Welcome to Teaching Assistant Orientation!

Please fill out the green student info sheet on the right side of your folder.

Opening Remarks

Dr. Julie Masterson

Graduate Dean & Associate Provost

Dr. Frank Einhellig

Provost

Please pass completed student info sheets to the isle.

Library

Crystal Gale, MA

Library Administration

Library Website

 http://library.missouristate.edu/

Teaching Introductory Courses

Dr. Ken Gillam

Assistant Professor of English • • •

Graduate Students

Bryce Maynard (BIO) Grant Haverly (COM) Matt Stewart (ENG)

Teaching

What it is: A Performance An Exchange What it takes: Good Will Enthusiasm Knowledge and Expertise Standards

The Teacher

The Students

Some Rules for Doing This Thing

Any questions?

Please enjoy a short break. Return to your seats by 10:15.

Legal and Ethical Issues

Rachael Dockery Legal Counsel Rebecca Harbaugh Associate Registrar

Legal and Ethical Issues

Teaching Assistant Orientation August 11, 2015 Rachael Dockery, General Counsel

Teaching Assistants Wear Many Hats

• • • • •

Instructor Student Employee Colleague Friend

NON-Discrimination Policy Statement

“Missouri State University is a community of people with respect for diversity.

The University emphasizes the dignity and equality common to all persons and adheres to a strict nondiscrimination policy regarding the treatment of individual faculty, staff, and students.

In accord with federal law and applicable Missouri statutes, the University does not discriminate on the basis of

race, color, religion, sex, national origin, ancestry, age, disability, or veteran status

in employment or in any program or activity offered or sponsored by the University. Sex discrimination encompasses sexual harassment, which includes sexual violence, and is strictly prohibited by Title IX of the Education Amendments of 1972.

In addition, the University does not discriminate on any basis (including, but not limited to, political affiliation and sexual orientation) not related to the applicable educational requirements for students or the applicable job requirements for employees

.”

Federal Law prohibits

Discrimination in programs or activities receiving federal funds, including education, based on: Race (Title IV, Title VI) Color (Title IV) Religion (Title IV) Sex (Title IV, Title IX) National Origin (Title IV, Title VI) Disability (ADA, IDEA) Veteran Status (VEVRAA)

BUT WHAT ABOUT . . .

• • •

Pregnancy?

Sexual Orientation?

Gender Identity/Expression?

What is discrimination?

Discrimination

occurs when individuals having a common characteristic such as age, ancestry, color, disability, national origin, race, religious creed, sex, or veteran status are unreasonably, whether intentionally or unintentionally, denied equal privilege or treatment.

WHAT IS RETALIATION?

Retaliation

against an individual for filing a charge of discrimination or harassment, investigation, participating or in an opposing discriminatory or harassing practices is also considered a form of discrimination and is prohibited.

WHAT is harassment?

Harassment

toward is unwelcome conduct another person or an identifiable group of persons which is severe and pervasive and has the purpose or effect of creating an intimidating, hostile or offensive learning, environment.

working or living

Harassment, cont’d

Harassment can occur in many contexts.

But the most typical context for harassment is sex.

Sexual harassment is

any unwelcome conduct of a sexual nature

.

Examples: sexual advances, requests for sexual favors, other verbal, nonverbal, or physical conduct of a sexual nature, sexual assault, or acts of sexual violence.

TYPES of SEXUAL HARASSMENT

1. Quid Pro Quo

a. Submission to the unwelcome conduct is made, explicitly or implicitly, a

term or condition

of an individual’s education, employment, or participation in a University program or activity; or b. Submission to, or rejection of, such conduct by an individual is used as the

basis for decisions

affecting that individual’s academic standing, employment status or participation in a University program or activity.

TYPES of SEXUAL HARASSMENT 2.

Hostile Environment

Unwelcome conduct that is sufficiently

severe or pervasive

such that it has the purpose or effect of unreasonably interfering with an individual’s academic or work performance or creating an intimidating, hostile, or offensive environment for that individual’s employment, education, or participation in a University program or activity.

Sexual harassment, cont’d

Sexual harassment may occur between members of the same or opposite sex – regardless of the harasser’s sexual orientation Harassment based on a person's sex is not limited to instances involving sexual behavior

Disability Accommodations

Instructors disability

must

refer all students requesting accommodations directly to the Disability Resource Center and/or the Learning Diagnostic Center.

From there, Instructors should provide accommodations that are (1) authorized by one of these offices and (2) requested by the student. If this is a problem, talk to your supervisor and the office authorizing the accommodations.

See Disability Accommodation Policy for Students

Religious Accommodations

Instructors must provide students who expect to miss classes, examinations, or other assignments as a consequence of their sincerely held religious belief with a reasonable alternative opportunity to complete such academic responsibilities (e.g., excused absences, alternative assignments that are no more difficult than the initial assignment, etc.).

Instructors should feel free to discuss religious accommodation issues with their supervisors and the Office of Institutional Equity and Compliance.

See Accommodations for Religious Observances Policy

Complaint Procedures

• Everyone is encouraged to report discrimination, harassment, retaliation.

• If observed by or reported to someone who (1) has the authority to redress the problem, or (2) has the duty to report the problem (e.g., an Instructor when the situation involves a student, etc.), the individual must report it to the OIEC within 3 business day.

• Even if the situation is resolved -- the duty to report remains.

• Even if the victim does not want to file a complaint or requests that that the situation remain confidential -- the duty to report remains.

