy and the requirements in the current Language Institute Employee Handbook.
1. I will follow the course structure as requested by CSCC and maintain the total number of instructional hours agreed upon, including dates and time of day.
2. Evaluations of student progress, attendance and other course documentation will be provided to the Language Institute as required.
3. I will not replace myself with another instructor without approval of the Language Institute.
4. Any expenses, including duplicating, will be approved through the Language Institute before expenses are incurred.
5. Payment will be generated only by means of TIMECARDS or ELECTRONIC TIME ENTRY, to be turned in to the Language Institute Coordinator no later than 4:00 p.m. on the 15th and last business day of each calendar month during the contract period. Timecards and/or electronic time entry must reflect the number of contract hours taught during the period.
5a. I understand that if I do not turn in my timecard or electronic time entry on time, payment for the amount will be delayed until the following pay period.
5b. My timecard or electronic time entry will not exceed the agreed-upon number of hours for that period without the prior written approval of my supervisor.
6. Failure to meet any of the above agreements could result in dismissal, court action and/or withholding of wages until full agreement is completed.
7. I understand that the College is under no obligation to contract with me for future work.
8. I will abide by College policy and the requirements in the current Language Institute Employee Handbook.
Handbook - Letters of Agreement and time submission
Letters of agreement, time cards and electronic time entry
There are two pay periods each month:
The 1st through the 15th
The 16th through the last day of the month.
In order to be paid, you must submit the hours worked. There are two ways to do this:
Basic English instructors submit their time electronically, through CougarWeb.
Instructors paid by contracts or grants need to fill out time cards.
Some instructors work both as Basic English instructors and as instructors on contract/grant-funded projects and will therefore need to enter project-paid time on time cards and Basic English time electronically.
COMPLETED paper time cards for a period are generally due to me TWO business days before the last day of that time period. For example, a time card covering May 1-15 would be due to me on May 13 in order to ensure that it will be paid out in the pay of May 31.
NEVER put time from more than one time period on a time card.
A COMPLETED time card must have your name, CougarID (not your Social Security Number!), days and hours worked, ACCOUNT NUMBER, pay rate, total hours, total pay and your signature. Incomplete time cards are likely to be returned to you for correction. This may result in a delay of your pay until the next time period, so check each time card for accuracy!
Electronic time entry (also called WTE, or Web Time Entry) is done through CougarWeb. If you enter time in this way, you will need to enter your time for a given time period NO LATER than midnight on the day after the period ends. For example, time entry covering May 1-16 could be entered no later than May 16.
I strongly recommend not waiting that long, however. If you wait until May 16 and your web connection is down, or CougarWeb is down for some reason, your pay will be delayed until the next time period, and there's nothing I can do about it.
When a class is confirmed, a Letter of Agreement (LOA) will be generated for your class. Remember that payment is ALWAYS generated by means of time cards or electronic time entry (as applicable). You will not be paid if you do not submit your time as directed.
Time cards MUST be completed in ink. Time cards completed in pencil could be changed inappropriately by someone else, causing you to be paid incorrectly with no way to clearly show that a change had been made to the time card.
Use your CougarID number instead of your Social Security number on all of your time cards (and other College forms) to reduce the risk of identity theft.
There are two pay periods each month:
The 1st through the 15th
The 16th through the last day of the month.
In order to be paid, you must submit the hours worked. There are two ways to do this:
Basic English instructors submit their time electronically, through CougarWeb.
Instructors paid by contracts or grants need to fill out time cards.
Some instructors work both as Basic English instructors and as instructors on contract/grant-funded projects and will therefore need to enter project-paid time on time cards and Basic English time electronically.
COMPLETED paper time cards for a period are generally due to me TWO business days before the last day of that time period. For example, a time card covering May 1-15 would be due to me on May 13 in order to ensure that it will be paid out in the pay of May 31.
NEVER put time from more than one time period on a time card.
A COMPLETED time card must have your name, CougarID (not your Social Security Number!), days and hours worked, ACCOUNT NUMBER, pay rate, total hours, total pay and your signature. Incomplete time cards are likely to be returned to you for correction. This may result in a delay of your pay until the next time period, so check each time card for accuracy!
