The University of Maine at Fort Kent RURAL U Dual Enrollment Faculty Orientation ENG 101 English Composition II – 3 credits

Welcome to the University of Maine at Fort Kent’s Rural U program! This PowerPoint is meant to be a tool to familiarize Rural U dual enrollment faculty with the expectations of teaching a college-level course. The New England Association of Schools and Colleges (NEASC) Commission on Higher Education mandates that equivalent learning is taking place in all sections of the University's courses. To ensure this is being met, the master syllabus, learning objectives, and grading scale that is outlined in this PowerPoint have been adopted and must be followed by all faculty. We thank you for your willingness to abide by these guidelines and for providing your students with a meaningful college level experience. INTRODUCTION

ORIENTATION AGENDA Course Curriculum  UMFK Course Description  Pedagogy/Philosophy  Required Texts  Course Objectives/Outcomes/Competencies  Student Evaluation  Grade Scale Administrative Responsibilities  Accreditation  New Course Orientation  Annual Discipline Specific Meeting  Site Visits  Grade Submission  Course Evaluations  Course Evidence Complete Evaluation

DUAL ENROLLMENT FACULTY EXPECTATIONS Faculty across all sections will be expected to follow the established: 1.Syllabus learning outcomes 2.Instructional objectives 3.Common/similar course assessments 4.All other essential elements

IMPORTANT! When you teach a Rural U dual enrollment course, you are not just preparing students for college – you are teaching a UMFK college course. You may do more than what is in the syllabus but you may not do less!

ENG 101 COURSE DESCRIPTION Prerequisites: A “C” or better in ENG 100. Students will review the main principles and procedures for drafting, revising, and editing covered in ENG 100. Students will continue working on developing the ability to critically read, understand, and write clear, concise, unified expositions. ENG 101 will emphasize sound argumentation and research skills and APA or MLA documentation principles. Methods of instruction may include lecturing, leading class panels and discussions, conducting writing workshops, assessing journals, and scheduling individual conferences.

REQUIRED TEXT(S) White, Fred D., & Billings, Simone, J. The Well- Crafted Argument: A Guide and Reader, 5 th ed., ISBN * Other texts and supplemental information are permitted as long as course competencies can be met.

COURSE OBJECTIVES 1.To continue to reinforce fundamental writing skills (e.g. correct grammar/spelling/punctuation/mechanics). 2.To continue to engage students in more advanced academic, critical reading and writing. 3.To demonstrate effective evaluation and rhetorical analysis skills (focusing on audience and purpose). 4.To conduct research and sythensize sources in an argumentative essay. 5.Students will be required to submit in a standard format, 3 typed papers of varied lengths, written using the process approach, at regular intervals as assigned during the semester. There will be shorter assignments connected to these papers. 6.Students will prepare an argumentative essay exam within a designated time frame due on a designated date at the end of the term. Students will be given the general topic well in advance of the exam. 7.Students must demonstrate an ability to do effective research as required and to use the appropriate style of documentation suitable for their field of interest for all essays. 8.Students may expect a substantial number of shorter writing assignments (i.e. summaries of readings) as well as a longer self reflective evaluation essay. 9.Students may expect a generous amount of required reading to participate fully in the panels, in discussion forums and in any assigned group.

COURSE OUTCOMES Upon successful completion of this course, students must be able to: 1.Demonstrate the ability to read and think clearly and critically. Assessment: Summaries/Notes, Class discussion, Essays/Papers 2.Demonstrate fundamental writing skills (including correct grammar, spelling, punctuation, and mechanics). Assessment: Summaries/Notes, Class Discussion, Essays/Papers 3.Apply methods of argumentation in well-crafted, thesis-driven academic/argumentative research essays (Classical Toulmin, and Rogerian). Assessment: Essays/Papers 4.Demonstrate effective writing process techniques (including peer review and self- reflection) Assessment: Workshop drafts, Summaries/Notes, Essays/Papers 5.Properly document any sources using a standard documentation system (APA or MLA). Assessment: Essays/Papers 6.Deliver/present effective verbal and nonverbal compositions. Assessment: Class discussion, Group work/Reports, Summaries/Notes, Essays/Papers

STUDENT EVALUATION Final grades in ENG 101 will be based upon: General Participation35% Attendance10% General Discussion of A&C chapters10% WI Panels/Reading Summaries15% Group Work – Peer Critiques10% Paper 1 (rhetorical analysis #1)10% Paper 2 (rhetorical analysis #2)15% Paper 3 (argumentative synthesis)20% Essay Exams (self reflective/argumentative response)10% Total100%

GENERAL GRADING GUIDELINES FOR PAPERS Content – 45 (A = 45, B = 35, C = 25, D = 15, F = 05 Grammar/Mechanics – 25: -5 for every 3 major errors up to 25 points and/or - 5 for every 5 minor errors up to 25 points – no more than 25 points will normally be taken off for any combination of errors. Structure/Organization – 15: Thesis/Essay map order – Transitions – Introduction, Body, Conclusion – Are these appropriate for the subject/topic? Form – 15: Format and overall form – following directions for submission, etc.