See Complaint Procedures

REPORT complaints TO:

Office of Institutional Equity and Compliance Address: Park Central Office Building, Suite 111 Phone: (417) 836-4252 Email: [email protected]

or Webpage: www.missouristate.edu/equity

SEXUAL violence & AsSAULT

• Sexual violence, sexual harassment, domestic/dating violence & stalking subject to new policy.

•

Report to Jill Patterson, Title IX Coordinator.

• If victim wishes to report confidentially, need to speak with on-campus mental health counselors, campus health service providers, off-campus rape crisis resources, or clergy who can maintain confidentiality.

• Victims have other options: call 911, call OCR, call Dean of Students, etc.

• Academic and housing accommodations available.

MAINTAINING BOUNDARIES

Teaching Assistants are not allowed to have sexual or romantic relationships with their students.

MAINTAINING BOUNDARIES

Teaching Assistants are not allowed to try to have sexual or romantic relationships with their students.

don’t take my word for it . . .

“The University will view it as unethical and a violation of this policy if University employees engage in sexual or romantic relationships with students enrolled in their classes or subject to their supervision.”

See Prohibition of Discrimination and Harassment Policy

don’t take my word for it . . .

“Such [unethical] employee student relationships may include, but are not limited to faculty and student, adviser and advisee, teaching assistant and student, coach and athlete, and the individuals who supervise the day-to-day student living environment of student residents.”

See Prohibition of Discrimination and Harassment Policy

don’t take my word for it . . .

“The behavior is, in most cases, unethical even when the relationship is consensual (i.e., both parties have consented), because the voluntary consent of the student is in doubt, given the imbalance of power in the student employee relationship. Even if consent were to be shown, a clear conflict of interest would still exist which might create the appearance of discrimination or favoritism in grading or access to educational opportunities.

Relationships between a graduate student and an undergraduate student, when the graduate student has some supervisory responsibility for the undergraduate student, are covered by this policy.”

POP QUIz: question #1

The day before the final exam, a student comes to you and says, “I need an extra hour on my final because I have a disability.” What do you do?

POP QUIz: question #2

One of your students makes a racist comment during class.

What do you do?

POP QUIz: question #3

You observe a male student put his arm around a female student and she shrugs him off. She appears upset.

What do you do?

POP QUIz: question #4 A student confides in you that a faculty member frequently makes jokes with sexual innuendos in his presence and has frequently asked him to her office and once to her apartment. Although the student is very uncomfortable with the situation, the student has asked you to keep it confidential.

What do you do?

POP QUIz: question #5

You are very attracted to a student in your class. The student has asked you to their apartment for dinner.

What do you do?

Academic Policies & Processes, Student Records

Rebecca Harbaugh, Associate Registrar Shannon Holt, Assistant Registrar 41 | 4/30/2020 | Office of the Registrar

Topics to Cover

• My Missouri State Teaching & Advising Tab video • Family Educational Rights and Privacy Act (FERPA) and directory information • Syllabus/Course Policy Statements • Class Lists • Grading 42 | 4/30/2020 | Office of the Registrar

FERPA Family Educational Rights and Privacy Act

FERPA is a federal law designed to: • protect the privacy of educational records – this prevents us from sharing a student’s non-directory information without the student’s written consent • establish the right of students to inspect and review their educational records • provide guidelines for the correction of inaccurate and misleading data through informal and formal hearings 43 | 4/30/2020 | Office of the Registrar

FERPA - Directory Information

Directory information that may be disclosed to a third party without the student’s written consent includes but is not limited to: • • • • • • • Name Address Telephone number Campus email address Field of study, including majors, minors, certifications, and pre professional areas of study Classification (e.g., sophomore) Enrollment status (full-time, part-time, or less than part-time) http://www.missouristate.edu/policy/Op5_11_1_StudentRights.htm

44 | 4/30/2020 | Office of the Registrar

FERPA

• No other information outside of directory information may be released without the student’s written consent • Penalties for FERPA violations can mean loss of federal financial aid for the entire University • A FERPA hold may be requested by currently enrolled students. This agreement means that the University may not release any directory information about the student (except as permitted under the provisions of FERPA). The University may not even acknowledge to third parties that the person is a student at the institution.

http://www.missouristate.edu/registrar/FERPA_FAQ.htm

45 | 4/30/2020 | Office of the Registrar

FERPA - Information you never give out

• • • • • • • • Social security number. You cannot ever give out the student's social security number, you can't post it, you can't even use some or part of this information to confirm a student's identification.

Citizenship Gender Ethnicity Religious preference Grades GPA

Daily class schedule. This is really important. Local police authorities may be trying to find your student. Parents may be asking what classes the student is in today. You can't give that out. This even means to parents who are paying the bills.

46 | 4/30/2020 | Office of the Registrar

• • • • •

FERPA - Maintaining Confidentiality

Academic information on your students should be kept confidential at all times Do not publicly post grades using personally identifying information or allowing easy identification of the student (i.e., listing in alphabetical order) Be careful not to create an environment whereby students can easily discern other’s grades (passing out papers, etc.) Avoid making available any documentation that lists both a student’s name and BearPass Number together You should not view information that is not required in order to fulfill your job responsibilities 47 | 4/30/2020 | Office of the Registrar

Guidelines For Your Syllabus

A syllabus or Course Policy Statement must be on file in the department office and must be presented to students within the first week of classes. Required information includes:          Purpose/content of course Absence/attendance policy Plagiarism/cheating policy Required Texts/Supplies Exam/Assignment information and dates Make up policy Grading policy Nondiscrimination policy Policy on disability accommodation 48 | 4/30/2020 | Office of the Registrar

Class Lists All class lists must be obtained on the web through My Missouri State.

