OSU Instructional Policies, Procedures , & Resources

OSU InstructionalPolicies, Procedures, & Resources Friday, September 20, 2013

Policies & Procedures Outline: 1. Academic Dishonesty Student Code of Conduct (SCoC) 2. Disruptive Behavior 3. Sexual Harassment 4. Consensual Relationships 6. CAPS Student Support and Resources 7. DAS 8. FERPA

OSU Student Code of Conduct True or False: Students sign a copy of the Student Conduct Code upon being admitted to the institution. FALSE TRUE

OSU Student Code of Conduct True or False: Students sign a copy of the Student Conduct Code upon being admitted to the institution. False. “Choosing to join the Oregon State University community obligates each member to a code of responsible behavior.”

OSU Student Code of Conduct OSU Student Code of Conduct Purpose: “The primary purpose of the Student Conduct Code is to establish community standards and procedures necessary to maintain and protect an environment conducive to learning, in keeping with the educational objectives of Oregon State University. This code is based on the assumption that all persons must treat one another with dignity and respect in order for scholarship to thrive.”

SCoC: Academic Dishonesty Scenario #1: The Ghost Paper You have just completed returning a graded assignment. One student approaches you and says that her assignment was not among those that you returned. She assures you that it was submitted on time, so you must have lost it. You recall that the student arrived late to class last week, after you collected the assignment, and that it is very likely that she never actually turned it in. In small groups, discuss how you might address the situation.

SCoC: Academic Dishonesty • OSU definition: • “An act of deception in which a student seeks to claim creditfor the work or effort of another person or uses unauthorized materials or fabricated information in any academic work.” • SCoCrecognizes the following types of Academic Dishonesty: • Cheating— intentional/attempted use of unauthorized materials • Fabrication— falsification/invention of information • Assisting— helping another commit dishonesty • Tampering— altering/interfering w/ instruments/documents • Plagiarism— presenting someone else’s work as one’s own

SCoC: Academic Dishonesty • Faculty, instructors, and GTAs play the most important roles in maintaining academic standards. • Prevention and response are key! Teach students ways to avoid unintentional infractions, define academic dishonesty, confront violators in ways consistent with departmental policy.

SCoC: Academic Dishonesty • Steps for Reporting Academic Dishonesty: • Gather documentation; • Talk with the instructor of record/coordinator for the course; • Possibly report to the head of the department administering the course; • Possibly contact the Office of Student Conduct and Community Standards. • Each department handles Academic Dishonestly differently. See your supervisor or advisor for help if you need it!

SCoC: Academic Dishonesty Scenario #2: Assistance Necessary? The students have just submitted their first writing assignment in your class. As you read through their submissions, you realize that two of the submissions have very similar concluding paragraphs: only 5 words are different. The two students do not sit next to each other in class, and you do not believe they are friends. In small groups, discuss how you might address the situation.

SCoC: Disruptive Behavior True or False: Warnings must be provided before asking a disruptive student to leave the classroom. FALSE TRUE

SCoC: Disruptive Behavior True or False: Warnings must be provided before asking a disruptive student to leave the classroom. False. “The instructor has authority to manage the classroom environment, which may include requiring a Student to leave when the Student's behavior disrupts the teaching or learning environment.”

SCoC: Disruptive Behavior What are some examples of student behaviors that may disrupt or obstruct University activities? • Repeatedly leaving and entering the classroom without authorization • Making loud or distracting noises • Arriving late or leaving early • Persisting in speaking without being recognized • Behavior that would cause a reasonable person to fear for his or her safety

SCoC: Disruptive Behavior What are some potential reasons students might engage in disruptive behaviors? Student may • Be experiencing some difficulty outside of the class • Be unclear of behavioral expectations • Be learning to adapt behaviors to a classroom context as a result of a disability or other extenuating circumstance • Not understand the consequences of violating behavioral expectations

SCoC: Disruptive Behavior Recommendations for Disruptive Behavior 1.Prepare: Make clear the expectations from day one in writing. 2. Correct: Ask a student to see you after class or ask them to leave. 3. Escalating threats: Telephones exist in all classrooms that can send help quickly if you tell them there is a situation.

SCoC: Sexual Harassment OSU Definition: “Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature” Coerced sexual conduct to receive a grade, obtain/hold a position, or to affect educational decisions Sexual conduct that prohibits an effective learning or working environment

SCoC: Sexual Harassment • Prevent Sexual Harassment: • Be aware of your own words and actions; • Be aware of the words and actions of others; • Know how to document and report incidences of sexual harassment; • Remember: Sexual Harassment is very serious. The Office of Equity and Inclusion is an excellent resource for confidential advice.

SCoC: Consensual Relationships True or False: GTAs are allowed to have romantic/intimate relationships with undergraduate students. FALSE TRUE

SCoC: Consensual Relationships True or False: GTAs are allowed to have romantic/intimate relationships with undergraduate students. True. GTAs may have relationships with undergraduate students as long as there is no conflict of interest.

SCoC: Consensual Relationships • OSU Definition: • “Romantic, intimate, or sexual relationships where one of the parties has institutional responsibility for or authority over the other or is involved in evaluation of the other party, whether the other party is an employee or a student.”

SCoC: Consensual Relationships • Guidelines of Policy: • Problematic relationships must be reported to higher level administrator. • GTAs must cooperate in actions taken to eliminate • Actual or potential conflicts of interest • Adverse effects on third parties • Consensual relationships are prohibited when arrangements to remove the conflict and adverse effects cannot be made.

Student Support and ResourcesCounseling and Psychological Services (CAPS) "Provides a variety of services to address the difficulties and challenges students face” • Counseling • Consultation Services are designed to help students • Understand themselves better; • Create and maintain satisfying relationships; • Improve academic performance; • Make healthy and satisfying life and career choices.

Student Support and ResourcesDisability Access Services (DAS) • Helps to accommodate students and faculty with disabilities • GTAs receive e-mail notifications that enrolled students have requested accommodations. • Examples of common accommodations include • Alternate testing • Note-taking services • Lab assistants

Disability Access Services (DAS) As a GTA, which types of disabilities do you expect to encounter in your class?

Student Support and ResourcesFamily Educational Rights & Privacy Act (FERPA) True or False: You must give parents the grades of your students if they ask for them. FALSE TRUE

Student Support and ResourcesFamily Educational Rights & Privacy Act (FERPA) True or False: You must give parents the grades of your students if they ask for them. False. Parents have access to records only if they are given written permission by the student.

Student Support and ResourcesFamily Educational Rights & Privacy Act (FERPA) True or False: You can share directory information on your students, such as class standing and major field of study, with a co-worker. FALSE TRUE

Student Support and ResourcesFamily Educational Rights & Privacy Act (FERPA) True or False: You can share directory information on your students, such as class standing and major field of study, with a co-worker. True. Certain directory information is made public unless a student requests confidentiality in writing (e.g., address, class standing).

Student Support and ResourcesFamily Educational Rights & Privacy Act (FERPA) FERPA is federal law designed to protect the privacy of a student's educational and financials records. Education records or personally identifiable information can be released if: • Written consent of the student is given. • Disclosure meets one of the statutory exemptions. • Disclosure is directory information.

Questions?

OSU Instructional Policies, Procedures , & Resources