MANUAL 2013|2014 Cornell University

Transcription

Department of Romance Studies
2013|2014
MANUAL
for Long-Term Lecturers & Senior Lecturers
Cornell University
July 2013
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TABLE OF CONTENTS
CONTACTS ............................................................................................................................................ 5!
WHO DOES WHAT? ............................................................................................................................ 7!
FACILITIES ............................................................................................................................................. 8!
OFFICES ................................................................................................................................................ 8!
MORRILL 418 ......................................................................................................................................... 8!
MORRILL 407 ......................................................................................................................................... 9!
SUPPLIES ............................................................................................................................................... 9!
KEYS AND CARD ACCESS......................................................................................................................... 9!
MAIL...................................................................................................................................................... 9!
PHOTOCOPYING .................................................................................................................................... 10!
TEST SCANNER ..................................................................................................................................... 10!
COMPUTERS......................................................................................................................................... 11!
TELEPHONES ........................................................................................................................................ 11!
DEPARTMENT LOUNGE .......................................................................................................................... 11!
DEPARTMENT AND BUILDING EQUIPMENT................................................................................................. 11!
CLASSROOMS AND CLASSROOM EQUIPMENT ........................................................................................... 12!
BUILDING COORDINATOR ....................................................................................................................... 12!
BUILDING CODES .................................................................................................................................. 13!
AUDIOVISUAL EQUIPMENT CONTACT LIST ................................................................................................ 14!
PLACEMENT INFORMATION CARD ............................................................................................................ 15!
CASE INFORMATION CARD .................................................................................................................... 16!
POSTING ID CARD................................................................................................................................. 17!
MID-SEMESTER STUDENT EVALUATION FORM .......................................................................................... 18!
END OF SEMESTER STUDENT EVALUATION FORM – LANGUAGE COURSE ...................................................... 19!
CORNELL ACADEMIC CALENDAR ................................................................................................... 21!
RELIGIOUS HOLIDAYS ............................................................................................................................ 22!
REGISTRATION, ENROLLMENT, PLACEMENT ................................................................................ 25!
REGISTRATION ...................................................................................................................................... 25!
COLLEGE OF ARTS & SCIENCES LANGUAGE REQUIREMENT ........................................................................ 25!
POLICY ON ENROLLMENT IN LANGUAGE COURSES .................................................................................... 26!
ACCESS............................................................................................................................................ 26!
CAP ................................................................................................................................................. 26!
ADDING OR CLOSING SECTIONS .......................................................................................................... 26!
ENCOURAGEMENT ............................................................................................................................. 26!
PERMISSION ONLY............................................................................................................................. 26!
“AUTOMATIC” DROPS ........................................................................................................................ 26!
PRIORITIES ON CLASSLISTS................................................................................................................. 26!
S/U OPTION ..................................................................................................................................... 27!
AUDITOR AND VISITOR REGISTRATION STATUS ...................................................................................... 27!
DIRECTED STUDIES (3000) ................................................................................................................. 27!
LANGUAGE PLACEMENT AND TESTING – INFORMATION FOR STUDENTS ........................................................ 30!
LP TESTS – LANGUAGE PLACEMENT TESTS .......................................................................................... 30!
CASE EXAM (CORNELL ADVANCED STANDING EXAM) ........................................................................... 30!
FAQS ON PLACEMENT TESTS AND CASE EXAMS.................................................................................. 31!
PLACEMENT TABLES .............................................................................................................................. 33!
PLACEMENT TESTING SCHEDULE 2013-2014 .......................................................................................... 34!
PLACEMENT TEST AND CASE SCORES - INFORMATION FOR INSTRUCTORS .................................................. 35!
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POLICIES & GUIDELINES ................................................................................................................... 39!
UNIVERSITY POLICY ON REQUIRED PRESENCE FOR FACULTY AND TAS ........................................................ 39!
OFFICE HOURS ..................................................................................................................................... 39!
LANGUAGE PROGRAM CURRICULUM, SCHEDULING, ASSIGNMENTS & SERVICES .......................................... 39!
ATTENDANCE POLICY ............................................................................................................................ 42!
GENERAL RULES GOVERNING FINAL EXAMINATIONS.................................................................................. 43!
TRANSLATION AND TUTORING ........................................................................................................ 45!
GUIDELINES FOR TUTORING.................................................................................................................... 45!
GUIDELINES FOR TRANSLATION............................................................................................................... 46!
COORDINATOR FUNCTIONS ............................................................................................................. 47!
THE FUNCTIONS OF A COURSE COORDINATOR ......................................................................................... 47!
SCHEDULE OF COORDINATOR FUNCTIONS ............................................................................................... 50!
DEFINING EXPECTATIONS OF TAS ........................................................................................................... 51!
PEDAGOGY CURRICULUM ................................................................................................................ 55!
ROMANCE STUDIES PEDAGOGY CURRICULUM .......................................................................................... 55!
FALL PRE-SEMESTER ORIENTATION ......................................................................................................... 55!
ROMS 5070 - METHODOLOGY OF ROMANCE LANGUAGE LEARNING AND TEACHING ..................................... 56!
ROMS 5080 – PEDAGOGY PRACTICUM .................................................................................................... 58!
MANUAL FOR TAS, TEACHING ASSOCIATES AND VISITING LECTURERS ................................. 59!
LECTURER TITLES AND FUNCTIONS .............................................................................................. 60!
THE TITLE OF LECTURER AND SENIOR LECTURER AT CORNELL ................................................................... 60!
LECTURER TEACHING LOADS .................................................................................................................. 60!
ANNUAL REPORTS ............................................................................................................................. 61!
SIP (SALARY IMPROVEMENT PROGRAM) .................................................................................................. 61!
ANNUAL REPORT INFORMATION SHEET .................................................................................................... 62!
USEFUL LINKS .................................................................................................................................... 63!
RS RENEWAL AND PROMOTION GUIDELINES ............................................................................... 64!
COLLEGE OF ARTS AND SCIENCES RENEWAL GUIDELINES....................................................... 69!
COLLEGE OF ARTS AND SCIENCES PROMOTION GUIDELINES .................................................. 77!
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CONTACTS
DEPARTMENT
CHAIR – Timothy Campbell, [email protected], Morrill 303A
DIRECTOR OF LANGUAGE INSTRUCTION (DLI) – Tomás Beviá, [email protected], Morrill
305. For matters relating to senior lecturers, lecturers, teaching associates, graduate TAs
teaching language, performance issues of these ranks, language pedagogy, TAship
applications, TA pedagogy curriculum and policy, coordination of language courses, TA
mentorship, language requirement policy, language curriculum, etc.
DIRECTOR OF GRADUATE STUDIES (DGS) – Tracy McNulty, [email protected], Morrill 309.
Oversees Romance Studies graduate student concerns, recruitment, admissions, and
graduate field.
DIRECTOR OF UNDERGRADUATE STUDIES (DUS) –
French: Cary Howie, [email protected], Morrill 323B
Italian: Marilyn Migiel, [email protected], Morrill 311
Spanish: Bruno Bosteels, [email protected], Morrill 323D
For Romance Studies undergraduate student concerns, works closely with section heads to
oversee all aspects of the undergraduate majors and curriculum offerings.
LANGUAGE CONVENORS –
French: Flavien Glidja, [email protected], Morrill 403A
Italian: Ti Alkire, [email protected], Morrill 403D
Spanish: Nilsa Maldonado-Méndez, [email protected], Morrill 423B
ADMINISTRATIVE MANAGER – Colette Walls, [email protected], Morrill 303D. The
manager oversees administrative functions for the Department, supervises staff, and is
responsible for insuring the smooth running of business operations. She works with the
Chair and Director of Language Instruction as regards planning and resource management.
CHAIR’S ASSISTANT/HUMAN RESOURCE SPECIALIST – Samantha Preston,
[email protected], Morrill Hall 303C. For immigration or visa questions. She assists the
Chair, Director of Language Instruction, and Manager with searches, promotions, leaves, and
reviews, processes academic and staff appointments, works closely with and provides backup for the Administrative Manager. She is also the telephone coordinator.
UNDERGRADUATE STUDIES COORDINATOR/ASSISTANT TO THE DIRECTOR OF
LANGUAGE INSTRUCTION – Cal Hile, [email protected], Morrill 306. For departmental room
scheduling, keys, building and office issues/repairs, classroom equipment issues, course
registration issues, Course of Study catalog and course roster updates. Provides clerical
support to the DLI and works closely with the DLI and the DUS as regards the teaching
program.
ACCOUNTS REPRESENTATIVE – Brent Hollenbeck, [email protected], Morrill 303B. He
processes travel and business expense reimbursements, fields accounting questions, orders
supplies and materials, and generates financial projections for faculty accounts. Brent is the
key operator for the copy machines and does printer and photocopier troubleshooting.
GRADUATE FIELD ASSISTANT / RECEPTIONIST – Rebecca Davidson, [email protected],
5-4264, Morrill 303. For issues related to graduate students and graduate field, equipment
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check-out, TA appointment forms, serves as liaison between Department and Graduate
School, coordinates and supports departmental social events, lectures, conferences, works
closely with the Chair, DGS, and Administrative Manager as regards the graduate program.
MORRILL COMPUTER SUPPORT – Melissa Fields, [email protected], 5-0717. If
it is an emergency, you can contact her on her cell phone at 280-5762.
OTHER
Dick Feldman – Director of the Language Resource Center: [email protected]
Eric Fields - Arts Quad Buildings & Classrooms Manager (Goldwin Smith, Lincoln Hall,
McGraw Hall, Morrill Hall, and White Hall): [email protected]
Bill Grover – Uris Building Manager, contact for Rockefeller classroom needs:
[email protected]
Steve Truesdail – Arts Classroom Technologies support: [email protected]
David Way (CTE Center for Teaching Excellence -- for videotaping classes and analyzing
performance – is not available just to videotape – his function is pedagogical, not merely
technical): [email protected]
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WHO DOES WHAT?
ROMANCE STUDIES SUPPORT STAFF
NAME
Rebecca Davidson
Samantha Preston
Cal Hile
ROOM
303B
303C
306
NETID
rd18
slp59
clh2
TELE#
5-4264
5-0316
5-8222
Brent Hollenbeck
Colette Walls
303
303D
bah11
cw16
5-4048
5-4265
TITLE
Graduate Field Assistant / Receptionist
Chair’s Assistant/Human Resources
Undergraduate Coordinator/Assistant to
Director of Language Instruction
Accounting
Administrative Manager
WHO DOES WHAT?
Job Task
Accounting
Add/Drop & Pre-enrollment
Budget
Building/Dept Repairs and Maintenance
Bulletin Boards
Classroom Scheduling
Commencement
Computer Support
Copy Room Key Operator
Courses
Department Directories
eShop ordering of supplies and materials
Exams
Faculty Advising (Undergraduates)
Faculty Recruiting and Searches
Grades
Graduate Field
Keys and Card Access
Mailboxes
Office Hours
Paychecks
Personnel Appointments
Picture Boards
Procurement Cards
Classroom Reservations
Seminar Information, Support, and Posting
Staff Issues
Supplies
TA Appointments
Telephones
Textbook Orders and Desk Copies
Travel Reimbursements
Undergraduate Program
Visa Questions
Web Updating
Person Responsible for Task
Brent Hollenbeck, Colette Walls
Cal Hile
Colette Walls
Cal Hile
Rebecca Davidson
Cal Hile
Cal Hile, Colette Walls
Melissa Fields
Brent Hollenbeck
Cal Hile
Rebecca Davidson
Brent Hollenbeck
Cal Hile
Cal Hile
Samantha Preston
Cal Hile
Rebecca Davidson
Keys: Cal Hile; Card Access: Samantha Preston
Mailbox keys: Cal
Rebecca Davidson
Samantha Preston
Samantha Preston, Colette Walls
Rebecca Davidson
Brent Hollenbeck
Cal Hile
Rebecca Davidson
Colette Walls
Any staff member
Rebecca Davidson
Samantha Preston
Cal Hile
Brent Hollenbeck
Cal Hile
Samantha Preston
Rebecca Davidson
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FACILITIES
OFFICES
Lecturer faculty offices are mostly shared offices, with desks that are usually in sufficient
number for each lecturer to have your own desk. In cases of temporary hires who are not
full-time, there may be the need to share a desk and a computer.
Each of us must always have access to our work area whenever we need it, and reasonably
quiet surroundings to enable us to do the work we need to do. Please respect this basic
principle for yourself and for all those who share an office with you, and especially for those
in offices that you are entering temporarily or passing through, such as TA offices.
Frequently in language courses we need to give make-up tests to students in our offices--be
aware that silence may be needed for such office use.
Try to keep your work surface neat, out of consideration for your officemates. At the end of
each semester, be sure to remove all of your personal belongings from the floor and desktop,
to allow the cleaning staff to do their job. Do not leave food in your office, or we will have
rodents and other pests invading our space.
In the interest of security and safety, if you are the last to leave the office, be sure to lock the
door, and to close windows, turn off the air conditioner, etc.
Be aware of the fact that there are cultural differences among us, and that some behavior,
which may give the appearance of being invasive, could be considered in the other culture to
be the only civilized way to handle oneself in that situation. Be tolerant of differences, and
encourage tolerance in those who work with us, to keep our worksite as comfortable and
pleasant as possible for everyone. In case of social differences that affect the working
environment, professional courtesy and respect of the environment of others will always take
precedence (this could include, for example, resolving issues of sensitivity not only to sound,
such as voices and music, but also to odors from food and perfumes). The best rule is to be
sensitive to the needs of those around you, and be as un-invasive as you can be with your
own behavior and customs. This does not mean, however, that you can ask your
officemates to remove themselves from the area so that you can work with your students –
this is as much their territory as yours.
MORRILL 418
This room is available on a sign-up basis, to accommodate the needs of those with shared
office space, when your assigned space is inadequate for activities that in some manner
disrupt the services you and your officemates need to provide in your office.
HOW TO RESERVE
Reserve the room on the sign-up sheets on the door. Enter your last name and an
abbreviation of the specific type of use you will be giving the room. Be considerate of all the
other instructors who may need this room. Do not reserve it unless you have no other
adequate space for your needs.
Abbreviations:
test [shareable]
[T]
test [alone]*
[A]
interview
[I]
meeting
[M]
*N.B. The space can be shared for make-up tests, except when audio is included, or when
the student needs to be alone in the room.
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ORDER OF PRIORITY
Given the demands for this room at particular times during the semester, we have to
establish an order of priority for use, which is not merely first-come, first-served. Common
sense should dictate what need is of highest priority, but in principle, the following order
should apply:
1.
2.
3.
4.
special testing needs (extended time, etc.)
make-up testing
oral interviews
meetings
Given the crucial need for this space for the above essential activities, this room is not to be
used for conducting classes or for directed studies. If you need a room for this sort of use,
please contact the Undergraduate Coordinator (Cal Hile).
To avoid conflicts and surprises, plan ahead as much as possible.
MORRILL 407
This room is generally reserved for professorial faculty or section meetings, graduate student
exams, and occasionally small literature classes. Language faculty are encouraged to use
Morrill 418, which is exclusively reserved for language program purposes. However, if 418 is
being used and you have a last minute need for a room for department business, check with
the undergraduate coordinator (Cal Hile) to see if 407 is available. Please note that literature
faculty have first priority for scheduling this room.
SUPPLIES
The department supplies faculty with the following materials upon request:
 cards for student information
 printer paper
 dry erase markers
 chalk
 #2 pencils
 roll books
 blue books or other needed testing forms
 phone message pads
 transparencies
 writing instruments for transparencies
 stationery for professional recommendations
 manila folders
 writing pads
KEYS AND CARD ACCESS
See the Undergraduate Coordinator (Cal Hile) for your office and building keys, as well as the
key to A/V equipment cabinets in some classrooms. The Chair’s assistant (Samantha
Preston) provides card access to the lounge and copier room.
If you need to use a Morrill classroom after hours, you must first reserve it in advance with
the Undergraduate Coordinator (Cal Hile).
MAIL
You have a mailbox on the third floor of Morrill Hall, next to the main office. Please see the
undergraduate coordinator (Cal Hile), 306 Morrill Hall, for your mailbox key.
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PHOTOCOPYING
Photocopiers for faculty and TA use are in Morrill 308. Please note the photocopier in the
main office is only for use by the support staff.
In the interest of conservation of the environment and to avoid unnecessary expense, plan
ahead to avoid unnecessary photocopying. Whenever possible and pedagogically sound,
use alternative means of getting the information to your students, such as the web for
student home use and overhead transparencies for class presentation. Both of the copiers in
Morrill 308 have “scan to PDF” capability. Please see any of the support staff in 303 Morrill
if you need to be shown how to use this feature.
CODE
For copying needs related to your teaching, you will receive from the Department a special
copy code. If you have not received your code, or it does not work properly, please contact
Brent Hollenbeck in 303 Morrill. Keep track of all your copying, in case someone uses your
code. If you notice an inconsistency at any point, alert Brent Hollenbeck immediately.
WHERE TO COPY
You have the choice of either copying in Morrill 308 or sending orders to Gnomon. If you
have a known copying need and would like to place the order with Gnomon, please plan
ahead sufficiently. Rush orders will need to be done by you in Morrill 308. Please note that
there is a card access lock on the copy room door. Your Cornell ID card will provide you
with access. Please see the chair’s assistant (Samantha Preston) in 303C Morrill if you have
problems accessing either the 3rd floor copy room or the lounge on the 3rd floor.
GNOMON ORDERS
You may use Gnomon for department-charged copying:

Forms to order Gnomon copying can be found in Morrill 308 or you can order online
at http://www.gwecopy.com/

Order black and white copies only; one color copy costs at least twenty times as
much as one black and white copy

