residency faculty manualfaculty.waldenu.edu/includes/files/docsgeneral/residencymanual... · the...
TRANSCRIPT
Walden University
Residency Faculty Manual
Walden University Residency Faculty Manual (December 2012) Page ii
For internal use only.
This material is available in an alternative format. Contact the Office of Disability Services at
For the most up-to-date policies, procedures, and information, see the online faculty handbook,
which can be accessed through eCampus by logging in to the faculty portal and clicking the
“Faculty Resources” tab. This manual supplements the faculty handbook. To the extent that any
content in this manual conflicts with the content of the faculty handbook, the content of the
faculty handbook governs.
Walden University practices a policy of nondiscrimination in admission to, access to, and
employment in its programs and activities. Walden does not discriminate on the basis of race,
color, sex, age, religion or creed, marital status, disability, national or ethnic origin,
socioeconomic status, sexual orientation, or other legally protected status.
Walden University is accredited by The Higher Learning Commission and a member of the
North Central Association, www.ncahlc.org.
Walden University is a registered trademark of Walden University, LLC.
© 2012 Walden University, LLC.
Walden University Residency Faculty Manual (December 2012) Page iii
Contents Section 1. Introduction .................................................................................................................... 1
About This Manual ...................................................................................................................... 1
Walden University Mission and Vision ...................................................................................... 1
Mission .................................................................................................................................... 1
Vision....................................................................................................................................... 1
Section 2. Walden Residencies Overview ...................................................................................... 2
Mission and Vision ...................................................................................................................... 2
Mission .................................................................................................................................... 2
Vision....................................................................................................................................... 2
Overarching Themes ................................................................................................................... 2
Goals ............................................................................................................................................ 2 Faculty and Staff Goals ........................................................................................................... 2
Student Goals ........................................................................................................................... 3
Planning ....................................................................................................................................... 3
Required Residencies .................................................................................................................. 4
Learning Outcomes ..................................................................................................................... 5
Master’s Programs ................................................................................................................... 5
Specialist Program ................................................................................................................... 6
Doctoral Programs ................................................................................................................... 6
Section 3. Roles and Responsibilities ............................................................................................. 8
Academic Residencies Personnel ................................................................................................ 8
Academic Director of University Residencies ........................................................................ 8
University Events Team .......................................................................................................... 8
Academic Residency Advisory Council .................................................................................. 9
Residency Program Administrators ......................................................................................... 9
Residency Faculty Administrators ........................................................................................... 9 Residency Faculty Members ................................................................................................. 10
Faculty and Staff Member Assignments ................................................................................... 11
Your Residency Assignment ................................................................................................. 11
Mandatory Orientation and Training ..................................................................................... 12
Residency Curriculum and Materials .................................................................................... 12
Supervision, Evaluation, and Professional Development ...................................................... 14
Post-Residency Surveys ........................................................................................................ 17
Section 4. Student Life at Residencies .......................................................................................... 18
Student Comportment ............................................................................................................... 18
Resources Available to Assist Students .................................................................................... 18
Ombudsperson ....................................................................................................................... 18
Disability Services ................................................................................................................. 18
Veterans Administration ........................................................................................................ 19
Student Support Team ........................................................................................................... 19
Academic Advising Team ..................................................................................................... 19 Career Services Center .......................................................................................................... 20
Walden University Residency Faculty Manual (December 2012) Page iv
Center for Research Quality .................................................................................................. 21
Walden Library ...................................................................................................................... 21
Writing Center ....................................................................................................................... 21
Section 5. Incidents and Emergencies .......................................................................................... 22
Emergency Contact Information ............................................................................................... 22
Student Incidents (Non-Emergencies) ...................................................................................... 22
General Process ..................................................................................................................... 22
Resources to Help You .......................................................................................................... 23
Specific Student Incidents ..................................................................................................... 23
Student Emergencies ................................................................................................................. 24
Medical Emergencies ............................................................................................................ 25 Behavioral Emergencies ........................................................................................................ 26
Personal Student Emergencies ............................................................................................... 26
Faculty or Staff Member Emergencies ...................................................................................... 26
Section 6. Residency Logistics ..................................................................................................... 28
Face-to-Face Residencies .......................................................................................................... 28
Travel Planning...................................................................................................................... 28
Expense Reports .................................................................................................................... 29
Space and Technology Provisions ......................................................................................... 30
Preparation ............................................................................................................................. 31
Virtual Residencies ................................................................................................................... 31
Navigating the Virtual Environment ..................................................................................... 31
Space and Technology Provisions ......................................................................................... 31
Preparation ............................................................................................................................. 32
Section 7. Residency FAQs .......................................................................................................... 33
Walden University Residency Faculty Manual (December 2012) Page 1
Section 1. Introduction
About This Manual
The purpose of this Residency Faculty Manual is to provide information to faculty members who
teach and staff members who serve at Walden University residencies. Faculty members teaching
face-to-face as part of blended or in-residence courses should refer to the Blended and In-
Residence Course Faculty Manual.
The Walden University Faculty Handbook is the primary resource for information and policies.
In the event discrepancies exist between this guide and the faculty handbook, the policies
outlined in the handbook will prevail. The handbook can be can be accessed through eCampus
by logging in to the faculty portal and clicking the ―Faculty Resources‖ tab.
Walden University Mission and Vision
Mission
Walden University provides a diverse community of career professionals with the opportunity to
transform themselves as scholar-practitioners so that they can effect positive social change.
Vision
Walden University envisions a distinctively different 21st-century learning community where
knowledge is judged worthy to the degree that it can be applied by its graduates to the immediate
solutions of critical societal challenges, thereby advancing the greater global good.
Walden University Residency Faculty Manual (December 2012) Page 2
Section 2. Walden Residencies
Overview
Mission and Vision
Mission
The mission of the residency program at Walden University is to provide students with the
opportunity to shape their identities as scholar-practitioners who contribute to their disciplines.
Residency students further develop the knowledge, skills, and dispositions necessary for
disciplinary expertise and professional competence. At residency, students (a) conceptualize and
develop research that contributes to positive social change, (b) establish networks of
professionals who support and practice scholarly endeavors, and (c) develop and refine practice
skills essential to their professions.
Vision
Walden’s residency programs set the standard for face-to-face and virtual learning and
socialization opportunities, using innovative technologies and principles of adult learning to
develop scholar-practitioners who think critically and contribute to the greater social good.
Overarching Themes
1. Socialization: Build a scholarly and professional community with students, faculty, and staff
and introduce students into the professional networks of their respective professions.
2. Skills: Increase skills in research, information literacy, scholarly writing, critical thinking,
and professional practice competencies.
3. Scholarship: Develop scholarship through direct student and/or faculty dialogue coupled
with professional development at residency sessions that prepare students for evidence-based
practice.
4. Social Change: Learn about and apply Walden’s vision and mission of positive social
change.
5. Support: Provide support services to facilitate academic program completion.
Goals
Faculty and Staff Goals
Faculty and staff members have the following goals for academic residencies:
Effectively engage students within their academic and professional disciplines.
Use skills required for professional competence.
Walden University Residency Faculty Manual (December 2012) Page 3
Render research and project study findings meaningful to multiple audiences.
Build relationships and networks (i.e., faculty, staff, and students) that foster academic and
professional success.
Engage students and faculty members in peer review and scholarly discourse that reflects
critical thinking.
Help ensure that students and other faculty members model appropriate professional behavior
used in scholarly discourse.
Help students understand the differences in program models and their requirements to
determine the most appropriate academic fit.
Student Goals
Students have the following goals for academic residencies:
Reflect on academic direction and what it means to be a doctoral student and a scholar-
practitioner.
Receive a variety of technical, academic advising, and faculty advising support services using
a complementary combination of face-to-face and virtual best practices.
Use skills required for professional competence.
Build self-efficacy to conceptualize, design, and carry out scholarly research to solve
problems related to professional practice that contributes to positive social change.
Render research and project study findings meaningful to multiple audiences.
Build relationships and networks (i.e., faculty, staff, and students) that foster academic and
professional success.
Engage faculty members and other students in peer review and scholarly discourse that
reflects critical thinking.
