Getting Started

Mission Statements  
Program Philosophy  
Appointment of Adjuncts and Start/End Dates  
Orientation and Professional Development Workshops  
Office Use  
Staff Roles  
Payment Policy  
Fire Drills  
Dress Code and Professional Conduct

Planning for Class

Who are Your Students?  
Syllabus and Quarterly Schedule  
Entrance/Exit exams  
Textbook and Materials  
Textbook Requisition Form 
Bookstore 
Library and Computer Laboratory

Meeting the First Class

Introductions: Students' addresses and phone numbers  
Course Requirements  
Class Rosters  
Attendance Policy  
Your Absence from Class  
Evaluations

Completing the Course

Student Progress Reports

Counseling and Special Situations

Office Hours  
Advising and Counseling  
Handling Student Complaints

General Information

About The College and The Division
Most Commonly Used Phone Numbers

Getting Started

The Program for Deaf Adults (PDA), founded in 1975, is a part of the Division of Adult and Continuing Education (ACE) at Fiorello H. LaGuardia Community College, one of 19 campuses of the City University of New York (CUNY).

The Mission of the Division of Adult and Continuing Education (ACE) is to serve as a force for educational, social and economic advancement in the community and city.  

We at ACE are committed to:

Responding to educational, career-related and family needs of the many diverse communities of the New York City metropolitan area by offering the highest quality programs and services;

• Providing a place of educational opportunity for those who seek it, especially for those who might otherwise be denied that opportunity;
• Promoting lifelong learning, including access to higher education and ongoing professional and personal development;
• Helping adults and families achieve economic success and self-sufficiency; and
• Collaborating with employers, unions, government and other organizations to develop a highly skilled and productive workforce in an increasingly technological workplace and society.

The Mission of the Program for Deaf Adults (PDA) is to provide accessible educational opportunities and specialized support services at LaGuardia Community College for individuals who are Deaf or Hard of Hearing. In order to provide services, Program for Deaf Adults recognizes the need to develop and offer classes in American Sign Language (ASL) and ASL-English Interpretation.

We at PDA are committed to:

• Review, develop and implement academic courses and support services, which will prepare students for college entrance and exit tests;
• Increase the training and professional development of PDA staff;
• Develop a communications system to share information on the PDA Program within the Division, the College and the community;
• Develop and implement an administrative system in PDA, which will clarify and improve centralized services and the relationships among programs and between PDA and the College;
• Create and maintain a fiscal monitoring system to maximize the uses of PDA resources; and
• Develop marketing strategies including the use of technology to increase PDA visibility and student enrollment;

Program Philosophy for the Teaching of Reading and Writing and the Acquisition of ASL

The goal of Adult and Continuing Education literacy classes for Deaf adults at LaGuardia Community College is to improve the abilities of our students to learn through reading, writing and signing. We would like our students to leave the Program being better able to make meaning from text and sign language and to be more effective communicating their understandings in writing and signing.

We believe the way to achieve these goals is through effective teacher-student and student-student communication as well as planned instructional lessons which engage students. To this end, we support fluent ASL signing paired with a whole language approach to the teaching of reading and writing. Students need to participate in authentic activities (reading whole books, writing whole essays, discussing what they've read and written) where written English and ASL work together to convey meaning. Through the reciprocal interplay of reading, writing and signing, students will concurrently get better at all three language processes.

Appointment of Teachers and Start/End Dates

The recommendation for your appointment is made by Kat Burland, Assistant Director and Coordinator for Continuing Education Programs for Deaf Students, and Sue Livingston, Academic Faculty Supervisor, with the approval of Tony Allicino, Program Director. Adjunct (part-time) faculty appointments are made on a quarter-by-quarter basis, subject to registration and the prior assignment of adjunct faculty. When you are appointed for the first time, you will meet with Amanda Polania, Administrative Assistant, for assistance in scheduling an appointment to fill out the appointment package at the Human Resources Department. Both new and returning faculty will receive a memorandum indicating start and end dates as well as the class schedule and the total number of hours appointed. If you have any questions regarding completing timesheets, see Yakov Shifrin or Amanda Polania, Kat's Administrative Assistants. You will also receive a College I.D. Authorization Card form. The card, for use at the library and facilities, allows for a 10% discount at the Collegiate Bookstore. Bring the form to the I.D. room (Rm. # MB-23) in the Main Building to have your photo taken. 