Order white paper only; color paper costs extra

Order only as many copies as you need

Leave your order in the basket on the shelf; it should be returned within 24 hours
except on weekends
TEST SCANNER
In Morrill 308 there is a Sekonic Optical Mark Recognition [OMR] scanner connected to a PC
computer, and a printer, for scanning tests or other data you collect on OMR forms (surveys,
evaluations, etc.).
Because this equipment is used for scanning and analysis of sensitive confidential data
(placement testing scores, student IDs, etc.), access to the equipment is carefully monitored.
At the same time, we do want to make this equipment available for department faculty and
staff who need to use it for testing or other data collection and analysis. Please contact the
Director of Language Instruction if you want to use this equipment.
Unless you are experienced with this kind of equipment and process, please make an
appointment with the Director of Language Instruction at least two weeks in advance of
using the equipment, to review the types of data you will want to collect, and be prepared for
the analyses you will want to conduct afterward with the obtained data.
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COMPUTERS
Computers are provided to lecturers in each Morrill Hall office. We currently try to replace
them on a 4-year replacement cycle for long-term employees. Contact the Administrative
Manager (Colette Walls) if you have questions about when your computer will be due to be
replaced.
TECHNICAL SUPPORT
Melissa Fields troubleshoots all problems with department-purchased office computers. If
you notice a problem with a computer in your Morrill Hall office, please notify Melissa as
soon as possible, so she can resolve the problem. Send all of your requests via e-mail to
[email protected] or by phone at 5-0717. If it is an emergency, you can contact
her on her cell phone at 280-5762.
OTHER RESOURCES
For class materials, setting up web pages, software assistance, computer training, etc. see
the experts at the following sites:
 http://www.it.cornell.edu/for/faculty.cfm
 http://lrc.cornell.edu
TELEPHONES
Telephones in shared offices need to be handled professionally. Officemates should share
the responsibility of answering the phone if it rings; taking a message if the call is not for you.
There should be a regular schedule of listening to Audix messages and communicating to the
interested parties the content of the Audix message. If you need help with the Audix set-up,
contact the Chair’s assistant (Samantha Preston) in the main office.
DEPARTMENT LOUNGE
The 3rd floor lounge is available to all those who work in the Department, as a shared area.
The kitchen area provides the means of making coffee (prices are posted in the area),
keeping your lunch refrigerated, etc. The responsibility for cleaning the lounge resides with
all users. It is specifically NOT the job responsibility of the staff or the custodian. Please be
considerate and clean up after yourself. Do not leave dishes in the sink. The lounge has an
ID card access lock. Please see the Chair’s assistant (Samantha Preston) if you have a
problem getting in to the lounge.
DEPARTMENT AND BUILDING EQUIPMENT
In Morrill there are a variety of types of equipment available to you. In large TA offices, there
is a cart with a monitor and a VHS tape deck. In the lounge (304) there is a monitor with a
multi-format VHS player and a DVD player. Each TA office should also have a shared boom
box. Now that classrooms are equipped with boom boxes, it should not be necessary to
carry the boom box to class.
Available in the main office for teaching-related use (sign up in main office, at the front desk
to check them out):

Portable computers of a variety of formats (ask Rebecca for access)

Mini-DV digital video camcorder (ask Colette for access)

Flip Video hand-held camcorders (ask Rebecca for access)

A boom box (ask Rebecca for access)

iPods (ask Rebecca for access)

Olympus Digital Stereo Voice Recorder (ask Rebecca for access)
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CLASSROOMS AND CLASSROOM EQUIPMENT
AUDIOVISUAL RESOURCES
If you need equipment that is not available in your classroom, contact the building manager
to request it 24 hours in advance. For the AV equipment contact list go to the following
website: http://registrar.sas.cornell.edu/Sched/av.html
Most frequent contacts:

Eric Fields ([email protected], 255-4262): Goldwin Smith, Lincoln Hall,
McGraw Hall, Morrill Hall, and White Hall

Bill Grover ([email protected], 255-6340): Rockefeller, Uris Hall
CLASSROOM PROBLEM REPORTING
If you have serious problems with a classroom, of the kind that severely restrict your
pedagogical potential, report them immediately to the Undergraduate Coordinator (Cal Hile,
[email protected]). It would be useful to also copy the Administrative Manager (Colette
Walls, [email protected]) and the Director of Language Instruction (Tomás Beviá,
[email protected]).
BUILDING COORDINATOR
Cal Hile, ([email protected] / 255-8222), in Romance Studies is the Morrill Hall building
coordinator. She reports and schedules repairs and maintenance for the building (e.g.,
flooding in the basement, lack of heat in the winter, damages inside a classroom, crumbling
stairs leading up to a building, broken door locks, etc.). Be sure to let her know immediately
if you notice building problems that require repair or attention.
WHAT DOES A BUILDING COORDINATOR DO?
 Reports and schedules building repair & maintenance work to Facilities Management
shops
 Coordinates building access to various areas of the building for trades people and
maintenance workers
 Schedules, coordinates, and disseminates information regarding building utility
shutdowns
 Receives and maintains lost and found items for the building
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BUILDING CODES
The following list was copied from: http://registrar.sas.cornell.edu/Sched/bldgcd.html
ACH — Alice H. Cook House
AFC — Africana Ctr,Triphammer Rd 310
APP — Appel
BAL — Balch Hall
BAS — Baker South
BBH — Beebe Hall
BET — Hans Bethe House
BKR — Carl Becker House
BOL — Boldt Hall
BRN — Barnes Hall
BTB — Biotechnology
BTN — Barton Hall
CAS — Cascadilla
CLD — Caldwell Hall
CLM — Clinical Programs - M Barn
CLU — Clinical Programs – Multiprpse
CMS — Comstock Hall-Academic II
CRT — Court
DON — Donlon
EMR — Emerson Hall
FND — Foundry
FRN — Fernow Hall
GRS — Grumman Squash Courts
GTR — Guterman Bioclimatic Lab
HNH — Helen Newman Hall
HR1 — High Rise #1
HUH — Hughes
ICC — ILR Conference Center
JLA — James Law Auditorium
KHN — Kahin Center, Stewart Ave 640
KND — Kennedy Hall
LNC — Lincoln Hall
LR1 — Low Rise #1
LR7 — Low Rise #7
LR9 — Low Rise #9
MCF — McFaddin
MEW — Mews
MLT — Malott Hall
MRB — Moore Laboratory
MRS — Morrison Hall
MVR — M Van Rensselaer Hall
OLC — Olin Chemistry Research Wing
OLL — Olin Library
PLS — Plant Science Building
RCE — Rice Hall
RHD — Frank H T Rhodes Hall
RPC — Robert Purcell Community Ctr
RSL — Risley
SBL — Sibley Hall
SGH — Sage Hall
SNB — Snyd Hill Baker Inst Thaw Lec
SRM — Schurman Hall
STK — Stocking Hall
STM — Stimson Hall
SWZ — Schwartz Ctr-Performing Arts
ADW — A D White House
AKW — Akwe:kon
ATH — Anabel Taylor Hall
BAN — Baker North
BAT — Baker Tower
BDF — Bradfield Hall
BKL — Baker Laboratory
BLY — Bailey Hall
BRD — Bard Hall
BSC — Basic Science Building
BTL — Bartels Hall
C26 — Class of '26
CLA — Clinical Programs - Ambulatory
CLK — Clark Hall
CLS — Clinical Programs - Surgery
CMH — Corson-Mudd
COM — Comstock
DCK — Dickson
ECO — Hurlburt (Ecology)
ESN — Judith Eisner Pavillion
FNL — Floyd Newman Laboratory
GGG — Green Grnhouse Bldg G
GSH — Goldwin Smith Hall
HLS — Hollister Hall
HOP — Ho Plaza
HR5 — High Rise #5
HVL — High Voltage Laboratory
IVS — Ives Hall East
JMA — Johnson Museum Of Art
KMB — Kimball Hall
KRC — Kroch,Carl A Library
LNH — Lynah Rink
LR6 — Low Rise #6
LR8 — Low Rise #8
LYO — Lyon
MCG — McGraw Hall
MKL — Moakley House - Golf Course
MNL — Mann Library
MRL — Morrill Hall
MTH — Myron Taylor Hall
NLB — Noyes Lodge - Beebe Lake
OLH — Olin Hall
PHL — Phillips Hall
RBT — Roberts Hall
RCK — Rockefeller Hall
RND — Rand Hall
RRB — Riley-Robb Hall
RTC — Reis Tennis Center
SGC — Sage Chapel
SHK — Schoellkopf Memorial
SNE — Snee Hall Geological Science
SSB — Space Sciences Building - Crsr
STL — Statler Hall
SVG — Savage Hall
TCC — Townhouse Community Center
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AUDIOVISUAL EQUIPMENT CONTACT LIST
The following list was copied from: http://registrar.sas.cornell.edu/Sched/av.html
Building
AD WHITE HOUSE
ANABEL TAYLOR
BAKER LABORATORY
BARD HALL
BRADFIELD HALL
CALDWELL 100
CALDWELL 250
COMSTOCK HALL
CORSON / MUDD
GOLDWIN SMITH
HOLLISTER HALL
IVES HALL
JAMES LAW AUD
KENNEDY AUD
KENNEDY CLASSROOMS
KIMBALL HALL
LINCOLN HALL
MALOTT HALL
MANN LIBRARY (B30A, B30B)
MCGRAW HALL
MORRILL HALL
MORRISON HALL
OLIN HALL
PHILLIPS HALL
PLANT SCIENCE
RHODES HALL
RILEY-ROBB HALL
ROCKEFELLER HALL
SAVAGE HALL
SIBLEY HALL
SNEE HALL
STATLER AUDITORIUM
STATLER CLASSROOMS
STIMSON HALL
THURSTON HALL
UPSON HALL
URIS HALL
VAN RENSSELAER
WARREN HALL
WHITE HALL
WILLARD STRAIGHT
Contact
Paula Epps Cepero
CURW receptionist
Lars Washburn
Matthew Steel
Michele Conrad
Shane Hutchinson
Shane Hutchinson
John Hill
Entomology Office
Dawn Potter
Eric Fields
Paul Charles
Classroom Technologies
Dave Frank
Matthew Ryan
Shane Hutchinson
Matthew Steel
Eric Fields
Steve Truesdail
Shane Hutchinson
Eric Fields
Eric Fields
Shane Hutchinson
Olivia Cully
Patty Gonyea
Shane Hutchinson
Eric Johnson
Shane Hutchinson
Bill Grover
Norman Wanzer
David Brooks
Patrick Smith
Jeff Hetzel
Michelle Zirbel
G01, 105 and 116 Kristy Long
119 & 206 Bill Grover
Matthew Steel
Matthew Steel
Bill Grover
John Hill
Shane Hutchinson
Eric Fields
Marie Roller
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Phone
255-9274 or [email protected]
255-4214
[email protected]
[email protected]
255-3250
254-4330
[email protected]
[email protected]
253-3696
255-1607
[email protected]
[email protected]
[email protected]
255-9134
255-6761
255-0265
[email protected]
255-6383
[email protected]
[email protected]
[email protected]
[email protected]
255-3513
PLACEMENT INFORMATION CARD
This card is for use at the start of the semester, to collect information from the students to determine
whether their placement is accurate. This card is available in 308 Morrill Hall.
PLACEMENT
INFORMATION
CARD
.
NAME ______________________________________________________________
[please print]
LAST NAME
FIRST NAME
CUID#____________________________________ Year: 1st 2nd 3rd 4th Grad ExMu
e-mail ______________________Local phone number: ______________________
College: ________________Major (or possible major) _______________________
Native Language: ___________________ Country of birth: __________________
Completed secondary education in (country): ______________________________
Years of study of the language: Jr High:___yrs High Schl: :___yrs College:___yrs
Achievement Test Scores:
SAT II _________ AP lang _____ AP lit _____
Cornell Placement Test Scores: LPF*/ LPI*/ LPS* ________ CASE* _________
*if you forgot your score, indicate semester and year you took the test: Sem: _____ Yr:____
Last language course taken at Cornell: __________________Sem: _____ Yr:____
Language course you are currently attending: ______________________________
Reason for enrolling in this course: ______________________________________
15
CASE INFORMATION CARD
This card is for use in conjunction with the CASE exam. This card is available in 308 Morrill Hall.
CASE
EXAM
INFORMATION
CARD
.
LANGUAGE tested ______________
NAME _________________________________________
last name
College _____________________________
LANGUAGE
Language Test Scores:
ID#_______________________
BACKGROUND
LP score _____ SAT II score _____
Years of study of the language:
Junior High _____yrs
Are you a native speaker of the language of this exam?
AP lang score ____ AP lit score____
High School ______yrs
College ______yrs
Activities abroad: Travel ❏ Study ❏
Time spent abroad: ____ In what country? ______________
Country of birth: ______________
Class of _______
first name
Yes ❏
No ❏
Completed secondary education in (country): ______________________
Signature of Student: __________________________________
e-mail: ___________________
TEST RESULTS
SCORE:
DATE: _____________
Q
Q+
Q++
Exempt
Signature of Instructor: __________________________________
16
POSTING ID CARD
This card is for use in conjunction with the LP exams that are not given online, for students to find
their scores posted on the web. Please note: Cal Hile in 306 Morrill Hall maintains the database that
generates these cards. She has a variety of duties and responsibilities, so please give her at least 48
hours lead time to generate these cards for you.
POSTING ID
8377
Your score for this test will be posted on the web, within
12 hours of the test, and for 3 weeks thereafter at:
http://lrc.cornell.edu/rs/placement
(enter the above Posting ID number on the web page to find your score)
If you cannot access your score, contact [email protected]
AT THE LP TEST:
Enter the above “Posting ID” number on the
answer sheet under “Special Codes”
To maintain the confidentiality of your score, keep this number in a secure location.
17
MID-SEMESTER STUDENT EVALUATION FORM
DEPARTMENT OF ROMANCE STUDIES
To the student:
We appreciate you taking the time to respond to the questions below. Your views will be very helpful
to us in ensuring that we are doing everything we can to facilitate your learning, and to respond to
your needs. Please note that although this evaluation is anonymous, it is not confidential.
Your instructor will have access to the information.
Comment on each of the points below relating to the performance of your instructor. Indicate
if the performance has been good, or if there is a pattern of problems. Please clarify where
necessary. You may continue writing on the other side of this page if necessary.
1.
Starts class on time
2.
Ends class on time
3.
Is thoroughly prepared for the class session
4.
Brings suitable and effective activities to practice assigned material
5.
Uses primarily the target language in class, and resorts to English only when necessary
6.
Requires the use of the target language by the students
7.
Corrects homework and tests thoroughly and carefully
8.
Returns corrected work in a timely manner
9.
Arrives on time for office hours or appointments
10. Treats students respectfully, equally, with no favoritism or bias
11. Demonstrates expertise in the target language
12. Demonstrates expertise in the cultures associated with the target language
13. Conducts class in a clear and organized manner
14. Brings interest, enthusiasm and stimulation to the course
15. Creates a classroom atmosphere that helps students learn
16. Demands optimal performance from the students
17. Provides adequate opportunity for all students to participate in class
18. Provides constructive evaluation of students’ performance
General comments:
18
END OF SEMESTER STUDENT EVALUATION FORM – LANGUAGE COURSE
To the student: Please respond first to the questions below
• Rate the amount of effort you devoted to the course: (1=insufficient; 5=sufficient) ___
• Main reasons for taking the course: Required ___ ; Has good reputation ___; Subject matter of interest ___; Other: __________________
• How frequently did you use office hours for extra help? (1=never; 5=frequently) ___
Instructions to the student: Note that you will be rating the COURSE first, and then the performance of the
INSTRUCTOR. If the course had a lecture, evaluate it under COURSE. Your thorough and candid comments
are very valuable to us. Please write in English.
STRONGLY AGREE
AGREE
NEUTRAL
DISAGREE
STRONGLY DISAGREE
AGREE
NEUTRAL
DISAGREE
STRONGLY DISAGREE
(Mark the box that most closely reflects your rating)
STRONGLY AGREE
I. THE COURSE
…was
1 well organized ...........................................................................................................................
.
…required
2
an appropriate amount of work for the number of credits.................................................
.3
…increased
your confidence and ability in the language ....................................................................
.4 at an appropriate level of difficulty ...........................................................................................
…was
.5 appropriate means of assessment of your progress (tests, etc.) ..............................................
…had
.
…grading
6
reflected an accurate evaluation of your learning and participation ...................................
.7 materials that broadened your experience with the language and culture ...............................
…had
.8
Overall,
the course was of value in your language learning process..................................................
.
Please comment
on the above questions, or on any other aspect of the course:
(continue on the other side of the page if necessary
II. THE INSTRUCTOR
Instructor’s Name:__________________________________
(Mark the box that most closely reflects your rating)
…demonstrated
1
expertise in the subject matter .................................................................................
0
…conducted
1
the class in a clear and organized manner ....................................................................
.1
…brought
1
interest, enthusiasm and stimulation to the course ............................................................
.2
…created
1
a classroom atmosphere that helped you learn..................................................................
.3
…returned
1
assignments in a timely manner ........................................................................................
.4
…provided
1
adequate opportunity for you to participate in class ........................................................
.5
…provided
1
constructive evaluation of your performance during the semester ..................................
.6
Overall,
1
the instructor’s teaching was effective ..................................................................................
.7
Please comment
on the above questions, or any other aspect of the instructor’s teaching: (continue on the other side of the
.
page)
END OF SEMESTER STUDENT EVALUATION PROCEDURES
19
The following is a memo that is provided with the evaluation forms that are handled in paper form (for
the online student evaluations, students receive an e-mail from the administration informing them of
the need to go online to prepare their evaluations for each course):
Enclosed you will find evaluation forms for your courses, and in this message, the procedures to
follow.
Have a student volunteer take the completed evaluations to the office using the same envelope in
which they have been delivered to you.
TAs and other instructors teaching courses with coordinators should consult with the course
coordinator to find out when to schedule the evaluation.
PROCEDURES FOR COURSE EVALUATIONS
When approximately 15 minutes of class remain:
1.
Inform the students that they are going to be evaluating the course and your performance as an
instructor.
2.
Inform the students that these evaluations are anonymous and confidential, and that you will not
have access to them until after the final course grades are handed in.
3.
Tell the students that these evaluations serve for administrative purposes, and need to be
understood by the College administration. Thus, all comments are to be written in English.
4.
Ask for a volunteer who is available immediately after class to take the evaluations in the
provided addressed envelope to the Department, in Morrill 303. Give the volunteer the envelope
in which the evaluations must be delivered. Tell the rest of the students to place their completed
evaluations in the envelope.
5.
Write on the blackboard the following, filling out the information pertinent to your course:
 Semester
 Year
 Language
 Course
 Instructor’s Name
Instruct the students to fill out this information on the evaluation sheet first.
6.
Respect the confidentiality of this process while students are completing the evaluations. For
some classrooms, this may mean you would need to stand outside of the room until they are
done.
20
CORNELL ACADEMIC CALENDAR
The following can be found at: http://www.cornell.edu/academics/calendar/
2013-14
2014-15
2015-16
2016-17
FALL TERM
Course Add/Drop Begins
Check For Holds Preventing Registration
New Student Check-in (new undergraduates)
Residence Halls Open/Orientation Begins
Graduate & Professional Student Welcome
Instruction Begins
Labor Day/Holiday/No classes
Fall Break Begins, 1:10 PM
Instruction Resumes, 7:30 AM
Thanksgiving Recess Begins, 1:10 PM
Last Day of Classes
Study Period
Exams
Study Day
Exams
January Graduation Recognition
M 8/12
T 8/20
F 8/23
F 8/23
M 8/26
W 8/28
M 9/2
S 10/12
W 10/16
W 11/27
M 12/2
F 12/6
S-W 12/7-11
W-S 12/11-14
Su 12/15
M-F 12/16-20
S 12/21
M 8/11
T 8/19
F 8/22
F 8/22
M 8/25
T 8/26
M 9/1
S 10/11
W 10/15
W 11/26
M 12/1
F 12/5
S-T 12/6-9
W-S 12/10-13
Su 12/14
M-Th 12/15-18
S 12/20
M 8/10
T 8/18
F 8/21
F 8/21
M 8/24
T 8/25
M 9/7
S 10/10
W 10/14
W 11/25
M 11/30
F 12/4
S-T 12/5-8
W-S 12/9-12
Su 12/13
M-Th 12/14-17
S 12/19
M 8/8
T 8/16
F 8/19
F 8/19
M 8/22
T 8/23
M 9/5
S 10/8
W 10/12
W 11/23
M 11/28
F 12/2
S-T 12/3-6
W-S 12/7-10
Su 12/11
M-Th 12/12-15
S 12/17
WINTER SESSION Period Begins
3-Week Classes Begins
Winter Session Period Ends
Th 12/26
Th 1/2/14
S 1/18
F 12/26/14
F 1/2/15
S 1/17/15
M 12/28/15
M 1/4/16
S 1/23/16
M 12/26/16
M 1/2/17
S 1/21/17
SPRING TERM
Course Add/Drop Begins
Check For Holds Preventing Registration
January Orientation Begins
Martin Luther King, Jr. Day/Holiday
Instruction Begins
February Break Begins, 1:10 PM
Spring Break Begins, 1:10 PM
Last Day of Classes
Study Period
Exams
Study Day
Exams
Senior Days
COMMENCEMENT
M 1/13
T 1/14
F 1/17
M 1/20
W 1/22
S 2/15
W 2/19
S 3/29
M 4/7
W 5/7
Th-Su 5/8-11
M-Th 5/12-15
F 5/16
S-T 5/17-20
W-F 5/21-23
Su 5/25
M 1/12
T 1/13
F 1/16
M 1/19
W 1/21
S 2/14
W 2/18
S 3/28
M 4/6
W 5/6
Th-Su 5/7-10
M-Th 5/11-14
F 5/15
S-T 5/16-19
W-F 5/20-22
Su 5/24
M 1/18
T 1/19
F 1/22
M 1/18
W 1/27
S 2/13
W 2/17
S 3/26
M 4/4
W 5/11
Th-Su 5/12-15
M-Th 5/16-19
F 5/20
S-T 5/21-24
W-F 5/25-27
Su 5/29
M 1/16
M 1/16
T 1/20
SUMMER SESSION:
3-Week Session Regist/Classes Begin
3-Week Session Final Exams
6- and 8-Week Sessions Final Exams
2014
W 5/28
M 6/9
F 6/20
M 6/23
M-T 8/4-5
2015
W 5/27
M 6/8
F 6/19
M 6/22
M-T 8/3-4
2016
W 6/1
M 6/13
F 6/24
M 6/27
M-T 8/8-9
2017
W 5/31
M 6/12
F 6/23
M 6/26
M-T 8/7-8
21
W 1/25
S 2/18
W 2/22
S 4/1
M 4/10
W 5/10
Th-Su 5/11-14
M-Th 5/15-18
F 5/19
S-T 5/20-23
W-F 5/24-26
Su 5/28
RELIGIOUS HOLIDAYS
The following table was copied from: http://dos.cornell.edu/dos/cms/curw/Religious-Holidays.cfm
BUDDHIST:
 Obon: July 13-15, 2012
Japanese Buddhist festival to honor deceased ancestors. Involves lighting of bonfires, traditional meals,
paper lanterns, folk dances.
 Asalha Puja Day: July 22, 2013
Buddhist observance of the day when Gautama Buddha made his first public proclamation to five
ascetics at Deer Park, Banares. He taught the middle way, the noble eight-fold path and the four noble
truths.
 Rohatsu (Bodhi Day): December 8, 2013
Buddhist celebration of the enlightenment of Buddha.
 Mahayana New Year: January 16-19, 2014
 Chinese New Year: January 31, 2014
Begins a fifteen Day Festival for Chinese people of all religions. Family reunions with thanksgiving and
remembrance of departed relatives take place. Traditionally a religious ceremony honors Heaven and
Earth.
 Nirvana Day February: 15, 2014
A regional observance of the death of the Buddha.
 Magha Puja Day March: 16, 2014
Celebration of the presentation of teaching by Lord Buddha to an assembly of holy men.
 Therevadin New Year May: 15-18, 2014
 Visakha Puja Day: May 14, 2014
Marking of the birth, enlightenment and death (attainment of Nirvana) of Lord Buddha.
Bold titles are primary holy days of tradition
CHRISTIAN:
 All Saint’s Day: November 1, 2013
 All Soul’s Day (Catholic Christian): November 2, 2013
 Advent – First Sunday: December 7, 2013
 Christmas: December 25, 2013
Christian celebration of the birth of Jesus Christ. Observed by prayers, exchanging of gifts and family parties
 Nativity of Christ (Eastern Orthodox): January 7, 2014
 Shrove Tuesday: March 4, 2014
 Ash Wednesday – Lent begins through March 23: March 5, 2014
 Clean Monday – Lent begins (Eastern Orthodox): March 10, 2014
 Maundy Thursday: April 17, 2014
 Good Friday**: April 18, 2014
Christian remembrance of the crucifixion of Jesus and related events.
 Easter: April 20, 2014
The most holy of Christian Sacred days. The day commemorates the resurrection of Jesus Christ from his
death by crucifixion.
 Holy Friday (Eastern Orthodox)**: April 18, 2014
 Easter/Pascha (Eastern Orthodox): April 20, 2014
 Pentecost(Whit Sunday): June 8, 2014
Christian observation of the day when the God the Holy Spirit came to the disciples in the forms of
tongues of fire and rushing wind. It is a traditional day for baptism and confirmation of new Christians.
**Fasting may be observed in these communities on this day
22
HINDU:
 Raksha Bandhan: August 21, 2013
Festival honoring the loving ties between brothers and sister in a family.
 Krishna Janmashtami: August 28, 2013
Commemoration of the birth of Krishna – the 8th incarnation of god Vishnu
 Ganesh Chaturthi: September 9, 2013
Festival honoring the god of prosperity, prudence and success.
 Navaratri: October 5-13, 2013
Festival of the divine mother honoring Durga, wife of Shiva, and seeking her blessings.
 Dasera: October 14, 2013
Celebration of victory and valor. Lord Rama is remembered as winning a victory over evil.
 Deepavali: November 1-5, 2013
Five day festival of lights marking the end of the Hindu year.
 Diwali: November 3, 2013
Festival of lights symbolizing the human urge to move toward the light.
 Vasant Panchami: February 4, 2014
Celebration dedicated to Saraswati, goddess of learning.
 Maha Shivaratri: February 28, 2014
Festival in honor of Lord Shiva and his marriage to Goddess Parvati.
 Holi: March 17, 2014
Spring festival dedicated to the god of pleasure. Observed in a colorful and boisterous manner.
 Hindu New Year: March 31, 2014
 Ramayana: March 31-April 8, 2014
 Ramanavani: April 8, 2014
Celebration of the birth of Lord Rama, hero of the religious epic poem, The Ramayana.
 Hanuman Jayanti: April 15, 2014
Celebration of Hanuman who was an embodiment of Lord Rama. Devotion and selfless work are
encouraged.
JEWISH:
 Tisha B’Av: July 16, 2013
Day of fasting in remembrance of the destruction of the Temple in 586 b.c.e. and 70 c.e.
 Rosh HaShanah*: September 5-6, 2013
Jewish New Year. A time of introspection, abstinence, prayer and penitence.
 Yom Kippur: September 14, 2013
Jewish Day of Atonement. This holiest day of the Jewish year is observed with strict fasting and
ceremonial repentance.
 Sukkot*: September 19-25, 2013
Feast of Tabernacles which celebrates the harvest and the protection of the people of Israel as they
wandered in the wilderness dwelling in tents.
 Shemini Atzeret: September 26, 2013
Completion of the annual cycle of reading of the Torah.
 Simhat Torah: September 27, 2013
Day to celebrate the reading of the Law.
 Hanukkah: November 28-Dec.5, 2013
Festival of Lights. Commemorates the Maccabean recapture and rededication of the Jerusalem Temple in
165-164 b.c.e.
 Tu BiShvat: January 26, 2014
Celebration of the coming of spring by preparation of foods native to Israel. Also known as “New Year for
Trees”.
 Purim: February 24, 2014
Celebration of the deliverance of the Jewish minority in Persia from genocide.
23





