Whether you had to miss the orientation or attended and want access to the resources and ideas that were shared, this brief recap of NFO 2018 covers the highlights and gives access to key resources and policies that all faculty need to know.
NFO Morning Session Debrief – New Faculty Success
During the morning session, the Provost welcomed the group, shared his hopes for your success, and stressed that he is here for new faculty so please come to him if you are having any trouble. Next, the Director of the Biggio Center, Diane Boyd, gave a mini-lecture on the six cultures of the academy and advice for navigating them.
Finally, faculty broke into discussion groups and were given a prompt with 3 questions based on the event pre-reading, “Advice for New Faculty: Six Lessons from the Front Lines”:
1. Which strategies have you tried? What strategies would you add to the list?
2. Which strategies might work best in your departmental context?
3. If your success at Auburn were guaranteed, what bold steps would you take?
You can read the ideas and answers proposed by your new colleagues on this Padlet.
NFO Afternoon Session Debrief – New Faculty FAQs
Is there a syllabus template?
What is the Auburn Core Curriculum?
I need help writing grants, where do I go?
I need help captioning a video for my course, where do I go?
How can the Office of Inclusion and Diversity support my teaching?
To learn the answers to these and several more questions new faculty had for administrators during the Admin Panel (and to get access to relevant links and resources) we captured the Admin Panel QandA on this Padlet.
NFO Session Debrief – Teaching & Learning @ Auburn University: A Primer
Goals of the Session:
- Experience Student-Centered Learning in our new active learning classroom building: Mell Classroom Building
- Draft a Fall Semester Teaching & Learning Timeline – brainstorm goals, milestones, and activities
- Get feedback on your timeline and share ideas with colleagues
- Identify challenges or concerns and get connected to resources to support your teaching
On this Padlet, you can find the Session materials including the PPT, Semester Timeline handout, and the Active Learning Menu which offers a curated list of learning activities organized by when in the class you should use them: appetizers at the beginning, entrees are longer and more substantial, & desserts are for the end of a class period.
NFO Session Debrief – Supporting the Gen Z Learner In and Beyond the Classroom
In this session led by Sarah Grace Walters, Coordinator of Auburn Cares, a panel of students shared anecdotes about powerful interactions with faculty. Faculty then learned about the Auburn Cares program housed in the Office of Student Affairs and resources to identify and support at risk and struggling students.
How to Report:
Note : Be prepared to give details about the student of concern
Links to common resources
4 Policies All Faculty Should Know
As a faculty member new to Auburn, you may want to familiarize yourself with these four essential policies.
1. Academic Honesty
Auburn University’s academic honesty policy was designed by students. It is important that you report instances of academic dishonest for several reasons: Auburn’s policy allows for students to make a mistake and learn from it; however, not reporting one instance can result in the same student getting away with several infractions. The most important reason to report cheating is, of course, that turning a blind eye devalues the degree your honest students are working so hard to earn.
The key thing to know about the Family Education Rights and Privacy Act (FERPA) is that student records (e.g. student grades) are confidential. You must not share any information about a student’s grades with their parents, other students, or other peers (i.e. posting on social media, talking about how a football player or other notable student is doing in your course, etc.). Doing so can result in serious legal consequences.
3. ADA Accommodations Policy
Auburn is a big place and we have a lot of different students with different abilities. The Americans with Disabilities Act (ADA) policy ensures that students receive equitable access to instruction and evaluation. Every syllabus for every class is required to contain an ADA Policy statement so that students who need accommodations learn how to request them.
Although ADA protects students who report disabilities, it is estimated that one in five people with disabilities do NOT report them for fear of stigmatization or other repercussions. Thus it is important that new faculty become familiar with Universal Design for Learning (UDL). As you design your courses, it is a best practice to adhere to UDL standards to ensure your course is engaging, equitable, and accessible for all learners.
3 Key UDL Practices:
- Make sure important course information is delivered in at least two mediums (i.e. spoken, written).
- If you teach in a large lecture hall, use the microphones.
- If you include videos for your course, make sure they are captioned.
4. Sexual and Gender-Based Misconduct Policy
As a faculty you are in a position of power over the students in your course, your GTAs, GRAs, and other advisees, thus, you cannot have romantic relationships with them because of the risk of coercion. Please review Auburn’s Title IX policy. If you are the victim of sexual or gender-based misconduct or a student of yours is and chooses to confide in you, the Title IX Coordinator, Kelly Taylor, is your ally.
About the Biggio Center
The Biggio Center for the Enhancement of Teaching and Learning supports all Auburn University instructional staff, including GTAs. We offer numerous professional development opportunities and resources for faculty including: workshops on teaching; digital badges to certify professional development; and feedback on teaching through course observations, online surveys, or student focus groups.