Options for obtaining class lists: 1. If you are the instructor of record, log on to My Missouri State. Click on the “Teaching & Advising” tab at the top of the page. In the center column, the classes you are teaching are listed under “Faculty Dashboard.” Select the class you would like to view, and click on the class list to view and print a current student listing.

You may also use the “Class Lists: Use for email and Excel options,” which includes additional features.

2. Ask the instructor of record or the department administrative assistant to print the class list for you.

49 | 4/30/2020 | Office of the Registrar

Reviewing Your Class List

Review your class list periodically.  First day of class   The second week of classes (after the Change of Schedule Period) After the last day to drop (Fall 2014’s date is Nov. 7 th for full term classes) Reviewing your class list periodically will help you identify:   Students attending who are not on your list Students not attending who are on your list 50 | 4/30/2020 | Office of the Registrar

Non-attending Students

• Students who do not attend during the first 3 weeks of class: Complete Instructor Drop Form by the end of the 3rd week of the semester • Students who stop attending after the first 3 weeks: Report non-attending students to the Office of the Registrar by completing online form: Both forms are available in My Missouri State.

51 | 4/30/2020 | Office of the Registrar

• •

Attending Students Who Are Not on Your Class List

If a student’s name does not appear on your class list by August 24 th , the student is not enrolled and should not be allowed to attend the class Only allow the student to attend if you can verify enrollment - Ask student for a current copy of class schedule - Contact the Office of the Registrar to verify 836-5520, [email protected]

52 | 4/30/2020 | Office of the Registrar

Grading Topics

• Mid-term grading • Final grading • Drops and refunds 53 | 4/30/2020 | Office of the Registrar

•

Mid-Term Grading

You must assign mid-term grades to all students in all full semester 100 and 200 level courses • • Mid-term grades must be submitted via My Missouri State by 2:00 p.m. on October 12 th

(Use the Faculty Grade Assignment Channel or “Grades (Midterm)” link on the Teaching and Advising tab of My Missouri State to submit your grades.)

If you do not have a grade to assign, then an “I” (incomplete) grade is appropriate; however it is best for the student to have a grade to assign •

Mid-term grading is available and helpful for

all

students

54 | 4/30/2020 | Office of the Registrar

Final Grades

• • • Final grades must be submitted (finalized) on My Missouri State no later than 2:00 p.m. on December 14 th Use the Faculty Grade Assignment Channel or “Grades (Final)” link on the Teaching and Advising tab of My Missouri State to submit your grades.

Blackboard grades are not official. Grades must be submitted through My Missouri State.

55 | 4/30/2020 | Office of the Registrar

Drops and Refunds

• • Students can find a personalized Refund and Drop Deadlines page on the Academics Tab in My Missouri State.

Faculty can find personalized Refund and Drop Deadlines for all classes they teach on the Teaching & Advising Tab in My Missouri State.

56 | 4/30/2020 | Office of the Registrar

Additional Information Sources

Missouri State University web sites have extensive information. The following web sites are frequently viewed:      University Master Calendar (including academic calendar): http:// calendar.missouristate.edu/academic.aspx

Office of the Registrar: www.missouristate.edu/registrar Office of the Provost: www.missouristate.edu/provost University Catalog: www.missouristate.edu/catalog FERPA Training & Resources: http://www.missouristate.edu/ferpa 57 | 4/30/2020 | Office of the Registrar

How to Contact Us Office of the Registrar

Room 320 in Carrington Hall Phone: 417-836-5520 Fax: 417-836-6334 E-mail: [email protected]

    Dr. Rob Hornberger, Registrar: 836-5520 or [email protected]

Nathan Hoff, Associate Registrar: 836-4302 or [email protected]

Rebecca Harbaugh, Associate Registrar: 836-4328 or [email protected]

Shannon Holt, Assistant Registrar-Records and Registration: 836-4308 or [email protected]

58 | 4/30/2020 | Office of the Registrar

QUESTIONS?

59 | 4/30/2020 | Office of the Registrar

Laboratory/Discussion Classes

Dr. Tara Herring

Biology

Dr. Randy K. Dillon

Communication

Laboratory/Discussion Classes

• • • • • What scares you the most about teaching?

What is the purpose of a lab class?

What is the purpose of a discussion class?

What are your biggest obstacles to success in teaching?

What resources might help?

Teaching Laboratory Classes

•

Teaching Laboratory Classes

TA weekly preparation – Demonstration of enthusiasm and leadership in class – Acquisition of adequate background knowledge – Awareness of material safety concerns – Participation in lab “mechanics” (lab prep and data analysis) – Understanding of daily lab “timeline” (pacing of activities) – Ability to troubleshoot/answer student questions – Presentation of clear assignment expectations (rubrics)

Teaching Laboratory Classes

• Materials and equipment – Be intimately familiar with all materials used and information presented • Know more than the minimum amount of information required.