Pesach*: April 15-22, 2014
Jewish 8 day pilgramige festival celebrating the Exodus from slavery to freedom. Also known as
Passover.
Yom HaShoa: April 27, 2014
Jewish Holocaust Day. Remembering the six million Jews killed by the Nazis in 1933-45.
Yom HaÀtzmaut: May 5, 2014
Lag B’Omer: May 18, 2014
Observation of the counting of the day – the link – between Pasach and Shavout.
Shavuot*: June 4-5, 2014
Celebration of Moses` descent from Mt. Sinai with the ten commandments.
*Sukkot and Passover are 8 day festivals. Although the first two days and the last two days have the
strictest holiday observance (i.e. no driving, no writing, etc.), all 8 days have certain restrictions and
should be considered according to the levels of stated observance by the diverse Jewish religious
communities at Cornell. Holidays marked with an asterisk are observed for one day only by Reform Jews.
Holidays noted in bold are days on which no work is permitted and absences from school or work should
be excused.
MUSLIM:
 Ramadan Begins*: July 9, 2013
9th month on Islamic calendar, devoted to the commemoration of Muhammad’s reception of the divine
revelation recorded in the Quràn. The event begins when authorities in Saudi Arabia sight the new moon
of the 9th month. It is the holiest period of the Islamic Year. There is strict fasting from sunrise to sunset.
 Lailat al Kadr: August 3, 2013
Islamic Night of Destiny. First revelation of Quràn to Prophet Mohammed.
 Eid al Fitr*: August 8-11, 2013
Marks the close of Ramadan. It is a festival of thanksgiving to Allah for enjoying the month of Ramadan.
 Waqf, al Arafa – Hajj Day: October 14, 2013
 Eid al Adha*: October 15-18, 2013
Festival of Sacrifice. The day after Arafat, the most important day in Hajj ritual.
 Al-Hijra – New Year: November 4, 2013
The emigration of Muhammad and his followers to Medina in 615 c.e.
 Islamic New Year. Ashura*: November 13, 2013
Islamic optional one day fast. The Shia observance is based on the martyrdom of Prophet Muhammad’s
Grandson, Hussein, martyred on this date in 683/684 AD at the battle fo Kerbala. Sunni observance is a
recognition of Moses fasting in gratitude to Allah/God for liberation from oppression.
 Mawlid an Nabi*: January 13, 2014
Commemoration of the birthday of Prophet Muhammad, founder of Islam, in about 570 c.e. Not
universally observed.
 Lailat al Miraj: May 27, 2014
Observance of Mohammed’s night journey from Mecca to Jerusalem and his ascension to heaven.
 Lailat al Baraàh: June 14, 2014
Night of Forgiveness. A night of prayer to Allah for forgiveness of the dead. Preparation for Ramadan
through intense prayer.
 Ramadan Begins*: June 28, 2014
9th month on Islamic calendar, devoted to the commemoration of Muhammad’s reception of the divine
revelation recorded in the Quràn. The event begins when authorities in Saudi Arabia sight the new moon
of the 9th month. It is the holiest period of the Islamic Year. There is strict fasting from sunrise to sunset.
*Actual sightings of the crescent moon may sometimes delay these dates to the next day/date.
24
REGISTRATION, ENROLLMENT, PLACEMENT
REGISTRATION
Registration takes place in three steps at Cornell:
 Pre-enrollment (online)
 Arts & Sciences Freshman Registration (online)
 Add/Drop period (online)
3 weeks for adding without a petition
6 weeks for dropping without a petition
The course coordinator is responsible for matters of policy on caps and grade options – TAs should
be informed of the policies and guidelines, and should address any questions on these matters to the
course coordinator.
Cap = maximum number of students allowed to enroll online in a class (see page 26)
COLLEGE OF ARTS & SCIENCES LANGUAGE REQUIREMENT
Option 1: completion of a course in a language or any other course taught in a language at Cornell’s
2000-level or above. Option 2: completion of at least 11 credits of study in a single language at Cornell (usually an
introductory sequence) Exempt: native speaker, or equivalent (see definition of “native speaker” below)
Definition of “native speaker” for purposes of language placement: “One who has completed
secondary education in an institution whose primary language of instruction was not English, but the
target language.” Native speakers fitting this description are exempt from the language requirement.
To be granted exemption officially in French or Italian, take the CASE exam. For Spanish, use the
Native Language Accreditation Service in Spanish, or NLAS. This is a walk-in service offered for
native speakers of Spanish during the first three weeks of classes and the posted office hours Nilsa
Maldonado-Méndez, 423B Morrill Hall, [email protected].
25
POLICY ON ENROLLMENT IN LANGUAGE COURSES
ACCESS
All students who want to take a language class in our Department should be able to do so, if they
have taken the steps to secure a score for their placement, and if they demonstrate flexibility in their
schedule, especially for courses that are offered only in the Fall, or only in the Spring. For courses
that are offered both in Fall and Spring, some students may need to wait until Spring to enroll.
CAP
The cap for all sections is set at 16 students, with a maximum of 18 in each section. Please be sure
that all sections are balanced. The College will look at individual sections (not the total enrollment for
the course) when determining the amount that we can offer.
ADDING OR CLOSING SECTIONS
If you have a demand that is higher that an average of 18 per section, or fewer than 6 students, alert
the Director of Language Instruction immediately. If we need to open extra sections or close a
section, we should do it early on.
ENCOURAGEMENT
Be encouraging to students who are trying hard to get their classes in order. We want to be
supportive of their efforts and welcoming, even if we may have a lot of demand. Those coordinators
who have TAs should remind them of the need to present an encouraging face to students on this
particular front.
PERMISSION ONLY
Conversion to "Permission Only" should be requested from Cal when the coordinator deems it
necessary. This represents a significant amount of work not only for the coordinator, but also for the
registrar’s office, whose staff have to manually enter the change of status of the course, and for each
add/drop of the students. Give Cal at least 2 day’s notice for the conversion to “Permission Only”.
Note that once a course becomes "Permission Only", drops can be done without permission, online,
but adds must be done by stamping add/drop forms (these forms are available to the students – not
to the faculty -- at the Registrar’s office, 55 Goldwin Smith).
“AUTOMATIC” DROPS
For students who have been absent three days in a row, give Cal a copy of your latest class list, with
the name of the student who needs to be dropped highlighted. She will have to send this to the
registrar's office. Each student you are dropping in this manner needs to receive an e-mail from you
right away, to let the student know that (s)he is being dropped from the class list due to the
absence(s), to make room on the list for others who are attending.
PRIORITIES ON CLASSLISTS
A student who has not been on the list at all for three days, but shows up on the list and in person on
the fourth day of class, does not have priority over those who have been attending regularly. Clearly
there can be good reasons for this sort of situation to occur, and you will want to hear out any
26
student with patience and a professional façade, but if your classes are at the limit of their capacity
(18), you can tell this newcomer that the section (s)he just added online is actually full, and that (s)he
will need to change to another hour.
S/U OPTION
If your course is "Letter Only", no S/U options are permitted, even for graduate students. Because
there is no S/U for graduate students, some coordinators accept them on an exceptional basis as
auditors (see below).
AUDITOR AND VISITOR REGISTRATION STATUS
Our policy on requests for attending a full semester undergraduate course as Auditor is very
restrictive, in the interest of maintaining optimal learning conditions for the rest of the students in the
course.
These cases need to be considered individually by the coordinator, who will from the outset want to
clarify the course policy on attendance, participation, preparation, so that the individual will realize
whether or not the investment of time is going to be possible. These cases, where the individual’s
priorities often lie outside the course, result often in diminished performance, absenteeism, lack of
preparation, and eventually often dropping before the end of the semester because they can't keep
up with the work. At the same time, there are undoubtedly occasions when an individual of this
profile, who is motivated to learn and has the time to invest, can enrich the experience of the
undergraduates by his/her participation.
At no point should an Auditor occupy the spot of a regularly enrollable undergraduate.
Auditors must officially sign up for the course before the 3-week drop/add period is over. Extramural
students (e.g. faculty and staff) must enroll through the School of Continuing Education.
University policy does not allow undergraduates to audit classes at all. TAs who are approached by
graduate students requesting to audit their section should consult with their coordinator, who will use
his/her judgment to determine when exceptions might apply.
Non-professorial academic staff and employees are allowed to enroll in one course per semester (4
credits max), and so, for these individuals, we require enrollment.
The Visitor's Program was established years ago but it ONLY applies to non-participatory classes.
Language courses are participatory and therefore we cannot accept visitors. The students should
register for the class(es) and pay the tuition. Occasional visitors to our classes (such as, for example,
prospective students and their parents) are welcome.
DIRECTED STUDIES (3000)
Directed Studies on literature-related topics may not be offered without the express authorization of
the Director of Undergraduate Studies.
As for language-related topics, in principle, lecturers are neither required nor encouraged to agree to
give Directed Studies in excess of their regular teaching responsibilities. The extra work required for
a Directed Studies, while it may be inspiring to the individual instructor, may also represent a sacrifice
of time drawn from the individual's already existing obligations.
When approached by a student requesting a Directed Studies, first advise the student as to what
standard options exist (courses being offered for which the student has fulfilled the prerequisites). A
27
Directed Studies should not be considered as a means to provide practice that can be otherwise
attained within the existing curriculum. It is especially important to make sure Directed Studies do
not unwittingly discourage students from enrolling in existing courses in literature and culture.
In language, however, in some cases there may be exceptional reasons for arranging such a course
of study, typically for the benefit of students seeking expertise in areas not offered in the standard
curriculum, but where a lecturer may possess the expertise, as well as the ability to take on the extra
work involved (e.g. translation, interpreting, advanced grammar for graduate students preparing to
teach advanced courses, etc.). If you are in doubt about agreeing to give a Directed Studies, consult
with the Director of Language Instruction.
Note that although the 3000 Directed Studies is listed in Courses of Study, it is not listed on the
online roster; our intent in doing this is to reduce the pressure on lecturers produced by often
unwarranted inquiries by students.
The undergraduate coordinator (Cal Hile) provides the course ID (CID) to use for the enrollment
process in a Directed Studies (each long-term lecturer in the department has a distinct CID for
Directed Studies each semester).
28
ROMANCE STUDIES LANGUAGE STUDENTS
Were you unable to pre-enroll or add because the section you want appears to be full?
UNDERGRADUATES:

Don’t give up.

Be as flexible as possible in your schedule: try to add a variety of sections, whenever
you have no conflicts with other classes.

Other students who have preregistered will be changing plans and dropping. This will
leave room for you.

Try to add online as often as possible, to increase your chances of a successful add during pre-enrollment, and then again when the add/drop period begins (usually a few
days prior to the first day of classes -- check the academic calendar for the exact
date --http://www.cornell.edu/academics/calendar/)

If -- in spite of your efforts -- you are unable to add any section of a course online,
please contact the course coordinator to see if there are waitlists. Consult the
department webpage for updated coordinator lists:
http://www.arts.cornell.edu/romance/

When classes start, attend a section from day 1, even if you aren't officially enrolled in
the class yet, or waitlisted. If there is no space for you in the classroom for that
particular section, check with the course coordinator to find out which sections might
have more space.

Waitlisted students: you are required to attend section from day 1, and every day until
space becomes available for you, and to prepare fully for each class. If you miss
class the first day, or any day after that while you are on the waitlist, your name will be
taken off the list, and that space will become available to another student.
GRADUATES:
Graduate students are not eligible to pre-enroll in undergraduate language courses. However,
unless a course is set with access by “permission only”, you will be able to add the course when
the add/drop period begins. If you find no space in the course even at that time, you are
encouraged to contact the course coordinator to ask to be placed on a waitlist (if waitlists are
being kept for the course). Consult the department web page for updated coordinator lists:
http://romancestudies.cornell.edu/courses/course-coordinators/
29
LANGUAGE PLACEMENT AND TESTING – INFORMATION FOR STUDENTS




All students must register on the COLLT site (Cornell On Line Language Testing) at
http://collt.lrc.cornell.edu.
The online survey form will help you determine your situation and offer an online test or other
recommendation.
Be sure to fill out the survey questionnaire for each language in which you need placement.
Placement info: http://romancestudies.cornell.edu/undergraduate/placement/
LP TESTS – LANGUAGE PLACEMENT TESTS
These tests are designed to place you in the level that is most suited for your needs:
 French: LPF
 Italian: LPI
 Spanish: LPS
The placement test is only required for those who do not have a recent (less than 2 years old) score
from the SATII or AP4 or higher.
Eligibility for the LP test:
 If you have studied the language for a minimum of 2 years (if you have studied less than 2
years, sign up for 1210)
 If you want to update an old achievement score
 If you have an AP score of 3
 If you are a heritage speaker with a degree from an institution whose primary language of
instruction was not the target language.
 if you are not a native speaker (definition of “native speaker” for purposes of language
placement: one who has completed secondary education in an institution whose primary
language of instruction was not English, but the target language.) Native speakers fitting this
description are exempt from the language requirement. To be granted exemption officially,
contact the individual in charge of exemptions for your language during the first three weeks
of each semester, during posted office hours (be prepared to present your secondary school
diploma):
French: Colette Waldron (cdw1)
Italian: Kora Bättig Von Wittelsbach (keb11)
Spanish: Nilsa Maldonado-Méndez, (nbm4)
CASE EXAM (CORNELL ADVANCED STANDING EXAM)
This exam is designed for students who have acquired the language outside of Cornell and need to
determine placement into our courses. Students may earn up to 3 credits.
Sign-up is required, as follows:
 If you have registered for COLLT (Cornell On-Line Language Tests) at
http://collt.lrc.cornell.edu and were told that you should take the CASE, then simply come to
the next available CASE session in your language.
 Otherwise, you must register in COLLT. The online survey form will help you determine your
situation and offer an online test or other recommendation. Be sure to fill out the survey for
each language in which you need placement.
Eligibility for the CASE:
 65 or higher on the LP test, or 690 or higher on the SAT II, or AP4 or 5
 If you have acquired the language outside of Cornell (students who have studied the
language at Cornell are not eligible for the CASE)
30
GENERAL TESTING INFORMATION



Schedule: http://romancestudies.cornell.edu/undergraduate/testing/
Sign-up: http://collt.lrc.cornell.edu/
Retaking language tests: Unless you’ve taken the language at Cornell**, LP tests may be
retaken twice, as long as it is NOT within the same testing period (you may take it the
following semester). The CASE exam may only be taken once.
**If you’ve taken the language at Cornell, and wish to retake a placement test, request a special
proctored test:
- French: Colette Waldron (cdw1)
- Italian: Kora Bättig von Wittelsbach (keb11)
- Spanish: Silvia Amigo-Silvestre (sa254)

Questions? See FAQ’s below. If your question does not appear in this list, contact Cal Hile
at: [email protected]
FAQS ON PLACEMENT TESTS AND CASE EXAMS
1. Do I have to take the placement test if I want to enroll in a language class?
Yes, unless you already have an SAT II score, or an LP score, or an AP4 or 5. The LP score gives us
an indication of your level and allows us to place you in the class that will be most suited to your
needs.
2. I took 1220 and got a low score on the placement test that was given at the end of the semester or
as the final exam. Can I take the LP test again?
Yes, you can take it again at the beginning of the following semester, but you may not do it online:
you must request a special proctored test
Italian: Kora Bättig von Wittelsbach (keb11)
Spanish: Silvia Amigo-Silvestre (sa254)
3. I just took the LP and got a score I did not like. Can I retake it right away?
The LP may be retaken, but not within the same testing period. You will need to wait until the start of
next semester.
4. I studied the language for two years (or more), but feel that it would be better to start over because
I didn’t learn much. Can I just enroll in 1210 and not take the placement test?
The placement test is necessary to provide a clear sense of your level. With the score, we can place
you in the class that is best for you. 1210 might in fact be your level, but we need your placement test
score to determine that. If you start the course into which you have placed and you feel you are not at
the right level, speak with the course coordinator.
5. My advisor recommended that I start from scratch, although I already have 2 (or more) years of the
language. Can I do this?
Not unless your placement score indicates that it is your appropriate level. Our test is designed to
place you accurately at the level in which your performance will be the highest possible.
6. My SAT II places me differently than my LP score: which should I use?
Use your LP score.
7. What is the placement test like? Can I prepare for it?
The online LP is a multiple-choice standardized test, with 90-100 questions. The best way to prepare
is to refresh your memory by reading, and get some rest before the test so you are alert. Proctored
LP tests have a variety of formats.
31
8. What is the difference between the LP and the CASE?
The CASE exam is not a multiple-choice test; it tests reading, listening, writing and for some
languages and levels, speaking.
9. I will be taking the LP online. Do I have to take the online test at Cornell?
No, you can take the online test wherever you have access to the internet, on a PC or a Mac.
10. Is it better to take the placement test closer to when I am going to take a class?
If you have a language requirement (as do all Arts & Sciences students), you should take the
placement test as soon as possible, and fulfill the requirement as soon as possible.
11. I speak the language at home, and consider myself a native speaker. Can I take the CASE to get
credit?
For purposes of language placement, we define “Native Speaker” as one who has completed
secondary education in an institution whose primary language of instruction was not English, but the
target language.
To be granted exemption officially, if you fit the above definition of native speaker, contact the
individual in charge of exemptions for your language starting on the third week of each semester (be
prepared to present your secondary school diploma):
Italian: Kora Bättig von Wittelsbach (keb11)
Spanish: Nilsa Maldonado-Méndez, (nbm4)
If you do not fit the above definition of “Native Speaker”, you are required to take the LP for
placement; a high score on the LP makes you eligible for the CASE exam. It is possible to be granted
exemption (and credit) if you score high on the CASE exam.
12. I speak the language at home, and consider myself bilingual. Do I have to take the placement
test?
You are required to present a placement or achievement score before taking a language class at
Cornell. If you already have an achievement score or an AP score of 4 or higher, you do not need to
take our placement test, but the CASE. There are many different levels among bilinguals, and the
placement score helps determine which course might be best for you. Spanish 2000 is designed for
those who get 56 to 64 on the LPS. If you get a higher score than that, take the CASE exam to see if
your level is higher, and you might receive exemption and credit through the test.
13. I consider myself a beginner in the language. I have only had 2 years of the language, and they
were not very good. Can I just register for 1210?
If you have 2 years of the language, we require that you take the LP. It is possible that 1220 might be
better for you than 1210.
14. I have an AP3. Do I have to take the placement test?
You must take the LP for placement.
15. Can I fulfill the language requirement by taking classes outside of Cornell?
No, there is no exception at the Department level to the College requirement that specifies that
language courses are to be taken “at Cornell”. If in doubt, consult with the Director of Language
Instruction (Tomás Beviá [tjb99]).
16. I have completed all of my requirements for graduation except the language requirement. Can I
study the language elsewhere and fulfill the language requirement that way?
The language requirement specifies that courses need to be taken at Cornell.
32
PLACEMENT TABLES
FRENCH
PLACEMENT TESTS
LPF
SATII**
below 37
below 410
37-44
410-480
45-55
490-590
56-64
600-680
65 and above*
690 and above
**AP4 or 5 in language, 3 credits
**AP4 or 5 in literature, 3 credits and proficiency
French Language Courses
1210
1220
1230
2060, 2090
CASE required* for placement
CASE
SCORE
Q
Q+
Q++
exempt
Language Courses
2060, 2090
2190
variable - listed with posted score
--
Literature Courses
2210
follow prerequisites for literature courses in catalog
ITALIAN
PLACEMENT TESTS
LPI
SATII**
below 37
below 370
37-44
370-450
45-55
460-580
56-64
590-680
65 and above*
690 and above
Italian Language Courses
1210
1220
1230
2090
CASE
SCORE
Q
Q+
Q++
exempt
Language Courses
2090
2190
variable - listed with posted score
--
Literature Courses
SPANISH
PLACEMENT TESTS
LPS
SATII**
below 37
below 370
37-44
370-450
45-55
460-580
56-64
590-680
65 and above*
690 and above
Spanish Language Courses
1210
1120,1220
1230
2000, 2070, 2090
CASE
SCORE
Q
Q+
Q++
exempt
Language Courses
2000, 2070, 2090
2190
variable –listed with posted score
--
Literature Courses
2140, 2150, 2170
* students who get a 65 or higher on the LP test at the end of 1220 are not eligible to take the CASE
exam; instead, they should enroll directly in 2070/2090 (or the equivalent).
** Note that after two years, high school placement scores are no longer reliable, and you will be
required to take an LP test for accurate placement. This applies to SATII and AP scores. Students
with LP and CASE scores from 2 or more years back should check with the course coordinator of the
course they want to take to see if they need reassessment.
33
PLACEMENT TESTING SCHEDULE 2013-2014
If you have registered for COLLT (Cornell On-Line Language Tests) at http://collt.lrc.cornell.edu and
were told that you should take the CASE, then simply come to the next available CASE session in
your language (see schedule below).
Otherwise, you must register in COLLT at http://collt.lrc.cornell.edu. The online survey form will help
you determine your situation and offer an online test or other recommendation. Be sure to fill out the
survey questionnaire for each language in which you need placement.
Placement info: http://www.arts.cornell.edu/romance/shared_info/language_placement.html
Questions? Contact Cal Hile at: [email protected]
LP (Language Placement Tests)
French (LPF)
Italian
Available ONLINE: http://collt.lrc.cornell.edu/
(LPI)
Spanish (LPS)
The online tests (LPF, LPI, LPS) are for students who have never taken a course in the language at
Cornell. For internal language students, standard sequencing of courses applies.
If you are currently enrolled in 1220, the LP given at the end of the semester or as the final for the
course will provide you with the placement information you need. In the meantime, we recommend
that you tentatively pre-enroll for a course at the level you think might be right. Once you get your LP
placement, if it is different than you expected, you can switch courses as soon as online add/drop
begins.
If you have taken a course at Cornell in French, Italian, or Spanish, and have since done significant
work with the language, equivalent to an additional course, you will need to request a proctored test.
Please contact:
Italian: Kora Bättig von Wittelsbach ([email protected])
Spanish: Silvia Amigo-Silvestre (sa254)
CASE (Cornell Advanced Standing Exam)
Sign up required: see instructions above on registering in COLLT
CASE
DATE
TIME
PLACE
Fall
Monday,
August 26, 2013
9:00 AM
Fall
make-up
Tuesday,
September 3, 2013
5:00 PM
Spring
Friday,
January 17, 2014
2:00 PM
Spring
make-up
Thursday,
January 23, 2014
5:00 PM
French: Morrill Hall 110, 111
Italian: Morrill Hall 102
Spanish: Morrill Hall 106, 107
Italian: contact K. Bättig von Wittelsbach ([email protected])
Italian: Morrill Hall 102
Italian: contact K. Bättig von Wittelsbach ([email protected])
34
PLACEMENT TEST AND CASE SCORES - INFORMATION FOR INSTRUCTORS
LP TESTS
Each program (French, Italian and Spanish) has two versions of its placement test:
 online LP tests (LPI, LPF, LPS1). These tests are for students who have studied language
previously, but have never taken a Cornell language course.
 hard copy LP tests. 1120 and 1220 students are given the hard copy LP tests at the end of
the semester (Spanish) or as a final exam (French and Italian). As of Spring 2011, Spanish
has replaced the hard copy test with its online version, called LPS2.
ONLINE LP TESTS
Students who take these tests can place into a wide range of levels: 1120, 1210, 1220, 1230, or 2090
(or equivalent: FREN 2060, SPAN 2000, SPAN 2070). Those who score 65 or higher take the CASE
exam and can earn credit if they receive Q+ or higher.
ONLINE LP
TESTS
below 37
37-44
45-55
56-64
65 and above
1210
1220
1230
2090 (or equivalent)
CASE
Q: 2090, etc.
Q+: 2190, etc.
Q++: 3000 levels
Exempt
HARD COPY LP TESTS
This LP tests place students into either 1230 or 2090 (or equivalent: FREN 2060, SPAN 2000, SPAN
2070). Students who do not score at the 1230 level still take 1230; they do not take 1220 again.
Students who score 65 or higher do not take the CASE; they take 2090 (or equivalent).
end 1220 LP
<56
≥56
1230
2090 (or equivalent)
RETESTING AFTER 1220
Students who have taken language classes at Cornell, and would like to retake the LP to place higher
than in 1120 or 1220, must request a proctored LP.
If a student has not taken any language courses since 1120 or 1220, care should be taken to use the
1220 placement scale (1230 or 2090). These students should not be allowed to take the CASE, or
place out of 2090 (on the grounds that they require greater linguistic development prior to attaining
higher levels).
If a student has taken a course elsewhere after 1120 or 1220, it might be possible for him or her to
place out of 2090. For that reason, the student should be allowed to take either the online test, in a
proctored setting, or the hard copy version of an LP, with the score interpreted on the full scale
(permitting the CASE for 65 or higher).
35
POSTING SCORES
HARD COPY LP TESTS. Scores from these tests are posted on the web on the LRC site. Students
will need a Posting ID that they will enter on the bubble sheet under “Special Codes”, to later look up
their placement score. After the coordinator scans these tests, the date must be given to the Director
of Language Instruction for uploading to the LRC website. Cal also needs to receive all information
pertaining to hard copy placement test scores. Each time you give a test, provide her with a report of
the scores (student name, Cornell ID, score). She maintains a full database of placement score
information for all students in Romance Studies.
ONLINE LP TESTS. The program immediately scores these tests, and the student is given the
pertinent placement information online and via e-mail as soon as the test is completed. (see below for
instructor access to these scores).
CASE EXAMS
CASE exams are high-stakes tests since students can earn credit depending on their performance.
For this reason, they are offered only in a proctored setting. Each program has its own version(s) and
scoring mechanism.
SCORE RECORDING
All students wishing to take the CASE are required to register in advance in COLLT. This permits the
CASE coordinator to simply enter the scores in COLLT, and send them to each student with the click
of a button (see instructions below). If the student has not registered in advance, he/she must do so
immediately after the exam.
HOW TO ENTER A CASE SCORE IN COLLT
The following instructions are to be used by the person appointed as the CASE coordinator. Only
that individual should enter CASE scores.