Electronic time entry (also called WTE, or Web Time Entry) is done through CougarWeb. If you enter time in this way, you will need to enter your time for a given time period NO LATER than midnight on the day after the period ends. For example, time entry covering May 1-16 could be entered no later than May 16.
I strongly recommend not waiting that long, however. If you wait until May 16 and your web connection is down, or CougarWeb is down for some reason, your pay will be delayed until the next time period, and there's nothing I can do about it.
When a class is confirmed, a Letter of Agreement (LOA) will be generated for your class. Remember that payment is ALWAYS generated by means of time cards or electronic time entry (as applicable). You will not be paid if you do not submit your time as directed.
Time cards MUST be completed in ink. Time cards completed in pencil could be changed inappropriately by someone else, causing you to be paid incorrectly with no way to clearly show that a change had been made to the time card.
Use your CougarID number instead of your Social Security number on all of your time cards (and other College forms) to reduce the risk of identity theft.
Handbook - Instructor job description
Basic English instructor qualifications
In order to teach Basic English, an instructor must have at least a bachelor’s degree and appropriate adult ESL teaching experience.
Basic position description
Title: Hourly Noncredit Instructor
Summary: Performs classroom instruction as directed by coordinator; directs students to appropriate mode or materials to accomplish objectives. Maintains records of student progress; makes recommendations for program improvements as appropriate.
Relationship: Reports to the Language Institute Coordinator and no one reports to this position. Interfaces regularly with students and other instructors.
Duties and Responsibilities:
Performs classroom instruction as directed by coordinator according to assigned schedule.
Answers questions and provides assistance to students regarding assignments and classroom activities.
Helps identify, plan, schedule and implement learning activities appropriate to student needs.
Maintains records of progress, attendance and scores for student; provides information to Coordinator as requested.
Part-time employees are permitted to work NO MORE THAN 30 hours per week.
General qualifications
All staff members are expected to:
Abide by College policies and procedures.
Follow the assigned curriculum.
Turn in paperwork as required.
Work a regular and predictable work schedule.
Attend staff meetings as needed.
Maintain good working relationships with co-workers.
Effectively perform assigned duties as outlined in the position description.
Be self-motivated in increasing knowledge and skills related to his/her position.
In order to teach Basic English, an instructor must have at least a bachelor’s degree and appropriate adult ESL teaching experience.
Basic position description
Title: Hourly Noncredit Instructor
Summary: Performs classroom instruction as directed by coordinator; directs students to appropriate mode or materials to accomplish objectives. Maintains records of student progress; makes recommendations for program improvements as appropriate.
Relationship: Reports to the Language Institute Coordinator and no one reports to this position. Interfaces regularly with students and other instructors.
Duties and Responsibilities:
Performs classroom instruction as directed by coordinator according to assigned schedule.
Answers questions and provides assistance to students regarding assignments and classroom activities.
Helps identify, plan, schedule and implement learning activities appropriate to student needs.
Maintains records of progress, attendance and scores for student; provides information to Coordinator as requested.
Part-time employees are permitted to work NO MORE THAN 30 hours per week.
General qualifications
All staff members are expected to:
Abide by College policies and procedures.
Follow the assigned curriculum.
Turn in paperwork as required.
Work a regular and predictable work schedule.
Attend staff meetings as needed.
Maintain good working relationships with co-workers.
Effectively perform assigned duties as outlined in the position description.
Be self-motivated in increasing knowledge and skills related to his/her position.
Friday, August 28, 2009
LI Update - August 27, 2009
A belated CONGRATULATIONS to Patty Gabrenya, who is now the office associate in the Dean’s office.
Temporary parking permits. The process for obtaining a temporary parking pass has changed. If you need a temporary pass for any reason, please see one of the following people:
Patty Gabrenya (Dean’s office)
Thelma Bucy (Room1090)
Maurice Anderson (Room 223)
Stacy Drake (Transitional Workforce office)
Basic English Placement Test (BEPT). The BEPT has been revised again. The new version (version 10!) includes a listening section. It is hoped that this will help us more accurately place students into the appropriate levels. The new version will be implemented sometime in September.
