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Grading & Proctoring

Grading

Getting back a test is really stressful -- especially when the average is 30 and I got a 20.
-- Junior Business Major

 

Be fair and reasonable and maintain grading standards which you can defend if challenged. In your syllabus, be very clear about your grading policies and criteria. It is also helpful to specify the types of tests, quizzes, and assignments along with their point distributions. You may also want to include dates of tests and due dates of projects and papers. The more details you give about your grading criteria, the fewer hassles you will receive from students throughout the semester.

 

GENERAL GRADING TIPS
  • Construct answer key
  • Assign points in advance
SPECIFIC GRADING TIPS
  • Papers -- Good feedback enhances learning
  • Essay exams -- One question at a time
  • Problem sets, short answer, multiple choice
  • Analyze answers to determine question clarity

GENERAL GRADING TIPS

  • CONSTRUCT THE ANSWER KEY PRIOR TO GIVING THE TEST.
    The best way of doing this is by taking the test yourself (as stated in previous section).
  • ASSIGN POINTS AND PARTIAL CREDIT BASED ON YOUR KEY PRIOR to looking at student tests. Include the point distribution on a test so that students can budget their time accordingly.

SPECIFIC GRADING TIPS

Papers

  • MAKE WRITTEN COMMENTS. There is nothing more arbitrary to a student than a paper passed back with just a grade on it and either no comments or just perfunctory ones. When grading papers, write comments judiciously and legibly. Do not obliterate the text: use the back or append a note. Try to say enough so that the student has a reasonably good chance of doing better next time. If you find that you are saying similar things to several students, prepare a handout on whatever the students are stumbling over; for example, how to write a review, or how to develop an argument.
  • JUDGE ON CONTENT, ORGANIZATION, AND PRESENTATION. Often it is useful to the student if you evaluate the paper in each of these areas and assign a mark on the basis of some combination of these factors. Also, some teachers find it helpful to ask students to write papers twice. The first draft is submitted and subjected to constructive criticism on both content and style. The second draft is graded and usually shows some kind of improvement that is quite satisfying to student and teacher alike.
  • WORK TO MAINTAIN OBJECTIVITY. Both papers and essay exams involve a lot of subjective judgment. The following suggestions may help with the problem of maintaining consistency. You are more likely to be stringent with the first few papers you read than with the rest, and less likely to be careful about comments and such when you are tired. To avoid such problems, read a few papers before you actually start grading to get an idea of the range of quality, and stop grading when you get tired or start to undergo personality changes due to boredom. When you start again, read over the last couple of papers you graded to make sure you were fair.

Essay Exams

  • PLAN WAYS TO DIVIDE GRADING WITH OTHER TAs. Usually the problem here is how to wade through all those booklets while remaining both consistent and sane. When there are a number of TAs assigned to a course, the course supervisor can divide the workload. If each TA has had a section and all of you have covered the same basic material, then you may prefer to mark the exams of the students in your own section. The problem here, of course, is that objectivity may be hard to achieve since you may feel close to, or even partial toward, your own students. Grading question-by-question rather than student-by-student may help. This will allow you to give credit for material that you presented in section and it will give you feedback on whether the ideas you have emphasized have actually registered. At the same time, you should be guided by a grading standard that has been mutually agreed upon by all TAs and the supervising faculty.

  • If each TA has dealt with specialized topics in lecture and section, then it is probably better to split the exam questions up so that each TA grades questions about what he or she taught. Dividing the exam questions this way ensures that each question will be marked consistently across the class. However, reading 200 answers to the same question one after the other has its drawbacks: it can affect your mental health and your grading range. This is less likely if you pace yourself, mark questions that you are interested in, and switch questions every once in a while.

  • GET TOGETHER TO RESOLVE DIFFICULTIES. When the exams have been marked, get together with the other TAs to discuss and resolve any problems you have encountered. Then add up the total scores, check your addition (this saves a lot of trouble later), and plot the distribution. Now you are ready to present the results to the supervising professor or to assign the grades yourself.

