CHE International Education Committee
The College of Human Ecology International Education Committee (IEC) is committed to the goal of providing educational and scholarship opportunities in international settings. The IEC will develop resources to fulfill this goal for our students and faculty, working in conjunction with the ECU Office of International Affairs to meet the international goals and initiatives of the university.
CHE Sedona Resources
CHE College Administrator for Sedona
Jessica Spruill, firstname.lastname@example.org, 328-4199
What is Sedona & how do I access it?
Sedona is the university research database in which faculty can store data that may be used in Faculty Annual Reports, including reports of publications, service, teaching, and other academic contributions. Sedona is available for use by faculty, Sedona college coordinators, and the Sedona Administrator.
The link to access Sedona is www.sedonaweb.com. Log in as “Member” and begin entering your information. Visit the website below to view the Sedona resources that the University has made available.
How do I set up my account?
Each new faculty member must have an account set up by the College coordinator. Accounts for new faculty should be set up by the College new faculty orientation and passwords will be distributed following that meeting. If for some reason you are having problems accessing Sedona or have questions, please contact Jessica Spruill at 252-328-4199.
How do I produce my Annual Report?
Faculty are required to produce annual reports each year by using Sedona. For instructions on how to download your annual report please click here. (insert file from email – “Sedona Instructions for CHE – 2011-12)”
CHE Unit Codes (CDFR, CJ, HMGT, IDMR, NUTR, SW)
CHE Vision & Mission Statement
Vision Statement: The College of Human Ecology will be recognized as the national model for creating professional leaders who enhance the well-being of people and communities.
Mission Statement: The College of Human Ecology will serve as a national model for positively impacting the interface of individuals and their environment by:
• Preparing our students to compete and succeed in a global economy and multicultural society.
• Educating, training, preparing and fostering leaders.
• Transforming health and healthcare through disease management and education to facilitate informed decisions for positive life choices.
• Creating a strong, sustainable future for eastern North Carolina through education, research, innovation, and outreach.
• Enriching lives and enhancing communities through university and community-based programs and outreach activities.
Classrooms can be reserved for meetings. Each unit support staff can assist their faculty with making reservations for classrooms on Schedule 25. If questions, please contact Jessica Spruill at 328-4199. The classrooms in Rivers, along with their capacities, that can be reserved are listed below.
Rivers 102 – 127
Rivers RW 105 – 120
Rivers 210 – 70
Rivers 226 – 63
Rivers 267 – 48
Rivers 269 – 48
Rivers 271 – 48
Rivers 212 – 48
Rivers 273 – 38
Code of Conduct/Disruptive Behavior – ECU CARES
East Carolina University is committed to providing each student with a rich, distinctive educational experience. To this end, students who do not follow reasonable standards of behavior in the classroom or other academic setting may be removed from the course by the instructor following appropriate notice. Students removed from a course under this policy will receive a grade of “drop” according to university policy and are eligible for tuition refund as specified in the current tuition refund policy.
This policy does not restrict the instructor’s prerogative to ask a disruptive student to leave an individual class session where appropriate or to refer the student to the Office of Student Rights and Responsibilities for violation of the Student Code of Conduct.
Disruptive academic behavior is any behavior likely to substantially or repeatedly interfere with the normal conduct of instructional activities, including meetings with instructors outside of class. Examples of such behavior include, but are not limited to, making loud or distracting noises; using cell phones and other electronic devices without prior approval; repeatedly speaking without being recognized; frequently arriving late to class; and making threats or personal insults. A verbal expression of a disagreement with the instructor or other students on an academic subject matter discussed within the course, during times when the instructor permits discussion, is not in itself disruptive academic behavior. http://www.ecu.edu/cs-acad/fsonline/customcf/currentfacultymanual/part6.pdf
Preventing and Dealing with Classroom Disruption
Include a statement(s) about your expectations for civil and respectful behavior in the classroom.
Be on time to class. Class starts promptly at ___. You should be in your seat and ready to begin class at this time. Class ends at ___. Packing up your things early is disruptive to others around you and to the instructor.
Classroom participation is part of your grade in this course. (?) To participate, you … ___ must attend class having prepared the materials for the day. Questions and comments must be relevant to the topic at hand. …
Classroom discussion should be civilized and respectful to everyone and relevant to the topic we are discussing. Classroom discussion is meant to allow us to hear a variety of viewpoints. This can only happen if we respect each other and our differences.
Any discussion from class that continues on any listserv or class discussion list should adhere to these same rules and expectations.
Some Strategies for Promoting Civility in the Classroom
Include a description of your expectations for civility and classroom behavior in your syllabus. Discuss them periodically during the semester.
Model civil behavior yourself. Come to class on time and end class on time. Treat students respectfully, even if you disagree with them. Respond to problems firmly but not in a hostile or demeaning manner.
