Adjunct Faculty Checklist*

This list highlights ten things for you to keep in mind as a new faculty member at Marquette.  

1. Meet with your department administrative assistant after reviewing the New and Adjunct Faculty Guide to consider any questions you have or issues to pursue.  Not all departments share common office policies and procedures.  Nor will these likely be the same as what you might have experienced outside Marquette.  Take time to both understand how things get done and to form a working relationship with your department's administrative assistant.

2. Inquire as to whether necessary paperwork has been completed and signed.  You will need to get an ID Authorization Form from your department before going to the Union Station in the Alumni Memorial Union to get your Marquette Card ID.  Be sure to take your ID Authorization Form with you. 

3. Meet with either your department chair or the professor supervising your work to assure a common understanding of course objectives and teaching approach.  This may be an abstract, general conversation until you select your text (if it is not determined by department) and complete your syllabus.  This is also a good time to engage this person in a general discussion of what constitutes good teaching and clarify the expectations for your position.

4. Make your course texts and readings available to students.  Select your textbook and contact the Bookmarq, Marquette’s bookstore, to order the copies you need.  Books will need to be ordered from the Bookmarq in one of four ways: a multi-part form will be provided to you to submit to the Bookmarq; your department administrative assistant will order the books for you when you notify him/her of your selections; you will need to call the Bookmarq manager directly at 288-7317 to order your textbook(s); or your department will select and order books for you.  Please contact your department chair, administrative assistant or liaison about your department’s policies and procedures.  You may also wish to put materials on electronic and/or hard copy reserved reading at the Raynor Library.  Copies of assigned readings, supplemental readings, previous tests and other materials can be made available for short-term loan (print copies) or they can be scanned and made available as PDFs online.  

5. Locate and visit the classroom in which you will be teaching by accessing Marquette’s online course catalog.  Envision how you would like to arrange classroom furniture for your teaching style.  Inspect the classroom equipment to determine if it is appropriate for your needs and that you know how to operate it.  Use the online request form or call 288-7705 to request additional equipment.  If you need assistance operating the equipment contact the Instructional Media Center at 288-9905.  If the classroom does not meet the needs of you and your class, contact your department’s administrative assistant to investigate possible alternatives.

6. Prepare the syllabus for your course.  While the person who approved your hiring as an adjunct likely discussed the course with you, he or she may have shown you the current course description and syllabus. You may or may not have latitude in changing the syllabus, check with your department chair, administrative assistant or liaison about the degree to which the department directs the curriculum of the course you will be teaching (you will likely not have any latitude to change the course description, which is usually written by the department).  In any event, you should prepare the syllabus that you will be handing out to your students.  See these suggestions for developing a syllabus for guidance.  The person approving your hiring may want to review your syllabus and your department will likely require you file your syllabus with them at the beginning of the semester.

7. Consider using Marquette’s online courseware, Desire2Learn (D2L), in conjunction with classes taught on campus.  A D2L course site is created for every course taught at Marquette, with all instructors, teaching assistants and students registered for the class accessing the site using their Checkmarq usernames and passwords.  D2L can be used to deliver courses completely online, or to supplement on-campus courses as a means to distribute materials, receive student assignments, record and distribute student grades, email students or conduct online discussions.  Register for a D2L instructor training session to use D2L with your class.  A great deal of time and expense associated with the distribution of class materials can be avoided by using this resource.  It also provides an appropriately secure mechanism for privately distributing student grades.

8. Consider rehearsing your opening class.  You only get one chance to make a good first impression, so it is important to assure your first class is a great class, but if that doesn’t happen, you’ll have the rest of the semester to keep trying…consider Item 10 on this list.  Think about reviewing your plans for the first class with another instructor.  Prepare for the unexpected.   For example, suppose you are planning to use technology and you arrive at the classroom to find that it is not working.   Have an alternate course of action in mind.

9. Teach your class.  Arrive at the classroom early enough to ensure that any technology you are using is working, and you will be able to greet students as they enter the classroom.  Be sure to bring appropriate supplies for teaching the class – your earlier visit to your classroom will help you determine what you need.  Reproduce any materials you need to distribute prior to class beginning.  Be flexible.  Remember the first class meeting gives you a chance to get to know your students and them a chance to get to know you and what to expect during the course.  Being able to respond to them and helping them respond to you will likely help make this introductory process comfortable and productive.

10. Learn with your students.  Look to learn from your experience with the aim of becoming better in the classroom.   It is helpful after each class to ask yourself three questions:

•  What went right?

•  Where did I (or the students) get stuck?

•  What would I do differently next time?

Classes provide learning experiences for students and instructors.  As we ask students to explore ways to expand their skills and knowledge, we can challenge ourselves to expand ours.  As we expect students to grow and improve through their learning experiences, we need to use all we know about teaching and learning to grow and improve as instructors.  Actively reflecting on our practice and seeking feedback from students is invaluable in this process.

* Adapted from Baruch College’s Adjunct Faculty Checklist