Course evaluation forms are in your mailboxes. Please note the instructions on the envelopes. Thank you!
Basic English 3 test. The BE3 test has been revised again and is over at Duplication. Thanks to Marian for noticing a serious problem with the test!
PrepLink Schoolhouse program. As we come to the end of the PrepLink Schoolhouse program (funded through a grant from University of Pittsburgh Medical Center [UPMC]), I would like to express my thanks to Marian and Patricia for their hard work in translating the curriculum (into Somali and Spanish, respectively) and for presenting the Emergency Planning/ Community Resilience curriculum this summer.
I received this comment from the coordinator of the program at UPMC: “I think you already know how impressed we have been with your involvement and what you have been able to accomplish. We are very grateful you were able to be involved with the project this year. You’ve produced a product that is not only of value to Columbus area residents -- but to hopefully many other citizens in other regions.”
And from the local office of the Department of Homeland Security: “This is wonderful indeed and we’re proud of CSCC for the great work.”
Thank you, ladies!!
Storage in Room 1107. Some of you have items stored in the overhead cubbies in the instructor area near my office. Due to a staffing increase in the ESL Afterschool Communities program, we will need to shift some of the storage assignments. If you have items stored, please be sure I have your key before you leave for break so we can reassign storage space during the break. Thank you!
Temporary parking permits. The process for obtaining a temporary parking pass has changed. If you need a temporary pass for any reason, please see one of the following people:
Patty Gabrenya (Dean’s office)
Thelma Bucy (Room1090)
Maurice Anderson (Room 223)
Stacy Drake (Transitional Workforce office)
Basic English Placement Test (BEPT). The BEPT has been revised again. The new version (version 10!) includes a listening section. It is hoped that this will help us more accurately place students into the appropriate levels. The new version will be implemented sometime in September.
Course evaluation forms are in your mailboxes. Please note the instructions on the envelopes. Thank you!
Basic English 3 test. The BE3 test has been revised again and is over at Duplication. Thanks to Marian for noticing a serious problem with the test!
PrepLink Schoolhouse program. As we come to the end of the PrepLink Schoolhouse program (funded through a grant from University of Pittsburgh Medical Center [UPMC]), I would like to express my thanks to Marian and Patricia for their hard work in translating the curriculum (into Somali and Spanish, respectively) and for presenting the Emergency Planning/ Community Resilience curriculum this summer.
I received this comment from the coordinator of the program at UPMC: “I think you already know how impressed we have been with your involvement and what you have been able to accomplish. We are very grateful you were able to be involved with the project this year. You’ve produced a product that is not only of value to Columbus area residents -- but to hopefully many other citizens in other regions.”
And from the local office of the Department of Homeland Security: “This is wonderful indeed and we’re proud of CSCC for the great work.”
Thank you, ladies!!
Storage in Room 1107. Some of you have items stored in the overhead cubbies in the instructor area near my office. Due to a staffing increase in the ESL Afterschool Communities program, we will need to shift some of the storage assignments. If you have items stored, please be sure I have your key before you leave for break so we can reassign storage space during the break. Thank you!
Saturday, August 22, 2009
Calendar -- 8/22/09 - 10/31/09
08/22 — Ramadan begins.
08/28 — Completed time cards DUE for period of 8/16 - 8/31.
08/31 — Electronic time entry DUE for period of 8/16 - 8/31.
09/07 — Labor Day. All campus offices closed.
09/09 — Wonderful Weirdos Day
09/14 — Completed time cards DUE for period of 9/01 – 9/15.
09/15 — Electronic time entry DUE for period of 9/01 – 9/15.
09/17 — Citizenship Day
09/18 — Rosh Hashanah begins at sundown [Judaism].
09/20 — Eid al Fitr [Islam] (approximate date)
09/22 — Season of Autumn begins.
09/23 — Autumn quarter begins (credit courses).
09/27 — Yom Kippur begins at sundown [Judaism].
09/27 — Ancestor Appreciation Day
09/29 — Completed time cards DUE for period of 09/16 – 09/30.
09/28 — Basic English classes begin (Autumn quarter).
