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Faculty Resources: MC at a Glance

MC at a Glance

MC Vision

Mississippi College seeks to be known as a university
recognized for academic excellence and commitment
to the cause of Christ.

Official vision statement as adopted by the Board of Trustees 2004

Announcements

The Office of the Vice President for Academic Affairs sends out periodically announcements that will concern your teaching at Mississippi College.

It will be your responsibility to be aware of these announcements and how they may affect your teaching responsibilities and duties here at MC.

You should contact Ms. Linda Taylor in the VPAA's office (601.925.3202) if you have any questions concerning any of these faculty announcements.

Teaching A Class

MC Teaching Information

Early Alert

Alerting a student of unproductive behaviors earlier in a semester allows more time to change.  The MC Academic Advisor Early Alert Procedures offer some suggestions in the following link.

Courses & Catalogs

MC Catalog

Academic Catalogs   (Graduate & Undergraduate)

For access to archived catalogs prior to 2012, click here.

Course & Exam Schedules

Changes will be made to the schedule.  Faculty and students should check the schedule often for updated versions. Check the Banner Web Class Schedule for current schedule changes.

Course & Exam Schedules

Registrar's Office

The Registrar's Office is responsible for all aspects of student registration and student records.

Dr. Ginger Robbins
Registrar
Phone: 601.925.3210
Fax: 601.925.3481
registrar@mc.edu

Registrar's Office
Box 4028
Clinton, MS 39058

Policies & Procedures

MC Policies & Procedures

The following includes a complete listing of MC Policies and Procedures.
(MCnet user/password required)

MC Policies Concerning Faculty Behavior

Names & Numbers

Deans and Chairs

Important Phone numbers

Mississippi College Switchboard 
601.925.3000
Mississippi College ON CAMPUS EMERGENCY
  3911
Mississippi College OFF CAMPUS EMERGENCY  9.911 or 911
Academic Affairs (Dr. Howard, Ms. Taylor)  601.925.3202
Accelerated Degree Program (Ms. Garrison, Ms. Spears)   601.925.3979
Graduate School (Dr. Norris, Ms Lewis) 601.925.3225
School of Business (Dr. Eduardo, Ms. Elkins) 
601.925.3214
School of Christian Studies and the Arts  (Dr. VanHorn, Ms. White)   601.925.3297/3281
School of Education (Dr. Locke, Ms. Tipton)
601.925.3230
School of Humanities and Social Sciences (Dr. Randle, Mr. Miller)
601.925.3269
School of Law (Dr. Rosenblatt, Ms. Anderson)
601.925.7100
School of Nursing (Dr. Padgett, Ms. Sistrunk)   601.925.3278
Sc hool of Science and Mathematics  (Dr. Baldwin, Ms. Graves) 601.925.3321
Physical Plant (Mr. Thorton, Ms. Grice) 601.925.3854/3854

Student Support

Resources

Early Alert

EARLY ALERT SYSTEM

About Early Alert

Mississippi College has adopted the practice of finding students early in the semester who may be exhibiting behaviors that could ultimately have a negative impact on their academic progress. 

What sort of “behaviors” might cause a professor to identify a student?

These behaviors are often called “red flag” behaviors. These behaviors include, but are not limited to, excessive absences, poor test grades, and lack of class participation or evidence of non-engagement. 

Why is it important for the college to use a system like this?

Identifying these behaviors early gives the instructor the opportunity to raise the “red flag” on behalf of a particular student so that the student can take the appropriate action to redirect his/her progress.  The system then alerts the student's academic advisor and the Office of Student Success, who can connect the student to the resources they need to improve and succeed.

How will a student know if a professor has a concern?

If a professor has a concern she will enter a code into Banner, the college’s data management system.  Each Tuesday and Friday, Banner will generate emails to each student who has been identified.  Emails are also sent to each student’s advisor and the Office of Student Success.

What should a student do if he/she receives an email identifying an area of concern?

First, a student should note that receiving this email does not mean that the student is “in trouble.” On the contrary, it is meant to help a student recognize an area of concern and to encourage him/her to make some choices to improve the situation. A student should make an appointment to talk to his/her professor or his/her advisor to see what steps are necessary in order to remedy the situation.  Also, students can make full use of the Office of Student Success to set academic goals and connect to campus resources. 

Please direct any questions concerning Early Alert to 601.925.3976.

Codes

CODE 99: NEVER ATTENDED Use this code if a student has never attended a class. The student may think they have dropped the class but did not complete the paperwork needed to officially drop the class. If the student wants to drop the class, notify the student to go to the Registrar’s office for the proper paperwork. The Registrar’s office will follow-up with these students once this code is entered. The student does not receive an email.