Log into the COLLT authoring site (http://collt.lrc.cornell.edu/authoring/login1.cfm). For
access, check with the Director of Language Instruction
Select "Grade students' work on CASE"
Enter the last name of the student under "Limit Search to Last Names"
Click button at top of screen "Grade CASE French (or Italian or Spanish).” The student
record will appear in the right hand panel (If the student does not appear, this means that
he/she has not registered in COLLT and we cannot enter a score).
In the right hand panel, select the student last name (if you have more than one record for the
student, select either one). A pop-up screen will appear.
In that pop-up screen, in the drop-down field for CASE score, select the student's score - the
placement and credit will be entered automatically. (Note that the right hand panel will not
change as you enter scores. This is normal.)
At the top of that pop-up screen, click "Save" (if you enter a score that is wrong or needs
changing, click "Cancel")
Send the score to the student by clicking the button at the top of the screen: "Send tagged
summary fields..."
REPORTING CASE SCORES
Cal has access to these records, but she needs to receive the CASE Information cards from the
CASE coordinator, signed and dated, with the recommended placement for each student.
If you want a printout for yourself, after entering all the scores:
36





Select in the left panel "Review students' work"
Indicate a search limit by date
Click CASE French/Italian/Spanish
In the right panel you will see the results of the search
Control-click the right panel and select "Print frame," or click "Export report," and open the
file with Excel or Word
INSTRUCTOR ACCESS TO STUDENT SCORES
Instructors need access to student scores on LP and CASE tests to determine their eligibility for
courses. There are two sites for scores; check with the Director of Language Instruction for login and
password:


LOOKUP. For hard copy LP tests (1120 or 1220), proctored tests, and pre-Spring 07 CASE
scores: http://lrc.cornell.edu/rs/placement/scoreLookup
COLLT. For online LPs, and new CASE scores:
http://collt.lrc.cornell.edu/authoring/login1.cfm
COLLT SIMPLE SEARCH

In the left panel select "Review students' work"
At the top left of the screen, you'll see the following (it looks slightly different depending on
the browser):

To view all scores, click on the button for the test for which you want to see scores (each of
you has access only to your own language tests, so, if by accident you click on another
language, you won't get that language, but yours).
Click the button for LP or CASE for your language
If there are a lot of scores accumulated, the program will not be able to show them all, and
you'll need to limit your search.


37
COLLT LIMITED SEARCH

In the yellow area, indicate a search limit either by date

or by last name

You might prefer to enter a range (from A to M, for example).

Once you've entered the limits of the search, click the button at the top of the left panel for
the test type (LP French/Italian/or Spanish, etc.).

In the panel on the right you will see the results. Click on the student’s first name to view
more information. It will display everything that is stored in the program about the student's
test, responses, etc.
COLLT ADVANCED SEARCH
For locating names of students who have registered in COLLT, but may have not taken a test
 Scroll down the left panel and click on “Advanced Search Options”
 Enter the last name of the student under "Limit Search to Last Names"
 Scroll down to the green area
 Select the button “both (COLLT test info won't be shown)”

Scroll down to the very bottom of the left panel, and click the button “Start Advanced
Search”:

In the right hand side panel, click on the student to view information about the person's
language profile, etc.
38
POLICIES & GUIDELINES
UNIVERSITY POLICY ON REQUIRED PRESENCE FOR FACULTY AND TAS
Quoted from the Faculty Handbook, Chapter 3
(http://theuniversityfaculty.cornell.edu/handbook/Chapter3.pdf):
“Recesses. Each year, classes are cancelled on a Monday and Tuesday in October to provide a short
recess during the long period between registration and Thanksgiving. This is followed by intersession,
a longer recess between the end of the fall term and registration for the spring term. The spring break
is a weeklong recess around the middle of the spring term. These recesses are not vacation periods
for academic employees and graduate assistants, all of whom are on duty, even though classes do not
meet. Faculty members are expected to report grades promptly, work with graduate students, and
carry out other administrative and scholarly pursuits during these periods.”
Romance Studies Policy for Language Faculty and TAs:
Language faculty, whether visiting or long-term, and graduate TAs, are required to be available each
semester for administrative functions at least one full week prior to the first day of classes, and, at the
end of each semester, at least until all course grades have been finalized, usually 4 days after the
scheduled final exam for the course(s) the individual teaches.
The academic calendar can be found at:
http://www.cornell.edu/academics/calendar/
The schedule of final exams can be found online at: http://registrar.sas.cornell.edu/Sched/EXFA.html
for Fall, or http://registrar.sas.cornell.edu/Sched/EXSP.html for Spring.
OFFICE HOURS
Since the lecturer rank is one whose primary function relates to teaching, and hence to working with
students, office hours are a central part of their role. Lecturers are required to hold at least 2 office
hours per week, and preferably 3, regardless of their teaching load, at times that are convenient to
students, and at different time slots to provide maximum access for students. It is also required that
lecturers welcome appointments with students at other times than their office hours. Lecturers who
hold the function of coordinator will need to post additional hours at key moments in the semester for
the students in the course, such as the beginning of the semester, and prior to the deadlines for
adding or for dropping without a petition. Coordinators whose courses are set as “permission only”
will need to hold additional hours at semester start-up, to be in a position to serve student needs for
enrollment. Coordinators who serve as mentors and supervisors of TAs will need to make themselves
available as frequently as needed to ensure the smooth running of the course within a team structure.
Course releases are provided to coordinators whenever possible to make allowances for these
additional hours of access and service to the Department.
LANGUAGE PROGRAM CURRICULUM, SCHEDULING, ASSIGNMENTS & SERVICES
CURRICULUM
The Director of Language Instruction should be consulted on any significant changes in curriculum,
such as new course proposals, changes in existing course descriptions, prerequisites, or numbering
or level. These matters need to be presented to the curriculum committee for approval.
Routine maintenance of program coherence and consistency, articulation, textbook selection,
avoidance of materials duplication, syllabus and grade planning, pedagogical approaches, etc., are
the responsibility of the long-term faculty of the language program.
39
October 15 should be considered as the deadline to present to the Director of Language Instruction
proposals that might affect the following academic year curriculum.
SCHEDULING OF CLASSES
Scheduling of classes for each academic semester must be kept distributed evenly throughout the
day for each department due to a shortage of classrooms at Cornell. If we do not keep our offerings
balanced, we will end up with some classes not having a classroom during peak hours.
TEACHING ASSIGNMENTS
Long-term language faculty should aim for the third week of October to plan coordination (and course
releases) for the following academic year, and be prepared to present their proposed distribution of
assignments and balanced schedule to the Director of Language Instruction no later than November
1.
This gives the Director of Language Instruction the time to work out problems that may arise with
schedules that may conflict, for those faculty members with shared duties in different sections and
programs (some teach literature and language, others teach two languages or more).
TA TEACHING ASSIGNMENTS
TA assignments start usually in mid-Fall for Romance Studies graduate students. This is handled
within each graduate section. Coordinator performance reports of TAs play an important part in this
process (sometimes sections may ask the coordinators to attend the general meeting involving
TAship assignments).
As a general rule, Romance Studies graduate TAs are assigned to an elementary language course for
their first teaching assignment. When possible, considering the optimal evidence of experience in
their CVs, in following years they may be assigned to higher levels, literature courses, or First-Year
Writing Seminars, depending on their linguistic and pedagogical abilities. External TAs are assigned
to the level where they are needed the most.
As soon as the Director of Language Instruction has the list of TAs for the following academic year,
this information is provided to the language program, to determine level assignments. This usually
takes place by means of interviews, but the program may have knowledge of the candidates by other
means that could make interviews unnecessary.
In addition to Romance Studies TAs, there are external applicants from a variety of fields. All
applicants should contact the Director of Language Instruction (see web page:
http://romancestudies.cornell.edu/graduate/teaching-opportunities/).
Romance Studies has obligations of TAships with Comparative Literature (2 TAships) and Linguistics
(4 TAships). In addition, there is 1 graduate exchange arrangement in the French section with Paris
VIII.
SERVICES
Services provided by members of the language faculty include:




Contact for questions of placement
Contact for translation and tutoring
Faculty Fellow for the Language House (French and Spanish)
Coordinator for the LP test
40



Coordinator for the CASE exam
Fall Open House representative
Academic advising*
Each language program should make sure that all shares the burden of these services. To avoid
unfairly overloading any single individual, aspects of each function should be shared, delegated
appropriately, and rotated as necessary.
*Academic advising of first year students is handled by senior lecturers (on a voluntary basis as of
2005-06). Senior lecturers in literature serve as advisors for majors and minors.
April 1 is the deadline for the program to present the Director of Language Instruction its list of
contacts for the following academic year, as well as individual requests for advisees.
41
ATTENDANCE POLICY
The following is copied from the University Faculty Handbook, Chapter 5
[…]
Students have an obligation to be present throughout each term at all meetings of courses for
which they are registered. In some courses, such as physical education and courses in which
participation in classroom discussion is considered vital*, there may be penalties for absences per
se or defined limits to absences, the exceeding of which leads to the student failing the course or
receiving a grade of Incomplete. These rules are set by the department or instructor.
* N.B. in Romance Studies, language courses, where daily preparation and participation are key to
progress, instructors must keep a very precise record of the daily attendance pattern of each student.
Students need to be made aware of this from the outset – they should come to class prepared to
spend the full hour, with their own tissues, and having used the facilities before entering. In some
courses, arriving late counts as half an absence, as does leaving class within the 50-minute session
for any portion of time (some students make a habit of going out to drink water, get toilet paper for
tissue, use the restrooms, etc.). It helps to explain to students that as logic dictates, for a language
class they can only earn points for participation in class if they attend class (attend = be present for
the full 50 minutes) – thus, a very good student may get an A for preparation and participation on
individual days, but if this student misses class either in full or in part with any sort of frequency, once
the points are removed for absences, that A can easily drop to a lower grade. It is not an excuse that
a prior professor does not let them leave class early enough to arrive to the language class on time –
the student needs to make the other professor aware of the need to arrive on time to the next class.
In most courses, however, attendance is not taken, and the student's responsibility is for the work
covered in the class rather than for being physically present when the class is held. A student is then
not penalized directly for missing a lecture, for instance, but is held responsible (in subsequent tests)
for knowledge of material presented in the lecture. There are various means by which students can
acquire such knowledge and thus avoid an indirect penalty.
It is harder to make up missed work if the class that was missed was a test or a laboratory session or
field trip. Such make-ups involve the direct cooperation of the instructor. If the instructor feels the
absence was unjustified, he or she is not required to provide the student with the opportunity to make
up the missed work.
There is no such thing as a "university excuse" for absence from class that frees a student from
responsibility for the missed work. Only the instructor of a course can provide such an exemption to a
student. And even the faculty member is not permitted (by legislation of the University Faculty) to
cancel classes just before or after academic recesses without special approval of the dean of the
school or college concerned. Each faculty member and instructor has the special responsibility of
maintaining the regular quality and content of instruction in classes just before and after university
vacations, regardless of the number of students present in the classroom.
There are some circumstances, however, in which faculty members are not supposed to penalize
students directly for missing classes and are urged to try to make opportunities for the students to
make up work that was missed.
These circumstances include, but are not limited to, the following:
ILLNESS, FAMILY, OR PERSONAL EMERGENCY
A college office or advisor may be able to give confirmation. Students have the responsibility of
providing help in obtaining confirming evidence of circumstances for which they are requesting
consideration.
42
RELIGIOUS OBSERVANCES
The university is committed to supporting students who wish to practice their religious beliefs.
Students are urged to discuss religious absences with their instructors well in advance of the religious
holiday so that arrangements for making up work can be resolved before the absence. Faculty are
urged to announce at the beginning of the semester all activities, which, if missed, would require
make up work.
The New York State Legislature (since July 1, 1992) requires all institutions (public and private) of
higher education not to discriminate against students for their religious beliefs. Accordingly, the
pertinent parts of Sections 3 and 4 of the law state:
"3. It shall be the responsibility of the faculty and of the administrative officials of each institution
of higher education to make available to each student who is absent from school, because of his
or her religious beliefs, an equivalent opportunity to make up any examination, study or work
requirements which he or she may have missed because of such absence on any particular day or
days. . .
"4. If … classes, examinations, study or work requirements are held on Friday after four o'clock
post meridian or on Saturday, similar or makeup classes, examinations, study or work
requirements . . . shall be made available on other days, where it is possible and practicable to do
so. . . "
Both Cornell as an institution, and its faculty members, have an obligation to comply with the laws of
New York State. The language of the law is vague, and particular situations may need interpretation.
The Office of the Dean of Faculty may be contacted either for questions or further clarification.
WEATHER
During winter weather, "snow days" occasionally cause delay or cancellation of activities at the
university. Times for making up missed activities in a coordinated way are publicly announced on
such occasions. The local radio stations, The Cornell Daily Sun, the Cornell Chronicle, and other
media convey the news.
ATHLETICS AND EXTRACURRICULAR ACTIVITIES
Students whose participation in varsity athletics or other recognized extracurricular activities requires
occasional absences from the campus may present an appropriate slip or letter with the signature of
a responsible official, attesting that the proposed absence is in connection with a recognized activity.
In the case of athletics, the Faculty Advisory Committee on Athletics and Physical Education must
approve the schedule of events and associated athletic leaves of absence each year, thus assuring
that the athletic absences are kept within approved limits and guidelines.
GENERAL RULES GOVERNING FINAL EXAMINATIONS
Legislation of the University Faculty governing study periods and examinations
(http://registrar.sas.cornell.edu/Sched/Rules.html):
1.
No final examination can be given at a time other than the time appearing on the official
examination schedule promulgated by the University Registrar's Office without prior written
permission of the Dean of the Faculty.
2.
No permission will be given, for any reason, to schedule final examinations during the last week
of classes or the designated study period preceding final examinations.
3.
Permission will be given by the Dean of the Faculty to reschedule examinations during the
examination period itself if requested in writing by the faculty member, but only on condition that
a comparable examination also be given for those students who wish to take it at the time the
examination was originally scheduled. The faculty member requesting such a change shall be
43
responsible for making appropriate arrangements for rooms or other facility in which to give the
examination. This is done at the Registrar's Office.
4.
No tests are allowed during the last week of scheduled classes unless such tests are part of the
regular week-by-week course program and are followed by an examination (or the equivalent) in
the final examination period.
5.
Papers may be required of students during the study period if announced sufficiently far in
advance that the student did not have to spend a significant segment of the study period
completing them.
6.
Faculty can require students to submit papers during the week preceding the study period.
7.
Take home examinations should be given to classes well before the end of the regular term and
should not be required to be submitted during study period but rather well into the examination
period.
UNIVERSITY POLICY GOVERNING STUDY PERIOD AND FINAL EXAMINATIONS
a.
Each course should require that a final examination or some equivalent exercise (for example, a
term paper, project report, final critique, oral presentation or conference) be conducted or due
during the period set aside for final examinations.
b.
Although not specifically prohibited, it is University policy to discourage more than two
examinations for a student in one twenty-four hour time period and especially on any one day. It
is urged that members of the faculty consider student requests for a make-up examination,
particularly if their course is the largest of the three involved and thus has the strongest likelihood
of offering a make-up for other valid reasons, i.e., illness, death in the family, etc.
c.
Students have a right to examine their corrected exams, papers, etc. to allow them to question
their grading. Note: they have no absolute right to the return thereof. Exams, papers, etc., as
well as grading records, should be retained for a reasonable time after the end of the semester,
preferably till the end of the following term, to afford students such right of review.
d.
According to federal law, grades are restricted information and may be released only to the
student or at the student's written request. Thus, grades earned on examinations or in courses
may not be posted by name. Posting by the student's identification number is also not
permissible. Although there is no federal or state legislation that pertains to the manner in which
graded work is to be returned to students, the returning of such material should be handled in
such a manner as will preserve the students' privacy.
44
TRANSLATION AND TUTORING
As a service to the institution and the community, the Department of Romance Studies has contacts
for translation and tutoring in the languages taught in the Department. The function of these
individuals is not to do translations or tutoring themselves, but to maintain a list of individuals in the
local area who have offered to provide these services. At the beginning of every semester, the
contact updates the list of people from our department who are interested in doing these services. A
list of outside tutors and translators should also be available if possible, for documents that are not of
an official nature and that would not require notarization.
The availability of these services depends entirely on the availability of individuals who can render
them. It is to be expected that a fee will always be associated with these services. The individual
soliciting the service is expected to negotiate the fee with the individual providing the service.
The Department is not accountable for arranging for or paying for the service, in part or in full, under
any circumstance. Nor is the Department accountable for the quality of the translation or tutoring
service rendered except when notarization of a translation is handled through Cornell, in which case
the Department member who signs for the notarization vouches for the accuracy of the translation.
Providing translations is earned income, separate from Cornell business. Do not include the
departmental support staff in this process. Since this is a personal business unrelated to your
Cornell appointment, please do not use the Romance Studies staff or main office to collect or return
translations/money to customers, as this would become a conflict of interest for you. Contact the
Administrative Manager, Colette Walls, if you have questions about potential conflict of interest.
GUIDELINES FOR TUTORING
Students in courses conducted by the Department who are thinking of seeking tutoring support
should consult with their current instructor and with the course coordinator.
Tutors cannot be current instructors or TAs in the department. Graduate students who are not
currently TAs may serve as tutors, as can TAs in other departments.
You should also be aware that availing yourself of outside help could lead to potential ethical
problems (see Cornell's Code of Academic Integrity: http://cuinfo.cornell.edu/Academic/AIC.html).
University Policy on Tutoring – Cornell Faculty Handbook, chapter 5
“No member of the instructional staff, including assistants, may engage, for profit or gain, in tutoring a
student in a University course taught by himself or herself or by colleagues in the same department.
University buildings or equipment are not to be used by any member of the instructional staff for
tutoring for profit.”
45
GUIDELINES FOR TRANSLATION
FEES
Translation fees vary depending on the complexity of the document and the language. The translator
may also waive fees.
Typical standard fees [this is just an observed norm, not a required one] per document or translated
page (one page = 300 words):



