Welcome to TA Orientation! - University of South Carolina · 2019-04-07 · Final Exams Policies •Final Exam periods are established by the Registrar –No finals may be held outside

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Welcome to TA Orientation!Workshop A, Fall 2016

Sponsored by: The Center for Teaching Excellence

and The Graduate School Please mute all cell phones and electronic devices

This Presentation will be posted on http://sc.edu/cte/TA_OrientationTraining.php

Dr. Heather Brandt

Associate Dean for Professional Development, The Graduate School

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Registration and Response

Sheet

This is our record of your attendance!

What is TA Training? Two Parts:

1. What you need to know before you start!

TA Orientation Workshops A & B

2. Required Ongoing Training

GRAD 701 ~or~ Departmental GRAD 701‐equivalent: EDCE 830, EDHE 738, ENGL 691, FORL 776, HRTM 798,

JOUR 805, MATH 791, PHIL 790, SLIS 804, SPTE 810

Special Section GRAD 701: Writing Center GIAs (004), Chemistry GIAs (005), English Lit. Discussion Leaders* (006)

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GRAD 7011. Required semester‐long TA Training course –

Satisfactory / Unsatisfactory grading

2. Register through my.sc.edu, administered online

3. No formal class meetings – participation in fourprofessional development activities/workshops related to teaching:

A minimum of two must be face‐to‐face: Any GRAD 701 workshop Any CTE Workshop Other campus office workshops* Departmental seminars*

No more than two can be online: Online training modules Previously recorded CTE

workshops in video archive

GRAD 701 Professional Development Activities – What counts?

• 24+ GRAD 701 workshops on variety of days and times

• CTE Workshops (see CTE Calendar)

• TA‐specific workshops (see green handout)

• General teaching pedagogy and techniques

• Teaching with technology and online

• Flipped and active learning

• Diversity and inclusivity

• UTS’s BEST Institute – Blackboard training

• Other campus partners: Intercultural Awareness, Suicide Prevention, Trans Advocacy, Safe Zone Ally, etc.

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GRAD 7014. Locations, days, times will vary with each workshop –

tremendous variety to choose from

5. GRAD 701 workshop schedule will be developed by end of next week, distributed by Blackboard and email

6. Listing of workshops and detailed calendar and schedule will be emailed, posted in Blackboard

7. Weekly email notifying of upcoming workshops

8. All graduate student TAs welcome to GRAD 701 workshops!

GRAD 701 on Blackboard

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Online Activities for GRAD 701• No more than two of the four GRAD 701 activities can be online

• CTE has a large video library of recorded presentations, plus GRAD 701 Blackboard Powerpoint modules

GRAD 701 Reflection Activities• Activity Assessment: A Reflection Activity must be completed for each, submitted through Blackboard

• Submitted for each of the four activities, regardless of type (online or in‐person), 25 points each.

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GRAD 701 Reflection Activities• Activity Assessment: A Reflection Activity must be completed for each, submitted through Blackboard

• Submitted for each of the four activities, regardless of type (online or in‐person), 25 points each.

Any GRAD 701 questions?

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University Policies You Need to Know

http://www.sc.edu/policies/

USC’s Grading System

• Grades an instructor can assign:

A 4.0 B+ 3.5

B 3.0 C+ 2.5

C 2.0 D+ 1.5

D 1.0

F 0

• Percentage values of each vary by dept.

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• Grades (cont.):

W = Withdrawal after last day to drop/add, but before penalty date. Not recorded on permanent record. (Wed. Aug. 24 – last day to Drop/Add)

WF = Withdrawal after penalty deadline. Treated as an F for grade point calculations and recorded on transcript. (Mon. Oct. 10 – last day to W without WF)

I = Incomplete due to unanticipated illness, accident, work‐related responsibility, family hardship, or verified learning disability. Assessment of situation and completion requirements dictated by Instructor.

CTE Syllabus templates for each semester

Grading System

Class Attendance Policies

• Undergraduate Bulletin – the “10 percent rule”

“Absence from more than 10% of the scheduled class sessions, whether excused or unexcused, is excessive and the instructor may choose to exact a grade penalty.”

“A student who anticipates absences in excess of 10% of the scheduled class sessions should receive prior approval from the instructor” before the W date.