Problem Sets, Short Answer Questions, and Multiple Choice

  • DIVIDE EXAM GRADING.Although these tests usually take longer to make up than the others, they are easier to grade. But problems can still arise. For the same reasons as those mentioned above, it is often a good idea to divide the exam questions among the TAs. Consistency is more likely and deviations easier to spot.
  • BE PREPARED FOR ALTERNATIVE ANSWERS. You may think that you have written the perfect question with only one correct answer, but you must always be prepared for alternative answers. In the case of multiple choice questions, for example, if the students are doing worse than chance on a particular question, it is likely that the question was poorly worded. In this case you must either give credit for more than one answer or toss the question out (for example, by giving everyone credit).

Grading can be a constructive process both for you and your students. It can give them the opportunity to improve their knowledge and writing skills, and it can give you feedback on your teaching and evaluation methods. By being consistent and fair, you can minimize the inevitably unpleasant aspects of passing judgment on someone's efforts.

Proctoring Duties & Tips (prepared by Amy Cass, Kelly McHugh & Justin Alms 8/15/2006)

A proctor is an individual who is responsible for monitoring students while taking exams and ensuring proper exam protocol and etiquette.

BEFORE AGREEING TO PROCTOR AN EXAM:

  • Know how long the test will last. Make sure you are available to proctor the entire exam.
  • Ask the course instructor what is expected of you and what policies and protocol you will have to enforce.

BEFORE THE EXAM IS DISTRIBUTED:

  • Some courses might ask you to identify each student by photo ID.
  • Make students aware of the test policies and protocol. Verbally restating these policies at the beginning of the exam will help avoid misunderstandings.
  • If closed book exam, verify that PDA computers, reference books, notes, backpacks, purses, hats, etc are not opened or used in the test room.
  • Affirm that the test environment is a quiet area with adequate space and comfort for taking the exam.
  • Try to space student out in effort to reduce temptation to cheat and to give yourself enough room to move around the class.
  • Check with the course instructor to make sure testing accommodations have been made for students with documented disabilities.

DURING THE EXAM :

  • Try not to have the students leave the room except for emergencies.
  • Do not simply read and sit at the front of the classroom. Walk up and down the aisles and scan the room to discourage cheating.
  • If you suspect a student is cheating, first watch them closely and take notes. Then hover near them a minute. This discreet gesture may warn the student and discourage this behavior. Try not to publicly embarrass the student.
  • Attempt to answer student questions in a minimally disruptive way. In a small or cramped room, having students come to the front of the room to ask the proctor questions may be best.
  • Keep students aware of how much time they have left by either keeping a 'countdown' on the board or giving verbal warning such as "the exam is about halfway over" or "there are 10 minutes left."
  • For large enrollment classes, when the allotted time for the exam has ended, tell students to finish writing their last sentence and pass the exam to one side of the room for collection.

Student Support

How do I work with a student who has a physical or learning disability?

Any student who has a physical, mental, or learning disability and requires additional consideration by an instructor should register with the University's Academic Enrichment Center (AEC) or the Americans with Disability Act (ADA) Office. When a student with a documented disability enrolls in a course, AEC or ADA mails a letter to the instructor informing him/her that the student has a disability and may require additional assistance. The student bears the responsibility of notifying the instructor of his or her educational needs.

The Academic Enrichment Center ( AEC ) provides equal access to University programs and services for students with documented learning disabilities and/or ADHD. The Document Review Committee (DRC) reviews documentation to determine eligibility for reasonable accommodations on a case-by-case basis.

Academic Enrichment Center (AEC)
148-150 S. College Ave.
Phone: (302) 831-2805
Office Hours: Mo-Fri 8am-5pm

The University of Delaware committs itself to providing equal access for students with permanent, documented physical and emotional disabilities and special needs including temporary disabling conditions. The Americans with Disabilities Act Office ( ADA ) assists students to be independent through reasonable accommodations on a case-by-case basis. It is the student's responsibility to self identify as early as possible and discuss individual needs for access to programs and services. Please contact the ADA if a registered student asks for assistance, and you are unsure how to provide it.

Americans with Disabilities Act ( ADA ) Office
413 Academy Street , Room 165
Phone: (302) 831- 4643
Office Hours: Mo-Fri 8am-5pm

 

 

How do I give tests or assignments to students who have a physical or learning disability?

AEC and the ADA office provide testing accommodations to students with learning disabilities.