GRADE SCALE Final Student grades for ENG 101 will be determined using the following scale: *If the school you are teaching at follows a different grading scale as the one outlined above, you must convert grades to this scale when submitting grades to UMFK for this course. A95-100C73-75 A-90-94C B+86-89D B83-85D60-64 B-80-82F0-59 C+76-79

ADMINISTRATIVE RESPONSIBILITIES 1.Accreditation 2.New Course Orientation 3.Annual Discipline Specific Meeting 4.Site Visits 5.Grade Submission 6.Course Evidence

ACCREDITATION The University of Maine at Fort Kent is accredited by the Commission on Institutions of Higher Education (CIHE) of the New England Association of Schools and Colleges (NEASC), having been re- accredited in March 2006.

NATIONAL ALLIANCE OF CONCURRENT ENROLLMENT PARTNERSHIPS The University of Maine at Fort Kent’s Rural U program is working toward accreditation by the National Alliance of Concurrent Enrollment Partnerships (NACEP). -NACEP works to ensure that college courses taught by high school teachers are as rigorous as courses offered on the sponsoring college campus. -As the sole accrediting body for concurrent enrollment partnerships, NACEP helps these programs adhere to the highest standards so students experience a seamless transition to college and teachers benefit from meaningful, ongoing professional development.

NEW COURSE ORIENTATION Newly certified Rural U dual enrollment faculty are required to participate in the Rural U program orientation, which includes the course specific orientation, prior to teaching a new Rural U course. The purpose of this course orientation is to allow the faculty member to become familiar with the course prior to teaching. Rural U dual enrollment faculty will also have the opportunity to discuss the course with college faculty prior to teaching the course.

SITE VISITS 1.A faculty liaison from UMFK will conduct a site visit every 3 years. 2.During this visit, the faculty liaison may ask to see examples of exams, lab activities, and any other artifacts that will aid in determining if the course outcomes are being achieved. 3.An observation form will be shared with the Rural U dual enrollment faculty upon completion of the visit and may outline recommendations for improvements. 4.It is important to note, site visits are not an evaluation of you as a teacher. Site visits are conducted to determine if the course being taught is equivalent to the on-campus course.

ANNUAL DISCIPLINE-SPECIFIC MEETING 1.Per NACEP standards – UMFK will host annual, discipline- specific professional development activities on campus and/or via distance technology. 2.These events are critical and required as they allow for open conversation between UMFK and Rural U dual enrollment faculty. 3.If UMFK identifies a pattern of absence over a two-year period, a Rural U administrator will discuss with the faculty member his or her continued participation in the program.

GRADE SUBMISSION Rural U dual enrollment faculty must submit their final grades, in letter format, to Rural U program staff by February 1 (for fall classes) and June 30 (for spring classes). Classes that are a year-long must have grades submitted with the spring deadline. *In the event you are teaching a 4-credit course with lab, please note you will need to enter two separate grades – one for the lecture part of the class and one for the lab part of the class.

COURSE EVALUATIONS Rural U dual enrollment faculty must conduct end-of-term student university evaluations. These evaluations are comprised of questions focusing on the content of the course and are not an evaluation of your teaching methods. Results of the evaluation are available at your request, but these results do not have to be used in your personnel file. All evaluations will be provided to you by UMFK prior to the end of your class with instructions for completion.

COURSE EVIDENCE At the end of each course, dual enrollment faculty must submit to Rural U program staff course evidence. Evidence samples should include, but are not limited to, tests/quizzes, papers/essays, worksheets and assignments, projects, etc. When submitting please include a full range of ability – a sample of “A” grade, a sample of a “C” grade, and a sample of an “F” grade. If you do not have a “C” or an “F” grade please include the closest grade possible.

REFERENCES Rural U Homepage English Program Recommended References for ENG 101

UMFK FACULTY LIAISON CONTACT INFORMATION Should you have any questions, please contact: Geraldine Becker, Associate Professor of English & Creative Writing Dr. Joseph Becker, Associate Professor of English & Comparative Literature

NEW COURSE ORIENTATION SURVEY To complete your New Course Orientation you will need to complete the brief survey found here If you have been approved for more than one course, please review the other New Course Orientation presentations available before completing the survey. Should you have any questions or concerns please contact Rural U program staff.