CODE 88: EXCESSIVE ABSENCES Use this code when the student’s absences put him/her at risk for academic difficulty or failure. This may be different for each course depending on the subject area and absence requirements, especially in science, accounting or math related courses.

CODE 77: GRADES If you have given quizzes or other assessments within the first few weeks of class and the student’s performance indicates academic trouble, enter this code. This code may be used at anytime during the semester but the earlier the better. Suggestions to help the student may include finding a tutor or other advice on study skills and how to improve his/her chances for academic success.

CODE 66: OTHER (financial, family, relationship or other psychological issues observed or shared with you) Use this code when your conversations or observations of a student indicate a deeper personal or psychological issue. The student will NOT receive this email. If a student has shared a concern privately, you may still enter this code and the Retention office will contact you to discuss a referral plan to assist the student. This may include referrals to our Student Counseling Center for financial, relational, family or emotional/psychological problems.   

If anytime during the semester, you observe emotional issues or odd behaviors with a student, please contact the Student Counseling Center (601) 925-7790. For immediate danger to self or others, (weapons, etc.) contact the Office of Security (601) 925-3204.

OTHER EARLY ALERT QUESTIONS? Contact the Office of Student Success, 601-925-3976.

Procedure

You will record absences weekly throughout the semester. Continue to follow your access route to Banner and the basic process involved in recording absence information. As part of an ongoing effort to improve student success and retention, please use the following procedure within 3-4 weeks of your first class:

1.  Go to the MC website, click the Banner icon on the upper left corner.  Login to Banner.

2. Click “Enter Secure Area” and Type in your Banner user ID and Pin.

3. Click on the Faculty Services tab.

4. Select the proper term, (i.e. Fall 2011), and click on one of your class sections (one by one). From the options presented, select Mid-Term Grades.  While this is labeled “Mid-Term Grades” codes should be entered within the first 3-4 weeks of your first class for this program to truly be an early alert. DO NOT wait until mid-term grades are due to enter Early Alert codes.

5. Given your best estimate of where students stand or what you have observed at this early point in the term, record the codes in the column designated Early Alert/Absences.  If you have more than 35-40 students, there might be a second page beyond the front mid-term grade sheet. Enter codes ONLY for the students you determine may be having a problem. You may enter codes at anytime throughout the semester, but for the purposes of Early Alert these codes should be diligently entered within the first 3-4 weeks of your first class of the semester. You may only enter one code per student per week.

The codes you enter will generate emails to the professors, advisor and retention office for early intervention with the student. A “care” team will assist the advisor and professor in developing a plan in the student’s best interest. For the following are basic definitions of each code and when to use it, see "Codes" box.

CONTACT

TERRY DENT
Teaching and Learning Center
Leland Speed Library, Office 124
Phone: 601.925.3976
Email: tdent@mc.edu

OFFICE HOURS

M-F 8:30am-4:30pm
Appointments are encouraged

STUDENT SUCCESS

MCMoodle

About Moodle

ABOUT MCMOODLE

Moodle is Mississippi College's choice for its campus-wide course management system.

Locate
MCMoodle is the official campus name for the cms site and is found at http://moodle.mc.edu.
MCMoodle provides instructors with a web-based place for their course material without having any background knowledge of web programming, and students in turn have easy access to course material. They can print out class notes, participate in weekly forum topics fielded by their instructor, view additional resources provided as links, receive ongoing updates and maintain ongoing communication between them, their classmates and their instructor.

Log In
Faculty and students can log into MCMoodle once they have been given their gmail username/password from Computer Services.

Learn More
You can find dates of MCMoodle workshops, online tutorials, student information on MCMoodle use and more, by visiting the MCMoodle resource page at http://www.mc.edu/mcmoodle/

Contact
For questions on MCMoodle, how to create a course home page, or to obtain more information on holding a department orientation, contact the MCMoodle Administrator and Instructional Technologist, Jessica Manzo. Phone: ext. 7795; Email: manzo@mc.edu.

Sample MCMoodle Course Home Page

course home page

Subject Guide

Kathleen Hutchison

Quick Links

MCMoodle can also be located in the "Quick Links" drop-down menu located at the top of the MC home page.

Library FAQ

Library Quick Links

Get library help!

If you need help:

New Faculty Library FAQ

Do you have a question that is not answered here?  Please send your question to Ask A Librarian.