This applies to both Excused and Unexcused absences!

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Class Attendance Policies• Potentially excusable absences (but still count toward 10% rule):

Participation in an authorized University activity (performance, athletics, competition ‐ student plays a formal role in a University sanctioned event)

Required participation in military duties

Participation in required legal proceedings or administrative duties

Death or major illness in a student’s immediate family or a dependent

Illness that is too severe/contagious for the student to attend class

Religious holy day if listed on www.interfaithcalendar.org

Weather‐related emergencies

• Students must notify you of these absences, and to request any accommodations.

Scenes from a Classroom:The Importance of Consistent Syllabus Policies

Scene 1

I Had a Sick Child!

Originally from “Online Workshops and Tutorials,” Univ. of Minnesota

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The Scene

• Student: I know I’ve missed a few classes and assignments but I have a legitimate excuse – my 2‐year‐old daughter was sick and I had to stay home with her.

• TA: You should have called me to let me know!

• Student: I would have called but everything happened so fast, but I’m here now and can make it all up.

• TA: I don’t think you can make up everything, I must talk with professor first.

• Student: What do you mean? I had a sick kid, what was I supposed to do? You gotta let me make it up.

What would you do in this situation?

1. Provide understanding, show concern

2. Policies must be clear and explicitly stated in syllabus

– How many absences allowed, what is excused/unexcused

– If not, then students have right to ask for accommodations

3. Resolve situation by referring to class policy

– Remind student that your job is to be consistent and fair with all students and apply policy equally

4. If no clear policies, then discuss with professor how to accommodate.

5. If you are Instructor of Record, it is your call to make

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Last Week of Class

In a course that meets…No quiz, test, or

examination may be given during the last…

once a week class meeting before finals

two or three times per week

two class meetings before finals

more than three times per week

three class meetings before finals

Tests

Final Exams Policies

• Final Exam periods are established by the Registrar– No finals may be held outside of the stated time without the permission of the Dean of the college.

• Students who are absent from any final exam:– Assigned an “F” on the course if they have not offered an excuse acceptable to the instructor.

• Keep final exams and coursework for 1 semester at minimum

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Student Evaluation of Courses

• Required in every course with 5 or more students

• Units can use own standardized evaluation form

• Must include 13 questions mandated by the S.C. Commission on Higher Education

• Results are shared with the instructor after the final grades have been submitted

FERPA Laws You Need to KnowFamily Educational Rights and

Privacy Act

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FERPA ‐ Family Educational Rights and Privacy Act (1974)

1. College students must be permitted access to and control disclosure of their own education records.

2. We cannot disclose personally identifiable information about students to third parties without the written permission of the student.

3. We can disclose “directory information” withoutconsent unless student has submitted a non‐disclosure request (noted in my.sc.edu class roll)

What can be disclosed:“Directory Information”

• Name and mailing address

• Email address, phone

• Date admitted, semesters attended, expected graduation, enrollment status

• School, major, classification, degree

• Activities participating in (sponsored by USC)

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What cannot be disclosed or displayed publicly

• Student ID numbers (even partial!)• Student biographical information such as birthplace, gender, nationality, ethnicity, photographs

• Grades of any kind if identifiable by name or ID #• Graded assignments, papers, exams• Student class schedules• Student disabilities• Any other kind of academic record (financial, internship, disciplinary)

• If it’s directory information

• To the student

• To “school officials … whom the … institution has determined to have legitimate educational interests”

• Parents of minors (younger than 18)

– Must have written consent from the student or proof of dependency (filing a legal affidavit with the Registrar)

• Disclosure “in connection with a health / safety emergency”

• Other exceptions: http://www.sc.edu/provost/acadadmin/ workshops/FOIA%20and%20FERPA%20Presentation.pdf

Exceptions to non‐disclosure

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• Allowed with student’s signed and dated written consent specifying what records and to whom they can be given

• Restrictions noted by “Confidential” notation on my.sc.educlass roll

• For any exception, it is still at the University’s discretion whether to make a disclosure

• FERPA “trumps” the South Carolina Freedom of Information Act!