Orientation and Professional Development Workshops

The Program for Deaf Adults provides an orientation for new and returning faculty members before the beginning of each quarter. You will be paid for attending this one-hour orientation session. Sue Livingston and/or other identified staff will provide in-service professional development workshops once or twice each quarter as needed (except summer) as well as classroom observations. Sue Livingston and I are currently involved in the Design for Learning training, focusing on incorporating technology into classroom instruction. 

Office Use

Mailboxes: Mailboxes in the main area of the Program's office (#C-204) are used to disseminate information and route messages to you from program staff and students. Whenever possible, please check your mailbox.

TTY and Computer Use: You can use the teacher lounge in #C-204J to make local phone calls and to use the computer. Please try to make the calls and use the computer as briefly as possible so that other teachers can use it. You can check your e-mail and communicate with your students if you have their e-mail addresses. You can use the networked printer (between Yakov's and Amanda's desks) to print work-related papers. Please virus-scan before using any of your 3.5 inches floppy disks. If there seems to be a problem with the TTY or the computer, please notify Kat Burland. Please do not use the phones or computers in the PDA secretarial area.

PDA Library and Teacher Lounge: You can use the teacher lounge (#C-204J) for your course preparation and for grading student papers. The computer in C-204J is for your use. Books and materials in the library/tutoring room (#C-204D) are available for your class use. A sign-in/sign-out sheet is posted. Please make sure to return the books when completed. Because of the heavy traffic in these areas, and because we don't have regular cleaning service, we ask that you clean up whatever mess you make, whether it is related to preparing materials for your class(es) or eating. No eating is allowed in the library/tutoring room, #C-204D. Please put all of the food and drink containers in the trash in the hallway outside of the PDA Office.

Tutoring Room: For one-to-one individual instructional sessions, either #C-204D or #C-202 can be used. Please sign up for the times you need by posting these on the door.

Office/Classroom Supplies: A box holding all of the supplies you will need for your class will be in the teacher lounge, #C-204J (e.g. pen, pencil, chalk, media request forms, attendance sheets, colored markers, scissors, scotch tape dispenser, and stapler). Amanda Polania and Yakov Shifrin are responsible for equipping the supplies in the box. Please respect the PDA secretarial area and don't use their supplies. If you need Yakov's assistance for making small quantities of photocopies and transparencies, you can fill out the task request form a few days prior to your class.

Transparencies: Media Services has two photocopying machines available for transparencies. Program for Deaf Adults also offers transparency copying. You can fill out the service requests for Yakov at least 2 - 3 days in advance. Please return them when done.

Ordering Media Equipment: Campus Media Services (# 482-5431) is located in the college library in the "E" Building (# E- 101) and is open until 9 or 10 p.m. Please fill out the form (see attached copy of Media Services request form in the Appendix) for all orders at least a week ahead of time. You can make the requests online via the College's website: www.lagcc.cuny.edu and click on "Media Equipment Request" to fill out the form. Please make sure to put down on the form the name of the contact person, Yakov at YShifrin@lagcc.cuny.edu. If you need standing (ongoing) orders for overhead projectors or TV monitors with VCRs that you actually use in each of your classes on a regular basis, you will need to indicate all of the dates for each request/class. In the Media Services Department, there is a copier for transparencies that you can use for your class. Please make sure to notify Media Services if you are not planning on using the equipment on the days that you requested (i.e. class cancellation, etc). PDA also has its own overhead projectors and TV monitors/VCRs available as needed. Teachers will need to pick up and return the PDA equipment to Rm. #C-202 before the office closes (check with Yakov regarding the office hours). Closed-captioned videos are available through the Media Services. There is a list of closed-captioned videos in a booklet in our library that you can review for your class.

