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New Faculty Information: Working with Students

Links to information important to new faculty

Dean of Students Office

The Office of the Dean of Students is an important resource of support for you and your students as they experience challenges and need assistance and support. If the resources listed on this page do not match your concerns, contact Ann Gleason (Dean of Students, gleasona@meredith.edu) or Tomecca Sloane (Assistant Dean of Students, sloaneto@meredith.edu) for information and assistance. Their phone number is 919-760-8521.

Quick advice

Assistance and support for Meredith Students (Dean of Students Office)

Listen
Offer resources and referrals
Follow up with student
Report, refer or consult as needed:

  • Refer or report students who are experiencing challenges and need assistance and support (i.e., homesickness, feelings of isolation, excessive absences, lack of involvement or participation in college activities).
  • Honor and integrity issues and questions – call Tomecca Sloane, Honor Council Adviser, or Ann Gleason, Dean of Students, at 919-760-8521.
  • Assistant Dean of Students – to check in about students who are reporting that they are facing challenges related to diversity issues on campus. Call Tomecca Sloane at 919-760-8631.
  • CAT (Care Assessment Team) through Office of the Dean of Students – to report students who are identified as facing complex issues (family, financial, illness, behavioral, etc) or who need additional support and assistance. The Care Assessment Team may include the chaplain, counselor, financial aid director, faculty member, etc. depending upon the student’s situation. The focus is on assisting individual students in problem-solving, connecting to campus community resources, and decision-making. Faculty may also report concerning student behavior or activity. Dean of Students Ann Gleason, 919-760-8521, gleasona@meredith.edu.
  • Sexual misconduct/sexual violence involving students – contact Ann Gleason, Deputy Title IX Coordinator) at 919-760-8521 or Pam Galloway, Title IX Coordinator, at 919-760-8760.
  • Not sure where to send student or how to report a student about whom you are concerned? Call Ann Gleason or Tomecca Sloane or email at gleasona@meredith.edu  or  sloaneto@meredith.edu

Resources

Academic Challenge (what we tell new students about college expectations)

Academic Privacy (FERPA: Family Educational Rights and Privacy Act)

Meredith information

Athletic Absence Policy

Brightspace Access  my.meredith portal (requires login)

Counseling Center (requires login) or on College Website 

Disabilities Services

More information
Faculty, staff, students with disabilities: Resources for support

Honors Program

Honors Contract Requests Information

Institutional Review Board

The Learning Center

Meredith College Honor Code

     This newsletter will give a good overview of the functioning of the honor system.
     Here is a summary of Honor Council actions since 2004
     Ways to promote academic integrity
     Graduate program information (see page 13)

Policy for Service and Emotional Support Animals and Permitted locations

Reference Request Form

StrongPoints (requires login) or on College Website

Student Handbook

Undergraduate Research Program (requires login) or on  College Website

Web Advisor; Class rosters, grading, advising

Teaching at Meredith College

Teaching is the primary responsibility of faculty at Meredith College and is central to the College’s mission. In order to teach effectively faculty must create conditions and design instructional experiences that promote student learning and enhance the overall academic climate of the college. Teaching may occur within a variety of settings including classroom, seminar, laboratory, field, and/or individual consultation. Given the complexity of the teaching-learning process, the multi-faceted dimensions of “effective teaching” are difficult to capture in a brief definition or statement. A definition of teaching, however, should include the broad foundations of content expertise, curriculum development, course design, and instructional delivery. The following statements include many, though not all, of the descriptors of effective teaching

  • Effective teachers understand central concepts, methods and tools of inquiry and structures of the disciplinary and interdisciplinary areas in which they teach; and create learning experiences that make subject matter meaningful for students.
  • Effective teachers demonstrate enthusiasm for knowledge, their field of study, and teaching. They seek to motivate and inspire their students to value lifelong learning.
  • ​Effective teachers demonstrate a commitment to standards of excellence and academic rigor. They seek to challenge their students, and to promote critical thinking and intellectual growth.
  • Effective teachers use different approaches to challenge and engage diverse (all) learners. They create conditions that promote inclusion and use a variety of approaches to accommodate the varied learning styles of all students.
  • Effective teachers employ pedagogical strategies that enhance student learning and performance; they also determine procedures to assess student learning and performance consistent with course content and curriculum goals.
  • Effective teachers are reflective practitioners who critically examine and revise their practices as needed. They actively seek professional growth in areas of subject matter and teaching.
  • Effective teachers evaluate the effectiveness of new research, ideas, theories and pedagogical approaches and as appropriate, incorporate them into their teaching.
  • Effective teachers continually examine the curriculum, and develop and support curricular programs both within and across disciplines.

Athletic Absence Policy

Absence Policy for Varsity Athletes
Meredith College
Stephanie Little, NCAA Faculty Athletics Representative

According to the Faculty Handbook (2.3.6), when you travel to, play in and/or return from a varsity match you are representing the college in an official capacity, are entitled to an excused absence for any class that you miss, and must be permitted to “make up any missed work without penalty.” Provost Matthew Poslusny stands behind this policy and supports the following interpretations of this provision.

1) You must be allowed to make up examinations, quizzes or assignments done in class. You are not, however, entitled to hand in late whatever assignments are due on the day you must miss class. Make provisions to get these assignments to your instructor on time, as well as those assignments due on the day you return to class.

2) You must notify your instructors in advance and with proper documentation of the classes you must miss. A sheet from your coach that lists players, game dates and travel times will be not sufficient. Separate notification will be necessary for make-up games and others not on the schedule. Unless you provide appropriate advance notice, you are not guaranteed the right to make up missed work.

3) Your absence may not be grouped into any category of absences, as is often the case if, for example, an instructor has a policy of granting each student in the class three absences no matter what the cause. This constitutes an indirect penalty that cannot be imposed upon you, because you are representing the college.

These are your rights as a student-athlete at Meredith College. However, common sense dictates that you take some steps to make the process smooth and to avoid compromising your education. Some suggestions follow:

1) Do not register for classes (late afternoon or evening) that you know you will miss frequently, unless there is no choice. This is especially true of accelerated classes or classes that meet once a week, where one day’s absence may amount to a full week of 50-minute classes.

2) Do not wait until the last minute to speak with your instructor about absences. The earlier you provide notification, the greater flexibility your instructor will have in working out alternatives. Cross-check your schedule with your class syllabus as soon as you get them and speak to your instructors about conflicts as far in advance as possible.

3) Although excused absences are your right, recognize that it is often an inconvenience for your instructor to provide alternate exam times or to make up a separate exam or quiz. Conduct yourself accordingly.

If for any reason you feel that you are not being treated fairly and have spoken to your instructor without results, please contact Dr. Stephanie Little (Martin Hall 122, 760-8176; littlest@meredith.edu), who will meet with you to pursue the matter further.