• In any situation you’re unsure about, defer to and immediately contact: Office of the Registrar, 803‐777‐5555

Exceptions to non‐disclosure

Response Sheet – Scenario 11. A good friend and fellow TA in your department

mentions that one of his students has requested accommodations on an exam due to a learning disability. The TA wants to know what accommodations you granted in your class last semester. Which of the following is correct?

a. You offer to check your files and get back to him via email.

b. You refer your friend to the Office of Disability Services to have the question answered.

c. You verbally confirm or deny that the student received accommodations (non‐email correspondence).

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Scenario 11. A good friend and fellow TA in your department

mentions that one of his students has requested accommodations on the final exam due to a learning disability. The TA wants to know what accommodations you granted in your class last semester. Which of the following is correct?a. You offer to check your files and get back to him via email.

b. You refer your friend to the Office of Disability Services to have the question answered.

c. You verbally confirm or deny that the student received accommodations (non‐email correspondence).

Scenario 2

2. The mother of one of your freshmen students calls to ask if her student was in your class the Friday before Spring Break (she thinks he had been partying). Your response? a. Let the parent know that the student was/was not in class.

b. Forward the parent’s request to your department chair.

c. Inform the parent that you cannot release such information and refer her to the Registrar’s office.

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Scenario 2

2. The mother of one of your freshmen students calls to ask if her student was in your class the Friday before Spring Break (she thinks he had been partying). Your response? a. Let the parent know that the student was/was not in class.

b. Forward the parent’s request to your department chair.

c. Inform the parent that you cannot release such information and refer her to the Registrar’s office.

Your Responsibilities as an IA/TA

You are responsible for controlling access and protecting the student education records you possess!

Let’s review:

• All education records are confidential!

• Do not provide anyone with student information of any kind, including schedules.

• Decline requests from parents for grades, attendance, or other academic matters.

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Your Responsibilities as an IA/TA

(continued):

• If you post any grades, use a coded system or Blackboard –do not use any part of the name or ID number for anything.

• Don't leave graded assignments in a public place.

• Monitor your Blackboard access during class time.

• Keep confidential papers in file cabinets, shred rather than trash.

• All questions about access to official student academic records can be directed to the Office of the Registrar.

Discrimination and Sexual Harassment Policies You Need to Know

Office of Equal Opportunity Programs

(EOP)

http://www.sc.edu/eop/about.shtml

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University Policy• All employees, applicants for employment, enrolled, and prospective students of USC are protected against discrimination.

• Prohibits discrimination & harassment based on:

Race Color Nationality

Religion Age Disability

Sex Sexual Orientation Veteran Status

Genetic Information Pregnancy

https://www.eeoc.gov/laws/types/

What Constitutes Discrimination?

• Discrimination: unfair or unequal treatment of an individual or a group (mentioned before) that interferes with or limits the ability of an individual or group to participate in or benefit from the services, activities, or privileges provided by the University.

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Examples of Discrimination in the Classroom

• A professor refuses to carefully consider a request for alternative midterm test date in order to accommodate a student’s religious holy day.

• In a class with 50% female students, a TA makes all team project leaders male based on stereotypes about male and female leadership styles.

• A professor doesn’t choose a graduate student as his TA because she is pregnant.

What Constitutes Harassment?

• Harassment: type of discrimination, includes conduct (oral, written, graphic, or physical) directed against any protected group or student, that is severe, pervasive, or persistent so as to interfere with or limit the ability to participate in a University activity

• Includes: objectionable epithets, demeaning depictions or treatment, threatened or actual harm

• Does not include the use of materials or discussions related to any characteristic for academic purposes appropriate to the academic context

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Examples of Harassment in the Classroom

• For any of the (9) protected groups:

– Derogatory name calling, insults, offensive jokes

– Display of offensive material or abusive language

– Intrusive questioning about a person's domestic circumstances

– Innuendo, gossip

– Verbal threats or physical attack

– Exclusion from normal workplace or class activities

Scenario 3(modified from: Univ. of Arizona FERPA Web Course)

3. You are a TA in charge of a lab section for an introductory health course. One day two students are talking when they should be working. You move closer to them to see if that will help them to quiet down and get to work, but then overhear them talking about you, making derogatory statements regarding your ethnic background. You immediately turn away. What should you do?

a. Write an email to the students about their hurtful comments and warn that they’ll be removed from class if the behavior continues.

b. Contact the Office of Equal Opportunity Programs (EOP) for advice on what to do.

c. Inform Campus Police that you are being harassed by your students and ask them to intervene.