Model appropriate professional behavior used in scholarly discourse.
Planning
Planning for an academic residency can begin up to 2 years prior to when the residency is held.
Academic Residencies works with the University Events Team to select sites that accommodate
the number of students scheduled for the residency, offer competitive rates to minimize cost for
students, are conducive to a learning environment, and are accessible to students and faculty
members.
The academic residency program at Walden is a great example of continuous improvement in
action. Walden is constantly learning from its experiences in developing and implementing
residencies. The residency leadership welcomes perspectives from everyone within our
university community. Many of the components of the academic residency program today are
based upon data supplied by the students and faculty and/or staff members who have attended
residencies in the past.
Walden University Residency Faculty Manual (December 2012) Page 4
Required Residencies
For current information about residencies, visit the Residencies website. Table 1 summarizes the
residency requirements for each program. In the table, each program is linked to its residency
program web page.
Table 1. Residency Requirements by Program
Program Residency Requirement
D.B.A. Two 4-unit residencies
Doctor of Education (Ed.D.) One 3-unit residency
Advanced residency (optional)
Ed.S. in Educational Leadership and
Administration (Principal
Preparation)
Two 3-unit residencies
Executive M.B.A. Two 4-unit residencies, with the second being held
internationally*
M.S. in Addiction Counseling Two 6-unit residencies
M.S. in Career Counseling Two 6-unit residencies
M.S. in Marriage, Couple, and
Family Counseling
Two 6-unit residencies
M.S. in Mental Health Counseling Two 6-unit residencies
Ph.D. (standard requirements; for
exceptions, see specific Ph.D.
programs listed below)
Four 4-unit residencies (minimum 16 units total)
Professional Conference Residency (optional) †
Virtual Attendance (optional) †
Ph.D. in Counselor Education and
Supervision
One 4-unit residency and two 8-unit residencies
Ph.D. in Psychology with the
following specializations:
Clinical Psychology
Counseling Psychology
School Psychology‡
Students enrolled prior to September 2011:
500-hour Academic Year in Residence
Students enrolled in or after September 2011:
Four 4-unit residencies (same as standard Ph.D.) plus
attendance in Minnesota each quarter for one
continuous calendar year for face-to-face component
of eight courses (8 days each quarter)* * Faculty members teaching face-to-face as part of blended or in-residence courses should refer to the
Blended and In-Residence Course Faculty Manual. †Options for Ph.D. Students: Annual conferences offered by professional organizations and associations
provide important educational and networking opportunities for Walden University’s doctoral students.
Professional conferences have been recommended by the leadership of each college to serve as a
replacement for the Ph.D. Residency 4 requirement. Professional conference residencies, however, are
not sponsored or produced by Walden University. More information about professional conference
residencies is available at residencies.WaldenU.edu. Ph.D. students have the option of attending a virtual
residency for Residencies 2 and 4.
Walden University Residency Faculty Manual (December 2012) Page 5
‡ The School Psychology specialization is no longer offered, so there will be no School Psychology
students affected by the new residency requirements.
Learning Outcomes
This section lists, by degree level, the expected outcomes of the residency programs.
Master’s Programs
Executive Master of Business Administration (EMBA)
Leadership Residency: 4-day U.S. residency
Collaborate and network with members of your cohort.
Engage with faculty members in face-to-face learning experiences.
Meet your executive coach and develop your professional development plan.
Enhance your writing, research, and critical-thinking skills.
Receive guidance from student support staff.
Develop competency as an executive-level decision-maker and social change agent.
Global Residency: 7- to 10-day international residency
Experience new cultures and business practices with your cohort.
Attend professional seminars and speaker presentations.
Participate in roundtable discussions with local business leaders.
Visit corporations to explore organizational and operational structures.
Tour the country to visit popular landmarks and destinations
Counseling Master’s Programs
Demonstrate basic interviewing skills.
Apply multicultural competencies to basic counseling skills.
Demonstrate critical-thinking skills of diverse and multicultural perspectives and apply them
to counseling practice.
Describe the process of professional identity development.
Provide constructive feedback on others’ counseling skills.
Present research focused on program development that includes components of consultation
and evaluation.
Present collaborative research focused on social change.
Effectively lead groups and incorporate insight from practice as a member/counselor of a
small group.
Utilize feedback to improve performance.
Walden University Residency Faculty Manual (December 2012) Page 6
Demonstrate advanced counseling skills.
Apply multicultural and diversity competencies to advanced counseling skills.
Describe the process of preparing for field experience.
Prepare for the NCE, NCMHCE, or other licensure exams.
Prepare for eventual accrual of post-master’s experience toward licensure.
Specialist Program
Ed.S. in Educational Leadership and Administration (Principal Preparation)
Leading initiatives that evaluate and improve instructional programs.
Effectively managing all personnel and providing ongoing evaluation and professional
development in teaching and learning.
Creating a strategic plan using a visioning process to be shared and supported by all
stakeholders.
Using data to effectively manage the organization and resources for a safe, secure, and
effective learning environment.
Addressing community interests and diverse needs through communicating and collaborating
with internal and external publics.
Articulating the school’s role within the broader political, social, economic, legal, and cultural
context and responding effectively to changes that impact the school community.
Modeling democratic value systems, ethics, and moral leadership; supporting others to grow
and develop as caring and informed citizens.
Doctoral Programs
Doctor of Business Administration (D.B.A.)
Understand program requirements and expectations.
Understand the steps to take for program completion.
Establish a potential network with other students.
Exchange ideas with faculty members.
Understand the mentor/chair/student relationship.
Draft a research problem dealing with social change.
Understand research designs and methodologies common in their chosen field.
Access current literature in their chosen field.
Understand the role research plays in social change.
Communicate learning and research interests to others.
Present academic work.
Ed.D.
Residency 1 (Required)
Engage faculty members and peers in discourse that contributes to the collective advancement
of scholarship.
Walden University Residency Faculty Manual (December 2012) Page 7
Conceptualize and design doctoral project studies that reflect doctoral-level thinking and have
the potential to contribute to positive social change.
Articulate how to implement the program’s scope and sequence to meet the particular
program’s requirements and expectations.
Demonstrate skills to communicate effectively and appropriately in a variety of professional
and interpersonal contexts.
Residency 2 (Optional, Advanced)
Collaborate with faculty members and peers to advance project study completion.
Apply appropriate research design to project study.
Critically review the project study proposal, including results that follow from data collection
and analysis.
Demonstrate the ability to effectively communicate with others in a variety of settings.
Ph.D.
Use critical-thinking skills expected of doctoral students.
Engage faculty members and peers in discourse that contributes to the collective advancement
of scholarship in their discipline.
Use university support services to contribute to the successful completion of the dissertation
and doctoral degree.
Analyze research ideas through engagement with faculty members and fellow students to
formulate appropriate research questions to be pursued in the doctoral dissertation.
Conceptualize, design, and execute dissertation research studies that reflect doctoral-level
thinking and have the potential to contribute to positive social change.
Conduct peer review to receive and provide critical feedback to shape the dissertation
proposal and results that follow from the data analysis.
Demonstrate proficiency in quantitative and qualitative data collection and analysis
approaches to support what is learned in research courses and what is required for the
dissertation.
Articulate and demonstrate competency in professional practice skills required by student’s
discipline.
Write a plan for research dissemination (e.g., peer-reviewed journal article, conference
presentation, book, workplace settings, or other venues).
Identify strategies for continued professional development as scholar-practitioners.
Walden University Residency Faculty Manual (December 2012) Page 8
Section 3. Roles and Responsibilities
Academic Residencies Personnel
The Academic Residencies office serves the residency needs of all colleges of the university.
The office is charged with coordinating face-to-face and virtual learning and socialization
opportunities for programs across the university.
The Academic Residencies office consists of the following individuals:
Academic director of university residencies.
Associate academic director of university residencies.
Associate director of virtual residencies.
Associate director for assessment and evaluation.
Operations manager.
Administrative assistant.
Academic Director of University Residencies
The Academic Residencies office is headed by the academic director of university residencies.