You will have to fill out a test cover sheet that you can find online here for the AEC and here for the ADA office. Send the test cover sheet and your exam to either the AEC or ADA (depending on the student's disability) via campus mail. Both offices appreciate receiving the exam a day prior to the exam date but no later than at least the morning of the exam.

Some students will not go to the ADA or AEC offices to take their exam. Don't be surprised if you find one of the students who is registered with a disability in your classroom during examination. Remember, it is up to him or her to make the decision where he or she wants to take the exam (be prepared and have enough exam copies with you).

 

 

What do I do if a student requires tutoring?

AEC offers extensive tutoring opportunities to undergraduates through individual and group tutoring, group study sessions, consultations, mentoring, academic success and study skills workshops.

The University Writing Center offers free writing assistance to all University of Delaware students, undergraduate and graduate. The center also offers a Grammar Hotline for students who have questions about how to phrase a sentence, how to footnote an article, or any other related writing question: (302) 831-1890.

Writing Center
016 Memorial Hall
Phone: (302) 831-1168
Office Hours: Mo-Fri 9am-5pm , Mo, Tues, Wed 6pm-9pm


Math Tutoring - The Preparatory Mathematics Tutorial Laboratory provides free tutorial assistance to students enrolled in Math 010 Intermediate Algebra, Math 114 College Mathematics and Statistics, Math 115 Precalculus, Math 117 Precalculus for Scientists and Engineers, Math 221 Calculus I, and Math 241 Analytic Geometry and Calculus A. It is staffed by qualified mathematics and math education undergraduates. It is a drop-in facility; no appointments are necessary. The tutor may be working with a number of students at once so students who need intense one-on-one assistance should go to the Academic Enrichment Center for a list of tutors for hire. Resources include solution manuals to textbooks for most of these courses.

Students find this is a great place to study and work on their math problem assignments. They find it helpful to receive assistance as they have questions. It is important to note that tutoring is most beneficial when used routinely, not just before exams and quizzes.

Preparatory Mathematics Tutorial Laboratory
106 Ewing Hall
Phone: (302) 831-2140

 

 

What do I do if a student in my class is undergoing emotional or psychological stress?

You should try to avoid getting involved in students' lives beyond the classroom. If a student approaches you for aid, you may direct them to the Center for Counseling and Development, which has a staff of psychiatrists, psychologists and other professionals who can assist students with their problems. The Center for Counseling and Development offers individual and group counseling to all University students.

If you are unsure about how to help a student, you can contact the Counseling Center yourself or visit their webpage to find helpful information.

Center for Counseling & Development
261 Perkins Student Center
Phone: (302) 831-2141
Office Hours: Mo, Thurs, and Fri 8am-5pm , Tues and Wed 8am-6pm

 

 

What do I do if I suspect that one of my students has personal problems or is in trouble?

If you suspect that one of your students may have a drug problem, eating disorder, or other serious personal or academic issues, you may contact the Office of Campus Life, which has staff that can assist you in helping the student. The Office of Campus Life helps students solve problems that may seem overwhelming and offers them assistance in managing crises that may disrupt their lives. Furthermore, staff consult with parents and faculty members who are concerned about a student's behavior and/or well-being.

If students approach you about a classmate's disrespectful or harmful behaviors, you may also contact the Office of Campus Life. If students have concerns regarding their dorm life (housing, roommates) you may refer them to the Residence Life website or the Residence Life office.

Office of Campus Life
218 Hullihen Hall
Phone: (302) 831-8939
email

Residence Life
5 Courtney Street
Phone: (302) 831-1201
email

 

 

How can I get more information about international students' issues and concerns?

If you are interested in international student issues, or an international student approaches you with some questions regarding credits and Visa status, you can visit the Foreign Student and Scholar Services (FSSS) webpage or contact FSSS via email.

Foreign Student and Scholar Services (FSSS)
Student Services Building Advisement FSSS
30 Lovett Avenue
Phone: (302) 831-2115
Fax: (302) 831-2123
Office Hours: Mo- Fri 8am-5pm

Susan C. Lee
226 Hullihen Hall
Phone: (302) 831-2115
Office Hours: Mo-Fri 8am-5pm
email

 

 

What services are available for student athletes?