What are the library’s hours?
http://library.mc.edu/about_the_library/hours/

What do I need to check out books or use other library services?
You will need your MC ID card to check out books or other library items. You will also need your MCnet password information to log-in to online library resources.

How many items can I check out and for how long?
Faculty may check out 30 items at one time.  Full-time faculty may check out regular books for 12 weeks.   Books may be renewed at the ‘My Account/Renewal’ link on the library homepage.  Books may also be renewed by phone by contacting the Circulation Desk at 925-3232. 

Can I use library resources from my home or office?
Yes, Speed Library subscribes to many online research tools, including more than 32,000 full-text magazine, journal, and newspaper titles; about 600 electronic books; and a selection of research indexes.  The list may be found on the Library Database page.  Connect to these resources from off campus by logging in with your MC net password information.  For more information, see the Off-Campus Access page.

Do you have a list of all of your journals?
To access all library journals, search the library A to Z Journal List.  It can be searched by title or by subject (click the pulldown menu in box under 'Select a Subject to View'). 

How do I get a book or journal article that the library does not own?
The MC students, staff and faculty can use our Interlibrary Loan (ILL) service to request items not owned by Speed Library.  Request forms are found online for either a book request or a journal article request.  For more information visit the Interlibrary Loan page or call the library reference desk at 925-3916.

Can I request that the library purchase something?
We welcome faculty requests for books, videos, or CD’s for addition to Speed Library’s collection. You may use the request form on the library's website, or directly contact your liaison librarian.

Can I link to online library resources from my course web page?
Yes, we encourage instructors to link to library information provided on our website.  This includes our LibGuides that act as pathfinders for particular subject areas or disciplines.  You may also want to link to a particular journal title or a listing of journals from a particular subject area.  This is done by searching our E-journal link and simply doing a 'copy/paste' from the url address bar.

It is possible to also link to a particular journal article.  Explanation as to how to do this is found on our Speed Linking page. 
"Speed Linking" allows for the creation of links from a web page (syllabi, reading lists, course packs) directly to the desired full-text articles, book reviews, editorials, etc. in a database.

The Speed Links will be created to be routed through the proxy server, so that only MC authenticated students will access the articles. The library can assist you in identifying and creating the Speed Links. Instructions for creating the links are on attached page and are also available here.  If you have questions about Speed Linking, call Kathleen Hutchison (925-3870) or Susan Newman (925-3279).

How do I place either print or electronic items on reserve?
Library books, personal copies, or other class reading materials may be placed at the Reserves Desk for use by your students.  Reserve forms are available online.  Please allow one week lead time for preparation of materials. Shorter materials (articles, notes, brief excerpts from books) may also be placed in Electronic Reserves, making them available to students online. For additional information contact Wanda Mosley by e-mail or call 925-3429.  You may also review the Placing Materials On Reserve web page.

How can I schedule a library instruction session for my class?
We are happy to meet with your classes to instruct them in finding and using the information they need for their assignments. We tailor all our sessions to the individual needs of your students.  To schedule library instruction, faculty should contact Claudia Conklin, Reference Coordinator, by email or phone 925-3943.

Who can I ask if I have a library or research-related question?
Visit the Reference/Research Assistance Desk on the 2nd floor of the library, call the desk at 925-3916, or text us at (601)326-2031. You may schedule an individual research consultation with a specific reference librarian or your subject Liaison Librarian.   There is also a Ask A Librarian question form available on the library’s web site.  

Ask us to buy it!

Do you have an idea for a book that may be helpful to students, faculty, or specific classes?
To suggest a book for consideration for purchase, please fill out the form here.

U Research

Definition of Information Literacy

Information literacy is a set of abilities enabling individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." American Library Association. Presidential Committee on Information Literacy.  Final Report. Chicago. American Library Association. 1989)

Information Literacy Standards

U Research has five objectives, each with two associated student learning outcomes. The learning outcomes include information literacy and research competencies:  formulating a good research question, understanding what types and formats of information are needed, accessing and evaluating quality sources, analyzing and synthesizing those sources to complete a paper or project, and understanding how to use information ethically. 

The objectives and student learning outcomes are derived from Information Literacy Competency Standards for Higher Education (Association of College and Research Libraries). The Objectives for Information Literacy Instruction break the ACRL Competency Standards down into smaller instructional components. Another useful document is ACRL's  Information Literacy in the Disciplines website. 