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Scenario 33. You are a TA in charge of a lab section for an introductory health

course. One day two students are talking when they should be working. You move closer to them to see if that will help them to quiet down and get to work, but then overhear them talking about and making derogatory statements about your ethnic background. You immediately turn away. What should you do?a. Write an email to the students about their hurtful comments and warn

that they’ll be removed from class if the behavior continues.

b. Contact the Office of Equal Opportunity Programs (EOP) if you feel that your students are treating you (or other students) in a discriminatory or harassing way.

c. Inform Campus Police that you are being harassed by your students and ask them to intervene.

What is “Student Sexual Harassment”?

• Harassment of students by school employees, other students or third parties

– Sexual harassment is unwelcome conduct of a sexual nature, including verbal, nonverbal or physical conduct.

– Sexual harassment of a student can deny or limit, on the basis of sex, the student's ability to participate in or benefit from services or opportunities in the education activity.

• “Unwelcome conduct” can depend on gender, nationality, age – it is any unwanted, unsolicited behavior toward the offended person.

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Scenario 44. Gwen, an instructor in the nursing program, frequently makes sexual

comments to Roger, one of her students. She often teases him about his sexual exploits and comments on his physique. Roger appears to find the attention amusing and jokes back, but Georgia, another student in class, finds it offensive and is considering dropping the class to avoid the situation. Could Georgia be considered a victim of sexual harassment even though none of the instructor's comments are directed towards her?

a. No, because Roger enjoys the attention and encourages it.

b. No, because the comments aren’t specifically directed towards Georgia, so it can’t be considered harassment.

c. Yes, because the comments result in an educational environment that is offensive and uncomfortable for her.

Scenario 44. Gwen, an instructor in the nursing program, frequently makes sexual

comments to Roger… Could Georgia be considered a victim of sexual harassment even though the comments aren’t directed towards her? a. No, because Roger enjoys the attention and encourages it.

b. No, because the comments aren’t specifically directed to Georgia, so it can’t be considered harassment.

c. Yes, the comments result in an educational environment that is offensive and uncomfortable for her.

Harassment in the classroom or workplace does not have to be directed at a particular individual. While you may think your behavior is friendly and harmless, someone else may find it offensive. It is important to think before you act in a way that could be reasonably perceived as sexually offensive.

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What should you report?

• “Any administrator, supervisor, or person in a position of power over a student who receives notice of a student’s complaint of alleged harassment, must immediatelycontact the USC Equal Opportunity Programs office. Failure to do so may result in disciplinary action.” ‐ USC Office of EOP

This is the law (Title IX Educational Amendment, 1972 – prohibition of sexual harassment or discrimination)

• Take it seriously! (“I was just teasing”, “I don’t think he was serious…”)

What should you report?

• Another scenario: A student reports to you that the professor for the class you are TA’ing has sexually harassed her. What are you required by law to do?

• You are required to notify EOP even if a student requests that you keep information confidential.

• A student does NOT have to tell the alleged harasser to stop before notifying EOP.

• You can contact EOP anonymously to ask questions about discrimination, harassment, retaliation, or other procedures.

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Other possible situations• Scenario: On the first meeting of the section for which you

are the TA, you discover that your brother’s best friend is a student. What must you do?

A. Nothing – you do not live with him and do not have a romantic relationship with him

B. Tell your supervisor he is in your section

C. Call the Office of EOP immediately

• Also includes: roommate/housemate with a student, any other relationship that might give appearance of favoritism

• If any of these are the case, inform your supervisor

Discrimination and Sexual Harassment Policies

Questions?