Driver's license / Birth certificate / Diploma / etc.: $30
Transcripts: $60
Other types of text: $30 minimum [variable, based on complexity]
FORMAT
THE TRANSLATION MAY NOT BE PRINTED ON DEPARTMENT LETTERHEAD. At the end of the
document the translator writes:
“This is a true and accurate translation of the original. This document was translated by:
NAME OF THE TRANSLATOR, TITLE OF THE TRANSLATOR (lecturer, senior lecturer, TA, etc) of the
(SPANISH, ITALIAN, FRENCH, ETC) Division, Department of Romance Studies, Cornell University,
DATE. The Department of Romance Studies assumes no responsibility for the content of the
translated document.”
NOTARIZATION
The translation can be notarized, free of charge, by taking it to one of the public notaries on campus
(there are two in the Cornell Book Store and one in Day Hall). The notary will ask the translator to
provide a form of I.D. (the Cornell I.D. isn't sufficient; a driver's license is adequate) and then asks
him/her to sign the document.
46
COORDINATOR FUNCTIONS
THE FUNCTIONS OF A COURSE COORDINATOR
A coordinator has potentially 4 functions, in addition to the duties of teacher:
 Course leader
 Administrator
 Mentor
 Supervisor
Of the above functions, the first and second apply to anyone in charge of a course, the third and
fourth role relate to those working with Graduate Teaching Assistants and Teaching Associates (both
of which we refer to in this document as TAs).
COURSE LEADER
The coordinator functions as the leader of the course in the sense that (s)he determines the following
(in collaboration with the language program faculty, and having clearly in mind the place of the course
within the articulation of the program, and thus, the goals of achievement for the learners of the
course):
 the choice of textbooks and materials
 the grading plan and objectives for the course
 the assessment and testing plan for the course
The coordinator provides each instructor (including TAs) of the course, prior to the start of the
semester:
 syllabus (this should be a full syllabus = what is covered every day of the semester, including
specific page assignments for students, coverage of each test, etc.)
 course description and policy for students (course description, course objectives,
prerequisites, attendance and absence policy, grade breakdown, etc.)
The coordinator meets with all of the instructors (including TAs) of the course, as early as possible
prior to the start of the semester, to agree together on:
 individual expectations and responsibilities – compare the expectations the coordinator has
of the rest of the teaching staff, and the expectations the teaching staff has of the
coordinator, and resolve ambiguities or differences.
Decisions relating to the level of autonomy or shared responsibility of each instructor should take into
consideration the following:
 meeting course objectives in coherence with the program’s overall articulation
 providing students with similar facilitation of learning and coverage of materials already
ordered and/or prepared for the course
 equitable treatment of students
 clarity to students (no ambiguity should exist in published course objectives, assignments,
grade breakdown, etc.)
 avoidance of duplication of materials from one course to another (any autonomous instructor
needs to know of materials that are used in other courses within the language curriculum, to
avoid using them)
 avoidance of overload of students (adding to the existing course load by assigning extra
work)
 mutual support mechanism to avoid undermining of authority (of the coordinator’s authority,
or of the TA or other instructors’ authority)
 accountability of the course coordinator as supervisor of TAs teaching the course
 optimal empowering of each teacher (whether TA or lecturer) to make the course her/his own
47
ADMINISTRATOR
The coordinator is the one who provides the following services for the rest of the instructional staff:
 Receives class lists and distributes them as needed
 Verifies with the help of the rest of the course instructors that each student is enrolled at the
right level (autonomous instructors should take responsibility for this)
 Handles registration processes as needed, including freshman registration, add/drop, and
any special permission issues
 Resolves administrative problems as needed
 Distributes student evaluation forms with instructions
 Makes sure matters relating to poor student performance are reported when necessary to the
appropriate advising dean
 Processes final grades following individual instructors’ grade assignments (any changes in
grades to maintain equity and objectivity of grading should be agreed upon prior to handing
in final grades)
 Processes special grade forms with the help of the instructors (incompletes, F forms, etc.).
MENTOR
If TAs are assigned to teach with a coordinator, there are mentoring responsibilities for the
coordinator. Note that although more experienced teachers serve as role models to novice teachers,
senior lecturers do not hold the official function of mentors for lecturers. Lecturers are professionals
who are expected to seek their own development autonomously, in self-directed consultation with
their peers.
Effective mentoring of TAs includes:
 Commitment and sensitivity to diversity of TAs in terms of cultural, racial, gender and ethnic
backgrounds
 Guidance for international TAs as to US pedagogical expectations, and student expectations
 Treatment of TAs as equal members of the team, with a supportive attitude and visible praise
of accomplishments
 Constructive guidance to help deal with problems
 Enabling and empowering of TA to optimize performance by providing full transparency of
course decisions, testing philosophy, all course materials in a timely manner to avoid lastminute rushing or lack of information in front of students, etc.
 Teaching observations of TAs, with sequencing that allows for follow-up support
 Peer observations, and observations of experienced teachers
 Providing opportunities for self-reflection
 Encouraging of peer mentoring and support between TAs and other instructors of the course
and program
 Close monitoring early in the semester for formative purposes
 Provide intellectually challenging responsibilities that reflect future professional roles
 Help build confidence
 Clear mechanism for sharing class material, lesson plans, etc.
SUPERVISOR
The coordinator is accountable for the performance of TAs under her/his supervision, always keeping
in mind the longitudinal performance of TAs, who might continue teaching in the future with other
supervisors, or with the same one.
Toward the end of each semester, the supervisor is required to prepare for the Director of Language
Instruction a performance report for each TA.
48
Effective supervision includes:
 Knowledge of institutional and departmental policies affecting the teaching of languages, the
Cornell academic code of integrity, language requirements, and graduate teaching assistant
functions
 Clear communication of expectations prior to the start of the semester
 Familiarity with existing departmental TA expectations:
- TA appointment form letter
- TA Performance Report
• Regular follow-up
• The realization that TAs and peers will consult with each other on a variety of matters relating
to the course, in the absence of the coordinator. Peer consultation is natural and can be very
productive, and as such should be acknowledged and encouraged. Only in cases where
ambiguity arises should this mechanism be addressed as problematic.
• Accessibility
49
SCHEDULE OF COORDINATOR FUNCTIONS
Pre-Orientation




Define expectations
Schedule observations week 3 and 5 for new TAs and other new
teaching staff
For continuing TAs and visiting lecturers or Teaching Associates in
need of observation, schedule a class observation for week 4.
For each observation, schedule:
- pre-observation meeting (to review what will be covered, and
any follow-up or pending issues for which progress will be
verified in observed class)
- observation itself
- post-observation meeting
Week 1
Verify student levels
Week 3
Observation A for new TAs
Week 4
Observation for continuing TAs, Visiting Lecturers, and Teaching
Associates
Week 5
Observation B for new TAs
Week 6
Distribute Mid-semester TA evaluation forms
Week 7
Meet with each TA to review Mid-semester evaluations
Week 8
Prepare Performance Report on each TA, for Director of Language
Instruction
Inform TAs that they are required to review their student evaluations in
the main office before leaving at the end of the semester, to reflect on
student satisfaction, and possible improvement for the following
semester. Schedule meetings with TAs either at semester end, or prior to
the following semester, to discuss evaluations, to encourage strengths,
and to provide supportive guidance where necessary.
Last week of
classes
After course grades
are submitted
As soon as the coordinator submits in the grades, (s)he should review all
student class evaluations to prepare any necessary follow-up or support
for TAs.
50
DEFINING EXPECTATIONS OF TAS
This table is intended to guide the coordinator toward strategic communication of the TA
expectations as they are spelled out in the TA Guidelines.
What?…
Why?…
Explain how the TA’s work is connected to the joint
mission of Cornell, the Department and the Language
Program
The broader picture will help link
their efforts to larger goals and
avoid looking at a single set of
tasks.
Define performance standards as supervisor of TA
 TAship time commitment [15 -20 hrs/wk per
section, arrival for pre-orientation session, not to
leave until 3 days after final exam]
This prevents second-guessing
and assumptions, specifies what is
needed, when and how much.

Set performance expectations using the following
forms or an equivalent at approximately the points
indicated
(wk –1= pre-orientation session)
TA Performance Report (wk–1,wk8,last week)
- Class Observation Report (wk3,wk5 for new
TAs, wk4 for continuing TAs)
- Mid-semester Evaluation Form (wk6)
- Student Evaluation Form (last week)

Expect e-mail response within 24 hours (assuming
e-mail server is functioning properly)

No canceling of classes – clarify what to do in case
of illness (language classes never cancelled, need
to find substitution, from within the course teaching
staff first, remember to repay the substitution favor)

No undermining of authority from either end (define
“undermining of authority” by giving examples)
51
What?…
Define functions as coordinator and administrator, with
TAs as co-teachers of the course. Set a realistic plan
of action, proposed by coordinator, with opportunity for
TA to respond, modify, etc. as team member

COORDINATOR functions:
- provides Syllabus, Course Materials, Web site
information
- provides any pending materials at least 2
weeks prior to time of use
- provides administrative service relating to
registration, enrollments, and any student
needs that cannot be met by the TA (grade
petitions, communication with College
authorities for students in trouble, etc.)

TA functions:
- section-level (attendance records, grade
records, individual student progress, etc.)
- course-level (joint lesson plan production, test
production, proctoring, etc. as agreed to with
coordinator)
- TAs should report problems with students, or
low performance of students, to the course
coordinator as soon as possible. TAs should
not communicate directly with the College on
their students’ performance unless so directed
by the course coordinator, who should make
sure that any communication to authorities is
worded appropriately.
Why?…
Prevent misunderstandings later
and provides an avenue for
commitment if TA is involved in the
plan.
Confirm understanding and commitment
 Ask questions to verify understanding
 Listen
Clarify that you understand each
other.
Check progress, follow up
 Set dates periodically to discuss performance and
expectations
 Follow-up on all observed difficulties or problems
to verify that they have been resolved
Catch anything you may have
overlooked, catch problems early
and provide an opportunity to
recognize achievements.
Performance Reports
 Prepare performance report for Director of
Language Instruction (referring to points in “TA
Performance Report” and class observations)
Director of Language Instruction
needs report to verify satisfactory
performance (or to deal with
problems), and to determine
continued employment, level
flexibility, etc. for future.
52
What?…
TROUBLESHOOTING
Coordinator recourses:
If a coordinator notes a grave performance problem*
that is not becoming resolved by standard follow-up
mechanisms, (s)he should meet with TA in person in the
coordinator office, discuss the problem and agree on a
resolution and a time for this resolution to happen, with
a follow-up meeting to review the effectiveness of the
resolution. (*Grave performance problems are those
that produce a negative effect on group or individual
student learning potential – absenteeism of TA, late
arrival to class or to lecture, not covering assigned
material, not preparing for class, not returning work to
students in a timely manner, grading irregularities, etc.
Also grave can be behaviors that cause a negative
effect on the course leadership – lack of
responsiveness to e-mails, tardiness in providing
requested feedback, late arrival to staff meetings, lack
of participation in team effort, attitude problems that
damage team rapport and morale, wasting of time at
staff meetings by frequent impertinent interruptions,
etc. If there is any doubt about the gravity of a
problem, the coordinator should check with the
Director of Language Instruction before pursuing the
matter more formally with the TA. This can be handled
in complete confidence.)
After the meeting, the coordinator should summarize
the expectations drawn up at the meeting in writing,
and send this to the TA, with a reminder of the
scheduled follow-up meeting. The follow-up meeting is
also to be documented in this manner, to confirm that
the TA has resolved the problem.
If the problem is still not resolved after the follow-up,
the message to the TA should be that the Director of
Language Instruction will need to be included in this
process at this point, and all documentation should be
sent to the Director of Language Instruction.
Ultimately, if the problem cannot be resolved at this
level, it will be presented to the Director of Graduate
Studies for formal action.
53
Why?…
Performance report mechanism
serves as written advisement to the
graduate student, following
Graduate School policy on conflict
resolution with graduate students.
What?…
TA recourses:
Why?…
The first recourse to TAs teaching languages in the
Department, who have issues with their coordinator
should ideally be the Director of Language Instruction.
Depending on the TA’s preference, the matter can be
discussed in complete confidence, or can be brought
to the attention of the coordinator in question.
Issues that may arise could relate to such matters as
excessive demands placed on TAs, disrespectful
behavior of coordinator toward TA either alone or in
front of team, tardiness of coordinator in providing
course materials, undermining of TA authority in front of
students of the TA, intolerable frequency of errors in
materials provided to students of TA, etc.
Romance Studies TAs may also address concerns to
the RS Director of Graduate Studies and/or to the
department Chair, and/or to the Chair of their graduate
committee. The Director of Language Instruction is
eventually brought in for conflict resolution if pertinent.
External TAs may address concerns directly to the
Director of Graduate Studies of their field, and/or the
Chair of their department, who in turn communicate
with the Romance Studies Chair, who then approaches
the Director of Language Instruction for conflict
resolution.
54
PEDAGOGY CURRICULUM
ROMANCE STUDIES PEDAGOGY CURRICULUM
The pedagogy curriculum has been designed to provide leadership in all matters relating to the
preparation of Romance Studies graduate students and/or external graduate TAs as regards to
language instruction.
The following course offerings and functions constitute the elements of the curriculum:
 Fall Pre-semester Orientation
 ROMS 5070 – Methodology of Romance Language Learning and Teaching
 ROMS 5080 – Pedagogy Practicum
 Performance evaluation of TAs & coordinators
 RSTA Award process
 Teaching Portfolio Mentorship
The Director of Language Instruction in the Department serves as coordinator of the departmental
language pedagogy curriculum. In their roles as supervisors of TAs, the language faculty are called
upon to participate in ROMS 5070 and 5080 as needed, (see “Coordinator Functions”).
FALL PRE-SEMESTER ORIENTATION
While under TAship support by the Department, TAs are required to participate in the pre-semester
orientation in the Fall, unless they are instructed otherwise by their assigned coordinator. Those who
have already attended the orientation in prior years are only required to attend meetings held by their
assigned coordinator. As soon as TAs receive information about their teaching assignment, they
should contact their assigned coordinator to find out specific obligations.
Coordinators who have been assigned novice TAs typically provide three course-specific meetings
during the orientation. The primary objectives of these meetings are to allow coordinators the
opportunity to clarify expectations of TAs, to set the schedule of classroom observations and
performance evaluations, and to prepare them for the course they are about to teach, by familiarizing
them with the course objectives and materials, lesson plans and course-level practices.
Some may work with TAs the semester prior to their teaching to provide summer reading and
preparation that will be covered in a meeting during or after the orientation.
The College allows compensation to be given only to those coordinators who have been assigned
novice TAs (“novice” meaning in this context a TA who has never taught in the Department before),
and who conduct meetings during each of the three days of orientation. Coordinators may, if they
deem it important, require that all TAs and all instructors of the course, whether they are experienced
in the level or not, attend course-level meetings during orientation. As regards to this issue, the TA
Manual says:
“This pre-semester orientation is not just designed for the uninitiated teacher. This program
brings together experienced and inexperienced instructors and graduate TAs in preparation for
the semester ahead. Throughout these meetings, instructors and TAs review or learn about the
Cornell undergraduate student profile, the place of language teaching within the institution, the
functions of the academic advising office, academic integrity, undergraduate orientation, etc.
They revisit immediately applicable facets of language pedagogy, receive course materials,
syllabi and course-specific grading plans and testing philosophies, think through the first weeks
of class, and those who are new either to the Department or the program or the course they
have been assigned, are initiated to any pertinent specifics and approaches. This includes for
many the preparation of lesson plans as well as practice teaching. When possible, the session is
introduced by the Chair of the Department and the Associate Dean for Undergraduate Studies.
55
Course coordinators customize the orientation session to suit the needs of the course and of
the individual TAs.
If you have already attended the Romance Studies pre-semester orientation session, as soon as
you receive your letter of appointment, check with your assigned course coordinator before
planning summer travel to know whether your presence will be required for the full session.
Because coordinators know that graduate TAs, part-time Teaching Associates and Visiting
Lecturers have other important commitments, they seek to streamline efforts and avoid
redundancy. At the same time, we rely on experienced teachers as resources for new teachers,
and for help, when necessary, with functions such as the proctoring and scoring of department
placement tests. As soon as you receive your letter of appointment, check with your assigned
course coordinator before planning summer travel to know your pre-semester responsibilities.
Your presence may be needed to help maintain the coherence of the course or for purposes of
necessary communication.”
ROMS 5070 - METHODOLOGY OF ROMANCE LANGUAGE LEARNING AND TEACHING
COURSE OBJECTIVES





