5/15/2012
So, like, what’s an instructor to
do?
Workshop presenters:
Dr. Jack Cunningham—Asst. Vice President, University Safety
Mr. Gary Donahue—Coordinator of Student Issues and
University Concerns
Organizational Structure and Roles
Vice President
Student Affairs
Assistant Vice
President
Student Concerns and
University Safety
Vice President
Finance
Coordinator of
Student Issues and
University Concerns
•
•
•
•
•
Organizational chart
What we have observed
How concerns are initiated
How concerns are/should be resolved
What we don’t do
What Prompted this Workshop?
So, like, what makes a student “disruptive”?
•
•
•
•
Attendance/tardiness issues
Sleeping in class
Unauthorized use of technology
Openly challenging instructor direction and/or
correction
• False sense of entitlement
• Passive/aggressive behaviors
1
5/15/2012
So, like, what kinds of questions do we
hear?
• What rights do I have to set limits and identify
specific expectations?
• What authority do I have to direct or correct a
student?
• What responsibility do I have to communicate my
concerns to other Wilmington University faculty and
staff? And, to whom?
So, like, what’s an instructor to do?
Relax
You have been appropriately empowered. And
that’s just the first of the four R’s.
And, your friend, the Student
Handbook, speaks…
Non-academic code
violations (pp. 82-84)
Specifically, 31 specific code
violations are clearly identified.
(Some are “starred” *)
2
5/15/2012
And it speaks clearly ...
“Inappropriate, loud, or disruptive language or
behavior in the classroom, a University-owned or
controlled property, or a University-sponsored event.”
(#23)
“Failure to comply with the University policies or the
directives of University officials acting in the
performance of their duties.” (#24)
And, so, like, what’s that second R?
Reflect
• On the nature of our student body
• On the Wilmington Way of doing things
• On how we can build bridges instead of erecting
barriers
And, so, like, what’s that third R?
Respond
• The course syllabus and first day foundations can
make a huge difference
• Course expectations should be clearly identified and
specific behaviors highlighted
3
5/15/2012
Care enough to confront
• “I need your help” can be a good way to
initiate a one-on-one confrontation.
• Be considerate and gracious
• Be clear
• Hallways often provide the ideal venue for
“mini-conferences” of this kind
• Keep good records
And, so, like, what’s that fourth R?
Report
• If you’d like support, please let us know.
• When you contact us, please leave us with phone numbers
where you can be reached.
• When in doubt, express your concerns to the appropriate
individuals in Security, Student Concerns, and/or your academic
department.
• If you need to involve security, you will need to provide a report
and be prepared to stand behind it.
• Be sure that your Program Chair/Dean are “in the know”.
Questions
4