Print Shop Requests: For 20 or more copies, requests must be made through the College's Print Shop (Room #MB-20) at least 3 days in advance. It is preferred that your request for copying the materials and handouts for your classes be done through the Print Shop (see attached copy of Print Shop Services request form in the Appendix). PDA has the request forms that you can fill out and give to Yakov (make sure to keep your own copy of the materials). The Print Shop requires at least three days in advance for all requests, but they offer instant photocopying services between four p.m. and six p.m. daily for the teachers who come to their room (# MB-20) in the basement of Main Building. However, they have a policy regarding copyright laws and cannot make photocopies of any books. Yakov Shifrin can also make 20 copies or less for you if you leave the material at least 4 school days before your class. Books cannot be copied for students' use; however, a copy of each page can be made to create transparencies (no more than ten pages per request). Yakov will be available before classes and can make few copies of notes you are leaving. They will not make numerous copies for classes; this needs to be requested in advance.

Staff Roles

Kat Burland: Assistant Director and Coordinator for Cont. Ed. Program for Deaf Students - Available 1 pm - 7 pm on Mon. - Thurs. (TTY # 482-5024 and e-mail: Katb@lagcc.cuny.edu) is available for inquiries on students' progress, handling students' complaints, and concerns of instructors; provides continuing education and PDA oversight and management. 

Sue Livingston: Academic Faculty Supervisor - is available by appointment (September to June) to provide guidance in course preparation, books and material development, and general pedagogical guidance. Sue will assist you with in preparation for your class, such as in developing syllabi and ordering textbooks. Sue's office is Rm. #E-200M and her ext. is Voice/TTY # 5621. Her e-mail: Slivings@lagcc.cuny.edu. 
Yakov Shifrin: Administrative Assistant, Cont. Ed. Programs - Available on Mon. through Thurs. (TTY # 482-5353, e-mail: Yshifrin@lagcc.cuny.edu) is available for general support for teachers and students. Assist Kat Burland with registration, tuition payment, data entry, rosters, students' evaluations, students' progress reports, correspondences and other paperwork. 

Amanda Polania: Administrative Assistants - Available 9:00 am - 5:00 pm (# 482-5324 Voice; TTY #482-5325 and e-mail: Amandap@lagcc.cuny.edu) is available for inquiries on time sheets and Payroll Office information. Assists with the completion of new appointment packages. 

Bark Qazi: Fiscal Monitor - Is responsible for overseeing the paperwork for appointments and timesheets of adjunct faculty. His e-mail is Barkq@lagcc.cuny.edu.

Payment Policy

Adjunct Faculty members are paid usually four - six times each quarter, depending on the length of your classes. Dates will be distributed to you (please see attached in Appendix C). Please make sure to sign in on the sign-up sheet posted on PDA front door every time you report to teach a class. Please fill out and submit the timesheets in a timely manner so that you will be paid accordingly. Your first paycheck is dependent on when the Program submits your appointment paper or your reappointment (RFA), which is usually from 4 to 6 weeks from the first week of semester. The paychecks will be available for pick-up on Thursday evenings (3 p.m. to 6 p.m.) in the basement lobby of the Main Building or on Fridays (9:30 a.m. to 4:30 p.m.) in the Payroll Office, # E-402. Your I.D. card is needed to pick up paychecks. The Payroll Office no longer mails your paychecks to your home. If you like, you can have your paychecks directly deposited to your bank. Please ask Amanda Polania for the direct deposit forms, which will need to be submitted to the Payroll Office. Any inquiries regarding the status of payment can be directed to Amanda or Bark Qazi, PDA fiscal monitor. If Amanda or Bark is not able to help you, you will be referred to the Payroll Office at # 482-5519. 
Please note that PDA reserves the right to withhold your last timesheet until all of your necessary end of semester forms are submitted, including syllabus for each of your class(s), final rosters, and student's progress reports.