– Be aware that some students have very limited laboratory experience – Have a plan for helping students to safely use lab supplies and dispose of lab waste

Teaching Laboratory Classes

• Laboratory safety and assessment – Provide clear and constructive student feedback, both in the lab and in your grading of student work – Model the attitudes and behaviors that you would like students to emulate – Apply lab rules and grading guidelines equally to all students

Teaching Laboratory Classes

• Laboratory groups – Assign groups (or not) based on course goals – In working with lab groups, consider these student traits: • Ability level • • Prior experience Motivation – Determine whether homogeneous groups or non-homogeneous groups will best suit a given activity – Ideal group size will vary, depending upon the activity

•

Teaching Laboratory Classes

During the lab: – Be a guide/coach, rather than a lecturer • Ask guiding questions, rather than provide answers immediately – Help students to answer their own questions and to ask new ones – Set clear expectations for group collaboration – When possible, enlist the help of experienced students within a group/lab class

•

Teaching Laboratory Classes

Keeping students on track/involved – Spot-check student understanding throughout the period – Be a physical presence in every corner of the classroom – Assign individual roles within groups, or group roles within the class, to foster student responsibility – Be aware of group “issues,” but allow groups enough time to try to resolve them internally • Always be ready to “step in” if group difficulties persist

•

Teaching Laboratory Classes

Answering questions and correcting mistakes – Remember that no learning occurs without struggle, and any struggle is, itself, a learning experience – Tie new information into the “web” of knowledge that students already possess – Help students to recognize possible uses of lab knowledge in “real life” situations – Don’t forget to revisit (“re-hammer”) the general goals/large concepts of daily lab activities

•

Teaching Laboratory Classes

Wrapping up a lab – Reserve a few minutes at the end of each lab for important review questions/lab announcements – Meet individually with groups as they finish – Pool data online – Review key concepts of a previous lab at the outset of the next lab session – Be easily available to students for questions/assistance during office hours and by email

Teaching Laboratory Classes

• Common problems in lab – Failed experiments – Students who have missed labs • Make sure that you understand the attendance policy of your lab course, and do not deviate from it – Students with writing difficulties or limited experience with the material • Recommend that students visit the Writing Center or the Bear CLAW tutoring center – Students who do not work well in groups or in a lab setting

Teaching Laboratory Classes

• Lab reports and grading – Focus on the scientific process skills presented, but not necessarily the results (usually) – Keep overall course and lesson goals in mind – Make expectations clear and objective (rubrics) – Give detailed, TIMELY, USEFUL feedback that will help students to succeed in the future

Teaching Laboratory Classes

• Feel free to ask laboratory supervisors and faculty advisors for advice and guidance • Network with your laboratory supervisor and fellow teaching assistants to discuss teaching methods/approaches that worked well (or didn’t work)  • Develop time management strategies that allow you to successfully “juggle” teaching responsibilities alongside your own research and coursework assignments

Modified picture from http://www.sciencegnus.com/Extinct%20Animals.html

Cousin’s Animal

(by Ruthie Labno, Seabreeze High School, Daytona Beach, FL and/or John Cafarella

sciencegnus.com/Cousin's%20Animal.pdf

) Your cousin has brought you an unusual animal about the size of a large house cat that he found during a recent trip around the world. Neither of you knows what it is. Your cousin thinks the animal is sick; it is not eating or moving around much. Your cousin must leave on another trip, so you promise to help the animal get well.

Activity: Cousin’s Animal

• • • • Group arrangement Individual evaluation Group consensus Discussion

Reference

First Day to Final Grade, Third Edition: A Graduate Student's Guide to Teaching (Michigan Teacher Training) by Anne Curzan The third edition of First Day to Final Grade: A Graduate Student’s Guide to Teaching is designed to help new graduate student teaching assistants navigate the challenges of teaching undergraduates. Both a quick reference tool and a fluid read, the book focuses on the “how tos” of teaching, such as setting up a lesson plan, running a discussion, and grading, as well as issues specific to the teaching assistant’s unique role as both student and teacher.

Modified picture from http://www.sciencegnus.com/Extinct%20Animals.html

Running a Discussion

• Why students may not talk – Peer pressure – Need time to think – Lack of preparation – Class dynamics – Quiet students – Outside forces

Running a Discussion

• • Classroom Arrangement Starting the Discussion – Make a list – Free writing – Pair and share – Small group activities – Read/Select a passage from the text

Running a Discussion

• Your Role as a Teacher – Be a Facilitator, Coach, etc.

• Help students participate • Help students speak and respond to each other • Help students explore a variety of viewpoints • Help keep the discussion moving and on track • Help students see gaps in their understanding • Help students see the bigger picture

Running a Discussion

• Handling Sensitive Material – Lay some ground rules – Create a safe space – Tell students to beware of “us” and “them” – Question carefully – Be the “Devil’s Advocate”

Running a Discussion

• Wrapping up Discussion – Do not end class purely by time – Do not feel you have to give the answer – Try to relate the class to those before and after it – Provide positive feedback about what went well in class

LUNCH

Please proceed upstairs to Ballroom West.

Academic Integrity

This session identifies types of academic dishonesty, and describes teaching strategies that you can employ to discourage academic dishonesty.

Dr. Tom Tomasi; Co-Chair Academic Integrity Council

Student AI Policy & Procedures

  We have a formal AI policy See syllabus to find the campus policy, or ◦ University web – alphabetical index ◦  “Academic Integrity” Left column  “Academic Integrity Policies & Procedures”  Summary in packet  Class policies must be consistent with this, but may vary in what is considered inappropriate (punishable).

Student AI Policy & Procedures

 Who can file a report  Steps taken by teacher  Appeals process for student  Panel hearings  Academic Integrity Council  Includes 3 graduate student ◦ Positions currently filled A.I.M. (Academic Integrity Matters)

Academic Integrity Policies

   Emphasize responsibility to know campus and class policies related to academic integrity Emphasize responsibility to challenge and report.