Contact:

Office of Equal Opportunity Programs

www.sc.edu/eop/

www.sc.edu/eop/training.shtml

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Office of Student Disability Services

Elizabeth May, Assistant DirectorCharlotte Helm, Disability Resource Coordinator

Counseling & Psychiatry and Suicide Prevention

Jennifer MyersAssistant Director of Campus Mental Health

Initiatives

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Recognizing and Responding to Signs of Distress

Counseling & Psychiatry

• Part of Student Health Services

• Counseling Services: 5th Floor of Close Hipp Building– 803‐777‐5223

– 8 am to 6:30 pm Monday through Thursday

– 8 am to 5:00 pm Friday

– 2‐8 pm on Sunday in Thomson Student Health

• Psychiatric Services: 3rd Floor of Thomson Student Health

– 803‐777‐1833

– 8am to 5 pm Monday through Friday

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Counseling Services:

• Individualized evaluation and counseling

• Group counseling– Couples counseling

• Crisis intervention services

• Referral services

• Consultation

• Community‐Based Services

• Online mental health screening

Psychiatry Services

• Services include: • Psychiatric evaluation, diagnosis, and treatment recommendations

• Prescription and medication management

• Substance abuse consultations

• Crisis intervention services

• Referral services

*Visits with a psychiatric provider require additional charges

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Campus Wellness:

• Stress Management:

– 1:1 stress management consultations

– 803‐576‐9393

– https://www.sa.sc.edu/shs/cw/students/stressmanagement/

– Site includes links to guided meditations and relaxation exercises

Presentations, training and consultation

Community Based Services

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Suicide Prevention Services

• Training for students, faculty, and staff to recognize signs of distress

– 2 ½ hour training

– Sign up at www.sa.sc.edu/shs/cp/training

– Schedule a training for your class, department, organization

• Jennifer Myers: [email protected]

• Percentage of USC students reported experiencing

anytime in the past 12 months

– 40.9% Felt things were hopeless

– 61.3% reported feeling very sad

– 55.5 % felt overwhelming anxiety

– 34.4% felt overwhelming anger

– 29.1% felt so depressed it was difficult to function

Facts About UofSC Students (NCHA*)

*American College Health Association’s National College Health Assessment 2015

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• Percentage of USC students reported experiencing anytime in the past 12 months

– 7.4% seriously considered suicide

– 1.0 % attempt suicide

Facts About UofSC Students (NCHA*)

*American College Health Association’s National College Health Assessment 2015

You are a Valued Resource!

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It’s OK to say you’re not OK.

Be real.Mental Health Matters at UofSC

ResourcesSometimes your mental health needs attention just like your physical health. Student Health Services offers the following resources to get you the help you need.

Counseling & Psychiatry803-777-5223

Stress management consults803-576-9393

www.sa.sc.edu/shs/mentalhealth

Join the conversation

#berealbethere #UofSC

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Depression• Persistent sadness• Loss of interest in/or enjoyment of activities • Feelings of worthlessness • Feelings of guilt • Thoughts of death or suicide • Indecisiveness• Fatigue or lack of energy• Sleeping too much or too little • Change in appetite or weight • Trouble concentrating • Irritability and restlessness

Anxiety & Panic Symptoms• Excessive worrying and obsessing

• Unusual or irrational fears

• Irritability

• Accelerated heart rate

• Shortness of breath

• Fear of losing control

• Concentration problems

• Muscle tension & headaches

• Sleep problems

• Lack of appetite

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Warning Signs: Suicide • Ideation

– talking about suicide, expressing a desire to die

• Substance Abuse• Purposelessness• Anxiety• Feeling Trapped• Hopelessness• Withdrawal• Anger/Agitation• Recklessness• Mood changes

How to Help or Intervene

Talk in private, if possible Listen

Put away distractions Reinforce talking about the situation

Validate Clarify what the student is saying and reflect what

you are observing, including emotions Be direct Be non‐judgmental Ask what the student thinks they need

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How to Help or Intervene• When talking with a student of concern…

– Provide assistance in connecting to resources – State what you observe, stick with the facts, and reasons for your concern

– Determine the urgency• If urgent, takes steps to address the issue immediately • It’s okay to ask directly about suicidal thoughts• Contact: USC PD at 803‐777‐4215

– Behavioral Intervention: www.sa.sc.edu/bit 803‐777‐4333

• Counseling Center 803‐777‐5223• Student health services If in doubt, Call Counseling and Psychiatry and consult:

803‐777‐5223

Advocacy Prevention

• 24/7 on-call advocates to provide guidance for survivors of interpersonal violence

• Hospital accompaniment• Safety planning• Academic Assistance with:

– Academics– Housing– Judicial & Criminal Processes

• Referral to on and off-campus agencies

• Outreach and programming– Healthy relationships– Consent– Intimate Partner Violence – Stalking– Sexual Assault

• Stand Up Carolina• True Strength

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Stand Up Carolina• USC’s bystander accountability program• Stand Up is a 2 hour presentation that educates

the Carolina community on bystander accountability and how to be active bystanders.