Fire Drills

There are strobe-flashing signalers installed in the hallway, bathrooms, and in the main area of PDA. At this point, there are no signalers in classrooms or individual offices, and we are expecting the installation of signaling system very soon. The designated College's fire warden or the security personnel will come to your class to alert you of the fire drill. You and the students will be given directions for evacuating the building using the side stairways. When you see or hear the fire alarm, please be prepared to instruct your students to leave the classroom immediately. Do not leave valuable items in the classroom. If you or any of the students cannot use the stairs, please go to the front open area of the building, near the elevators, and wait for assistance. Don't use the elevators in any event. Please notify Kat or Yakov if you or any of your students anticipate needing special assistance.

Dress Code and Professional Conduct

As in many other employment settings, it is imperative that we present ourselves in a professional manner at LaGuardia. The dress code is professional, yet casual, such as no shorts, blue jeans, tank tops or sleeveless shirts, etc. It is strongly encouraged that teachers maintain regular and punctual class attendance. Teachers are encouraged to participate in staff development activities and events as well as to commit themselves to performing satisfactory completion of administrative responsibilities: classroom attendance, recommendations for student advancement, etc.

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Planning for Class

Who are your students?

One fundamental for effective teaching is to know who your students are, their backgrounds and reasons for studying, so that you can better plan your course. The student population at the Program for Deaf Adults is extremely heterogeneous, just like New York City's population. A majority of the students know and are fluent in American Sign Language. A significant segment of our students learned English as a second or third language, and may have immigrated to the United States.  
Some of them, regardless of their native language, will have a hard time understanding you and will also have some problems expressing their ideas both in class discussions and in writing. Keep in mind that just as these students must be encouraged to improve in reading and writing, in order to meet high standards in the use of language, you must make your best effort to be understood. The use of media equipment in the classroom, such as overhead projectors and LCDs (also known as multimedia projectors), are strongly encouraged. The fact that some students have language problems does not make them unintelligent students. On the contrary, it is very likely that they will be among the brightest, the most motivated, and the fastest learners in your classes. 

Some of the students also work to support themselves; many of them work full-time. Some have families to tend to, and they commute to the campus from all parts of the greater New York City area. It is a good idea to let your students know from the beginning of the quarter that they are all expected to carry out the same amount of work, regardless of their situation. Tell them that if their schedules interfere with meeting course obligations, they should let you know right away so that you can arrange, if possible, alternative assignments or activities. You can set a good example by planning in advance, and assigning work with plenty of notice so that everybody will be able to hand it in on time. If you or any of your students need help in this area, contact Kat Burland. 

The most important thing of all is that you try to understand and respect your students and take advantage of the wonderful opportunity that comes from their various backgrounds and experiences so that the learning process can broaden them and you and be interesting and challenging for everybody in the classroom.

Syllabus and Quarterly Schedule

A good syllabus should include the following (see sample in Appendix D): 

Course Title: The course name, the subject of the course (for example, ASDA, Writing), the date (for example, Fall Quarter 2002), the days and time of class meetings, the name of instructor and PDA phone number (TTY #482-5353), as well as the phone number for adverse weather status (Voice #482-5555). Attached, in the Appendix E, is the academic calendar of the Division of Adult and Continuing Education, which is a helpful guide for knowing about school closings. 

Course Objectives: A list of the course objectives -- what you expect your students to accomplish/learn how to do. 

Course Outline: The required activities for the course, including labs, assignments, examinations, or projects. The syllabus should be as specific, stating what will be taught each week and what work will be due. 

Policies: Policies on attendance, grading, make-up work, class participation and how they affect the grading. A breakdown of percentage for grading would be helpful.