Student Services for Athletes (SSA) offers a comprehensive program of support services and life skills development to assist student athletes with making the best possible academic and personal adjustment to the University.

The staff of SSA works closely with coaches, faculty and student services personnel to help student athletes balance the demands of their academic responsibilities and participation in athletics. SSA directly assists student athletes through: 1) counseling, 2) academic support, 3) workshops and programs, 4) teaching, and 5) publications.

Tim Morrissey, Director
108-J Delaware Field House
(302) 831-4294 or (302) 831-2141

 

 

How can I help my students find resources in the library?

Some of your students may not have much experience with library research. Fortunately, there is a great way to help them get started. Contact the librarian responsible for your subject area and schedule an appointment for him or her to come to your class and give an introduction to using the resources at the library efficiently and effectively. Or schedule with the librarian to bring your class to the Library for a class session or tour. You can find your subject librarian by selecting your disciplinary area.

The library also offers classes and tours for students and faculty or call the Reference Office 831-6949.

Hugh M. Morris Library
181 South College Avenue
Phone: (302) 831-2965
Library Hours: Mo-Thurs 8am-12midnight, Fri 8am-8pm , Sat 9am-8pm , Sun 11am -12midnight

 

Working With Faculty

How many hours per week do I spend working as a TA/RA?

Graduate assistants (TAs, RAs) are typically expected to work 20 hours a week. Check with your department about expectations. If you have concerns about the amount of time invested in your TA/RA appointment, you may contact Mary Martin, Assistant Provost for Graduate Studies, or Gabriele Bauer, Assistant Director, Center for Teaching Effectiveness. Your conversation will be treated confidentially.

Office of Graduate and Professional Education
2343 Hullihen Hall
(302) 831-2229
Office Hours: Mo-Fri 8am-5pm

What should I do if I have concerns about my TA position and working relationship with the course instructor?

You may direct your concerns through different venues:

  • Your first step would be to speak directly with the course instructor and try to work towards a mutually satisfying and beneficial resolution. Should this approach prove difficult:
  • You may approach your master's or dissertation advisor about your concerns.
  • You may talk to your department chair.
  • You may talk to a faculty mentor (within/outside your discipline) about your concerns.

If you find it helpful to get a perspective outside the department, you may contact the following university offices that work with graduate students on a confidential basis:

•  Center for Teaching Effectiveness, Gabriele Bauer, Assistant Director, (302) 831-2027

•  Office of Graduate Studies, Mary Martin, Assistant Provost, (302) 831-2129

 

Classroom Logistics

How many office hours should I keep, and where should I hold them?

You need to check with your supervising faculty member or your department about how many office hours you are expected to keep. On average, graduate students hold two to three office hours per week in their assigned offices for students to come ask questions. It is important that you keep consistent office hours. It is very frustrating for students who have a question and took time out of their schedule to visit with you if you have scheduled office hours and are not present..

If you have to cancel your office hours, make sure that you inform the class through UD PO Box. UD PO Box allows you to contact your students via a web form about official course-related matters. Students receive messages in their e-mail and can reply to the sender. They cannot post to the PO Box unless the list owner assigns them this privilege.

How do I schedule a classroom?

If there is a problem with your classroom assignment, or you want to reserve a classroom for a review session or other special purpose, you need to submit an electronic Special Events Request Form to the University Registrar; for questions, call (302)-831-2131.

How do I know which students are supposed to be in my class?

You can verify registrations via UDSIS, Faculty Center, University of Delaware 's computer system for student records. Students whose names do not appear on the class list are not officially registered for the class and will not receive a grade.

What do I do if a student wants to enroll in my class after the semester has already started?

The University has a drop/add time period in which students can drop or add a class to their schedule. The drop/add period can be found on the academic calendar and the administrative calendar. After drop/add is over, it is the instructor's decision if he/she wants to accept new students into his/her class. Students need instructor's approval to be able to add the class to their schedule.

What do I do if a student wants to enroll in my class but the class is already full?

It is up to the instructor of the class to make a decision if he or she wants to accept the student into his or her class even though the class is filled. Advise a student to talk to the faculty in charge of the course. If you are the instructor for the class and you are willing to accept the student, send him/her to your department's secretary to pick up a “pink slip.” The pink slip needs to be filled out by the student and signed by the instructor (you) before the secretary can process it and add the student to the class list. It is important that the student fills out the slip; otherwise he or she will not be registered for the class.