• SAVIP is accepting applications for the Train the Facilitator program; training will take place in late February.

• If you are interested in becoming a trainer please contact Shannon Nix at [email protected]

• USC employees are obligated to report incidents of interpersonal violence that students share with them

• Fill out the IPV reporting form found at www.sc.edu/stopsexualassault

• Choice of two options:– I am a responsible employee making a mandatory

report– I am a responsible employee and the Complainant

wishes to remain anonymous

Reporting

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Reporting

a) Routes to OSC, SAVIP

b) Routes to USCPD, SAVIP

c) Routes to SAVIP only

d) Routes to EOP Office, SAVIP, IPV work group

e) Routes to EOP Office, SAVIP, IPV work group

Location: Third Floor, Thomson Student Health Center (main office is suite 317)Hours:• 8am to 5pm during the semester• 8:30am – 4:30pm during breaks & summerContact #s:• 803-777-8248 (Office)• 803-777-4215 (After hours)

SAVIP Contact Info

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Office of Academic Integrity

Erin KitchellDirector of Academic Integrity

Academic Integrity @ USC

Alisa Liggett, Executive Director of Student Conduct & Academic Integrity

Erin Kitchell, Director of Academic Integrity

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The Honor Code

It is the responsibility of every student at the University of South Carolina Columbia to adhere steadfastly to truthfulness and to avoid dishonesty, fraud, or deceit of any type in connection with any academic program. Any student who violates this Honor Code or who knowingly assists another to violate this Honor Code shall be subject to discipline.

Why is promoting the Honor Code Important?

Any member of the University community, who has reasonable grounds to believe that an infraction of the Honor Code has occurred, has an obligation to report the alleged violation. (Honor Code STAF 6.25)

Obligation to Report

Partnership of Sanctioning

Academic PenaltyFaculty Responsibility

Non‐Academic Penalty

OAI Responsibility

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Statistics


Statistics

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Why do students cheat?

Early in the Course

Source: (Pavela 2011)

Promoting Integrity in the Classroom

Include the Honor Code and consequences of violations in your syllabus

Discuss Academic Integrity on the first day of class

Set expectations between the professor, TA and students

Ask students why Academic Integrity is important to them?

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Remind, Reiterate & Be Personal



Discuss Academic Integrity often in class

Discuss what attracted you to the field, your

own academic challenges and ethical standards of

your field

Talk about the trust you place in your students to submit work free from Honor Code violations

Preventing Cheating



Create new exams each semester. Collect exams after students have reviewed.

Avoid using standard textbook homework exercises

Provide an exam cover sheet, which outlines academic integrity expectations

Use assigned seating during an exam

Clearly explain your definition of “collaboration” by using examples

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Preventing Plagiarism



Use shorter and more frequent papers

Review and comment on student’s citations

Have students submit components of major

papers in stages

Reporting an Incident

• Just reporting an incident, not automatically a violation• View our tutorial• Go to: www.sc.edu/academicintegrity• Complete the report

TimingUse objective languageAttach supporting documents• Include your syllabus• Include any relevant materials to the incident• Potential analysis of the relevant materials

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Discussing the process with your student

Discussing the process with your student

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The Process

Common outcome

• Four‐week self‐paced in person and online workshop that focuses on effective decision‐making

• Based on:• Narrative Therapy

• Brief‐Motivational Interviewing

• Solution‐Focused Therapy

• Reality Therapy

Academic Integrity Workshop

“After completing all of the assignments , I realize howimportant the Honor Code is and how important it is to remain honest no matter what the circumstances may be.”

