Back to Pratt Health, Safety and Community Guidelines:
Back to Pratt website. Please review this site for information about Health, Safety, Academics, Campus life and more.
Pratt Community Guidelines — In order to convene safely during the pandemic each and every community member must agree to commit themselves to follow new safety policies and behavioral guidelines while on campus. Please review these Guidelines carefully.
Pratt’s Course Syllabus Template (now available as a downloadable Canvas Syllabus Module) presents a summary of the recommended syllabus elements. For further assistance in developing your course syllabus, please contact the members of your department curriculum committee or your chair.
Future Guide for Future Craft is a software guide that have been collected over the years. The content comes from workshops IT has done on technology. Faculty can point their students to the site for short tutorials targeted to art and design students. Faculty can also reach out to (ITL) to host technology workshops. They cover anything from 3D software, 2D software, 3D printing, electronics,sensors, robotics, data science, AR/VR…etc. The direct link is here: https://www.notion.so/Field-Guide-for-Future-Craft-a3e6567712974d21932ab8452356588b
There is a Discord channel to support students with technology questions. Faculty can point their students to the Discord site to get help. This is the direct link https://discord.gg/G9tJdBJ . Any faculty can reach out to IT to get support or set up something specific for them.
Canvas LMS Training and Support – Ongoing training is available to all Pratt Faculty through the ‘Grow with Canvas’ self-paced course, daily office hours with the CTL. For specific course-related Canvas questions, please be sure to contact your chairperson or course coordinator.
We are delighted to let you know that Pratt has adopted Starfish as an essential communication tool in our efforts to foster the success of all of our students. Starfish provides an easy way for you, as faculty, to raise a concern about a student (called a “flag” in this system), direct it to the appropriate office, and to know-because you’ll receive feedback-that your concern was heard and addressed. With any questions, please contact: firstname.lastname@example.org
Establishing community rules on the first day of class – handout.
Online Teaching – The Center for Teaching and Learning provides opportunities for learning about online teaching. Check out the ‘Resilient Teaching Online’ and other scheduled CTL events throughout the semester. Additionally, be sure to follow the Best Practices Guidelines as you build and facilitate your online courses.
Inclusive Language Guide – The Office of Diversity, Equity and Inclusion, in partnership with the Office of Communications and Marketing, developed this resource guide for our community to refer back to when crafting correspondence with students, staff, and faculty.
Bias Incident Reporting Form. To file an incident with the Bias Education Response Task Force (BERT), please complete this form in its entirety. Once completed, one of the BERT Co-Chairs will contact you with the next steps regarding the investigation process based on the type of incident you have described.
Never assume to know someone’s pronouns based on what they are wearing, how they are acting, etc. Ask first.
Asking someone for their pronouns is absolutely appropriate. For example, Hi my name is Jane, my pronouns are she, her, hers, what are yours?
When starting class, let students know that you care about creating an affirmative and inclusive space. Introduce yourself first with name, pronouns, etc., and then ask your students to introduce themselves and to include their pronouns, only if they wish to share.
Never ask for a “preferred” pronoun.
While students are sharing their names and pronouns, pay close attention to how they pronounce their names and the pronouns that they use and write them down next to their names on a printed roster.
If you make a mistake, apologize and move on. Be sure to make a conscious effort to not make the same mistake again.
When you do not know someone’s gender identity, use “they” unless told otherwise.
Ask students how they would like to be introduced to visiting critics. Normalize introductions to include pronouns. Have critics introduce themselves and add their pronouns.