The director partners with the academic and business leaders of programs that have a residency
requirement to help ensure the academic integrity and quality of the curriculum and provide an
outstanding, rigorous learning experience. The director is ultimately responsible for the
experience students and staff and/or faculty members have while they are at residency as well as
the profit or loss of the program.
Any issues that arise throughout a residency should be brought to the attention of the appropriate
program’s residency faculty for that particular residency, as described in the following
paragraphs. If needed, the residency faculty administrator will escalate the issue to the residency
program administrator (i.e., the program director or his or her designee).
University Events Team
The University Events Team (UET) is integral to the success of academic residencies and other
university events. Part of the Walden University marketing department, the UET supports all
academic residency programs by coordinating the details involved with selecting sites,
negotiating contracts, catering, providing the necessary audiovisual equipment, and managing all
the logistics behind each academic residency experience.
The UET collaborates with Academic Residencies to produce program books that communicate
the daily details of a residency. (You can find a PDF version of the program book for individual
residencies within Blackboard. The program book is posted at the top of the syllabus page.)
Walden University Residency Faculty Manual (December 2012) Page 9
Academic Residency Advisory Council
The Academic Residency Advisory Council serves in an advisory capacity. The council is
responsible for providing oversight and advice to the academic director of university residencies
on all matters related to residency curricula, policy and procedures, budget, and fees.
The council membership includes Academic Residencies leadership, faculty representatives for
each degree program with an academic residency requirement, the executive directors from the
Center for Faculty Excellence, Center for Student Success, and Center for Research Support, the
director of academic advising, the senior events manager, and a faculty member-at-large.
Residency Program Administrators
Each program director oversees the residencies and residency assignments for his or her
respective program, or appoints a designee to do so, in coordination with the academic director
of university residencies. As such, the program director or designee operates as the residency
program administrator.
The residency program administrator is responsible for selecting the program’s residency faculty
administrators and assigning them and residency faculty members to residencies. (In some
programs, the residency program administrator may also act as the residency faculty
administrator.) The residency program administrator is responsible for on-site issues relating to
that program. Thus, the residency program administrator’s responsibilities include the following:
Promote the smooth operation of program activities relating to academics.
Communicate the vision and mission of Walden University as related to goals and activities
within the program.
Provide a focus for residency activities based on current issues in the field and relate these
issues to Walden’s mission and vision.
Promote an understanding of academic processes and procedures to help students navigate the
program.
Act as a mentor to the program’s residency faculty administrators and address student
academic issues that cannot be managed by other faculty or staff members.
Residency Faculty Administrators
Each residency program administrator selects that program’s residency faculty administrator(s)
for each residency. In addition to the residency faculty member responsibilities, residency faculty
administrators are responsible for providing guidance and support for their program’s residency
faculty members, including engagement with faculty members before, during, and after the
residency.
While at residency, residency faculty administrators serve as program managers of the academic
residency experience. Their role includes attending and at times co-facilitating faculty meetings
at residencies, conducting colloquia, evaluating faculty members, troubleshooting and attending
to student and faculty concerns, and other logistical and administrative duties as they arise (e.g.,
communicating announcements). Residency faculty administrators also secure contact
information for all residency faculty members so that contact can be made if needed.
Walden University Residency Faculty Manual (December 2012) Page 10
The primary responsibilities of residency faculty administrators include the following:
Participate in academic residency meetings (e.g., Academic Residency Advisory Council,
summits).
Conduct orientation for one of the sessions.
Lead the colloquium the first evening.
Observe, mentor, and evaluate the program’s residency faculty members in accordance with
Walden University policy.
Provide support for the program’s residency faculty members to maintain momentum while
avoiding burnout.
Advise students and mentor new advisors.
Respond to and address any student and/or faculty member concerns and/or issues involving
faculty members and/or students.
Maintain and coordinate all regular administrative and academic assignments (e.g., online
classrooms, responding to assignments, mentees, e-mails) that are concurrent with residency
dates.
Maintain records and correspondence with students required to make up credit for early
departure and assign the prospectus requirement.
Provide opportunities for team-building among faculty and staff members.
Note: The residency faculty administrator has no ultimate supervisory authority over faculty
members. Any personnel issues are reported to the program director.
Residency Faculty Members
Faculty members who teach at the residency are scheduled by the residency program
administrator based on their expertise and their experience with student dissertation committees
(as a chair and/or member) and based on student enrollment. Faculty members teaching face-to-
face as part of blended or in-residence courses should refer to the Blended and In-Residence
Course Faculty Manual.
Faculty members approved for residencies are expected to participate in the academic experience
as described in the assignment letter for that particular residency. In general, residency faculty
members participate in the following:
Curriculum delivery.
College colloquium.
University convocation and plenary.
Facilitation of student development.
Identification of learning resources.
Student advisement.
Faculty meetings.
Walden University Residency Faculty Manual (December 2012) Page 11
Faculty and Staff Member Assignments
Your Residency Assignment
Each year, you will receive the annual residencies schedule to request your availability to teach
at one or more residencies in the coming year. The residency program administrator will contact
you approximately 6–8 weeks prior to a residency if you have expressed interest in attending that
residency, to request confirmation of your availability and willingness to teach. After this
confirmation process, residency faculty and staff members will be scheduled based on the actual
residency registration and the order of priority provided to Academic Residencies. Residency
assignment letters will be sent out to those scheduled. (If enrollment for a residency continues to
increase, assignment letters may be issued as late as 3 weeks prior to the residency.) If you
receive a residency assignment letter scheduling you to teach, you must sign and return the letter
to accept the assignment. Your residency assignment is considered confirmed only when you
have signed and returned the residency assignment letter electronically.
Faculty Workload
You may express interest in and seek approval to participate in residencies through your
residency program administrator. Please discuss with your academic leadership how your
workload will be managed.
Payment for Residency
See the Walden University Faculty Handbook for an overview on compensation. The annual
faculty compensation schedule can be accessed through eCampus by logging in to the faculty
portal and clicking the ―Faculty Resources‖ tab. If you have questions about payment for your
residency assignment, contact the Academic Residencies team at
Disability Accommodations
If you require accommodations for a disability or health issue while at residency, contact the
Office of Disability Services at [email protected]. Make requests for accommodations as
soon as possible after receiving your residency assignment letter.
Cancellation of Assignment
In the event that residency enrollment decreases, your residency assignment may be cancelled by
the Academic Residencies office.
If you need to cancel a residency assignment at any time, contact the residency program
administrator immediately via both e-mail and phone. The residency program administrator will
then contact Academic Residencies to find a replacement. Once the request to cancel an
assignment is approved, you are responsible for contacting the Laureate travel agency to cancel
any travel arrangements that have been made for a face-to-face residency.
Walden University Residency Faculty Manual (December 2012) Page 12
Mandatory Orientation and Training
Participation in faculty meetings and/or training sessions may be required a few weeks prior to
the residency. Once you accept your residency assignment, you will receive communications
about pre-residency meetings and training from the Academic Residencies team and/or from
your program’s residency faculty administrator for that specific residency.
At the residency site, training and update information will be provided during the mandatory
faculty/staff meeting just prior to the start of the residency. All residency faculty members must
attend this meeting.
Residency Curriculum and Materials
As part of Walden’s goal of maintaining current and relevant content for an inspiring and high-
quality student experience at residencies, there is a thorough process for developing and vetting
new content. The creation of new content for delivery at residencies is a collaborative process led
by the Academic Residencies leadership, including, but not limited to, faculty members who
provide content expertise, product managers from the academic college, and the product
development group.
Because significant resources are invested to ensure that the curriculum is professionally
developed, you are required to facilitate and teach from the source materials provided. The
Academic Residencies office is charged with managing the residency curriculum and Blackboard
content. Suggestions for curriculum improvement should be forwarded to that office.
Walden University Residency Faculty Manual (December 2012) Page 13
Figure 1. Reminders and Resources for Teaching at Residencies
Teaching Adults—A Refresher
Establish a Culture for Learning
State objectives for the session and have clear
criteria for evaluating student performance.
Establish and articulate reasonable but high
expectations for behavior and interaction (e.g.,
raise hand to speak or speak freely, cell phone
use).
Model and maintain established guidelines and
expectations.