Copies of syllabi for all of your classes, including Individual Instruction, should be submitted within the first two weeks of the quarter to Sue Livingston and Yakov Shifrin for our files. Please distribute copies to your students as well.

Entrance/Exit exams

A pre-test exam should be given within the first or second day of class and can be used as the final examination on the last day of the class. A copy of the exam should be submitted to Yakov along with the syllabus, which are due by the first week of class. Please note that pre-tests may not be necessary if you have continuing students. In that case, an exit exam is only required. T.A.B.E. (The Adult Basic Education) testing should be given as well at the beginning to returning students and to all students at the end of quarter. 

Suggestions for both pre-test and post-test: 

• Reading:
  • Short literacy or news passage 
  • Main idea: Write a summary 
  • Response: Write a reaction to passage 
• Math:
  • 10 to 15 math problems 
• Writing: 
  • Short in-class essay on a topic that interests the students 
  • Evaluate focus, organization, detail and grammar

Textbook and Materials

Textbooks, instructor manuals, solution guides and student guides, if any, are available on loan to you for your course preparation. Also, please feel free to browse and review a variety of books. You may find that one book deals more clearly with a topic, or offers alternative views. If you find good books, you can purchase them for yourself or for PDA. You will be reimbursed for books bought by the program upon presentation of a payment receipt. If you need assistance or recommendation of books and materials, you can consult with Sue Livingston or Kat Burland. Please review your book selections with Sue.

Textbook Requisition Form: When you order textbooks for your course, fill out the form (see attached copy of Textbook Requisition form in the Appendix F) completely, including name of the book, author(s), edition or year, publisher and IBSN, and return it to Sue Livingston or Kat Burland. Due dates for book orders: early November for winter classes; early February for spring classes; and early August for fall classes. Please make sure that the books you order are affordable for students.

Bookstore: The Collegiate Bookstore (# 482- 5579) is located in the basement of the Main Building (Rm. # MB05) and is usually open from 9 a.m. until 8 or 9 p.m. Monday through Thursday. Books that are ordered should be in stock by the first week of class. Call or go to the bookstore to make sure that all the required readings and texts are in place before class. If not, check with Kat Burland or Yakov Shifrin to see if we are aware of the problem. The books can be rush-ordered through a different bookstore, such as Barnes and Nobles, but this still takes time.  

You can instruct the students to purchase the books themselves. If a VESID counselor sponsors the student, the student can save the receipt of purchase and later be reimbursed within 4 - 6 weeks. The student will need to go to the voucher desk in the back of the bookstore for the cash reimbursement.

Library and Computer Laboratory

LaGuardia Community College Library (482-5426) in the "E" Building (Rm. # E-101) has a wide variety of services that are available for the teachers. There is a faculty computer laboratory (Mac and IBM compatible) in Room # E-256. It is usually open from 9:30 a.m. to 4:30 p.m. every day. Please check their schedule during the intersession periods.

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Meeting the First Class

Introductions: Students' e-mail/home addresses and phone numbers

Experienced teachers have found that first impressions are very important. First, you should try to convey your own enthusiasm for your subject in a way that is intelligible to the students. In this first class, you will be introducing not only yourself but also your field of study. Try to say a little about what you will be learning together, why it is important and exciting, and how it will fit in with the rest of their education. 

Secondly, show a genuine interest in your students as people. Make an effort to learn their names, their goals, their interests, and perhaps where they are from. If students see that you genuinely care about them as people, they will be much more willing to give your class their best efforts. Ask students to write some information about themselves; also, make sure to have their name, e-mail/home address, and phone number for your own list in case you need to contact them directly, such as, you call in sick on the day of your classes. Explain that if you are absent from class you will call them individually. They also have a responsibility to call the office and leave a message letting you know if they cannot come to class. Many teachers believe it motivates students if they get to know each other. Ask each person to introduce him/herself to the class. There are several strategies. The simplest is to begin with yourself. Tell them your name (again) and what you would like them to call you in class, where you are from, and what experience you have in your field and your interests. 