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• Academic Integrity website– Syllabus statements

– Test statements

– Sample scripts for addressing suspicion

• SAFE Assign– Center for Teaching Excellence Blackboard workshops (Sept. 13. 1:30)

– AI website tutorials

Resources

• You play an immense role in the promotion of ethical academic behavior at USC

• You have our personal support; we are all educators and all strive for the same outcomes

• When in doubt, REPORT! This helps establish boundaries for behaviors in your classroom

• Raise the issue in a faculty meeting; encourage discussions about academic integrity issues in the classroom and in your department

Instructors are the #1 catalysts for creating an

environment of integrity

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803‐777‐4333

[email protected]

@UofSCCreed

Contact Us

sc.edu/academicintegrity

Pavela, G. (2011). Academic Integrity. The Pavela Report, 16(29), 1‐4.

References

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Office of Student Conduct and the Behavioral Intervention Team

Alisa LiggettExecutive Director, Student Conduct and

Academic Integrity

Behavioral Intervention TeamOffice of Student Conduct

Alisa Cooney LiggettChair, Behavioral Intervention Team

Executive Director of Student Conduct

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Multidisciplinary team who meets weekly to discuss students of concern

Addresses individual student behavioral issues that impact campus community and institution

Positive and productive way to initiate intervention without resorting to more punitive measures

Case by case approach

Reduces the risk of fragmented care

Behavioral Intervention Team (BIT)

• Distressed– Emotionally troubled

– Individuals impacted by situational stressors and traumatic events

– Psychiatrically symptomatic

• Disturbing/Distressing– Behaviorally disruptive, unusual, and/or bizarrely acting

– Destructive, apparently harmful to others

– Substance abusing

• Dysregulated– Suicidal

– Parasuicidal (self‐injurious, eating disordered)

– Individuals engaging in risk‐taking behaviors (e.g., substance abusing)

– Hostile, aggressive, relationally abusive

– Individuals deficient in skills that regulate emotion, cognition, self, behavior, and relationships

Liggett (2006)

Individuals of Concern

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Erratic behavior Possible threat to self or others

Self‐injurious behavior Suicidal ideation

Suicide attempt

Self‐injurious behavior causing significant disruption (eating disorders, cutting)

Hospitalization for alcohol or drugs Involuntary hospitalization (including alcohol overdose)

Voluntary hospitalization (for mental health purposes)

Types of Sharks: BIT CATEGORIES

Standing Members• Student Conduct (Chair)• Counseling Center• Housing• Law Enforcement• Student Health

Ad Hoc Members• Student Disability Services• General Counsel• Student Life• Deans & Registrar• Faculty/Staff

BIT Team Members

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1. Physical signs

2. Emotional signs

3. Academic signs

Any pattern of odd behaviors that may pose a threat to safety

Reporters (TAs) look for… possible trouble looming

But… it’s OK to be different

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• Student Full Name

• Reporter’s name and contact info

• Date, time, location of incident

• Incident Description

• Effects of behavior

• Attempts to address behavior and student’s response

Sample Report for a BIT report www.sc.edu/BIT

• Informal or “soft” intervention

• 6‐week group therapy for substance use

• 4‐session individual assessment

• Student conduct process

Every report is given TLC

What happens after I report?

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The soft intervention

• Many referrals are best handled by a one‐on‐one discussion with someone familiar to the student to:

1. Gather more information

2. Suggest counseling

• All university community members are the eyes, ears, and safety nets for students in distress.

How to prevent BIT situations:

Soft Interventions by Members of Campus Community

Faculty

Staff

Students

Behavioral Intervention Team

BIT Members

Staff/Faculty

Threat Assessment/Emergency Management Team

BIT Members TAT Members

Stratified Approach to Behavioral Intervention

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Forcing someone into counseling who isn’t quite a threat to themselves or others is like

forcing someone into a shark cage.

Don’t forget common sense ‐ refer most students to the counseling center.

BIT delineation

Total referrals ‐ 327

Alcohol transports – 80

Self injurious‐ 73

Erratic behavior – 118

Didn’t make the cut – 56

Many reports did not become cases and instead were handled through:1. Soft intervention (48)

2. Referral to a more appropriate campus resource (Student Conduct, Creating Academic Responsibility, Office of Student Disability Services)

BIT Cases 2012‐2013

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There must be no wrong doors

for students in need;

we are all responsible for being

part of a community of caring.