◦ Tattletale vs. community values ◦ ◦ ◦ Talk to your student early about class policies ◦ Use of previous work?

◦ Cell phones, calculators, etc.?

Show things brought into the testing room?

Communicating test content?

Unauthorized collaboration?

Reiterate & Repeat

Plagiarism

 ◦ ◦ Intentional (“ethical failure”) Copy/Paste and pretend authorship Purchase a term paper  ◦ ◦ Unintentional (“sloppy scholarship”) Insufficient citations Punctuation errors  Preventing plagiarism ◦ Turnitin.com

◦ Bear Claw (Center for Learning And Writing)

Term Paper Mills

Reducing Plagiarism

     Writing process can reduce plagiarism Unique assignments Break large assignments into small pieces due over several weeks ◦ List of sources ◦ Highlighted photocopies all kept in a folder that’s turned in ◦ Outline with each ◦ Rough draft assignment ◦ Final draft Digital copy of final draft Use SafeAssign (preferably rough draft)

Affirmation

I have personally composed all of the sentences in this essay other than those properly placed in quotes (or offset) with credit given. I recognize that my manuscript will be reviewed using computer search engines designed to prevent plagiarism. I am familiar with the academic integrity policies at Missouri State University and recognize that I can receive the XF grade for submitting work created by others or by allowing others to use work created by me. This paper has not been submitted for credit in any other class and any related papers have been listed in my list of references.

Let students know about this early, to use it as a deterrent.

Signature and date

Tests & Quizzes

       Different versions of the test ◦ Not multicolored so not obvious to students Removing hats Seating charts Cell phone reminders Policy on removing tests/conveying information Can you force them to show things they bring to an exam (Policy statement)?

Promote moral high ground ◦ Honor system (pros & cons)

Other Academic Integrity Issues

    Require documentation as a policy ◦ Excused absence ◦ internships Explain allowable use of a peer/expert editor ◦ How much help is appropriate?

Explain individual’s expectations in group assignments ◦ Work together ◦ Reports written individually Using the same “product” in multiple classes

Handling the cheating incident

Faculty responses to cheating in a survey 61.4% Were confident that a specific student had cheated during a test, or plagiarized a paper 51.3% Reprimanded, counseled, or warned the student 24.8% Failed the student on the assignment 12.8% Applied no consequence or action 3.4% 1.8% 0.8% Assign an F grade for the course Reported the cheating to the Academic Integrity Council Assigned an XF grade

Confronting Cheaters

        Not “beyond a shadow of a doubt” Work with your supervisor (proactive and reactive) Collect what evidence you can to convince others in a hearing ◦ Photocopies of print materials (tests, term papers, etc.) ◦ Written statements from witnesses Allow students to complete a test or quiz Use of force or physical restraint?

Intentionality Talk with students in attempt to deal with it yourself ◦ You or your supervisor?

Lying and consequences

Sanctions for Academic Integrity

       Lower grade for the assignment Re-do the assignment Alternative assignment No credit for the assignment Lower grade for the class An “F” for the class An “XF” grade for the class

The XF Grade is assigned through the Provost Office rather than through traditional grading. Your report form will direct the Office of the Provost to assign the XF. Until the time when that grade is assigned and appeals are exhausted, the grade assignment should be an I (incomplete).

Administering a Sanction

     Who decides on sanction, you . . . .. . or your supervisor?

Meet with student(s) ◦ Present the allegation, evidence, and intended sanctions and hear ◦ any student evidence of innocence Inform the student of the policy and appeal rights The student must be allowed to continue to attend the class until the rights of appeal are exhausted.

Complete an online violation report form for the incident, w/ relevant evidence, results of your meeting with the student, and the sanctions you will impose.

Submit this form and the student gets a letter from the AIC, w/copies to the department Head.

Appeals

 Department Head (within 1 week)  Academic Integrity Council (within 15 days) ◦ Either the student or faculty ◦ Faculty can appeal for sanctions that exceed the XF (e.g., expulsion) if they feel the violation of particularly egregious.

Academic Integrity Scenarios

Read the following stories, and think about what you would recommend to the persons having to “do what’s fair”.

Assume that the syllabus for the class in question includes appropriate references to cheating and its possible consequences.

Dr. Willis has a clear, no-cell-phone policy for tests because he knows that the phone can be used to take pictures of the test. He always reminds students that there is a presumption of cheating when a cell phone is used. During the mid-term exam, Susan got a text message and opened her phone to see who it was from. Dr. Willis took the test from her and asked her to leave. What consequence should Susan receive?

What if this had just been a 10-pt. quiz?

What did Dr. Willis do wrong?

What should he have done instead?

Adam’s business teacher’s tests require writing one essay, but the teacher gives her students a list of six potential essay questions one week before the actual test so they can better prepare. Adam and Brent spent the week researching and preparing drafts for each potential essay. Their co-worker, Chuck, had the same teacher, but he was in a different section. Chuck took the test the day before Adam, so Adam asked Chuck that night at work which question the teacher picked. Adam went home that night and studied extra hard on that one question the teacher picked. The next day, the teacher administered the test, with the same essay for Adam’s class. Brent reported the violation, remembering that the syllabus stated that revealing information from the test is considered a violation of the course cheating policy. What consequence should Chuck receive? Adam? What if the syllabus hadn’t mentioned this?