09/30 — Electronic time entry DUE for period of 09/16 – 09/30.
10/02 — Birth of Mohandas Ghandi.
10/03 — Hispanic/Latino Family Festival at Columbus State (12:00 – 4:00 p.m.)
10/12 — Marian Ghedi’s birthday.
10/12 — Columbus Day. No classes. All campus offices closed.
10/13 — Completed time cards DUE for period of 10/01 – 10/15.
10/15 — Electronic time entry DUE for period of 10/01 – 10/15.
10/16 — National Boss’ Day
10/16 — Dictionary Day
10/20 — Birth of the Bab [Bahá’í]
10/24 — United Nations Day
10/29 — Completed time cards DUE for period of 10/16 – 10/31.
10/31 — Electronic time entry DUE for period of 10/16 – 10/31.
10/31 — Hallowe’en
Monday, August 17, 2009
How to enter credit coursework at CSCC
How to enter credit coursework at CSCC
Basic English to ESL
Basic English courses
Successfully complete Basic English 6 AND a Basic Writing course.
College application
Complete a paper application and submit it.
Go to WD 1090 or Madison Hall (lower level) and request a paper application.
The online application is only for students who have never taken a course at CSCC.
Financial Aid
If you are a permanent resident of Ohio, you may be eligible for Federal Financial Aid or other student aid.
Federal Financial Aid applies only to credit courses.
Go to Rhodes Hall (lower level) to get information on Financial Aid options.
Call 287-5538 for information about Financial Aid workshops.
Referral to Testing Center
Once you have passed Basic English 6 AND a Basic Writing class, go to WD 1090 and request a referral to take the COMPASS/ESL test.
COMPASS/ESL test
This test is given in the Testing Center (Aquinas Hall, lower level).
You must bring your referral slip and photo ID to be able to take your test.
Receive results
Your scores will be available from the Testing Center within three days (usually).
If you don’t pass …
If you don’t pass the COMPASS/ESL test, you should take Language Arts 1 to build your skills.
Go to WD 1090 and ask about the schedule for Language Arts 1. Sign up for the next available class.
If you pass…
Meet with a counselor to determine your plan of study so you can meet your goals.
Sign up for the appropriate course(s).
You’re on your way!
Basic English to ESL
Basic English courses
Successfully complete Basic English 6 AND a Basic Writing course.
College application
Complete a paper application and submit it.
Go to WD 1090 or Madison Hall (lower level) and request a paper application.
The online application is only for students who have never taken a course at CSCC.
Financial Aid
If you are a permanent resident of Ohio, you may be eligible for Federal Financial Aid or other student aid.
Federal Financial Aid applies only to credit courses.
Go to Rhodes Hall (lower level) to get information on Financial Aid options.
Call 287-5538 for information about Financial Aid workshops.
Referral to Testing Center
Once you have passed Basic English 6 AND a Basic Writing class, go to WD 1090 and request a referral to take the COMPASS/ESL test.
COMPASS/ESL test
This test is given in the Testing Center (Aquinas Hall, lower level).
You must bring your referral slip and photo ID to be able to take your test.
Receive results
Your scores will be available from the Testing Center within three days (usually).
If you don’t pass …
If you don’t pass the COMPASS/ESL test, you should take Language Arts 1 to build your skills.
Go to WD 1090 and ask about the schedule for Language Arts 1. Sign up for the next available class.
If you pass…
Meet with a counselor to determine your plan of study so you can meet your goals.
Sign up for the appropriate course(s).
You’re on your way!
Sunday, August 16, 2009
Comments from BE Evaluations - Spring 2009
Selected comments from BE evaluations - Spring 2009
2. What did you like most about the textbook?
„ THE BOOK HAVE GOOD EXERSICES.
„ The grammar and the exercise on it.
„ Everything in book was help me improve my English a lot
„ he helppey me for english.
„ it help me too much
„ I like the textbook because I am practicing English grammer every time.
„ I learn how to read stories
„ I didn’t like because it was too easy.
„ I like in textbook the dialogues are real.
„ Historys, exersices
„ I LIKE MOST PLUYAL.
