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A Faculty Guide
Civility Statement Jamestown Community College is committed to the highest
standards of academic and ethical integrity, acknowledging that
respect for self and others is the foundation of educational excellence.
As such, we will cultivate an environment of mutual respect and
responsibility. Whether we are students, faculty, or staff, we
have a right to be in a safe environment, free of disturbance and
civil in all aspects of human relations. Introduction Jamestown Community College is a community of learners
dedicated to advancing the acquisition of knowledge and committed
to creating a learning environment that supports this end. While
all members of the college community contribute to the creation
of this positive environment, faculty have primary responsibility
for assuring that the classroom and on-line learning environments
are conducive to discourse and suitable for facilitating student
learning. This document is designed to assist faculty in establishing
and maintaining an appropriate learning environment for students
and faculty.
The vast majority of JCC students are full and committed
partners in the learning process, eager to establish a productive,
mutually supportive relationship with the instructor and with other
students. When approached in the spirit of dialogue and debate,
the civil expression of disagreement with the instructor or other
students can enhance the learning experience and is not proscribed.
Occasionally, however, students may inadvertently or purposely
engage in behavior that disrupts the learning process. In those
instances, it is the responsibility of the faculty member to intervene
in order to re-establish a positive environment for all involved. Faculty
may find that consultation with faculty colleagues and administrators
is helpful in determining how to manage a particular classroom
conduct situation. Faculty are urged to view such situations as a part
of the educational process and an opportunity to extend students’
learning beyond the subject matter at hand. The suggestions that
follow are designed to help faculty anticipate and, therefore,
minimize incidents of inappropriate behavior, and to assist in
planning appropriate interventions when such situations do occur. Start with an effective syllabus Your syllabus is your contract with the student for
that course. Be sure it includes your expectations for classroom
behavior, and your approach to dealing with inappropriate behavior.
The Civility Statement and the Expectations of Students
in the Classroom are designed to be attached
to your syllabus to provide all students with a clear, consistent
understanding of what is appropriate behavior and what is not.
You may wish to add your personal thoughts about classroom behavior
as well. Clearly written expectations regarding classroom conduct
are an important first step in setting the tone for a positive
educational experience. Model the behavior you expect Our behavior in the classroom should be a model for
the behaviors we expect from students. It is difficult to be credible
in enforcing classroom standards when we have not adhered to those
standards ourselves. Thus, it is important that we: · Begin and end class on time · Return papers and exams in a timely
fashion · Arrive for each class prepared · Treat students with respect · Behave professionally at all times Making instructor expectations explicit in your syllabus
can be a signal to Communicate! At the foundation of all effective relationships is
effective communication. Use a variety of skills and strategies
to keep the lines of communication open in both directions. Try
to connect with students at the outset of class by learning their
names, gathering some basic personal information, and being available
before and after class to speak with students on a one-on-one basis.
Destructive conflict is much less likely to occur when a positive
relationship is present. Remember that conflict is an inevitable
part of relationships and can be instructive if handled appropriately. · When problems do occur, keep these
suggestions in mind: · Deliver your message in an assertive
manner, rather than aggressively or non-assertively. · Try not to become defensive if your
authority is challenged. · Attempt to handle sensitive issues
in a private conversation rather than in the presence of other
students. This conveys respect for the student. · Be a good listener. Often the student’s
most important need is to be heard. · Remember that the student needs to
feel some sense of control in the situation as well. Give him or
her responsibility for helping solve the problem when possible. · Allow students to vent feelings appropriately. · Don’t over-personalize the matter.