O'Neill, P. (2010). The first week: Engaging students
and creating expectations. College Teaching, 58(2), 69.
doi:10.1080/87567550903253635.
Build a Learning Community
Create opportunities for students to engage with
each other in the construction of knowledge and
critical discussions about the content.
Model risk-taking and learning from mistakes by
supporting individual learning and growth.
Display and cultivate passion, empathy, respect,
and support for individuals and learning.
Respect and encourage diversity of thinking.
Holyoke, L., & Larson, E. (2009). Engaging the adult
learner generational mix. MPAEA Journal of Adult
Education, 38(1), 12–21. Retrieved from Education
Research Complete database.
Foster the Spirit of Challenge
Delegate appropriate responsibility (ownership)
for learning to students.
Give thorough and candid feedback that is both
constructive and constructivist and requires
learners to think critically about the content and
their learning.
Barkley, E. (2009). Student engagement techniques: A
handbook for college faculty. San Francisco: Jossey-
Bass.
Weimer, M.E. (2002). Learner centered teaching: Five
key changes to practice. San Francisco: Jossey-Bass.
Make Material Meaningful
Create opportunities for students to grapple with
information.
Vary instructional methods and techniques.
Connect content to real-world contexts based on
prior experiences of learners.
Allow learners to reflect on the content and how
it applies to their work, life, coursework, etc.
Barkley, E., Cross, P., & Major, C. (2004).
Collaborative learning techniques: A handbook for
college faculty. San Francisco: Jossey-Bass.
Assess Early and Often
Use a variety of questioning techniques and
formative assessment techniques.
Ask for learner feedback on topics related to the
content objectives and learning preferences.
Follow activities with opportunities for critical
self-reflection.
Angelo, T.A., & Cross, K.P. (1993). Classroom
assessment techniques: A handbook for college teachers
(2nd ed.). San Francisco: Jossey-Bass.
Active Learning Techniques
Comment [CW1]: Link doesn’t work; what is
this supposed to link to?
Here is the link:
http://www.indiana.edu/~icy/document/active_learni
ng_techniques.pdf
Walden University Residency Faculty Manual (December 2012) Page 14
Supervision, Evaluation, and Professional Development
To support you in improving and developing your skills as residency faculty members, the
Center for Faculty Excellence, Academic Residencies, and college leadership have developed
processes and procedures to provide you with ongoing feedback and professional development.
The faculty performance assessment system takes a multifaceted approach, including objective
and qualitative measures of peer review, self-review, and student evaluations, assessing
performance in both residency sessions and in residency advising tasks. The system includes
input from the faculty member, his or her students, the college leadership, Academic
Residencies, and the Center for Faculty Excellence. To support useful and comprehensive
professional development of residency faculty members, Walden uses a collegial and
collaborative process.
Supervision
In your usual (non-residency) work at Walden University, you are supervised by a member of
your college leadership team—generally the program director or a designee of the program
director, such as a specialization coordinator or core faculty member with administrative duties.
You report to that supervisor for your overall performance review and assignments, and your
supervisor is responsible for supporting you in ongoing professional development.
Your supervisor may not be in attendance at the residency, but he or she will receive feedback
and input regarding your performance from Academic Residencies.
At each residency, your program will have a residency faculty administrator, who is there to
provide support and serve as a mentor. The residency faculty administrator has no ultimate
supervisory role; he or she is on-site to provide support to residency faculty members. If you
need support or have questions related to your performance or to expectations while you are at a
residency, you should ask your residency faculty administrator. If you have questions prior to or
after the residency, you should seek counsel from the residency program administrator.
Evaluation of Skill and Seminar Sessions
In line with the university’s goal of a consistent and comprehensive method of evaluation and
follow-up regarding faculty performance, faculty performance at residencies is assessed.
Peer and Supervisor Review
The first time you teach at a residency, you will have a performance review. After the initial
review, performance observations are conducted on an annual basis. However, more frequent
evaluation may be deemed appropriate by the academic leadership. See the faculty handbook
(found on the faculty portal) for more information about faculty performance reviews.
At residency, peer reviews are conducted by the residency faculty administrator. Prior to each
residency, the residency faculty administrator receives electronic survey links for those faculty
members he or she is expected to observe during that particular residency. Note: If the residency
faculty administrator is not available to complete the review (e.g., because of a scheduling
conflict), he or she is to notify the residency administration at [email protected]
and forward the survey link to an appropriate designee. An appropriate designee is another
Walden University Residency Faculty Manual (December 2012) Page 15
residency faculty administrator for the program or the residency program administrator. If
neither is available, then a member of the Academic Residencies team can be an alternate
designee.
After completing the observation, the residency faculty administrator (or designee) uses the
electronic Residency Faculty Review rubric to rate your performance for each criterion and to
comment on your performance, typing or summarizing his or her observation notes. This
standardized rubric identifies key criteria that you are expected to achieve and provides structure
to the reviewer in providing appropriate feedback. The residency faculty administrator will
assess your competency in key dimensions, including the following:
Relationship and/or rapport—how well you establish supportive and collaborative dialogue
with and among students.
Relevance—how well you make meaningful contributions to the learning task.
Rigor—how well you support a challenging learning environment that meets the goals of the
seminar experience.
You will receive supportive and developmental feedback based on this review as part of your
ongoing professional development. Your supervisor (i.e., program director or designee) will
receive a copy of the review from the associate director for assessment and evaluation.
Self-Review
Using the same electronic Residency Faculty Review rubric, you will complete a self-review of
your residency performance. The self-review is intended to support personal reflection and
provide you with the opportunity to identify areas of strength and contribution as well as areas of
needed development and improvement. After you have completed the self-review, it will be
provided to your supervisor (i.e., program director or designee) to facilitate a conversation
regarding the effectiveness of your residency performance and next steps for your professional
growth and development. Your supervisor will schedule a time to share the findings with you
and engage in a discussion about strengths, suggestions for growth and development, and best
practices.
Student Evaluations
Student feedback is also an important part of the overall evaluation of your performance.
Students provide input regarding their perceptions of your effectiveness and engagement in the
residency session. They are encouraged to complete daily evaluations to provide feedback about
each session they attend while at residency, including faculty member performance. These daily
evaluations are e-mailed to students each day throughout the residency. The daily survey links
remain available to students only until the Monday after the last day of residency.
Role of the Associate Director for Assessment and Evaluation
The associate director for assessment and evaluation serves as a link between Academic
Residencies and the residency program administrators and residency faculty administrators. The
associate director analyzes, summarizes, and disseminates student evaluation data to the
academic director of university residencies, residency program administrators, and program
directors (e.g., creating reports to highlight areas of success and challenge). The associate
director or his or her designee also attends residency sessions to evaluate the delivery of content
Walden University Residency Faculty Manual (December 2012) Page 16
and to gauge the student residency experience. The associate director for assessment and
evaluation is supervised by the academic director of university residencies.
Annual Evaluation
As a faculty member at Walden University, you have an annual performance evaluation. The
annual evaluation process includes a self-assessment, an evaluation by your supervisor (i.e.,
program director or designee), and a review meeting between you and your supervisor. If you
serve as a residency faculty member, the annual evaluation process will include an assessment of
your performance at residency.
The various modes of residency performance feedback—including peer review, self-review,
student evaluation, feedback based on advising performance, and any objective key performance
indicators—will be included as data for discussion during your annual evaluation. Your annual
review meeting will include a discussion of strengths and needed improvements in your
residency performance and your appropriateness of fit for future residency assignments.
More frequent evaluation may be deemed appropriate by the Academic Residencies leadership.
The assessment of your performance will be used to determine appropriate developmental
opportunities that may help improve your residency performance. See Section 6 of the faculty
handbook (found on the faculty portal) for more information about faculty performance
evaluation.
Professional Development
If your performance feedback indicates a need for training and skill building, professional
development opportunities will be offered by your supervisor. These professional development
opportunities may include virtual (online) training between residency sessions, face-to-face
training at the residency, and shadowing and/or mentoring by experienced residency faculty
members. You will collaborate with your supervisor and Academic Residencies to determine the
needed skill development and the most appropriate format.