Demonstrate knowledge and understanding of teaching approaches and methods
Develop skills in critical analysis of pedagogical approaches to evaluate teaching practices and
materials
Design instructional materials that demonstrate understanding of the theory and research in
Second Language Acquisition
Utilize effectively and appropriately a range of technologies for the second language classroom
Reflect on your own professional practice by analyzing and evaluating your own teaching and
that of other language instructors
POLICY
Graduate students are required to take ROMS 5070 prior to their first language teaching assignment
in the Department, followed by ROMS 5080 [1 credit, S/U] - TA Practicum, concurrent with their first
teaching assignment in Fall, to be taken with the coordinator of the course they have been assigned
to teach.
RECOMMENDED TEXTS






Lee, James & Bill VanPatten. Making Communicative Language Teaching Happen
Larsen-Freeman, Diane. Teaching Language. From Grammar to Grammaring.
Omaggio, Alice. Teaching Language in Context
Glisan, E. & Shrum, J. Teacher’s handbook. Contextualized Language Instruction
Lightbown, Patsy & Spada, Nina. How Languages are Learned
Rubin, Joan. How to Be a More Successful Language Learner
CORE TOPICS TO BE COVERED




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


Assumptions about language teaching and teachers’ beliefs
Factors affecting second language learning
The learner-centered process (developing learner autonomy, providing effective corrective
feedback, reducing anxiety, extending student critical thought, teacher/facilitator role, etc.)
Language learning strategies
Structured input and teacher talk (use of L1 and L2)
Teaching methods and approaches
Lesson planning, objectives and timing
The role of grammar in teaching/learning a language
56







Strategies for developing vocabulary
Strategies for listening and reading comprehension
Strategies for developing proficiency in oral and written production
Developing intercultural competence
Assessment and testing
Technology and FL teaching
ACTFL and CEFR (Common European Framework of Reference)
SUGGESTED ACTIVITIES & GRADING
Critical Analyses
During the semester, students will write three short critical analyses on articles related to the field of
Second Language Acquisition. Two of these articles should be selected from the assigned readings
on the syllabus. For the third one, students should find an article of interest to themselves related to
one of the topics on the syllabus.
Class Observations
There will be three foreign language classroom observations with the purpose of analyzing language
instruction in relation to the theoretical readings. For each observation students will complete and
submit an observation report with specific guidelines. For the first observation students will observe a
language they do not know (Chinese, Japanese, German, Thai, etc.); for the second one, a Romance
language that students do not speak (with fluency); and for the last one, the class the student will teach
for his/her practice session.
Portfolio Activities
As part of homework, students will design several teaching activities to be included in their portfolio.
Professional Portfolio
Students will assemble an online teaching portfolio hosted on Blackboard. The creation of a teaching
portfolio will include evidence of their progress in a pre-professional training program. The teaching
portfolio will allow students to present both their language teaching philosophy and the best or most
interesting examples of its application in the classroom.
Practice Teaching
Students will have the opportunity to do one practice teaching session in a real Romance Studies
language class at the 1220 level.
Attendance and Participation
This class is designed to provide a lively and supportive forum for the ongoing discussion of and
learning about teaching. Participation in this class includes the following: (a) regular, active
contributions to class discussions (which entails careful completion of the readings for each class); (b)
involvement in the demonstrations and oral reports presented by classmates; and (c) regular
attendance.
GRADING
ROMS 5070 is a 3-credit course and grading will be determined on the basis of S/U:





Critical analyses (3)
Observation reports (3) and Self-analyses of teaching (1)
Activities for teaching
Portfolio
Class participation
57
20%
20%
20%
20%
20%
ROMS 5080 – PEDAGOGY PRACTICUM
DESCRIPTION
This practicum is designed to better enable the TAs to meet the needs of their students in the
understanding and acquisition of linguistic forms, notions, and functions covered in their course.
Required for all graduate TAs teaching language for the first time in the Department of Romance
Studies. (1 credit | Fall | S/U)
COURSE GOALS
During the Practicum, TAs work with the coordinator on developing a better understanding of the
target language’s forms and functions, and its contrasts with non-Romance languages, as well as
how the speakers of these languages differ as to cultural and social expectations. The Practicum is
also a place where the TA can troubleshoot pedagogical issues as they arise.
CREDIT
The pedagogy practicum is a 1-credit course during the Fall semester.
Minimally, as NYS policy dictates, this course will require 3 hours a week of work for the students.
The coordinator of the assigned course heads the practicum, on a schedule that best suits her/his
needs, and that will present the least amount of potential conflict with graduate student schedules.
FINAL PROJECT
At the end of the semester, students will be required to present a final project such a paper, in order
to promote reflection and learning.
This final project could be, for example, part of a statement of teaching philosophy, or an analysis of
textbook materials and the juncture between them and the classroom process, etc.
Romance Studies graduate TAs should use this as an opportunity for the creation of work that could
eventually be included in a teaching portfolio (see below).
TEACHING PORTFOLIO
For more information on Teaching Portfolios, the following websites are useful:
 http://www.nclrc.org/essentials/whatteach/portfolio.htm
 http://tlt.its.psu.edu/support/twt/completed.html
 http://www.lll.hawaii.edu/sltcc/tipps/
 http://www.ncsu.edu/felder-public/Columns/Portfolios.html
58
MANUAL FOR TAS,
TEACHING ASSOCIATES AND VISITING LECTURERS
Note that there is also a Manual for Graduate Teaching Assistants, Teaching Associates and Visiting
Lecturers. Coordinators will receive a copy of this Manual for reference.
http://www.arts.cornell.edu/romance/shared_info/PDFfiles/ta_manual.pdf
59
LECTURER TITLES AND FUNCTIONS
THE TITLE OF LECTURER AND SENIOR LECTURER AT CORNELL
Lecturers at Cornell University are non-tenure-track-faculty. The following is an excerpt from the
Faculty Handbook, Chapter 2 (http://theuniversityfaculty.cornell.edu/handbook/Chapter2.pdf):
Senior Lecturer and Lecturer. The responsibilities of the positions are primarily, if not entirely, in
teaching; research responsibilities are not expected to be included. Persons holding the titles will not
be granted tenure or be eligible for sabbatic leave.
The title senior lecturer implies significant professional qualifications. Appointments of senior lecturers
are for periods of no more than five years and are renewable. The dean is responsible for determining
appropriate qualifications for senior lecturers and lecturers; those qualifications may vary by subfield
or department. Appointments of lecturers are for periods of not more than three years and are
renewable. The university bylaws provide as follows: For those cases where senior lecturers or
lecturers are employed to address long-term teaching needs, the terms of appointment shall be five
and three years respectively; one-year appointments shall be reserved for one-year replacements and
other short-term needs, and initial probationary appointments.
Lecturers and senior lecturers are not members of the University Faculty or of the Graduate Faculty.
They are non-voting members of the college or school faculty, except as stated below, or unless given
the right to vote by the particular faculty in circumstances defined by that faculty. However, they
participate fully in those decisions that are directly related to their roles within the college or school
and within the department. The dean or director has the responsibility of identifying those issues that
are related to their roles within the college or school, and the department chair has that responsibility
within the department. The university bylaws specify that within the department, senior lecturers shall
participate fully in hiring decisions of other senior lecturers and lecturers, and lecturers shall
participate fully in hiring decisions of other lecturers. The bylaws further specify that, notwithstanding
the above, in units where the number of lecturers and senior lecturers is comparable to the number of
professorial faculty, the provost may determine the appropriate level of participation by lecturers and
senior lecturers in curricular decisions. The provost’s policy instituted specific periods of notice for
non-renewal or termination of appointment for lecturers and senior lecturers.
LECTURER TEACHING LOADS
A standard full-time teaching load for a lecturer or senior lecturer is 3 courses per semester. Full-time
employment (FTE) is calculated by thirds per semester, or by sixths per academic year. Part-time
employment is accompanied by fringe benefits if it is at least half-time.
There are currently 15 course releases for the language programs in Romance Studies distributed
annually based on the weight of administrative demands on course coordinators.
These course releases are linked to courses, not to individuals. A course release will be granted to
courses that meet all or most of the following conditions: six or more sections, more than 90 students
enrolled, and other responsibilities and duties such as teaching lectures, training and supervising new
TAs, teaching ROMS 5080, and conducting ROMS 5070 observations.
60
ANNUAL REPORTS
SIP (SALARY IMPROVEMENT PROGRAM)
In mid-March, the Department Chair requests that the faculty provide a list of significant
achievements during the academic year. This report helps the Chair determine SIP distribution for
the following academic year.
Lecturers should be sure to include all information that demonstrates significant contributions beyond
the standard teaching effort. For example:

Material development
-

Service to the Department:
-

publication of course packets (or other form of publication)
design of new materials of any format (written, a/v, etc.)
website development
coordination of multi-section courses
TA mentorship
committee membership
administrative functions
Service to the College or University
-
serving as contact for questions about placement
serving as contact for translation and tutoring for a language
coordination of placement testing
coordination of the CASE exam
other types of language assessment (Fulbright, graduate proficiency testing, etc.)
serving as Faculty Fellow for the Language House
College-level or University-level committee or task force membership
sponsoring or coordinating a student club or group activity

Service to the community or other outside Cornell activities pertinent to your academic
position

Awards, talks, presentations, etc.
61
ANNUAL REPORT INFORMATION SHEET
The annual report is requested of all long-term faculty by the Department chair, usually due by April
13 or later. Lecturers need to understand that this is the information that the College receives about
our activities, and we want to inform them of everything we do as thoroughly as possible, to keep
them informed of our truly valuable contributions to the institution.
Below is the standard questionnaire for the Annual Report – note that it is designed for tenure-track
faculty: under publications, you should be sure to list materials you have developed that are
significant.
__________________________________________________________________________________________
ANNUAL REPORT
Information Sheet
1.
Date:
2.
Name:
3.
Appointment title:
4.
Personal statement (optional):
5.
Department committees and administrative responsibilities:
6.
College/University committees and other activities:
7.
Committees and other activities outside of Cornell University:
8.
List of student advisees:
9.
Professional development:
a.
On-campus conferences or workshops attended
b.
Off-campus conferences or workshops attended
c.
Invited lectures, papers read, workshops presented (specify title, place, and/or occasion)
d.
Research projects and materials development
10. Invited lectures, papers read, workshops presented (specify title, place, and/or occasion):
11. Professional affiliations:
12. Grants applied for and/or grants obtained:
13. Awards, honors, or prizes:
14. Publications, work accepted for publication:
62
USEFUL LINKS
UNIVERSITY
Academic Technologies: http://www.it.cornell.edu/teaching/
CUINFO: http://cuinfo.cornell.edu/
CIT Helpdesk: http://www.it.cornell.edu/support/
myCornell: https://my.cornell.edu/
Courses and Exams: http://www.cornell.edu/academics/courses.cfm
Course of Study: http://cuinfo.cornell.edu/Academic/Courses/
Fall 2013 Roster: http://registrar.sas.cornell.edu/courses/roster/FA13/
Building Codes: http://registrar.sas.cornell.edu/Sched/bldgcd.html
Reserving Space on Campus: http://registrar.sas.cornell.edu/Sched/
Academic Calendar: http://www.cornell.edu/academics/calendar/
Important Dates: http://as.cornell.edu/academics/advising/timeline.cfm
Religious Holidays: http://dos.cornell.edu/dos/cms/curw/Religious-Holidays.cfm
NTTF report: http://courses.cit.cornell.edu/sad4449/NTTF/BOG_NTT_Faculty_Report.pdf
University Faculty Website: http://web.cornell.edu/UniversityFaculty/index.html
Faculty Handbook: http://theuniversityfaculty.cornell.edu/handbook/toc.html
HUMAN RESOURCES
Office of Human Resources: http://hr.cornell.edu/index.cfm
Benefits: http://hr.cornell.edu/benefits/
Faculty and Staff Assistance Program: http://www.ohr.cornell.edu/benefits/eap/stress.html
COLLEGE OF ARTS AND SCIENCES
Main page: http://as.cornell.edu/
Advising: http://as.cornell.edu/academics/advising/index.cfm
Guidelines for Promotion: http://courses.cit.cornell.edu/sad4449/NTTF/A&SPromoGuidelines.pdf
Bylaws: http://as.cornell.edu/information/upload/College-Bylaws-Nov-2006-revision.pdf
Main page: http://romancestudies.cornell.edu
Romance Studies Policies: http://romancestudies.cornell.edu/resources/for-faculty/
GRADUATE PAGES
Graduate School: http://www.gradschool.cornell.edu/
RS Graduate pages:
French: http://www.romancestudies.cornell.edu/graduate/french/
Italian: http://www.romancestudies.cornell.edu/graduate/italian/
Spanish & Portuguese: http://www.romancestudies.cornell.edu/graduate/spanish/
TAship Guidelines: http://romancestudies.cornell.edu/graduate/teaching-opportunities/taship-overview/
TA Facilities: http://www.arts.cornell.edu/romance/shared_info/TAFacilities.html
International Students and Scholars Office: http://www.isso.cornell.edu/
TEACHING
Language Resource Center: http://lrc.cornell.edu/
John S. Knight Institute, First Year Writing Seminars: http://www.arts.cornell.edu/knight_institute/
Center for Teaching Excellence: http://www.cte.cornell.edu/
Teaching Evaluation Handbook: http://www.cte.cornell.edu/resources/teh/teh.html
Code of Academic Integrity: http://cuinfo.cornell.edu/Academic/AIC.html
63
RS RENEWAL AND PROMOTION GUIDELINES
Guidelines for Hiring, Reappointment, and Promotion of Lecturers and Senior Lecturers
Approved 8/30/12
I. HIRING PROCEDURES
A. LONG-TERM LECTURERS AND SENIOR LECTURERS
Should a long-term lecturer position become vacant, the Department will conduct a national search. All
members of the search committee will be appointed by the Chair of the Department, in consultation with the
DLI. The search committee, chaired by the DLI, will consist of a professorial faculty member and two lecturers
from the language section, and one lecturer from a different section. The Chair has ex-officio status on all
committees and thus can participate at his or her discretion. With that said, the Chair bears ultimate
responsibility for hiring and thus is ultimately responsible for the search.
The search committee will select two or three candidates they wish to invite to campus. The Department’s
staff will make preparations for their visits and will post on Blackboard the candidates’ dossier so as to allow
lecturers from the section to make a reasoned evaluation. After the campus interviews, a discussion on the
merits of the candidates will follow, and then all long-term lecturers from the section and members of the
committee will vote by secret ballot. Lecturers will be hired with a three-year contract, and Senior Lecturers
with a five-year contract. The first year of these new appointments will be probationary.
B. Visiting Lecturers, Senior Visiting Lecturers and Teaching Associates
The Chair of the Department will delegate the DLI to hire instructors for language appointments. The DLI will
consult with the respective language faculty about the prospective candidates. Teaching Associates and
Visiting Lecturers may not be reappointed for more than a total of three years.
II. REAPPOINTMENT AND PROMOTION PROCEDURES
A. Visiting Lecturers, Senior Visiting Lecturers and Teaching Associates
Instructors holding Teaching Associate or visiting appointments will be evaluated each year based on student
evaluations, classroom observation reports, and recommendations from colleagues. For language
appointments, course coordinators will observe instructors once a semester and will prepare reports
addressed to the DLI. The DUS will observe Visiting Lecturers teaching literature courses once a semester
and will prepare reports addressed to the Chair.
B. Probationary Lecturers
The Chair and the DLI will review lecturers or Senior Lecturers hired for an initial probationary year early in the
second semester of employment. Before the review, the DLI will consult with lecturers of equal or higher rank
from the language section regarding the candidate’s reappointment.
The candidate will submit an updated curriculum vitae, a statement describing instructional goals, and a selfassessment of the courses taught in the Department by December 1. This statement must not exceed two pages
in length. Course coordinators will provide classroom observation and performance reports, and the Department
will furnish student evaluations of classes taught.
The DLI will inform the individual in writing of the result of the review no later than April 15, making
recommendations for improvement if deemed necessary. A positive outcome will result in the candidate
being offered a regular contract as a Lecturer or Senior lecturer.
64
C. Lecturers and Senior Lecturers
1. Timing
Lecturers will be eligible for reappointment every three years. For the first reappointment, and every contract
renewal thereafter, the Department will conduct a full review. At the second review, a lecturer may request to
be considered for promotion to Senior Lecturer. The DLI may also recommend that a lecturer be considered
for promotion to Senior Lecturer at the first review based on prior experience as deemed appropriate.
Senior Lecturers will be eligible for reappointment every five years. For the first reappointment, and every ten
years thereafter, the Department will conduct a full review. At the five-year interval between full reviews, a
midterm review will be conducted.
Termination of contract may not be determined on performance grounds without the opportunity for a full
review. Within any given year, the Chair of the Department may request a full review when deemed
necessary.
2. Notification
In the year preceding contract expiration, the DLI will notify Lecturers and Senior lecturers that a review will
take place, and will provide the candidate with the relevant guidelines. In cases where a candidate is eligible
for promotion, the DLI and the candidate will also discuss the advisability of seeking promotion.
If a candidate opts to be considered for promotion, the DLI will consult with all Senior Lecturers from the
language section about the candidate's qualifications for promotion. Candidates may elect to defer or decline
promotion without prejudice to their renewability or their opportunity for future promotion reviews. The
decision not to be considered for promotion must be expressed in writing by the candidate and addressed to
the Chair.
If an individual review deviates from the departmental guidelines, the candidate, the Chair of the Department,
and the Dean must give their approval in writing.
3. Criteria for Reappointment and/or Promotion
Teaching by long-term lecturers and senior lecturers is an integral part of the Department's curriculum.
Instructors are expected to meet very high standards, to be familiar with changes in the discipline, and to take
advantage of developments in pedagogy and advances in instructional technology where appropriate.
Reappointment and promotion will be based on the demonstration of continued high performance in:
A. Teaching
B. Contributions to the design of courses, development of teaching materials, and integration of new
approaches
C. Collaborative service and contributions to the effectiveness of the program, Department, college,
university, and/or community
4. Materials Informing the Review
A full review or promotion packet must include:
A. An up-to-date curriculum vitae
B. A list of all courses taught and coordinated since the last review or initial contract
C. A personal statement from the candidate assessing his or her contributions, professional
development, and collaborative service. This statement must not exceed three pages in length.
D. An evaluation of teaching performance of the candidate, which must include:
 Course evaluations along with statistical summary
 Syllabi of courses coordinated
 Up to ten samples of a variety of materials, each accompanied by a brief reflection not to
exceed 150 words. Two chapter tests, one classroom activity, and one assignment must be
included.
 Reports of classroom observations by members of the ad-hoc committee are due on
December 1st. The DLI will appoint an observer or observers after the candidate decides the
65