Sandra and David are in the same chemistry lab, but not lab partners. Every week, the lab teacher gives the students the methods to perform an experiment, and then the students are to write a lab report. After performing an experiment one week, Sandra reread the method section and realized that she had accidentally used twice as much of one chemical as she should have, yielding skewed results. The lab was closed, and she could not perform the experiment again. If Sandra used her original results, she would lose points for not properly following the method. She called David and told him her situation, and he offered to let her use his results, but only if she changed them slightly so the teacher won wrote her report with his results. However, she didn the results in her report came from someone else. ’ ’ t be suspicious of them having the exact same results. She then t realize that while proportions were the same, amounts given to lab groups differed. Thus it was apparent to her professor that What consequence should Sandra receive? David?

Blackboard @ MSU

KRISTI OETTING COMPUTER SERVICES

Blackboard ate my Homework How do I submit my Assignment?

Upload the Syllabus Input Test Grades Where are my grades?

Send this Announcement

Blackboard

Are you added to the course? Edit Mode – Make sure you’re ON. Chevrons are your friend.

Blackboard records everything.

Students should use My Blackboard navigation.

Shut the door on the way out.

My EDU

Enhanced Profile Academic Achievements Showcase Projects Highlight Competencies

Free Blackboard Apps

Bb Mobile Learn Bb Student View Announcements Read Content Discussion Boards Submit Assignments Take Tests View Grades Live or Recorded Lectures Grade Assignments Bb Collaborate Bb Grader

Training Opportunities

HelpDesk.MissouriState.edu/training-opportunities.htm

In Person Classes Online Live Video Classes Classes ‘Ask the Experts’ Open Hours

Additional Free Resources

Technical Support

HelpDesk.MissouriState.edu Experts.MissouriState.edu

In Person By Phone Live Chat Remote Support Online Guides

Managing Classroom Conflicts

Dr. Charlene Berquist

Professor of Communication, Center for Dispute Resolution

I've come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess tremendous power to make a student’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a student humanized or de-humanized.

— Haim Ginott, 1976

Conflict Defined

“Conflict exists because of a real or perceived incompatibility of goals.” Bush & Folger,

The Promise of Mediation

“Conflict is necessary for the establishment of a safe and productive environment…” Susan Wheelan,

Creating Effective Teams

Role of Conflict in Teaching

• The Chinese ideograph for conflict represents danger and opportunity. Both of these exist in student teacher conflicts.

Assumptions About Classroom Conflict

• Conflict in the classroom provides an opportunity to model and shape productive conflict interactions.

• Conflict provides an opportunity to strengthen classroom relationships and enhance learning.

• Problematic classroom situations can be avoided through careful planning.

• Many classroom problems can be more effectively handled if you anticipate and rehearse possible responses.

Challenges and Models

• Whenever we start a new job we face challenges. What types of conflict concern you most? What conflict situations do you feel most unprepared to deal with?

• We get information about how to teach from our own experiences and from those who have taught us. What are some negative and positive examples of ways that your teachers have handled classroom conflict?

Individual Conflict Styles

(See Conflict Style Instrument) • Competitive • Collaborative • Compromising • Avoiding • Accommodating

Principled Negotiation

• Separate People from Problems • Focus on Interests, not Positions • Explore Options

Tips for Preventing Conflicts

• • • • • • • Establish clear guidelines. Model effective communication and conflict behaviors.

*respect *listen *be fair and consistent *avoid behaviors that create defensiveness Stay “cool” always—no matter what happens.

Confront disruptive dynamics when they occur! Remember: “You get what you reward…” Do not discuss an individual student’s behavior or progress during class.

Anticipate-Anticipate-Anticipate! Get help if you need it!

Role Plays and Discussion

Have A Wonderful Semester!

• Questions/Comments

Grading, Assessment, and Feedback Using Assessment to Help Students Learn

New Graduate Teaching Assistant Orientation August 2015 Dr. Keri Franklin Associate Professor, English Director, Assessment [email protected]

417-836-3752

Goals

•

Begin to develop thinking about what your students should know when they leave your course or lab and what kinds of feedback they will receive in the course or your course.

•

Learn a few ways to quickly assess student learning and use to provide feedback beyond just a letter grade. 126 April 30, 2020

Activating Prior Knowledge

•

What’s the most helpful feedback you’ve received verbally or in writing?

•

What were the qualities that made it helpful? 127 April 30, 2020 English/COALOffice

Step 1: Begin with the End in Mind

What are the goals for the course? What are they supposed to learn? Where do you find this information? 128 April 30, 2020 Office/Department

Once you know the goals, what assignments will help students get that learning? 129 April 30, 2020 Office/Department

130 April 30, 2020

Grading

Show examples. Give them the answers and explain why. When commenting, reference your written instructions. Office/Department

Clear Expectations

• Write what a student needs to do and know in order to get an A, B, C, or D in your class. Tell them before they complete the assignment. • • Missouri State Grading Policy Missouri State Grading Policy Web Page

131 April 30, 2020 Office/Department

Before Assigning

1. Plan your grading criteria.

2. Explain the grading criteria to your students 3. Coach students with examples and models beforehand. 4. Make your comments efficient and helpful by focusing on one or two areas 132 April 30, 2020 Office/Department

While You are Grading

•

Get in the right mindset.

•

Write comments that describe your thinking.

•

Write comments that you would appreciate and you would find helpful.

•

Give a process grade and product grade.

133 April 30, 2020 Office/Department

Although assigning grades may be the last step of this process, planning your grading criteria at the outset (and communicating these criteria clearly to students) will enhance your ability to coach student writers and make your commenting on student papers more efficient and helpful. (Bean, p. 267)

Frequent, Informal Feedback

•

Try to give frequent informal feedback to students.