Reduce anonymity in the classroom. Get to know students’ names, have some small group discussions in class, have a Blackboard discussion page, etc.
Be approachable, and encourage students to come talk with you about their concerns about learning, the course material, and the classroom.
Deal with problems early rather than ignore them and hope they go away. The first strategy is to announce the expectation in a general way first (“Please wait until class is over to gather your things as it disrupts our learning.”) If that does not work, then talk with the student(s) individually after class is over. Keep documentation on the problems and your attempts at resolution for students who are chronically troublesome.
Conference Room Scheduling
All conference rooms managed by the College of Human Ecology can be scheduled on SharePoint,
https://collab.ecu.edu/sites/che/default.aspx. The conference rooms that are assigned to the College are listed below:
Rivers 154 (seats 26)
Student Lounge, RW 135
Rivers 205 (seats 8)
Rivers 208 (seats 40)
Rivers RW 302 (seats 14)
Rivers RW 342 (seats 20)
Continuity of Instruction Requirement
Disability Support Services
ePIRATE (portal for electronic submission, review and tracking of institutional research
Emergency Contacts & ECU Alerts
Entering Community Engagement Hours
Evaluation of Teaching; Peer Observations; SPOTS Administrator Observations
Disability Support Services
Instructional Technology Resources
Notice of Intent to Engage in External Professional Activities for Pay Form
Each time that a faculty member engages in external professional activities for pay they must complete the form to report this. The form can be found at the website below. The faculty member’s immediate supervisor’s signature is needed and then the form should be turned in to Jessica Spruill in RW 238.
Please visit the following website for more information about this process: http://www.ecu.edu/cs-acad/ofe/tenure.cfm The college has created notebooks that can be checked out for 3 days to help guide you with creating your PAD’s. Please contact Kathy Pittman at 328-1098 or email@example.com.
Rivers Building Access
The Rivers building is unlocked from 6:30 am – 10:00 pm Monday – Friday and is locked on weekends. When the building is locked faculty, staff, and authorized students can enter the building using their ECU OneCard at one of the three card swipes that are located at the main entrances of the New Rivers Wing. Building access is given by Jessica Spruill in the College Office. If for some reason the OneCard is not working properly please send an email to firstname.lastname@example.org requesting for authorization to be checked.
Students needing building access: The unit support staff or faculty member needs to send an email to Jessica Spruill requesting access for the students. The full name of the student and their banner id is needed to grant them access. If there are more than 20 students at one time that need access, please send names/banner ids in an excel spreadsheet to Jessica Spruill (email@example.com).
Student Research/Teaching Assistant (Form, Rivers 150)
***Anyone using Rivers 150 must be IRB trained***
Mission: A secure and confidential environment where undergraduate and graduate students can assist CHE faculty in all aspects of the research process, including online literature searches; data collection, entry, coding, and analysis; and writing.
Rules and Responsibilities:
• All students who will be working in this room should complete the online human research training program prior to working in this room. These modules can be found at: http://www.citiprogram.org/. A student’s record of completion will be kept in the office in order for faculty to ensure that only students who understand the confidential nature of data are in the room.
• Additionally, students should obtain training directly from their faculty supervisor regarding rules and responsibilities with using Rivers 150. Faculty supervisors should carefully review the information on this sheet with their research assistants prior to them working in Rivers 150.
• Students should obtain entry into the room by the faculty supervisor for whom they are working. Individual keys will not be issued to graduate or undergraduate research assistants.
• Students should sign in and out of the room when they leave the room for more than 15 minutes. By signing in, it maintains a record of who is in Rivers 150 at specific times and which supervisors have students utilizing the rooms.
• Students are only allowed in this room while they are assisting faculty in the research process. Thus, computers should NOT be used for personal e-mails, to type papers work on homework, or for any other personal reasons
• If you are talking on the phone for research purposes, please use the back office and close the door in order to not disturb those in the front office. Students should limit personal cell phone use while other students are present. You should leave the office to talk about personal matters, which would allow the work place to be free of distractions.
• Friends of students are not allowed in Rivers 150. Only those who are officially working on research and who have completed the IRB training modules can be in this room.
• Confidential data should be secured in locked cabinets or desks when you leave the room. All supplies (i.e. stapler, tape dispenser, pens, ruler…) should be left in Rivers 150. Faculty and students must bring their own paper if using the printer.
• If there are technology issues that need to be addressed (e.g., printer not working; needing a new software installed), faculty or students should contact the CHE technology support through Share Points.
• Upon request, secure storage is available to interested faculty. Faculty members interested in securing a key for a locked file cabinet should contact the Dean’s Office (328-1098). Note that Rivers 150 is not a data storage site, and should be used only to store data for which research assistants are actively using.
TracDat (Outcomes assessment and strategic plan management system)