Often the origins of the student’s feelings and behavior lie in
other aspects of his or her life. · Don’t argue with students. Allow them
to express their views as long as they present them respectfully. Develop strategies There are a number of strategies you can use to intervene
quickly in an instance of inappropriate conduct, and some that
may prevent problems from occurring: · During the first class meeting, discuss
with students the kind of positive classroom environment you plan
to have, and their role in creating and maintaining it. · Take action to resolve problem behavior
as soon as it develops. Ignoring uncivil behavior sends the message
that such behavior will be tolerated. · Make direct eye contact with the individuals
engaging in the inappropriate behavior. · Stop lecturing and wait until you have
everyone’s attention before you resume. · Physically move to the problem area. · Make a general statement rather than
warning a particular student. (e.g.
“It’s really important that we all focus on the person who has
the floor – we have too many simultaneous conversations going on
at the moment.”) · If you need to speak to a student during
class, make the comments brief and friendly, but firm, indicating
that conversation can continue after class. Avoid a public confrontation. · Consider designating the last row of
seats as space available for late arrivals or early departures
that are unavoidable, putting a focus on courtesy and consideration
for others. When necessary, take additional action! Instances of inappropriate student conduct can be
dramatically reduced by a combination of actions previously noted.
A clear syllabus, good communication between students
and
faculty members, educating students at the outset about classroom
civility, and taking immediate action on emerging conduct issues
will serve to resolve most matters informally. When these approaches
do not resolve a conduct matter, however, faculty should take additional
steps to deal with the situation. 1. If informal strategies in the classroom
do not or cannot resolve the problem, request that the student
see you before or after class in a location where your conversation
can be private. Be sure your conversation with the student covers
the following points: The
specific nature of the unacceptable behavior The
detrimental impact of the behavior on the class and instructor The
change in behavior sought Possible
consequences if the behavior continues 2. Be
sure to give the student the opportunity to tell his/her side of
the story, and,
wherever possible, involve the student in solving the problem with
you. If you feel that the situation calls for a more formal response,
commit your points to writing in a warning letter to be given to
the student following the dialogue above. (See sample letter at
end of this page.) Give the student a copy of the Constitution of the
Student Body that outlines misconduct procedures
in more detail. 3. When the nature of the disruption is so
severe as to make continuation of effective instruction impossible,
the faculty member may direct the student to leave the class for
the remainder of the class period. In these cases, the faculty
member should consult with the assistant dean regarding appropriate
next steps, and a follow-up contact with the student should be
arranged prior to the next class. Faculty may also find it helpful
to consult with a counselor for suggestions on how to deal with
the inappropriate behavior. 4. For all problem situations, keep notes regarding
the behavior noted and your actions and conversations with the
student regarding this behavior. 5. In addressing matters
of misconduct, it is often helpful to have input from others who
can offer advice or share ideas for interventions. Consult with
your coordinator, director, and/or assistant dean whenever such
counsel may be
useful. In cases where the conduct in question persists or is very
serious in nature, consult with your supervisor to determine appropriate
procedures and penalties, which may in extreme cases include expulsion
from the course. In such instances, it is important that you determine
that the strategy and/or penalty under consideration is consistent
with college policies and past college practice. 6. Each faculty member should have available and be familiar with
the Constitution of the Student Body which
outlines the informal and formal steps to be followed in instances
of serious misconduct. Special
suggestions for on-line courses and on-line course components:
(This section
adapted from Student Conduct in Instructional Settings – Virginia Commonwealth University) Steps to Follow in Resolving
Classroom Misconduct Issues Introduction
The Classroom Civility: A
Faculty Guide is designed to give you suggestions which will help
you create and maintain a classroom atmosphere that will facilitate
learning and minimize instances of inappropriate conduct. The Guide
also outlines steps you can take when instances of misconduct do
occur and the Constitution of the Student Body describes how conduct
matters shall be processed. The student affairs committee urges
faculty to become familiar with both documents and use them as
a basis for managing classroom behavior. This guide is intended to provide some additional thoughts on how to
deal with misconduct matters in a manner that will minimize impact
on the classroom learning environment. Speedy resolution of conduct