Look at the students as you talk; see if there are any responses to what you are saying. You might find someone from your hometown or who lights up when you mention your interests. And then you might not, but it is still important to look at them, and ask each person to introduce himself or herself to the group. As they talk, look at the class rosters and their faces. This is your first chance to learn their names. 
No matter what method you use in their first class, be yourself. Everyone has a picture of the ideal teacher, but it is much easier to adapt good teaching techniques to your own personality than to try to become someone else. If you are serious, don't try to be a comedian; if you are lighthearted, don't adopt a stern demeanor. You won't be able to keep it up all quarter anyway. 

There is one exception to a friendly approach. Be very firm when you explain the course requirements. You don't want your students to think you are such a nice person that they can turn in their work late or miss class. Express the importance of continuity and how one class build on the next. It disadvantages everyone in the class if one student is absent. Your goal is to encourage them to take responsibility for themselves and for doing their work on time. Attendance and punctuality are stressed, and you can serve as a good role model by starting and ending at the correct time. It is highly suggested that three-hour classes take a fifteen-minute break. If you need to leave early, you are expected to notify the students and Kat of how the time would be made up.

Course Requirement

Distribute the syllabus and go over it with the students. Make sure you emphasize the class policies on lateness, absences and submitting assignments late. Point out the exam dates and when other requirements will be due. Ask them if there are any questions. Wait for a response. Look around the room for puzzled expressions. If you see any, ask again. At times, individual contracts may be necessary. 

Be sure that you explain clearly how their grades will be determined on the student progress report. For example, if the quiz(zes) and the final test each count one-fourth of the grade, and class participation and attendance or class assignments each count one-fourth, that policy should be clearly stated in writing on the syllabus. Point this out to the students and be sure they understand it.

Class Rosters

Just before the start of the quarter, you will receive a printed list of the students registered for your class. You will submit a copy of your roster(s) at the fourth week into the quarter and the original roster at the end of the semester. If a student's name does not appear on the class roster at the first meeting of the class, the student should be advised that he or she might not attend your class again unless authorization is obtained from Kat. Any registration-related problems should be referred to Kat or Yakov. Please check, by the end of the first week, that no one is sitting in class who has not paid. This rule must be strictly enforced. Students are not permitted to register or to add courses after the third week of the term. No visitors are allowed to sit in your classes at any time. No children are allowed.

Attendance Policy for Students

You are required to keep attendance records (rosters) for all the courses you teach, including individual instructional sessions if any. At the fourth week and the last week of the term, these rosters should be submitted to Yakov. We are sometimes asked to verify a student's status for legal matters, or at times, students returning to classes after an absence of years will challenge an "F", claiming that they had withdrawn from the course. The attendance records are our main source for documenting this type of information. 

The following attendance policy will be mandated each quarter: 

• If a student is absent more than 25% of the quarter, the instructor must contact Kat Burland.
• Tardiness is considered a half day of absence (more than fifteen minutes).
• Please warn your class at the beginning of the quarter of this procedure.  
• Special excuses may be accepted.
• If a student stops attending, please do not enter a grade, but enter the last date of attendance on the grade sheet. The student may not be allowed to re-enter.

Emergency/Sick Leave

Since our programs are non-credit, our contract with students is for a certain number of hours of instruction. If teachers cannot meet their class for whatever reason, we still have an obligation to provide the instructional hours. Therefore, the following procedure should be carefully noted:

• All class sessions must be met. If you know in advance that you will be absent, please arrange for a substitute teacher to take over the class, using your class assignments and your instructions for the lesson. Please notify Kat Burland about the arrangement. You and the substitute teacher will sign the agreement form (please see attached copy in Appendix G) and will submit a copy to Kat for the file. You will need to pay the substitute teacher at the flat rate of around $20.00 to 25.00 per hour.
• If an emergency arises--a situation in which the teacher is genuinely unable to contact a potential substitute--and a class must be canceled, Kat should be informed in advance. If Kat is not available, make sure someone in PDA (Amanda or Yakov) is notified in order to post a notice on the door. You are expected to call the students yourself. Arrangements must be made for making up the class. The same thing goes for the College's class cancellation due to adverse weather conditions. You can check out the status by calling 482-5555 (Voice).
• If a student or a group of students in your individual instructional or regular class doesn't show up without any previous notification, the student(s) is considered absent and your hours will be paid in full as originally arranged.