Role of the Faculty Specialist
Faculty specialists from the Center for Faculty Excellence are available to help you improve your
performance. A faculty specialist is assigned to Academic Residencies and serves as an ongoing
resource to support you in your professional development needs. The faculty specialist can help
with additional peer reviews, professional development training sessions, or other needs as
identified.
The faculty specialist works with the academic director of university residencies and the college
leadership of those programs with residency components to identify appropriate collaborative
strategies for developing and engaging you—to help you provide excellent instructional delivery
at university residencies. To receive individualized coaching and support from the faculty
specialist, e-mail a request to [email protected].
Walden University Residency Faculty Manual (December 2012) Page 17
Post-Residency Surveys
Faculty Survey
Upon the completion of an academic residency, you are asked to complete an online survey. The
survey invites you to evaluate your experience on a broad range of issues, from the receipt of the
residency assignment letter to the airport transportation provided. The survey request is e-mailed
to you on the Monday following the last day of residency. A reminder e-mail will be sent
approximately 1 week following the residency, and the survey link will be closed 2 weeks after
residency completion.
All feedback you provide in the post-residency survey is anonymous. Your comments will be
directed toward improving curriculum delivery and helping to provide a better event experience
for all residency participants.
Student Survey
Students also have the opportunity to evaluate their entire residency experience at the conclusion
of a residency. Post-residency surveys are e-mailed to students on the last day of residency.
These surveys address student opinions about perceived growth in specific program outcomes as
well as satisfaction with residency seminars, colloquia, plenary sessions, logistics, and events.
Walden University Residency Faculty Manual (December 2012) Page 18
Section 4. Student Life at Residencies Attendance at each Walden University residency typically ranges from 200 to 1,500 students. To
optimize students’ residency learning experience, the university has a number of policies as well
as services and resources available to students.
Student Comportment
Students are expected to present themselves in a professional manner in accordance with all
Walden policies and procedures as articulated in the Walden University Student Handbook.
You should encourage residency participants to attempt to resolve on their own any issues or
conflicts that occur during the residency sessions. However, if the behavior of a student is
disrupting the learning environment, you should alert a residency faculty administrator or the
Academic Residencies leadership.
Resources Available to Assist Students
Ombudsperson
Walden University has appointed a university ombudsperson to act as a resource for student
concerns and policy issues as well as to assist in the academic appeals process. The
ombudsperson serves as an objective party for the university, advocating for fairness. The job of
the ombudsperson is to aid in the timely and impartial resolution of problems in a non-
adversarial, non-litigious manner. Students are encouraged to consult the ombudsperson as a first
resort when they are attempting to resolve issues informally or do not know where to address a
problem or how to approach the appropriate person or committee. If the ombudsperson is not
present at a residency, students may contact [email protected].
Disability Services
Students with disabilities often choose Walden specifically to avoid the mobility and/or travel
requirements of land-based institutions and, therefore, may find face-to-face residencies a
challenging part of their program. Walden provides the required accommodations at residencies
for students who have registered with the Office of Disability Services.
Students requesting accommodations at residencies must make arrangements with the Office of
Disability Services several weeks prior to the event. Faculty and/or staff members are informed
of those accommodations if they affect the classroom environment, such as the following
examples:
A sign language interpreter will be working in the classroom.
The student will need special seating arrangements.
Closed captioning will be required.
The student will need frequent breaks.
Walden University Residency Faculty Manual (December 2012) Page 19
The residency faculty administrators are provided a comprehensive list of the arranged
accommodations.
Sometimes there are last-minute requests for accommodations because of a recently acquired
injury or an otherwise unforeseen need. Students with such needs should be referred to an
Academic Residencies staff member on-site who will work with the disability services staff
members to make appropriate arrangements. You may contact the Office of Disability Services
directly at 1-800-925-3368, ext. 1205, or [email protected].
Veterans Administration
Residency tuition for some students is paid by the U.S. Department of Veterans Affairs. For
those students, their attendance at the residency must be verified on a Residency Time Log which
you will be asked to sign, validating that those individuals attended your session. You should
then direct those students to the Academic Residencies personnel, for a member of the
residencies team to also sign the log.
Students will send their signed time logs to the Walden University Veterans Office where the
logs will be stored for review by the U.S. Department of Veterans Affairs.
Student Support Team
Leaders tasked with ensuring a positive student experience are always present at an academic
residency. The Student Support Team (SST) is available as a resource to manage complex issues
related to student experience issues and to help facilitate resolutions. They also provide support
and direction to the Academic Advising Team members who are present at the residency.
Walden’s SST is available to students 24 hours a day, 7 days a week by phone, online chat, or e-
mail ([email protected]) to help with basic technical support and administrative questions as
soon as students enroll in their first course. Technical support includes questions related to the
online learning environment as well as navigational and technical issues within the myWalden
university portal. The SST also serves as initial support for the following:
Academic Residencies.
Bursar.
Registrar.
Order processing and fulfillment of course materials.
Academic Advising Team
Academic advisors work as a team to provide an inspiring and enriching experience for all
students. Advisors help ensure that new students are able to acclimate successfully to Walden’s
environment and that continuing students are engaged consistently as active scholar-
practitioners.
Advisors collaborate with academic leadership, student support teams, and operational groups
within the university to manage student expectations, facilitate student issues, and help ensure
that students are successfully completing their programs. Additionally, they assist students with
Walden University Residency Faculty Manual (December 2012) Page 20
academic planning, clarify academic and university policies, and monitor each student’s degree
progress. Academic advisors work closely with you to support the satisfactory progress of
students and to help resolve academic issues.
The Academic Advising Team is an important link between students, instructors, and other
departments. Advisors are available to assist students throughout their studies at Walden,
including at residency. The following table describes what students can expect when engaging
with an academic advisor.
Table 2. Academic Advisor and Student Responsibilities
Committed Walden students will do the following:
Academic advisors will do the following to support students:
Learn and understand the university, college,
school, and departmental policies,
procedures, and requirements for graduation.
Explain university, college, school, and
departmental policies, procedures and
requirements.
Clarify their interests, skills, values, and
goals with an academic advisor.
Encourage and guide students as they define
and develop realistic goals.
Schedule, be on time for, and prepare for all
advising appointments.
Be on time and prepared for all student
advising appointments.
Check their Walden University e-mail
account daily and respond in a timely
manner.
Strive to respond to e-mail and voice mail
messages within 1 business day.
Seek assistance with their study habits. Refer students to specialized university
services and resources as appropriate.
Understand and monitor their own academic
progress toward degree completion.
Monitor and accurately document students’
progress toward degree completion.
Be honest and respectful in their interactions
with advisors.
Be honest and respectful in interactions with
students and maintain confidentiality.
Take an active role in their academic
advising sessions and ask questions.
Help students plan a course of study, offering
advice about course loads, prerequisites, and
committee nomination.
If students at residency have academic advising questions, you should direct them to schedule an
appointment with the Academic Advising Team, via the student portal, during the times posted
in the program book.
Career Services Center
The Career Services Center staff members provide career-related advice at residencies through
skills sessions. Career skills sessions often address topics such as career management,
networking, and professional development. Individual drop-in advising sessions are also
available at residencies.
Direct students who are interested in individual advising to the drop-in advising times posted in
the program book. If a career advisor is not present for advising during the posted times, it is
because the career services advisor is delivering a residency session. If students are unable to
Walden University Residency Faculty Manual (December 2012) Page 21
obtain individual career advising while at the residency, they can contact the Career Services
Center by telephone after the residency or schedule an appointment through their MyWalden
portal.
In addition, the Career Services Center website houses archived webinars on career-related
topics as well as links and resources for job opportunities and professional development,
networking and branding, interviewing strategies, and résumé and curriculum vitae
development.
Center for Research Quality
The Center for Research Quality (CRQ) provides support to students when they are planning and
working on their research capstones. Tools and resources provided by the CRQ include
methodology tutorials, methodology advising for capstone chairs, and access to the participant
pool and secondary data for research.
At residencies, CRQ staff members may be present to provide assistance to students through
individual advising sessions. Direct students to the drop-in advising times posted in the program
book. In addition, research skills sessions may be offered in a variety of areas including, but not
limited to, the following:
Qualitative and quantitative survey design
Data sources, collection, and analysis.