number of classroom observations, from a minimum of one to a maximum of three. At least
one of the classroom observations must be conducted by a Lecturer from the same language
section as the candidate.
Coordinator/Supervisor performance reports if applicable
Candidate must create a course website on Blackboard to upload items A, B, and C, and syllabi and
sample materials from D. The Department will furnish the remaining items. All documents must be
uploaded by December 15 , and permission access must be given to the Assistant to the Chair, at
which point the candidate will no longer have access to the website.
th
A midterm review packet must include:
A. An up-to-date curriculum vitae
B. A list of all courses taught and coordinated since the last review
C. A personal statement from the candidate assessing changes and/or innovations in courses taught,
professional development, and collaborative service. It also should include how the candidate has
implemented and/or responded to the recommendations that were issued in the previous review.
This statement must not exceed three pages in length.
D. An evaluation of teaching performance of the candidate, which must include:
 Course evaluations along with statistical summary
 Annual reports
The candidate must submit items A, B, and C to the Assistant to the Chair no later than November
1st. The Department will furnish the remaining items.
5. Committee composition
For midterm reviews, the DLI and the Chair will review all materials.
For full reviews and promotion, the Chair, in consultation with the DLI, will name an ad hoc committee to be
composed of a professorial faculty member and one senior lecturer from the language section, and one senior
lecturer from a different section. The DLI will serve as convener of the ad hoc committee and will establish
timelines, call meetings, and be present at all discussions. The Chair of the Department has ex-officio status
on all committees and thus can participate at his or her discretion.
For candidates who do not have an adequate group of at least three members to form the ad hoc committee,
the Chair, in consultation with the DLI, will appoint a committee of no less than three individuals of equal or
higher rank. Also, in cases where there is no professorial faculty member who teaches in the same section as
the candidate, the Chair, in consultation with the DLI, will appoint a faculty member.
The ad hoc committee will have full access to the candidate’s packet by December 15th, will discuss the
details of the case, and will vote by secret ballot. Neither the Chair nor the DLI will vote.
6. Notification of results
For midterm reviews, the DLI will inform the candidate of the results in writing, making recommendations for
improvement, no later than January 15th. If a candidate is not recommended for reappointment, the
Department will conduct a full review the next academic year.
For full and promotion reviews, members of the ad hoc committee will prepare a report to the Chair that
should note any appearance of problematic instruction, as well as strengths to be encouraged, while making a
recommendation regarding reappointment or promotion.
The DLI will communicate the departmental recommendation to the candidate no later than April 15th. If the
recommendation is positive, the DLI must give the candidate a letter summarizing the evaluation of his or her
performance and noting any concerns or conditions for future employment. In the case of a negative
recommendation, the DLI must inform the candidate in writing of the Department’s decision, including its
66
supporting evidence. The letter must indicate whether the candidate is entitled to a one or two semester
notice of termination and must inform the candidate of his or her right to appeal the decision along with the
procedures for exercising that appeal (as specified in the College Guidelines).
A copy of the DLI’s letter and a statement from the Chair summarizing the Department review and its final
recommendation must accompany the packet to the Office of the Dean where it is to be reviewed for the final
decision. In most circumstances the candidate will be informed of the final decision by May 25th.
67
!
Guidelines for Contract Renewal of Eligible Lecturers and Senior Lecturers in the
College of Arts and Sciences, and Procedures for Appealing a Negative Recommendation
This document applies to lecturer and senior lecturer faculty appointed in the College of
Arts and Sciences with renewable three-year or five-year contracts. The first section is
formulated as “guidelines” for the contract renewal process, in recognition that no single
policy can adequately address the diverse roles and responsibilities of lecturers across the
college. It offers a general framework for the evaluation of performance. Departments
should develop procedures that best fit their circumstances and notify the Office of the
Dean of the college of instances in which they differ substantially from the parameters
suggested below. These guidelines pertain to contract renewal; promotions are discussed
in the college “Guidelines for Promotion from the Rank of Lecturer to Senior Lecturer
and for the Appeal of a Negative Decision.”
The second part of the document, Procedures for Appealing a Negative
Recommendation, establishes a set of steps and deadlines that should be observed by all
departments and all parties to an appeal. These procedures are effective for reviews
beginning on or after July 1, 2006.
PART I. CONTRACT RENEWAL GUIDELINES
There are several goals that the college seeks to realize in issuing these guidelines:
A. Recommendations about renewal of a lecturer or senior lecturer’s contract should
be based on departmental resources, programmatic needs, and criteria related to
teaching ability and contributions to pedagogy and must involve the collection
and evaluation of data pertinent to the candidate’s performance as well as input
from the candidate.
B. Lecturers and senior lecturers should be involved in the development and review
of departmental procedures for contract renewal.
C. Procedures should be standard within the department and exist in written form,
distributed to all renewable lecturers and senior lecturers upon hiring and at a
reasonable interval before a review will be undertaken. Any contract renewal will
be conducted according to the guidelines and procedures that may be in place at
the time of the renewal. A copy of the college Guidelines for Contract Renewal
and Procedures for Appealing a Negative Recommendation should accompany
the departmental document.
D. A review of each lecturer’s and senior lecturer’s performance should occur at
regular intervals.
E. Candidates for renewal should receive timely notification of the results of
performance evaluation reviews and renewal recommendations and decisions.
F. Tenure-track faculty should be sufficiently involved in the evaluation or renewal
recommendation process to acquaint them with the significant role and
accomplishments of the lecturers in their department.
I. Context for Reviews
Reappointment of lecturers and senior lecturers depends on the quality of performance in
the position, the availability of funds and space, and the continuing needs of the
sponsoring academic unit for the position. A department’s renewal policy should support
the expectation that high performance will be rewarded with a recommendation to the
dean to renew unless the position is discontinued for lack of resources or unless there is a
shift in programmatic focus. Pursuant to the Bylaws of the University Board of Trustees,
only those with tenure enjoy indefinite employment and only the Board of Trustees may
award tenure. However, the college recognizes the importance to the university of the
quality and richness that lecturers offer; that value to the university is recognized with
contracts of three and five year lengths. We wish to standardize the criteria and
procedures applied to the reappointment process.
II. Criteria for Performance Evaluation
Teaching by renewable lecturers and senior lecturers is an integral part of a department's
curriculum and should meet a very high standard, reflecting familiarity with changes in
the discipline and taking advantage of developments in pedagogy and advances in
instructional technology where appropriate. Contract renewal should be based on the
demonstration of continued high performance in such areas as:
A. Classroom teaching.
B. Specific contributions to the design, pedagogy, syllabi, and organization of
specific courses.
C. General contributions to pedagogy in the subject. This may be exhibited in
helping to shape courses at Cornell, in the creation of teaching materials or
teaching methodologies, or in helping to train, supervise, or mentor colleagues.
D. Departments may also take into consideration the candidate’s collegiality and
such activities as departmental, college, university, or community service when a
candidate has participated in them.
It is not possible to establish, at the college level, detailed criteria for reappointment that
would be applicable to all units; where additional performance criteria for successful
candidacy in a given discipline or program are desirable, departments are encouraged to
delineate such criteria, subject to the approval of the dean. Lecturers and senior lecturers
should be involved in the development of these criteria.
NOTE: The small number of lecturers whose appointments are not primarily teaching
appointments shall be evaluated on criteria consistent with the terms and conditions
defined in their appointment letters or in subsequent, documented communications from
the department chair. In such cases, materials to be furnished by the candidate and by the
department will vary from those listed in Section III. C below but must be sufficient to
demonstrate the quality and scope of the candidate’s work. The responsibilities of review
committees outlined in Section III.B below should be modified accordingly.
III. Considerations for Conducting Reviews
A. Timing and Notification of Reviews
Renewable lecturers must be reviewed for contract renewal in time to render a
departmental recommendation before the end of their first three-year contracts.
The contract renewal process may be different for the first and subsequent
reviews, but a department must institute standard policies on the timing and
content of such reviews. Departments who appoint lecturers with one-year or
one-semester contracts because of visa restrictions may review the performance of
these lecturers on the same (three-year) schedule as those on regular, continuing
contracts. Departments in which lecturers are given initial, probationary
appointments (usually one-year contracts) may adopt modified review procedures
for such appointments subject to approval by the dean's office.
Renewable lecturers with sufficient experience (usually in their sixth year of
service) may be reviewed for promotion to senior lecturer (see the College
Guidelines for Promotion from the Rank of Lecturer to Senior Lecturer). A
review for promotion may also serve as the review for contract renewal if the
timing is appropriate.
Senior lecturers initially appointed to that title should be reviewed for contract
renewal in time to render a departmental recommendation before the end of their
first five-year contract. Thereafter, a review every ten years for such individuals
(and for those senior lecturers promoted to this rank) should be sufficient unless
an earlier review is requested by the senior lecturer or deemed desirable by the
department chair.
At the five-year midpoints between reviews, the decision to renew a senior
lecturer’s contract may be made by the department chair based on a continuing
review of course evaluations, annual reports, curricular needs and resources.
Non-renewal of a senior lecturer’s contract may not be determined on
performance grounds without the opportunity for a full review.
If a renewable lecturer/senior lecturer is simultaneously appointed in more than
one department, a review should be conducted jointly or at the same time by the
two departments and succeeding contract periods synchronized wherever
possible.
Departments should notify lecturers and senior lecturers in the year preceding the
performance review that such a review will take place. Departments should
provide the candidate with a copy of the guidelines and procedures for contract
renewal then in effect or the web address where they may be found as well as
departmental policies and procedures that further specify the requirements for
effective performance in the position. If an individual review deviates from the
departmental guidelines, the candidate, the department chair, and the dean must
approve the deviation in writing.
B. Review Committee: Composition and Responsibilities
A standing or ad hoc committee of professorial and (where their numbers are
sufficient) lecturer faculty of equivalent or higher rank than the candidate should
be appointed by the chair to conduct the review. The review committee should
examine all materials in the dossier (see Section C below) and observe a
representative sample of the courses the lecturer/senior lecturer teaches.
Classroom observations should be as unobtrusive as possible. Classroom
observers should meet with the candidate prior to and following these classes for
orientation to the candidate’s classroom objectives and to discuss their
observations. A written evaluation of the lecturer’s preparation for and handling
of the class should be submitted for the individual's review file.
Strict confidentiality of the dossier and the deliberations thereon must be
maintained by everyone involved in any review and at all stages of the review.
In its report, the review committee should note any appearance of problematic
instruction or interaction with students or colleagues, as well as strengths to be
encouraged, and make a recommendation regarding renewal. This report, along
with the material listed below, should be available for review by the professorial
and lecturer faculty eligible to vote on the recommendation, which shall be
advisory to the chair. The chair’s decision whether to recommend renewal or
termination of the candidate’s appointment shall be conveyed to the candidate as
specified in section E, below, allowing time for the candidate to appeal a negative
recommendation. The chair’s recommendation shall then be presented to the
dean.
C. Materials Informing the Review
Departments should assist new lecturers or senior lecturers in the preparation of a
dossier, usually by appointing an experienced member of the senior lecturer or
professorial faculty as consultant. A complete dossier should include such things as:
1. From the lecturer:
a. A recent CV.
b. A letter from the candidate describing past and proposed contributions
to teaching in the department, along with a statement of her/his
instructional goals, methodology, and a self assessment of how well
courses are going.
c. A copy of the syllabi for courses taught during the current contract,
and a representative sample of materials developed for these courses.
d. Materials reflecting general contributions to pedagogy in the subject or
any other activity the candidate deems relevant to the review.
The candidate for renewal may suggest colleagues with first-hand
knowledge of the teaching and other work under review from whom the
department might solicit an evaluation.
2. From the department:
a. A list of the courses taught by the candidate during the current contract
period and the enrollment in each.
b. All course evaluations for these courses and a summary of the
numerical rankings and of recurrent comments therein, the number of
students enrolled and the number of evaluations included for each
course;
c. A report from those observing the candidate’s teaching and in any
other way judging her or his performance.
d. Letters from teaching assistants and other instructional staff whose
teaching the candidate has supervised.
e. Letters solicited from other lecturers and senior lecturers in the
department. While first-hand assessments of both teaching and
collegiality are an element of any review, they are especially important
when a candidate teaches in collaboration with another person or as
part of a group that collectively delivers a number of independent but
interrelated courses (such as the curriculum in foreign languages). In
such cases, a candidate’s participation in group efforts to improve
courses and his or her collaborative ability are relevant parameters of
the review.
f. Letters from the instructors of courses for which the candidate’s
courses are prerequisites regarding the preparedness of students for
their courses.
g. Letters from students or other colleagues. Many departments find
such letters extremely helpful for detecting candidates’ strengths and
shortcomings.
D. Performance Evaluation and Contract Renewal Deliberations
Departments may undertake performance evaluation a year or two in advance of
the formal consideration for contract renewal, as long as the evaluation process is
completed in time to inform the renewal decision. Performance evaluation should
be based on a review of the dossier, including assessments by students, TA’s and
colleagues as described in Sections B and C, and should conclude with a report to
the chair. If a review committee’s report or any interim course evaluations or
annual reports reveal that documented problems persist or have arisen since the
last review, the chair or the candidate may call for another performance review to
be conducted during or prior to the final year of the candidate’s contract and the
chair may require additional classroom observations as part of this follow-up
review.
If departmental resources and priorities support continuation of the position,
contract renewal deliberations should be informed by the performance evaluation
report and the dossier, updated as needed.
E. Notification of Results of the Contract Renewal Review
If the departmental recommendation is positive, the chair should meet with the
candidate to convey the recommendation, to discuss the candidate's teaching
goals, approach, and performance, and how the courses she/he teaches relate to
the department’s overall curriculum. The candidate should be given clear
guidance as a result of this review as to whether s/he is performing at the level
expected and meeting the department's continuing needs. The chair should
recognize and reinforce good teaching practices reported during the review. If
there are areas in which improvement is desired, these areas and the evidence
that will demonstrate a successful effort to improve must be clearly indicated in
writing.
The chair must give the candidate a letter summarizing the evaluation of her or his
performance and noting any concerns or conditions for future employment. A
copy of this letter and a statement from the department chair summarizing the
department review and its final recommendation must accompany the
reappointment form to the Office of the Dean where it is to be reviewed for the
final decision.
In the case of a negative review and a recommendation not to reappoint, the
candidate must be notified in writing of the department’s decision and of the
reasons supporting it, subject to the constraints necessary to preserve
confidentiality, and must be given official notice as follows:
Those who have had at least two but not more than three years of continuous
service are entitled to a one-semester notice of termination.
Those with more than three years of continuous service are entitled to a twosemester notice.
The notice must inform the candidate of his or her right to appeal the decision and
the procedures for exercising that appeal. The department should delay its
notification of the dean for up to three weeks, pending the decision of the
candidate whether to appeal, and if the decision is appealed, notification of the
dean shall await the outcome of that appeal at the departmental level. The appeals
process, unless it results in a decision to renew the candidate’s contract, shall not
extend the period of employment beyond the period specified in the notice.
PART II. PROCEDURES FOR APPEALING A NEGATIVE RECOMMENDATION
ON CONTRACT RENEWAL
Any lecturer who is reviewed for and not recommended for reappointment by a
department may appeal that decision for cause at the departmental and college levels.
The candidate shall be informed of this right and the procedures for exercising it when
she or he is first notified of a negative reappointment recommendation. The candidate
may decline to pursue the appeals procedure at any stage. However, the appeals
procedures herein described must be followed sequentially. Waiver of any stage of the
appeals procedure shall cause the candidate’s right to proceed further to be forfeited.
A. Grounds for Appealing a Negative Review
• Faulty or improper conduct of the review resulting in the recommendation not to
reappoint, including consideration of irrelevant factors.
• Discrimination.
• A decision so inconsistent with the evidence that it must be deemed arbitrary or
capricious.
B. Steps in the Appeal Process
1. Within three weeks of receiving the chair’s notice of the recommendation not
to renew and statement of reasons, the candidate may appeal in writing to the
chair for reconsideration of that recommendation. The candidate may address
any issue she or he deems appropriate and may present new material for
consideration.
2. Within three weeks of receiving the appeal, the department chair shall
reconvene the review committee and charge it to review the appeal and make
a subsequent recommendation within three weeks.
3. Within one week of receiving this recommendation, the chair shall notify the
candidate in writing of a final decision. A copy of the chair’s letter to the
candidate shall be sent to the dean of the college, along with a letter
summarizing the department review and its final decision.
4.
If, following an appeal, the chair’s recommendation remains negative, the
candidate may, within one week of receiving the chair’s letter, appeal to the
dean of the college. No new material will be accepted at this juncture. The
dean may review and base his/her decision on the entirety of the record or any
part thereof deemed appropriate.
Within three weeks of receipt of this appeal the dean’s decision shall be rendered to
the candidate in writing and shall be final with no appeal. A copy of the dean’s letter
to the candidate shall be sent to the department.
Issued 11/29/05; revised 2/1/06; revised 5/12/08.
COLLEGE OF ARTS AND SCIENCES
GUIDELINES
FOR PROMOTION FROM THE RANK OF
LECTURER TO SENIOR LECTURER
&
FOR THE APPEAL OF A NEGATIVE DECISION
,
!

MANUAL 2013|2014 Cornell University

Transcription

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