Evaluations

The purpose of having students evaluate courses is to give the teacher feedback on how things are going. The questions used were developed with faculty input, and the evaluation itself is done around mid-quarter so that the feedback is used by the teacher to make any modifications in the course if necessary. 
In the beginning and low intermediate level class, the evaluations are done in the students' ASL and translated into English. All of the evaluations are done anonymously, and teachers received a report, which is a compilation of the individual student evaluations. A sample student evaluation form and commentary are included in the Appendix H. Starting this quarter, all of the written evaluations will be supplemented with a facilitator, fluent in ASL, who will ask open-ended questions regarding the classes and their teachers.

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Completing the Course

Student Progress Reports

Forms for Student Progress Reports will be placed in your mailbox about a week before your last day of class. The forms are also available in Office J, the teacher's lounge. The forms must be filled out, signed, dated, and turned in to Kat Burland within three days after the final class session. Please make sure to indicate the subject of the class that you are teaching, i.e. ASDA, Reading. It would be a good idea to schedule individual student conferences, to help students understand their final grade(s). Have them signs their names on their Student Progress Report. This will help them understand their own progress. Indicate the student's progress or learning needs in the comment area. Write or print clearly in blue or black ink. 
Even though the student(s) on your roster has have never or seldom attended your class, please make sure to include these students on the Student Progress Report. You can indicate that you are unable to grade these students due to excessive absences. You may photocopy the reports for your records.

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Counseling and Special Situations

Office Hours

Your being available to meet students before and after classes has advantages: You can get to know your students better in the ten minutes before the beginning of the class than in a whole quarter of general classroom contact. At that time there is a lot of chit-chat going on and you will be asked questions which would not be asked during the class itself because of its more formal nature. Often these discussions benefit not only the asking student, but also everyone who is listening. That is also the time at which you may see those students who are usually too shy to speak up during the class, and perhaps you can informally encourage them to participate more. 

The teacher's lounge can be used as your office for course preparation and paper grading. You may want to use this room to meet with a student who is having a problem with schoolwork.

Advising and Counseling

Students often seek advice on a variety of different problems, sometimes related, sometimes not, to the subject of your course. Encourage your students at least to speak up about what they want to say and, no matter how trivial their questions may seem to you, do your best to be a good listener. 
In some instances your students might just want to have a friendly chat with you to discuss academic or Career goals. In such cases, you will able to respond by yourself to the student's needs, with a little bit of common sense and experience. Some other times, you will need to refer your students to Kat Burland or Yakov Shifrin who may be more experienced and able to assist than you. You may also encourage the student to discuss with their VESID counselor their long-term goals. For academic matters, the student should seek Kat for advisement related to registration, requirements, and other related issues. 
At times you might realize that a student has changed since the beginning of the term and that his/her grades are getting worse. Such a student might be experiencing a personal problem and might be sending out signals that need to be addressed. The following are common signs that often indicate a student is in distress:

• Frequent lateness or absence
• Marked change of appearance
• Inappropriate and disruptive classroom behavior, e.g., talking too much 
• Marked drowsiness or sleepiness 
• Apparent intoxication or change in mood, e.g. depressed 
• Lateness with assignments 
• Noticeable decrease in classroom participation 
• Marked change in attitude, especially anger and hostility.