„ I Like the grammar
„ plenty of grammar
„ Plenty of grammar is many examples
„ Plenty of grammar
„ I like a plenty of grammar
„ I like reading textbook
„ Azar Interactive. interesting textbook
„ software. I can use it at home or everywhere.
„ Axar interactive? the material. the explanation and the exercises
3. What did you not like about the textbook?
„ WE DON’T FOLLOW THE ORDER OF THE LESSONS.
„ I didn’t like when sometimes I couldn’t add my answers
„ It’s so good. But it’s too expensive
„ cost too much
„ cost too much
„ nothing
„ nothing all were important.
„ I think it need more time to catch grammar good.
„ I don’t like the textbook is big.
„ I don’t learned the pronuntation of the words
„ I LIKE everything.
„ I didn’t like anything about this book
„ too much we had to go too fast not enought examples
„ too much momey
„ We had to go too Fast
„ is too much money
„ I didn’t like plenty of grammar
„ Azar Interactive. sometimes didn’t work right
„ software. Some exercises doesn’t work.
„ Azar interactive? i didn’t like that It is online. we depend of the internet
6. Was the course useful to you? Why or why not?
„ It wasn’t really useful because I already knew most of the grammar. the program deals with I didn’t like the fact that it was a computer class!
„ Because the teacher was clearer in the class. The teacher is amazing and she is a very good teacher.
„ the grammer was awosome.
„ Because when I came to the U.S I didn’t know how to use the right grammer in my sentences but these classes were very usefull for me and I learnd ways of very correct grammer.
„ I Learned a Lot of good grammer. thanks to my teacher.
„ Because The teacher taught in an amazing way!
„ I Learned a Lot of Grammar, so now I think I speak better.
„ because the teacher is amazing
„ Because the teacher use phone every time.
„ Because I learned something from book and also my class teacher.
„ Simply because I have learn more things I never knew.
„ My teacher wendy was the bast teacher I ever had. she is wonderful - because of her I liked to Learn more Enghilsh. she is the bast
„ because I have a good time with reading class
„ reading 1 class is wonderful. But I hope to have more talking in the communication 1 class. I don’t like ____. she is not resposibility.
„ I can understand the book what it say so, the course almost useful to me.
„ because I have learned the most impornants things in this course.
„ I realy love the class and I will miss my teacher which is very helpfull for his student. We had good times We Wish to have him in Next class too
„ I learned a lot grammar from Azarmer It’s really helpful to me.
„ The azayinteractive on line is more For me, on frist time I felt hard and by working and I Knew ore about how to study on line I liked that system.
„ My teacher Tafser was the post I ever had. I whent to take my next class with him. He is wonderful.
„ It was useful because I lear a lot of new things in this class, and the teacher is very nice.
„ I learned how do the centences and I can understan exactly what the people said
„ becausse she is explain things well and spking slow
„ bouse I lane A Lote Think you teacher Good BS you
„ because I Know a Lot of words and she help me
„ I understand my teacher now I speake EngLash very will
„ Because everyday the course Help me How to learn and improuve my English
„ because I Land more English and more Words too
„ because I understand all my Units
„ because it helps me to improve my Conversation Spellings, Tenses and Vocabulary.
„ WHY all TIME NEED OF TH ENGLISH. AND I STAY ON OTHER COUNTRY WHO NO SPEAK MY LENGUGH
„ because my teacher Helpfull teacher She Eproves my English ability, and I’m saying to her thank you!
„ Because a try to use all time in my work.
„ Yes, becauseour teacher was very very good and our class was very fun.
„ because my techers is nice and she make excptain things well.
„ I learn a lot of things and my teacher explaint very well. She’s the best. I would like to take my next level with her.
„ Because a can speak English but with
„ the grammar a getting a Feel um improving.
„ I like to work on Azar. the only thing was that I had a virus in my computer at home. That is the reasing reason I didn’t finish the Azar programme.
„ I learned a lot about grammar. But it would be more helpful If you would talk more in the class. It was too much computer work.
„ Because I know more part of computer aces
„ Because the Azar was hard too much work.
„ I could correct many mistakes. that I used to do when I was talking or writting. and helpe me to have a better communication.
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