• Ask for Exit Passes at the end of each class. What did you learn? • Have students stop and process in writing every 10 minutes and do a quick pair-share. (checking for comprehension)

135 April 30, 2020 Assessment

Week One/Mid-Semester/End

Give to them in writing the learning outcomes for the course. Tell them what they should learn. Ask them: What do you expect to learn? What do you need to learn in this class? How do you expect to use what you will learn from this class? 136 April 30, 2020 Assessment

A Final Formative Assessment

Have students look at or reflect upon what they learned at three points in time: August, October, and December. How has their thinking and learning changed throughout the semester? 137 April 30, 2020 Office/Department

Evaluating Learning

Write a letter/note/memo to students explaining why you structured the assignment the way you did and what you would consider excellent and good work. Explain to them what you hope they will learn from completing the assignment. (Don’t grade everything. Do you want to focus on the process or the product?) Ask students to write a short letter that describes the process of their thinking. How did they approach the assignment? What did they learn? (This increases critical thinking and gives you great information about learning. ) 138 April 30, 2020 Office/Department

Formative Assessment

monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning students identify their strengths and weaknesses and target areas that need workhelp faculty recognize where students are struggling and address problems immediately generally low stakes, which means that they have low or no point value.

139 April 30, 2020 Office/Department

Summative Assessment

evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

often high stakes, which means that they have a high point value.

140 April 30, 2020 midterm exam, senior recital, paper, final project Office/Department

Practicality

•

“As teachers, our goal is to maximize the help we give students while keeping our own workloads manageable.”

John C. Bean, Engaging Ideas, 2011 Office/Department 141 April 30, 2020

Reframing Prior Knowledge

•

What’s the most helpful feedback you’ve received verbally or in writing? At what point did you receive it?

•

What were the qualities that made it helpful?

•

Thinking about your own class: what will be the most helpful ways to give feedback to students verbally, in writing, and with a letter grade? How often? To what extent? 142 April 30, 2020 English/COALOffice

Thank You

If you have more questions or need assistance, please contact me at [email protected]

6-3752. or Have a great semester!

MSU Department of Safety and Transportation

Foster a Safe and Secure Environment for the University Community

Safety & Transportation

Adapted from: Laura Bennett, Harper College Mike Jungers, Missouri State University

 Dr. Thomas Lane   Associate Vice President for Student Affairs & Dean of Students ▪ ▪ ▪ 836-5527 PSU 405 [email protected]

Chair, Behavioral Intervention Team (BIT)

 Facilitates the process for addressing student concerns  Helps faculty, staff and students understand parameters for appropriate student behavior  Ensures students’ rights are protected   Communicates complaint/appeals procedures Interprets and enforces FERPA  Chairs BIT – MSU’s BEHAVIORAL INTERVENTION TEAM

       Be different Have a psychological condition Have a disability (and disclose/not disclose to MSU) Challenge your opinion or information Have a criminal history Be entitled or self-centered Have different cultural expectations

 Disrupt the educational environment so that other students can’t learn  Engage in or threaten violence towards others  Fail to comply with directions of college officials  Violate the Student Code of Conduct

 Available processes at MSU to communicate expectations and effectively respond to student behaviors:     Student Code of Conduct Campus policies and rules Interim action when situation warrants Laws and police responses

Students have rights, including to be informed of what is expected of them and what the process is if they violate those expectations.    Student Code of Rights and Responsibilities Requirements for Academic Programs Other College policies and procedures If a student may have violated college policies, he/she should receive due process: ▪ Notice of possible violation(s) ▪ Opportunity to respond (a hearing) ▪ Appeal/File Complaints

 Communicate what is expected of students, using your course syllabus and other department publications  Inform students of complaint procedures/options  Consistently uphold appropriate academic standards  Document student behaviors, your conversations and interventions, and the student’s response

      Acts of physical aggression Threats of violence Articulation of depression, hopelessness, or self-harm Mention of weapons or violence to solve problems Expressions of anger/agitation/inability to cope with stress Reports of abuse

Behaviors that may disrupt the educational process:  Yelling or being excessively loud   Excessive hygiene concerns Under the influence of substances   Refusing to leave or cooperate Destruction of property May also include:  Not complying with instructions  Escalating low-level behaviors

                 Staring Not picking up on social cues Interrupting you Talking loudly Asking a lot of questions Talking about things that don’t relate to class Standing within personal space boundaries Wanting to speak to your supervisor/chair Disrespectful/rude behavior Threatening to sue you Monopolizing your time Crying Not listening to you Not doing homework Not engaging in class Answering phone, talking, texting, on computer in class Emailing incessantly

  Departmental:    Colleagues Department Head/Supervisor Dean Campus Offices: (consultation, referrals)     Counseling Center Taylor Health and Wellness Disability Resource Center Academic Advising Center

 BIT (Behavioral Intervention Team)    Resource for MSU Community who have concerns about a student’s behavior Guide campus interventions prior to a crisis Can use the Incident Reporting Form at http://www.missouristate.edu/dos/  Student Conduct  Office of Student Conduct, Dean of Students Office  File a formal complaints of Code violations  Must be based on

actual

behavior, not just speculation  Springfield Police Department, MSU substation  Respond in an emergency  Take reports of violations of law

Police Substation

Emergency situations, immediate safety concerns, or violations of the law

Dean of Students

Significant disruption or behavior that appears to have violated the Student Code of Conduct

BIT

Concern for

potential

violence or significant concerns that aren’t manageable threat of • • • • Also includes non-campus individuals, former students When you have immediate concern for a person’s safety When you want police present for an intentional intervention, or for escort service Orders of protection, filing a report • • Students only Timely manner the day of – preferably • Action by the College is warranted • To report how you have addressed a situation • • NOTE:

If you are not sure, call to consult!