Institutional Review Board (IRB).
Statistical Package for the Social Sciences (SPSS).
NVivo software.
Students and faculty members can access the Center for Research Quality website for
information on thesis/dissertation/doctoral study processes, research forms and documentation,
IRB and related processes, and information about grants and awards.
Walden Library
Walden librarians provide students with support regarding library use and developing
information-literacy skills for successful research and scholarship. Librarians may be present at
residencies to present library skills seminars and to advise students on an individual basis. Direct
students to the drop-in advising times posted in the program book. The Walden Library website
also contains student support resources, including guides and webinars on library resources,
information skills, and subject area research.
Writing Center
The Writing Center staff members provide support for students at residencies through skills
sessions on a variety of writing topics, including, but not limited to, APA format, citations,
grammar, chapters of a dissertation and/or prospectus, and publishing. Writing Center staff
members may also be available to provide assistance to students on an individual basis through
drop-in advisement. Direct students to the drop-in advising times posted in the program book.
For further guidance, students may access the Writing Center website.
Walden University Residency Faculty Manual (December 2012) Page 22
Section 5. Incidents and Emergencies The purpose of Walden University residencies is to bring students and faculty members together
for academic and professional development. Face-to-face sessions can create issues not common
in the online classroom, such as physical emergencies. The guidance provided in this section is
in addition to the policies, procedures, and protocols set forth in the student handbook and
faculty handbook. You should consult all these resources when addressing issues at Walden
residencies.
You are not expected to fully resolve emergencies or incidents that occur during residency but
rather refer students to the appropriate support team or personnel.
Emergency Contact Information
You will be provided with phone numbers of residency leadership during the faculty meeting
held prior to the residency. Program these contact numbers into your cell phone. These resource
personnel will be available to assist with faculty member and student concerns and issues as they
arise and move toward resolution.
Should an incident occur that you believe others should be made aware of (including any kind of
comportment issue, emergency situation, medical issue, natural disaster, or significant student
disruption), immediately bring it to the attention of a residency faculty administrator as well as
the academic director of university residencies (or designee) and the director of the University
Events Team (UET).
At least one designated Academic Residencies team member will be available on a 24-hour basis
during the residency to respond to emergencies or incidents that may arise outside of the regular
residency schedule posted in the program book.
Student Incidents (Non-Emergencies)
General Process
Walden’s first priority is always to assist the individuals within its community. If you encounter
any situation in which you are concerned about the conduct of another member of the university
community, you should discuss this with the other person(s) involved. If this does not resolve the
issue, or if you are not comfortable doing this, see one of the residency faculty administrators or
the Academic Residencies leadership. Note: The professional ideals and policies and the
procedures used in situations where there is a dispute or formal complaint about policy violations
can be found in the student handbook.
Non-critical incidents should be handled as follows:
Faculty members—Address student issues, such as student complaints about residency,
curriculum content, disruptive behavior, etc.
Residency faculty administrators—
Walden University Residency Faculty Manual (December 2012) Page 23
Handle faculty member- or student-escalated issues for students in their program at the
residencies to which they are assigned.
Take care of issues related to program faculty members participating in their assigned
residencies.
University Events Team—Handle faculty member and student concerns regarding all
matters related to residency logistics.
Academic Residencies team—Respond to faculty member and student issues or concerns
related to academic content that are escalated by the residency faculty administrators.
Disability services officer (on-site or by phone)—Address all issues related to disabilities and
accommodations.
Ombudsperson (on-site or by phone)—Consult and intervene as needed regarding student
complaints and/or concerns.
Resources to Help You
Disability Services
The Office of Disability Services will assist in the resolution of any issues, incidents, or
accidents involving students, faculty members, or staff members who are registered with the
office as requiring assistance. If you become aware of a student who needs accommodations,
contact Academic Residencies or the UET. They will arrange for the student to connect with a
disability services representative.
Student Assistance Program
Challenges at home or work may affect student learning experiences at residency. Walden offers
a Student Assistance Program (ID: SAP4EDU) to provide free, confidential support, resources,
and information to help students better address and manage many of life’s challenges.
If you become concerned that a residency student may need assistance beyond the academic
services provided and mentioned in this guide, do not attempt to counsel the student. Rather,
contact Academic Residencies or the UET immediately. They will direct the student to the
appropriate support resource(s) for assistance.
Specific Student Incidents
Late Arrival and Early Departure
There will be instances where students must arrive late or depart early from an academic
residency or an individual session at the residency. Students who contact Academic Residencies
prior to the residency seeking these accommodations are encouraged to select a residency they
are able to attend from start to finish. Should students need to depart in the middle of a residency
or session, they must contact their program’s residency faculty administrator. Students requiring
these accommodations must determine how they will complete the hours and content missed.
The students are also required to sign out with the UET staff prior to leaving the residency.
The residency faculty administrator will complete the Early Departure or Absence form for
Academic Residencies to document the reason for early departure and/or absence, including the
Walden University Residency Faculty Manual (December 2012) Page 24
alternate assignment or incomplete grade. If the residency faculty administrator assigns a grade
of I (Incomplete), the grade will convert to a U (Unsatisfactory) grade in 60 days per university
policy. In such cases, students will have 1 year to return to a residency to make up the time
missed, for potential modification of their grade to an S (Satisfactory).
As students are expected to attend all residency activities, residency faculty administrators do not
approve student requests for late arrival or early departure unless it is an unavoidable situation
(e.g., airline difficulties, death in family, personal or family illness, religious observation).
Residency faculty administrators should have pre-determined alternative assignments ready to
provide students in cases where a portion of a single session is missed.
In some situations, students may be asked to attend an additional residency to make up for
portions of a residency missed because of an unavoidable situation. Students who miss parts of a
residency for avoidable situations will receive a U for the entire residency. For more information
on steps to take, refer to the section on Personal Student Emergencies.
Students may approach you to say that they attended a session but forgot to sign in. In such
cases, you should use your best judgment to verify student attendance.
Comportment Issues
Academic residencies represent an important opportunity for students, faculty members, and
staff members to interact in a professional setting. It is important that this setting provides an
environment that embodies the ideals of the university. Students, faculty members, and staff
members are expected to be considerate and respectful of one another. All are expected to
comply with the standards of behavior and conduct articulated in the Walden University Code of
Conduct, the student handbook, and the faculty handbook. Disrespect, verbal and physical abuse,
overindulgence in alcohol, illegal drug use, and sexual violence are behaviors never tolerated.
When a situation is uncomfortable for any party involved and the issue cannot be handled
appropriately between the parties, it is to be handled as a Code of Conduct issue. You are
expected to contact the academic director of university residencies (or his or her designee) or the
director of the UET, depending on the circumstances, to obtain assistance in handling the
situation appropriately.
While on-site, the Academic Residencies representatives will ask the venue staff members for
notification of any comportment issues brought to their attention.
Student Emergencies
In case of an emergency, first seek assistance by dialing 911 when appropriate and/or help the
person in need if you are able. If you witness any incident that may put one or more members of
our community at risk, you are required to communicate and escalate the situation to the
academic director of university residencies (or designee) or the director of the UET. Leadership
will respond and provide support to help manage the situation.
Walden University Residency Faculty Manual (December 2012) Page 25
Steps to Guide Your Action in an Emergency Situation
Call 911, if applicable, and contact facility security if necessary.
Assess the situation and determine if you are able to help the person.
Seek assistance in managing the situation and ask others to seek additional resources.
Continue to facilitate the situation if you are able and if the situation doesn’t place you at risk.
Help other community members return to participation in the residency once the appropriate
responder has attended to the individual(s).
Ensure that academic leadership and residency staff members are aware of the incident. This
will allow them to notify the residency community, if necessary.
Use the Walden University Accident and/or Incident Report form and document details of the
incident, including the approximate time and date when the incident occurred.
Forward documentation of the incident to Academic Residencies.
Medical Emergencies
Prior to the start of a residency, the UET will develop a resource guide of local medical resources
(e.g., medical center, pharmacy, taxi companies) to be included as a handout in the faculty packet
and posted in the learning platform as part of the local information. This resource guide will also
be distributed to you at each residency, with a copy readily available in the Academic
Residencies office for that residency.