U RESEARCH: ENGAGE, EMPOWER, ENHANCE

  

Engage.  Empower.  Enhance.

www.mc.edu/uresearch

Mississippi College is accredited by the Southern Association of Colleges and Schools, Commission on Colleges (SACS-COC).  One major component of the reaffirmation process is the development of a Quality Enhancement Plan (QEP). The QEP is defined by SACS as “a carefully designed course of action that addresses a well-defined and focused topic or issue related to enhancing student learning.”

MC's QEP is U Research, and its focus is the development of information literacy competencies in undergraduate students.  Information literacy, simply stated, is the ability to access, evaluate, and use information ethically to solve research and real-world questions or problems.  It encompasses critical thinking skills that are vital to success in the workplace and in lifelong learning. U Research has five objectives, each with two associated student learning outcomes.  The learning outcomes are introduced in ENG 102 and are reinforced in two courses in each disciplinary major.  

U Research is a campus-wide initiative that has the potential to make a meaningful and lasting effect on our students’ success.  While the QEP is a requirement for reaffirmation of SACS accreditation, it is also a reflection of our commitment to improve student learning.

U Research is not just another program.  It is a chance to be better at what we do!

U Research Executive Summary

U Research (final document as submitted to SACS COC)  - official reaffirmation of accreditation on 12/11/12

If you are interested in the history of the QEP development, visit the QEP web page

Contact Information:  Susan Newman, Director of U Research   601.925.3279 or newman@mc.edu

Learning Outcomes

U Research Student Learning Outcomes (SLOs)

U RESEARCH OBJECTIVES AND STUDENT LEARNING OUTCOMES:

OBJECTIVES

STUDENT LEARNING OUTCOMES

1.   Determine the nature and extent of the information needed

a.   Identify and develop a topic into a manageable focus

b.   Identify a variety of types and formats of potential sources for information

2.   Access needed information efficiently and effectively

a.   Construct and implement effectively designed research strategies using appropriate methods or information retrieval systems

b.   Retrieve information using a variety of methods and systematically manage the information and its sources

3.   Evaluate information and its sources critically and incorporate selected information into his or her knowledge base

a.   Evaluate information and its sources using appropriate criteria

b.   Identify main ideas and their potential relevance, summarizing and synthesizing key ideas

4.   Individually or as a member of a group, use information effectively to accomplish a specific purpose

a.   Apply new and prior information to the planning and creation of a product or performance

b.   Communicate the product or performance effectively and clearly to others

5.   Understand many of the economic, legal, and social issues surrounding the use of information and access and use information ethically and legally

a.   Acknowledge sources and use information following the conventions of a particular discipline

b.   Demonstrate an understanding of university policies regarding plagiarism, academic integrity, and use of campus networks and information resources

 To establish a common language across the curriculum for faculty and students, the student learning objectives are simplified into five research questions.

THE FIVE RESEARCH QUESTIONS:

  1. What information do I need and want to know?
  2. How do I find that information efficiently and effectively?
  3. What authorities should I trust?
  4. How do I synthesize the information into my own thinking and writing?
  5. How do I acknowledge my sources ethically?

Understanding the Outcomes

The goal of U Research in the upper-level disciplinary courses is to reinforce and reiterate information literacy and research competencies in a disciplinary context, and to make them relevant and applicable to the problems that the student might encounter in the workplace or in postgraduate education.

U Research Student Learning Outcomes (SLOs):

SLO 1a. Identify and develop a topic.  Defining and focusing the topic can be the most difficult part of research, and it is often an ignored part of the research process. Undergraduates may not possess the experience or knowledge to frame a topic within the larger context of the discipline. A well-focused topic or research question serves as a GPS for the rest of the research process; without it, students often end up submitting paper that is an unrelated compilation of paraphrased information from various sources.

  • Students should be required select an appropriately focused topic at an early stage in the assignment. This step will prevent them from tackling the assignment at the last minute with an overly broad topic (such as global warming, domestic violence, Medieval England, World War II, nutrition, etc.).  It will also help avoid topics that are so narrowly focused that the student cannot find information that is readily available.
  • Developing a good research question requires preliminary exploration of the subject before beginning the paper. Background sources such as subject encyclopedias can give ideas on how to narrow the topic into a manageable focus. An article from a subject encyclopedia may also provide terminology that might be used in a database search for information. The library can provide you with suggestions for subject encyclopedias.

SLO 1b. Clarify expectations regarding types and formats of sources that are needed. 