Handling Student Complaints

Keep in mind that no matter how good a teacher you are, there is always the possibility of student complaints. Try to be open-minded and show a genuine interest in solving any kind of problem. In this way if one of your students has a complaint, he/she will not be afraid to tell you, allowing you the opportunity to work it out. If a student feels threatened, he/she may not be willing to speak to you. In this situation, the student's anger only gets worse and you will find that complaint has been referred to the Assistant Director or Director. 

You might occasionally have to face a student who voices his/her complaints very emphatically. Here are some suggestions to handle it:

• If other people are present, suggest the conversation be continued in private. Sometimes the only reason for the argument is the publicity derived from it. 
• Wait until he/she is finished. Never interrupt. 
• Listen attentively to what your student has to say and, in order to show and to make sure that you have understood correctly, repeat the main points before answering.
• Analyze the matter critically to find out what is wrong and how it can be corrected. If you need more time to think about it, say so. 
• Make sure the student understands that you are genuinely interested in solving the problem and that you are open to compromises, unless they are against the policies of the course or the Program.
• Explain your reasons and your views and allow your student to respond. Explain what the procedure is, in case you cannot come to an agreement. 
• Whatever happens, do not lose your temper. If you remain calm, even very agitated students will relax after a while. 
• If you feel that it might be helpful, arrange for a meeting with the student and the Assistant Director. 
• If you really cannot find an agreement or need to report incidents of harassment, ask for advice or guidance from the Assistant Director. 
• Please review the sexual harassment policy and procedure, attached in Appendix I.

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General Information

About The College

LaGuardia Community College was founded in 1971 and has been one of New York State's fastest-growing institutions of higher learning ever since. Today more than 10,000 students are enrolled in credit programs. LaGuardia enjoys a solid reputation for innovation and is widely considered to be a leader among the nation's two-year colleges, especially in the area of graduating minority groups.

LaGuardia Community College is located near the intersection of Queens Boulevard with Thomson Avenue and Van Dam Street in Long Island City. Four buildings are currently in use. The closest train stations offer trains 7 (at 33rd St/Rawson St. or Court Square stops); N (at Queensboro Plaza stop); R (at Queens Plaza stop); or G (at Court House Sq. stop); or E & V (at Ely Ave. stop).

The Main Building (with all room numbers prefixed "M") is at 31-10 Thomson Avenue and houses some of the administrative offices, the gym, the Collegiate Bookstore, Bursar, most academic departments, and many classrooms.  

The East Building (with room numbers prefixed "E") is located east of the Main Building, thus the name of the building. It is situated at the corner of Thomson Avenue and Van Dam Street and houses the LaGuardia Library, Media Services, the Payroll Office and other administrative offices, computer labs for students and faculty members, and many classrooms. 
The Center-3 Building (with room numbers prefixed "C") is located at 29-10 Thomson Avenue. Program for Deaf Adults is located at # C-204 and usually uses classrooms for its students there.

Conclusion

We hope that this Adjunct Faculty Handbook is a helpful orientation to your work at the Program for Deaf Adults. If you have questions or suggestions, please let us know.

Kat Burland, Assistant Director, PDA 
September 2003

Most Commonly Used Phone Numbers

Department or Services Extensions Room 

Campus Security & Public Safety (Center 3) 8053 Lobby

Campus Security & Public Safety (Main Desk) 5558 E100

Campus Public Safety/Emergency (Weather) 5555 

Information Center (Main Building) 8293 Lobby 

LaGuardia Library 5426 E101 

Media Services 5431 E101 

Microcomputer Lab-Faculty 6115 E256 

Payroll Office 5519 E402 

Print Shop 5561 MB20 

Program for Deaf Adults-Voice 5324 C204 

Program for Deaf Adults-General TTY 5325 C204 
FAX number 609-2069 

Kat Burland, Assistant Director-TTY 5024 C204 

Yakov Shifrin, Assistant -TTY 5353 C204 

Sue Livingston, Staff & Curriculum Developer 5621 E200M 

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