Any person who appears to pose a threat to the campus community or his/her self As soon as possible so that an investigation can begin • You want someone to be aware of the situation and to act if warranted • To refer student of concern to appropriate office or agency

• • • Types of Behaviors: Threatening/Concerning Disruptive Annoying/Causing Discomfort Address through classroom management strategies Contact Police Substation

BIT Referral

Disruptive Annoying / Causing Discomfort Dean of Students or BIT

6) 7) 8)    State your expectations for future behaviors Describe likely consequences of non compliance: Meeting with the Department Head and then Dean Referral to Dean of Students Inform of any likely follow-up: Email or letter to document conversation    Report to Department Head Contact to campus resources Set a date to discuss progress/give feedback

Following any incident:   Document the situation   Personal notes Email to student  Email to department head/supervisor and/or Dean of Students Report it to supervisor, BIT, and any other appropriate source.

FERPA is the law that governs student records. You should never feel concerned about sharing information about a possible threat or concern with other

campus

officials that have a legitimate educational interest in the information. Once you share information and it becomes part of an official record, you could be violating the student’s privacy rights if you share it outside of a legitimate educational interest.

 A disability is not a reason to hold someone to a different standard.  If a student discloses a disability, inform him/her that Disability Resource Center is a resource that can assist students with disabilities. You can also contact DRC if you have questions.

Anyone?

 Andrew Englert  Patrol Lieutenant, Public Safety ▪ ▪ ▪ 836-8870 Transit Operations Center [email protected]

 Medical Emergency-medical condition that could result in serious injury or harm to an individual without immediate medical attention

 A: Call 911 AND Call 836-5509(Public Safety Dispatch)  911 will dispatch Emergency Medical Personnel to respond to campus. Public Safety will assist the Emergency Medical Personnel in responding to your location

 A:Remain calm, keep classroom calm, provide care at level you are certified to provide.

 CPR and AED training is available at the Foster Recreation Center. All Public Safety Officers are trained in AED and CPR. One officer carries a AED and there are over 30 AEDs on campus.

 Know the location of fire extinguishers, fire exits, and alarm systems in your area and know how to use them.

 If a minor fire appears controllable, immediately contact the Fire Department and Public Safety. Then promptly direct the charge of the fire extinguisher toward the base of the flame.

 If an emergency exists, Activate the building alarm (through pull station). Precaution: Also report the fire by telephone.

 On large fires that do not appear controllable, Immediately notify Public Safety at 836-5509. Evacuating all rooms and closing all doors will confine the fire and reduce oxygen. Do Not Lock Doors.

  When the building evacuation alarm is sounded an emergency exists: walk quickly to the nearest marked exit and ask others to do the same.

Assist the handicapped in exiting the

building! Remember that elevators are reserved for handicapped persons. But Do

Not Use Elevators in case of Fire.

 Once outside, move to a clear area that is at least 500 feet away from the affected building(s). Keep streets, fire lanes, hydrants and walkways clear for emergency vehicles and crews. Know your area assembly points.



Do not return to an Evacuated

Building unless permitted to do so by a University official.

     Alert Lockdown Inform Counter Evacuate

   A.L.I.C.E- not the only solution It’s ONE program that can help you:  Prepare  Respond  Survive If you have a better plan this in not meant to change it. This gives you options

     You may hear screams You may hear gun shots or loud noises Someone may tell you You may see the shooter or other people running You may hear about it by a telephone call, text, email or other communication

      Lock the door from inside if possible.

Cover the door glass Turn off the lights Barricade the door using what ever is available in the room Move to a location away from the door Get Behind cover

 Gather things you can use as weapons      Books Book bags Purses Keys Other objects

  Call 911   Designate one person to call Identify: self, location, suspect info, weapon, direction of travel, medical needs, callback number  Don’t hang up unless directed to do so Resist the urge to call home

    Goal of evacuation during an Active Killer situation is to minimize the number of potential victims Those who are able should leave the area, based on the information they are provided, should do so as safely as possible.

Know your surroundings and predetermine rallying points( avoid using a preexisting area) There is no guarantee the police will reach you before the suspect does, so put distance between yourself and the bad guy

    You can do something against an armed intruder When lockdown fails and Evacuation is not an option Fight or Flight Be a hard target    Distance = Time Movement = Distance Distractions = Hard Target

 If you are unable to escape and are in a secure for now location what will you do if the intruder is able to enter?

 Create distractions be throwing objects  Reach out and touch someone, grab someone, or dog pile on someone.

 Be prepared to use anything as a weapon, but be mindful that the police are on their way.

 Consider there may be other suspects.

 If the suspect is not shooting, is reloading, or is hesitating in any way do something

    Move weapon away from the aggressor(Don’t kick it) NEVER pick up the weapon Secure it under a trash can or other item used to cover it.

Guard the weapon

     Show them empty hands Follow instructions quickly and calmly Answer any questions they ask Tell them where the attacker is Tell them where the weapon is

Orientation Evaluation

Please complete the evaluation form located in the right pocket of your folder and hand it to the representatives at the door as you leave. Thanks for attending and have a great year!