  • Give examples and suggestions for types of sources or database.  Include library databases by name, if appropriate.
  • Students are still confused about terminology and need reminders about what is meant by primary vs. secondary sources or scholarly sources.
  • An assignment handout might include a minimum of types of sources, but should avoid being overly prescriptive. Internet web sites are not always inferior, and students can be allowed to use them responsibly and with a caveat:  they are responsible for applying evaluative criteria to the source and justifying the inclusion of the web site as a credible source. 

SLO 2a & 2b. Access information.  Students should be familiar with general library databases by the time they take the first U Research course in the major. Now is the time to introduce them to the professional journals, the disciplinary databases, and the professional terminology of the discipline. 

  • Once the students have a general idea of their topic, schedule a library instruction session or a research work day in the library.  The instructor can help students frame their information in the disciplinary context while the librarian can help with the nuances of the disciplinary databases and offer suggestions for finding other information.
  • Ask the library to create a customized research guide for your class, so information is available to your students 24/7.

SLO 3a. Evaluate information for credibility.  With information being readily available over the web, it is crucial that students understand how to evaluate the credibility of a resource. This is arguably the skill that will be the most transferrable to other problem solving situations in academia, the workplace, and in lifelong learning.

  • Students must evaluate all information objectively (refer to Research 101 – Evaluating Information) and subjectively (does the information add relevance to the research question?)
  • This outcome can be met by having the students do an annotated bibliography, either as a separate assignment, or in conjunction with a research paper.  If done in conjunction with a research paper, students could be required to submit annotations of the most relevant (3-5) sources, with a critical analysis of both objective evaluative criteria (timeliness, relevance, authority, accuracy, purpose) and subjective criteria (a critical evaluation of the usefulness, relevance, and contribution of the source to the research project).

SLO 3b. Summarize/synthesize main ideas from sources of information. This outcome is often difficult to differentiate from outcome 4a - "Applying new and prior information to the creation of a product." Students frequently employ “patchwriting” techniques because they do not take enough time to analyze and synthesize their source material.  They skim the sources and attempt to paraphrase the source’s meaning without understanding main ideas or determining relevance (Jamieson & Howard, 2011).

SLO 4a. Apply new and prior information to the creation of a new product.  This SLO encompasses the traditional criteria that are usually graded in a paper or product – the content.  Example:  Did the student include a comprehensive coverage of the topic?  Did the student integrate compelling examples and ideas from sources to fully support the research position/topic? Did the student effectively handle any questions after the presentation? 

  • Often students just report what others say about the topic without adding their voice (reminiscent of the high school “report” assignment). This results in a paper that is an unrelated compilation of paraphrased information from various sources - an exercise in “patchwriting”, with no critical thinking on the part of the students. Often this type of report is organized as a source-by-source essay rather than organized by subtopic. 
  • Research is more than just reporting information that is found.  Research involves making sense of it all; research is building evidence-based arguments for who is most to be believed.  Students should do more than summarize and paraphrase sources.  They should identify trends or contradictions and provide an analysis of the information.

SLO 4b. Communicate effectively and clearly. This outcome also encompasses the traditional criteria that are usually graded in a paper or product – the delivery mechanisms and the effectiveness of the communication.  If the assignment is a presentation, did the student engage the audience with body language, eye contact, elocution, and delivery?  Was the technology appropriately used to effectively communicate the message?  If the assignment is a paper, this SLO includes writing mechanics such as style, grammar, punctuation, and spelling; length, and organization. 

SLO 5a & 5b). Ethical and legal use of information. This U Research competency involves more than citing sources and avoiding plagiarism. When applied in a disciplinary context, it could include patient privacy, ethical use of images for graphic design, ethical use of musical performances, ethical human research, appropriate social media use, and proper use of university networks and resources.

  • Students need instruction regarding publishing conventions in the discipline.
  • Censorship, equal access to information, file-sharing, and copyright are all issues that need to be situated in a disciplinary context.

Identify the SLOs for assignment(s)

What are your expectations for student research in your discipline?  What research skills do students need to successfully complete your assignment? What problems have previous students had when completing this assignment?  Identify the critical thinking elements and steps in the research process that students need to complete a good research product.  Correlate them to the U Research Student Learning Outcomes (SLOs) and decide which ones you will teach and assess.

TurnItIn For Instructors

Subject Guide

Kathleen Hutchison

Teaching & Learning Center Guide

Subject Guide

Kathleen Hutchison

Contact Us

Contact Us

For more information:

For information concerning faculty announcements:

  • Linda Taylor  601-925-3202  ltaylor@mc.edu
    Office of Vice-President of Academic Affairs Office


Please feel free to contact any of these faculty if you encounter any difficulty with this teaching resource.