issues is in everyone’s best interest! Major Considerations In resolving conduct matters, two considerations should
be kept in mind: - Students have a right to due process in conduct matters. - Actions taken by the college should follow the outline described
in the student constitution, which is our agreement with students
regarding how such matters will be handled. Considerations of due process require that certain steps
be taken in dealing with conduct matters: - The student must be informed of the nature of the charges. - The student should be given an opportunity to refute the
charges. - The institution must not be arbitrary in its actions. - Provision for appeal of a decision must exist. With this framework as a backdrop, the student constitution places few
constraints on the timeline for resolution of conduct matters. Prior
to the step involving student appeal or referral to the dean of
student development and marketing, no timeline is referenced as
the resolution of these matters is driven by the actions taken
by the faculty members and supervisors involved. Thus,
the only time constraints to which we must adhere are those that
result from the requirement that we allow for due process. Some Suggestions
With this in mind, the student affairs committee encourages faculty to
take these steps to deal with instances of misconduct in a quick
and expeditious manner: 1. At the first appearance of misconduct, speak to the student to negotiate
solutions. A record of this
dialogue could be committed to writing and shared with the student
if warranted. 2. Inform your coordinator, director, and/or assistant dean of the meeting
either in person or via e-mail. 3. Consult with your supervisor if the situation requires input or help in
problem solving. Keep in mind that counselors at all locations
can also provide you with assistance in dealing with uncivil behavior. 4. In instances that are not immediately resolved, refer the student to your
supervisor for formal reactions and resolutions. 5. In instances that are more complex or serious, the dean of student development
and marketing and the dean of academic affairs should be informed
of the process underway. Note that
the process ends whenever the issue is resolved. Resolution
may take different forms and different amounts of time depending
on the nature of the violation, the circumstances surrounding it,
and the student’s response. For
example, one student may stop the offensive behavior after the
first verbal warning, while others may require a warning committed
to writing or a more serious intervention such as meeting with
someone at the administrative level, referrals to outside assistance
or other action. The system in place should allow for a speedy resolution of the problem
by those directly involved in the matter. Most of the steps noted
above can be accomplished in one or two class days and most matters
can be resolved at the level of the faculty member and immediate
supervisor. The key to quick resolve is to address the concern
upon the first appearance of the behavior and to follow up immediately
with the student and appropriate supervisors. It
is also important that you keep careful notes and document all
conversations with the student so that the supervisor will have
a basis for quick action in instances where a faculty member seeks
the involvement of the supervisor. When the steps noted here and those outlined in the student constitution
are followed, the vast majority of conduct matters can be resolved
in a manner that serves the best interests of all involved.
Expectations
of Students in the Classroom Your academic attitude is a major factor in your success at Jamestown Community
College. You share responsibility, along with your professor and
other students, for creating a productive learning environment.
This responsibility includes behaving courteously and respectfully
toward your professors and your classmates and becoming self-disciplined
in your learning. To create a productive college experience for
you and all students, you should: · Attend class and pay attention. Do not ask the instructor to go over material you missed
by skipping class or not concentrating. If you have difficulty
understanding the presented material, ask the instructor to assist
you. · Not come to class late or leave early. If you must enter late, do so quietly and do not disrupt
the class by walking between the class and the instructor. Do not
leave class early unless it is an absolute necessity. If you know
in advance you will need to leave class early, sit near an exit
and inform the instructor prior to class. · Not talk with other classmates while the
instructor or another student is speaking. If you have a question or comment, please raise your hand,
rather than start a conversation with your neighbor. Others in
the class may have the same question. · Show respect and concern for others by
not monopolizing class discussion. Allow others time to give their input and ask questions.
Do not stray from the topic of class discussion. · Turn off all electronic devices, including but not limited to cell phones,
pagers, beeping watches. If, due to work or family obligations,
you need to remain in contact, inform your instructor ahead of
time and set these devices to be as unobtrusive as possible. · Avoid audible and visible signs of restlessness. These are both rude and disruptive to the rest of the
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