While on-site at residency, Academic Residencies and the UET will ask the venue staff members
to provide notification of any medical issues brought to their attention.
Any injury, however minor, must be reported in a Walden University Accident and/or Incident
Report form immediately or as soon as physically possible. This form is available in the
Academic Residencies office. The form must be completed by the injured party whenever
possible and signed in the presence of a residency faculty or staff member.
Steps to Guide Your Action in Serious Student Injuries
Call 911 if the person appears to be bleeding severely, suffering shortness of breath or chest
pain, is unconscious or unable to talk coherently, has suffered a broken bone, or has
experienced any other trauma. The person should be placed on the floor, kept warm and
comfortable, and protected from objects and people until emergency medical resources arrive.
Administer CPR or other potentially life-saving techniques only if you are a trained to do so.
Do not transport injured persons; transportation should be provided by an emergency medical
technician (EMT) service.
Do not attempt to contact the student’s emergency contact; this is the responsibility of a staff
member. (This information is provided to Academic Residencies and the UET prior to the
start of the residency.)
Complete a Walden University Accident and/or Incident Report form.
Walden University Residency Faculty Manual (December 2012) Page 26
Steps to Guide Your Action in Minor Student Injuries
Provide information about local resources. If the student has suffered a minor injury, such
as small cut or bruise, or if a student feels unwell, ask the student what type of medical
attention he or she requires.
Do not transport students in a personal car or accompany students to a hospital. You may call
a taxi for the student, but he or she is ultimately responsible for obtaining transportation to a
local resource, hospital, or clinic. The student is also responsible for payment of transportation
and other services rendered.
Ask the student if he or she would like his or her emergency contact to be called. Residency
faculty or staff members shall make the contact if instructed. (This information is provided to
Academic Residencies and the UET prior to the start of the residency.)
Complete a Walden University Accident and/or Incident Report form.
Behavioral Emergencies
If you observe an individual who is engaging in acutely destructive behavior, call 911
immediately.
If you have concerns that an individual is confused, is behaving inappropriately, or may
become outwardly destructive or self-destructive, contact the Academic Residencies
leadership immediately.
Report all incidents in a Walden University Incident and/or Accident Report form
immediately or as soon as feasible.
Academic Residencies and the UET will ask the venue staff members to provide notification of
any student behavioral issues brought to their attention.
Personal Student Emergencies
In the case of a family emergency, students should report to the Academic Residencies
leadership or their program’s residency faculty administrator, who will be provided with the
following guidance on how to proceed:
If students need to miss one or more required sessions, they must check with the residency
faculty administrator. If the emergency can be handled without students missing required
sessions, no additional action needs to be taken.
If a significant portion of the residency needs to be missed, the decision about how to proceed
will be made by the residency faculty administrator and residency program administrator, who
will notify the Academic Residencies leadership of the circumstances.
Before students can leave a residency session early, they must report to the Academic
Residencies leadership, and the residency faculty member must complete a Walden University
Early Departure or Absence form.
Faculty or Staff Member Emergencies
If you have an emergency, you should contact your residency faculty administrator and/or the
Academic Residencies leadership to communicate the nature of the emergency and the
Walden University Residency Faculty Manual (December 2012) Page 27
accommodations needed. The leadership will work with you to attempt to accommodate the
issue.
It is important to take care of yourself while at residency. If you feel you are unable to carry out
your residency responsibilities because of illness, contact your residency faculty administrator.
You should also attempt to contact the Academic Residencies leadership and any members of
your teaching team to communicate your need to take sick leave from the residency. Depending
upon the circumstances, it may be in the best interest of all involved for you to return home from
residency. Details related to your departure should be negotiated with the residency faculty
administrator and/or the Academic Residencies leadership.
Walden University Residency Faculty Manual (December 2012) Page 28
Section 6. Residency Logistics
Face-to-Face Residencies
Travel Planning
All travel is governed by Laureate’s travel policies, which are available on the faculty portal.
Travel details are communicated to you after you have accepted the invitation to teach at an
academic residency.
Travel Timeline
Receipt and subsequent confirmation of the residency assignment letter authorizes you to make
travel arrangements. Travel arrangements must be made no later than 3 weeks prior to the
residency or as soon as possible upon receiving assignments within such time period. Your
residency assignment letter will indicate the deadlines by which you must arrange your travel. It
is very important that you meet the deadlines to ensure you arrive at the residency on time. If you
plan to arrive early or stay after the conclusion of the residency for personal reasons, you are
responsible for any hotel charges, meals, and other expenses on those personal travel days.
Travel Agent
All travel arrangements must be made through the Laureate travel department, World
Travel, by calling Monday through Friday between the hours of 8:30 a.m. and 5 p.m. Eastern
time:
Large residencies (more than 50 faculty and staff members attending): 1-800-867-2970.
Small residencies (up to 50 faculty and staff members attending): 1-888-813-6696.
You can also e-mail the travel department at [email protected].
Air Transportation
Your residency assignment letter will indicate the maximum ticket prices allowed for a domestic
or international flight. Flights are billed directly to the Academic Residencies account; you do
not have to pay for your own flight. When speaking with a World Travel agent, inform him or
her that you are on the approved list for a Walden University residency.
Requests for exceptions to the normal round-trip ticket limitations must be submitted in writing
to the University Events Team (UET) prior to purchase. If you purchase a ticket outside the
bounds of Laureate travel policy or in error, you will need to speak with your residency faculty
administrator and/or residency program administrator to discuss the consequences.
Failure to make travel arrangements at least 3 weeks prior to the residency may result in your
department being charged the difference between the cost of a ticket booked on short notice and
the cost of a ticket booked with the proper 3 weeks’ notice.
Walden University Residency Faculty Manual (December 2012) Page 29
International Travelers: Air transportation to and from academic residency locations is subject
to budgetary limitations. If the cost of your airline ticket exceeds the budget cap, the itinerary
will be placed on hold and World Travel will contact the UET for approval. In the event that the
cost of the ticket is substantially greater than the budgeted amount, the Academic Residencies
leadership will contact the appropriate staff member or faculty supervisor to discuss options prior
to the purchase of the ticket.
Land Transportation
Travel to and From Your Local Airport
For transportation between your home and your local airport, Walden will reimburse a taxi ride
of up to $50 each way. Any requests submitted for taxi ride reimbursement of greater than $50
that have not been previously approved for the residency by the UET will be reimbursed at $50
only. Remember to obtain a receipt from your taxi driver.
If you drive your own car to the airport, Walden will reimburse you for up to $50 in mileage
expenses (at a rate of $0.555 per mile) each way. Any mileage reimbursements greater than $50
will need prior written approval from the UET.
Hotel and Airport Transfers in the Residency Location
Travel arrangements between the airport and the residency hotel vary by residency. Overnight
accommodations will be arranged by the UET. Complete information about these travel
arrangements will be sent to you upon receipt of your acceptance of the residency assignment.
Driving to and From the Residency
If you choose to drive to and from the residency, you will be reimbursed for mileage at a rate of
$0.555 per mile. The grand total of this reimbursement is not to exceed the comparable fare of an
airline ticket that is booked by the travel deadline for the residency. You are responsible for
providing this information (i.e., the flight ticket price) as well as your estimated mileage costs to
the UET ([email protected]) by the travel deadline. If you drive to the residency and
do not have prior written approval from the UET, you will not be reimbursed for your mileage.
Walden University will not reimburse you for car rentals or any of the costs associated with car
rentals (e.g., parking, gasoline).
Travel-Related Delays
If you experience a travel delay or cancellation, contact the Laureate travel agency for assistance.
If a delay might hinder your ability to meet the expectations listed in your residency assignment
letter, call the UET contact number that was provided to you in the pre-residency
communications to update the team of your situation.
Expense Reports
Expense reports must be submitted within 2 weeks of the expense occurring. Academic
residency expenses follow all Laureate policies and procedures. See the Laureate website and/or
Walden University Residency Faculty Manual (December 2012) Page 30
the faculty portal for additional information on allowable expenses. If you have questions about
expense forms or the use of expense software, contact [email protected].