How do I know what materials can be copied and distributed to my students?

UD has established the “ University of Delaware Policy for Copyright and Fair Use in Instruction” effective July 1, 2005 allowing faculty and staff to use copyrighted works if the intended use meets certain criteria. The new policy, derived from U.S. copyright law, defines what constitutes fair use based on the character of its use, the nature of the work to be used, the amount of the work used and the effect the use could have on the market for the original.

What do I do if I need to cancel a class?

An instructor who must cancel a class needs to notify all of the students as far in advance as possible. Passing around a signature sheet for names and telephone numbers--business and home--is a good first day of class procedure to prepare for such emergencies. You may also send out an email to the entire class via UD PO Box.

If in doubt whether or not the University will cancel an on- or off-campus class due to weather, check the UD website. You may also call (302) 831-2000 to obtain weather information.

How do I make-up a missed or canceled class?

Inclement weather or instructor absences may require the scheduling of a make-up class. Grade report deadlines usually do not permit extra class meetings at the end of the semester and the University does not permit make-up classes to be scheduled on reading day. Therefore, make-up classes are usually scheduled on an alternate week night during the regular semester, or the time is made up by eliminating class breaks and extending the class period 15 minutes. Please check with your department.

How do I find out when the final exam for my course is scheduled?

The final exam date for each course on campus is scheduled through the Office of the Registrar. After the first half of the semester is over, The Office of the Registrar usually posts the final exam schedule. You can find your scheduled exam date, time, and location by going to UD's homepage, then clicking on current student, then clicking on final exam schedule (it's on the right hand side of the screen). If you want to schedule your final exam during one of your class sessions, that is fine too. Just remember that you cannot give an exam on reading days.

When can exams be adminstered to students?

According to UD policy, tests can only be administered during regularly scheduled class time. In addition, faculty are encouraged not to schedule examinations or require the submission of special assignments on the day of, or evening before, religious holidays like Rosh Hashanah, Yom Kippur, Good Friday, and Passover. In addition, no examination, test, or quiz counting for 25% or more of the semester's grade for any class should be given during the last five class days of the regular semester. Exams can also not be given on Reading Day. Except in unusual circumstances or in courses with different instructional and evaluation formats (laboratory, clinical experience, individual research), the last exam in the course should be administered according to the designated date and time set forth by the Registrar's office.

Does UD have a policy on grades?

A system of letter grades of A, A-, B+, B, B-, C+, C, C-, D+, D, D-, and F is used in the majority of classes, excluding those courses approved for Pass/Fail grading. How these grades are calculated is at the discretion of the faculty. The Student Judicial System has mandated to impose an automatic grade of ‘F' if a student is found guilty of academic honesty. If a student fails to complete the course for illness or other reason deemed adequate by the faculty, the grade of I (incomplete) could be given.

Grades are collected by the University at the midpoint of the semester for freshmen. Final grades must be submitted 72 hours after the final exam or class meeting.

Where do I submit the grades for my students at the end of the semester?

If you teach your own course, you will submit grades via UDSIS, University of Delaware 's computer system for student records at a specific deadline. For details about grading information and deadlines refer to the Office of the Registrar website

Can I post students' grades after an exam or at the end of the semester?

Under the FERPA regulations, you may not post grades by Social Security Number under any circumstances. Contrary to popular belief, having students sign a waiver at the beginning of the semester is not sufficient to avoid a FERPA violation. Social Security Numbers also serve as student identification numbers (as well as a host of other identification purposes) and could be obtained from the posted list and used by anyone to access other information without the student's consent. Also, grades cannot be communicated by phone or via e-mail.

Family Educational Rights and Privacy Act of 1974, commonly referred to as FERPA

How do I respond when parents call to ask about their child's academic performance?

Parents often call faculty to inquire about their sons' and daughters' academic progress, as well as to find out about admission to majors and programs, among other reasons. The release of such information violates the FERPA statute and could place you at risk legally. The appropriate thing to do is to urge the parent (or other caller) to speak with the student, and have the student stop by, if possible, to make the inquiry in person. Alternatively, you could refer the caller to the college advising office, the undergraduate or graduate admissions office, or the Registrar's office, where the procedures can be explained in more detail.

