Instructors please send your resources to Mike Wood. Be advised that some of the links provided below with take you outside of the First-Year Programs website. Below you will find Documentation and links for instructors and Other must-know information.
Documentation and Links for Instructors
Below you will find Documents and assignments for instructors, Useful learning tools for instructors, Useful classroom documents for instructors, and Useful links for instructors.
Documents and assignments for instructors
- Fall 2014 Sample Policy Statement and Syllabus
- Effective Notetaking activity and quiz submitted by Julie Hill
- Ethical Leadership Project
- GEP 101 Financial Worksheets (from the Financial Aid Office)
- Step-by-step directions for using Searchpath
- Annotated Bibliography Presentation and Assignment Sheet
- Graduation Plan and Degree Audit Assignment Sheet
- 4-year Graduation Plan Excel Worksheet
- Scavenger Hunts: Campus 1, Campus 2, Bear Line Shuttle
- Formatted Paper Templates: Full APA Template, Abbreviated APA Template, MLA Template
Useful learning tools for instructors
Useful classroom documents for instructors
- Learning to Speak Another Language: Important University Vocabulary
- Three Conditions for Optimal Learning
- Semester Syllabus Templates
- Mon/Wed Class Schedule Template
- Tues/Thurs Class Schedule Template
- Sample Syllabus
Useful links for instructors
- Library Resources (for First-Year Programs)
- The Faculty Center for Teaching and Learning (for help with syllabus and class development)
- Grading and Class Lists (from the Office of the Registrar)
- Web Gradings FAQs (from the Office of Registrar)
- Final Exam Schedules (from the Office of the Registrar)
Other Must-Know Information
Below you will find information regarding assigned academic advisors for GEP101, Guidelines for information literacy in First-Year Programs, and Guidelines for working with a Peer Leader.
Assigned academic advisors
Sessions with an Academic Advisor cover topics such as:
- A review of general education requirements
- Important academic rules and regulations (repeat policy, withdrawal deadlines, probation standards)
- Information on advisor assignment, the importance of academic advising and how to prepare for an advising appointment
- Instructions on registering for next semester's classes
These presentations generally take a full class period and are best scheduled between mid-September and late October.
Guidelines for information literacy in First-Year Programs
- We design each session to suit the unique needs of your course so please schedule as early as possible to reserve the time slot that best fits your students' needs, even if the class won't be coming to the library until later in the semester.
- Research has shown the most effective information literacy instruction happens at the point-of-need. Therefore, we respectfully request all librarian led instruction sessions be tied to a specific research assignment. If you need general instruction that is not tied to a specific research assignment, please use the Searchpath tutorial.
- We strongly recommend that you plan the session for when students are beginning to work on their research project. Note that the first three weeks of the semester might be too early, depending on your course schedule. We will also help to design course assignments that effectively integrate information literacy and library research.
- Plan to attend the entire session with your students. Interaction between faculty members, librarians, and students enriches the learning process and emphasizes the importance of the library and information literacy to the students. In addition, students are often more attentive and engaged when the faculty member is present.
- If you want to bring your class in to the library on your own, notify any of the Reference & Instruction Librarians at least a few days before the library visit.
- If you would like to schedule a library session, please use the Library Instruction Request Form.
Contact for instructional assistance and assignment design
Guidelines for working with a Peer Leader
Below you will find information on how to work with a Peer Leader in regards to strategies, setting clear expectations, and "pitfalls."
Working with a Peer Leader can be a privilege, an incredible learning experience and a challenge. Many of the strategies listed below are adapted from those used at San Jose State University. They are designed to facilitate good working relationships between Peer Leaders and faculty and to ensure that the Peer Leader is an asset to the instructor and the GEP 101 class. You and your Peer Leader may have additional strategies that will offer a foundation for student success.
- Include the name and e-mail address of the Peer Leader on the syllabus; this indicates he or she is a resource for students in the course.
- Meet with the Peer Leader before the semester begins to discuss strategies for including the Peer Leader in class.
- Meet with the Peer Leader throughout the semester to learn how the course is going for the Peer Leader and for the students. Ask how the relationship between you and the Peer Leader is going. Discuss issues identified by students, the Peer Leader and yourself. Brainstorm how the two of you might respond.
- Occasionally offer the Peer Leader time (e.g., 15 minutes) with the class, sometimes with you there and sometimes alone. She/he can talk to students and changing relationships with friends and family, and assignments for this and other courses.
- Offer the Peer Leader the opportunity to present on a topic related to college success, such as study skills or student organizations.
- Provide student e-mail addresses to the Peer Leader so that she/he can maintain contact with students
- Peer Leaders cannot grade any student work, assign grades or even record grades.
Setting Clear Expectations
Some common expectations include:
- Attend every class meeting.
- Take attendance with students providing non-threatening responses (home town, reason for attending Missouri State, favorite music artist, etc.).
- Peer Leader comes and just sits in the class and is given no time to interact with students in class.
- Lack of communication between instructor and Peer Leader.
- Students sense instructor and Peer Leader are not supportive of each other