Space and Technology Provisions
Room and Audiovisual Equipment
For the residency learning environment, you can expect a room that contains tables, with
approximately seven to ten chairs around each table. All rooms will contain a screen and LCD
projector, a flip chart, and wireless Internet access. Verify the layout of your assigned session
room(s) upon arrival at the venue. If you have space concerns, contact the Academic Residencies
office as soon as possible.
Information about connecting your laptop to the projector will be provided by the UET during
the residency faculty meeting.
Sessions that are designed to include more than 50 students will have a microphone available for
the faculty member’s use. Microphones should be left in the room, not returned to the Academic
Residencies office. Sound at each residency location varies. It may consist of connecting your
laptop to a house sound system or a set of speakers via a sound cord. You should test all video
and microphone sound in advance. When using sound, please be mindful of other sessions
adjacent to your room and adjust the microphone volume to accommodate the students in your
session without disturbing the adjacent sessions.
If you have any audiovisual problems during a session, use the phone in the room and ask to be
connected to the Academic Residencies office.
Laptop Computers
You should bring your laptop fully charged to each session. Core faculty members are expected
to bring and use their Laureate-issued laptop computer.
Walden is not able to add more power supply to the rooms, and students should not bring their
own power strips. Recharge stations are provided for faculty members and students at designated
locations. Students should not be seated at recharge stations if they are available in the room.
A member of the Frontline IT team may be present at the academic residency. If core faculty
members have issues with their computers, they should seek assistance from Frontline by
contacting the Academic Residencies team and the UET office. Computers not owned by
Laureate cannot be maintained or fixed by Frontline personnel.
Blackboard
Blackboard is the electronic course platform that supports each residency. The Blackboard
classroom is available 3 weeks prior to the start and 60 days after conclusion of a residency.
Continue to check the Blackboard classroom throughout the residency for updates and
announcements that may be posted. Presenter handouts and presentations will be posted on
Blackboard as they become available and as they are approved. Abstracts of residency seminars
are also posted on Blackboard.
Walden University Residency Faculty Manual (December 2012) Page 31
For the daily details of the residency, refer to the program book at the top of the syllabus page.
Preparation
Careful preparation leads to a positive residency experience for faculty members and students.
Consider the following steps:
If you are co-presenting, contact your partner before the residency to plan your presentation
strategy.
You will have access to Blackboard 3 weeks before the residency. Review all presentation
materials and handouts before the residency (when applicable: some programs do not allow
additional handouts). Residency handouts and presentations will be made available for
residency attendees in the residency Blackboard classroom. Make sure that you are familiar
with what students will be required to read.
Review your presentation space the evening before your presentation so that you understand
the physical space layout and its potential limitations.
Be proactive. Arrive at your presentation space at least 30 minutes early to set up presentation
materials.
Always start on time. Do not wait for those who may show up late. Time is limited.
Always dismiss at the scheduled end-of-session time. Plan accordingly so that you do not
exceed the allotted time.
Virtual Residencies
Some Ph.D. students have the option of attending a virtual residency for Residencies 2 and 4.
Navigating the Virtual Environment
Virtual residencies do not have a Blackboard classroom. Instead, they are housed in the INXPO
platform.
The INXPO environment is a dynamic space which allows students, staff members, and faculty
members to interact to produce an interactive, synchronous, online learning experience. INXPO
acts as a depository of session material and is a launching pad of session interactions. The
environment allows 30 days of interaction. The middle 11 days of the experience include the
required synchronous sessions that all students are required to attend.
Space and Technology Provisions
Faculty and staff members must have a web camera and microphone to successfully engage
within this environment. A hard-wired Internet connection is also most conducive for interaction
within this environment.
Core faculty members are expected to use their Laureate-issued laptop computer. If core faculty
members have issues with their computers, they should seek assistance from Frontline by
contacting the Academic Residencies team and the UET office. Computers not owned by
Laureate cannot be maintained or fixed by Frontline personnel.
Walden University Residency Faculty Manual (December 2012) Page 32
Preparation
Careful preparation leads to a positive residency experience for faculty members and students.
Consider the following steps:
If you are co-presenting, contact your partner before the residency to plan your presentation
strategy.
You will have access to INXPO on the day the residency begins. Review all presentation
materials and handouts when the residency begins. Residency handouts and presentations will
be made available for residency attendees in the INXPO classroom. Make sure that you are
familiar with what students will be required to read.
Prior to your scheduled presentations, you will have the opportunity to participate in a
demonstration of the virtual environment. It is also recommended that you log in to your
virtual presentation area at least 15 minutes prior to the start of your presentation, to give
yourself time to resolve any unanticipated technical problems and to be ready when students
arrive. The classroom will open approximately 5 minutes prior to the session start time.
Always start on time. Do not wait for those who may show up late. Time is limited.
Always dismiss at the scheduled end-of-session time. Plan accordingly so that you do not
exceed the allotted time.
Walden University Residency Faculty Manual (December 2012) Page 33
Section 7. Residency FAQs What is a residency?
Academic residencies are face-to-face or virtual sessions that provide Walden students with
opportunities to interact and develop critical-thinking, writing, and research skills with a diverse
community of career professionals and faculty members to establish meaningful networks for
completing quality graduate research that can transform society.
Academic residencies are held throughout the year at various locations around the United States
and virtually. Residencies are also offered on a limited basis at international destinations around
the world. International residencies have been offered in Madrid, Spain; Liverpool, England; and
Santiago, Chile.
What are the residency requirements for Walden’s programs?
Ph.D. students generally must complete four 4-unit residencies (a minimum of 16 units).
Students who started the Ph.D. in Psychology program with a specialization in Clinical
Psychology, School Psychology, or Counseling Psychology prior to September 2011
complete a 500-hour Academic Year in Residence.
Students in the above Ph.D. in Psychology specializations with start dates September 2011
or later follow the general Ph.D. 16-unit requirement. They also must complete a face-to-
face component in Minnesota each quarter for one continuous calendar year, consisting of
eight courses (8 days each quarter).
Students in the Ph.D. in Counselor Education and Supervision program must fulfill a 20-
unit requirement by participating in a 4-unit residency followed by two 8-unit residencies.
Ed.D. students complete their residency requirement by participating in one 3-unit residency.
Students in the Ed.S. in Educational Leadership and Administration (Principal Preparation)
program fulfill their residency requirement by completing two 3-unit residencies.
Master’s-level counseling students fulfill their residency requirement by attending two 6-unit
residencies. This requirement applies to the following programs: M.S. in Addiction
Counseling; M.S. in Career Counseling; M.S. in Marriage, Couple, and Family Counseling;
and M.S. in Mental Health Counseling.
D.B.A. students complete two 4-unit residencies.
Executive M.B.A. students complete two 4-unit residencies.
Where can I find a schedule of upcoming residencies?
The calendar of residencies is available on the Residencies website.
How can faculty members request to serve at a residency?
Notify your immediate supervisor to indicate your interest in serving at a residency. Residency
assignments are made early in the year. However, throughout the year, enrollments may
necessitate assignment of additional faculty members for some residencies.
Walden University Residency Faculty Manual (December 2012) Page 34
What is eCampus?
The university’s eCampus has many purposes. Students can communicate with others about
planning their trips to residency and document their thoughts and experiences regarding a
specific residency site. Students, faculty members, and staff members can access eCampus by
entering through their campus portal.
What is Blackboard?
Blackboard is the learning platform that houses all face-to-face residency curricula. You are
expected to access the Academic Residencies classroom on a weekly basis from the beginning
through the conclusion of the residency. You should respond to any posts that pertain to your
individual college or program. All appropriate handouts, media, and slides used in the classroom
will be posted in Blackboard.
What is INXPO?
INXPO is the online platform that houses all residency curricula for the optional virtual Ph.D.
residency experience (for Residencies 2 and 4). All appropriate handouts, media, and slides can
be found in the ―Faculty and Staff‖ tab within the environment.
Faculty and staff members must have a web camera and microphone to successfully engage
within this environment. A hard-wired Internet connection is most conducive for interaction
within this environment.