Family Educational Rights and Privacy Act of 1974, commonly referred to as FERPA

 

Classroom Safety

What should I do in case of emergency?

Know where the nearest emergency phone or regular phone is. Be sure you have access to the phone if it is normally locked. Dial 9-911 to reach University Police for help. Please designate an individual to supervise the class if you are needed to summon help.

What is my responsibility in the event of a fire alarm?

Supervise the immediate evacuation of your students at the sound of the alarm. Once outside account for all your students and report any emergency information to the command center established at the University Police vehicle on the scene. Remain 200 feet from the building and do not re-enter until the emergency personnel have told you to.

How do I handle an accident or injury in class?

Obtain copies of the First Report of Injury form and Accident/Loss Investigation Report form at the beginning of the semester to learn what would be required if an accident or injury occurs. Forms need to be completed for all incidents. Your department will forward them to the appropriate department, Occupational Health and Safety or Labor Relations. Know where your department keeps its first aid kit, and do not leave the student unsupervised. Medical help can be obtained as indicated above. Report all accidents or injuries to your department office, and inform your faculty supervisor of the incident so that the department can follow up on the student's well being.

Student Misconduct

How do I handle a case of academic dishonesty or cheating?

First, bring a case of academic dishonesty to the attention of your supervising faculty member. Please be sure to provide evidence of cheating to the professor. If you are the sole instructor of a course, then you need to gather evidence of academic dishonesty and contact the Office of Judicial Affairs. The office will guide graduate teaching assistants through the process of adjudicating violations of the Student Code of Conduct.

Office of Judicial Affairs
218 Hullihen Hall
Phone: (302) 831-2117
Office Hours: Mo-Fri 8am–5pm

What do I do if a student sexually harasses me, or if a student comes to me with a complaint of sexual harassment? 

The University of Delaware officially defines sexual harassment as "any unwelcome sexual advances or requests for sexual favors and other verbal or physical conduct of a sexual nature that has the effect or purpose of unreasonably interfering with an individual's work or academic environment, or of affecting an individual's employment or academic status." Sexual harassment is not only a clear violation of University policy, it is illegal. If you experience sexual harassment or if a student approaches you with a complaint of sexual harassment, you can contact the Office of Women's Affairs (OWA).

The University will carry out a thorough investigation of formal complaints to protect the rights of both the person complaining and the alleged harasser. Informal complaints are also effectively handled by the OWA. 

Office of Women's Affairs (OWA)
305 Hullihen Hall
Phone: (302) 831-8063
Office Hours: Mo-Fri 8am-5pm
email

Further information about sexual harassment is available from the Student Guide to University Policies.

What do I do if a student does not attend my class?

At the University of Delaware, the responsibility for defining attendance expectations is left to the individual faculty member. Thus, check to see the course professor's policy on student attendance in the syllabus. If attendance issues are left to you, then you need to make sure students are aware of the attendance policies, especially the consequences of missing class on the first day or frequently. If a student fails to come to class, then you can remind the student via e-mail of the attendance policy. If a student continues to fail to attend class, then you need to follow through with whatever consequences are already established in the syllabus.

What do I do if a student is disruptive or disrespectful?

Disruptive and disrespectful students are a problem that can be addressed on the first day of class when you or the professor establish(es) explicit ground rules for behaviors. The course syllabus should clearly state expectations regarding student behaviors, talking in class, tardiness, and respectful behavior. If a disruptive situation occurs, you or the professor need(s) to address the student's behavior rather than try to ignore it. Overlooking the problem may encourage the student's misbehavior further and may frustrate other students when they see that the teacher “does not care” when a classmate's behavior interferes with their ability to learn.

You may confront disruptive dynamics in a number of ways: 

•  Subtly call attention to the behavior. (e.g., stand next to, or look at a student who is talking.)

•  Redirect the interaction. (e.g. “Do you have something to add, John?” or “Did you have a question, John?”)

•  Talk with the student in private.

Finally, you may consider that disruptive behavior may be a reflection of some other instructional issues that need to be addressed (e.g. students may start talking to each other when the material is over their heads, is repetitive, or they have difficulty following the instructor.)

What is seen as excused/not excused absence at the University of Delaware?

According to the University of Delaware faculty handboook, excused absences include certain medical and emergency issues, religious holidays, military duty, and conflicting participation in University events. In these cases, students should not be penalized for being absent for an exam, lecture, lab, or other activity. The students, however, are fully responsible for all material presented during their absence, and faculty are encouraged to provide opportunities, when possible, for students to make up exams or other missed work.

Medical/Emergency Excuses – Absences due to serious personal illness (hospitalization, surgery, protracted medical illness, or convalescence), or death within the family, or other serious family emergencies are University recognized excuses. To validate these excuses, the student should present evidence to the Dean's office of his or her college, who will then contact the student's instructors. For relatively minor, short term illnesses of students or their immediate family (colds and flu, where attendance in class is not desirable), the University system depends upon reasonable communication between students and faculty.

Religious Holiday Excuses – Absences on religious holidays listed in University calendars are recognized excuses. These holidays include Rosh Hashanah, Yom Kippur, Good Friday, and Passover. Students, however, should notify an instructor in advance that they will be missing class on that holiday. Absences on religious holidays not listed in the University calendar should be recognized as an excused absence if the student informs the instructor of this in writing during the first two weeks of the semester. If this event could not have been anticipated earlier in the semester, it could be excused if given advance notification by a faculty adviser.

Student Events – Absences due to athletic participation or other extracurricular activities in which students are official representatives of the University is recognized as an excused absence when the student informs the instructor in writing during the first two weeks of class of these future absences. If an absence could not be anticipated that early in the semester, an advance notification by a faculty advisor or athletic coach would grant an excused absence.

Military Service – Absences due to short term military duty in the National Guard or active reserve is recognize as an excused absence. Students would need to provide evidence to the Dean of their college, who would then provide a letter of verification to all the student's instructors.

Is it appropriate for me to date undergraduates who are in my course, or any undergraduate at this University?

The University of Delaware officially states in the faculty handbook that “all faculty should avoid real or apparent conflict of interest, coercion, favoritism, or bias by not serving in evaluative roles involving someone who is an immediate family member or anyone with whom they have a consensual amorous relationship. This policy includes all full-and part-time faculty or other personnel who teach and supervise research, including graduate students and administrators with faculty status.”

Graduate TAs are strongly discouraged from dating undergraduate students who attend their courses, especially since it would be a violation of the aforementioned University policy . As for dating undergraduate students that are not in your course, they may potentially become one of your future students and, therefore, dating undergraduate students is strongly discouraged in general.

 

Enhancing Your Teaching

Where do I go for books, videos, or other resources related to enhancing my teaching?

The Center for Teaching Effectiveness houses a library on college teaching resources that includes books, journal, articles, and instructional videotapes available for loan. CTE also publishes and provides access to a number of print, video, and online resources.

Center for Teaching Effectiveness (CTE)
212 Gore Hall
(302) 831-2027
Office Hours: Mo-Fri 8am-5pm
email

Where do I go for assistance in developing or designing a course, syllabus, or class assignments, or analyzing student feedback? 

CTE staff offer one-on-one, confidential consultations with instructors who would like to get feedback on their teaching, explore alternative teaching strategies, create original instructional materials, and interpret student ratings constructively.

Where do I go for help with assessing my teaching effectiveness?

CTE staff provide confidential class observations. Teaching consultants offer a pre-observation conference to discuss the instructor's goals and identify the specific types of feedback the instructor desires, and then the observation is scheduled at the instructor's convenience. During a post-observation session the consultant describes what was observed and explores instructional improvement strategies with the instructor.

Where do I go to learn more about enhancing my teaching in general?

Talk to your peers – one of the best resources for teaching in your chosen field are your immediate colleagues. A good way to learn about how best to instruct a particular class, how to relate to an individual professor, or to anticipate common student questions is to simply ask your fellow TAs, particularly experienced ones. After all, they have likely gone through very similar experiences (assisted with the same courses, worked with the same professors, struggled with the same material).

TA Rap Sessions - CTE holds monthly informal discussions for graduate TAs across disciplines to talk about their most pressing teaching issues with their peers.

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