USC Law Enforcement and Safety

Captain Eric Grabski

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USC Division of Law Enforcement & Safety

UNIVERSITY OF SOUTH CAROLINA

USC DIVISION OF LAW ENFORCEMENT & SAFETY

• USC Police patrol campus 24 hours a day, 365 days a year

• Response time is generally within just a few minutes

• USC Police officers retain high visibility on and around campus through the use of walking, bike, and police vehicle patrol

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USC DIVISION OF LAW ENFORCEMENT & SAFETY

• Full Service Police Department• 70 sworn officers w/statewide jurisdiction• Uniform Patrol • Investigations – including Forensics Technicians

• Emergency Management• Victim /Witness Advocate• Technical Operations Unit• Crime Analysis

USC Division of Law Enforcement and Safety

www.les.sc.edu

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Rave Guardian Safety App

• Free safety app for USC students, faculty, and staff

• Features include:

• Caller Profile

• Panic Calls

• Safety Timer

• Anonymous Crime Tips

CAROLINA ALERT SYSTEM

Carolina Alert Website

Your one‐stop emergency information source

• Status / Carolina Alert updates• Emergency Plans • How to receive notifications• What to do in an emergency

The Carolina Alert Emergency Notification System is a set of communication media that the University can use to notify the community in the event an incident affects our campus.

Text messages will only be used if a situation exists that poses an immediate risk to life safety and requires persons to change their behavior.

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Division of Law Enforcement & Safety

Like us on FacebookUniversity of South Carolina Division of Law Enforcement and Safety

Follow us on Twitter@USCPD

Follow us on Instagram@USCPD

•Over 250 Call boxes on or near campus

•Familiarize yourself with call boxes near your office building, parking lot and other places you visit on campus

•Simply push the red button to activate

EMERGENCY CALL BOXES

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• Direct line to USCPD Dispatch

• Location of call box is displayed at USC Police Dispatch

• Treated as an emergency call

• USC Police will be sentto your location

• Cameras on many call boxes

EMERGENCY CALL BOXES

WHAT IS DISRUPTIVE BEHAVIOR

Behavior that interferes significantly with your normal teaching or administrative duties as a faculty or staff member.

May threaten or endanger your physical or psychological well‐being and safety, or that of others.

Disruptive behavior can assume many forms.

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TYPES OF DISRUPTIVE BEHAVIOR

∙ Acts belligerently when you confront his/her inappropriate behavior.

∙ Verbally or physically threatens you or others.

∙ Writes a threatening letter, email, or leaves you disturbing messages or voicemails.

HOW TO HANDLE CLASSROOM DISRUPTION

Respond immediately. Do not wait to address the behavior.

If student does not respond appropriately, ask him/her to leave and arrange to see you during office hours before the next class session.

Contact USC Police if you have safety concerns about the meeting.

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HOW TO HANDLE CLASSROOM DISRUPTION

If student refuses to leave, dismiss the class and remove yourself from the room.

* It is appropriate to call the police department anytime a disruptive behavior escalates or when it is reasonable to interpret behavior (including oral statements) as threatening or harassing to you and other members of the class.

Other Important Resources You Need to Know

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Center for Teaching Excellence

Level 5, Room L511 of the Thomas Cooper Library (1 floor down)

Center for Teaching Excellence

www.sc.edu/cte/

• Events Calendar

• Teaching Resources

• Initiatives

• Consultations

• Graduate Student Programs

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Preparing Future Faculty Programhttp://sc.edu/cte/PreparingFutureFaculty.php

PFF Documents and Resources

• Application

• Activity Checklist

• Activity Reflections

• Mentor Forms

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Student Affairs

http://sc.edu/about/offices_and_divisions/student_affairs/our_experts/our_offices/ind

ex.php

Disability ServicesStudent ConductAcademic IntegrityCarolina Creed

Multicultural Student Assoc.International Student Svcs.

Career CenterStudent Success Center

TutoringCampus Wellness

Student Success Center

• Please refer to your handouts– Academic Coaching and Engagement (ACE)

– Supplemental Instruction (ACCT, BIOL, CHEM, MATH, etc.)

– Math tutoring, Writing Center

– Writing Consultations

– Advising help

• Refer your students!

• Students can make appointments online

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University Technology Services

• Blackboard

– Blackboard support and training – semi‐regular workshops

– Classroom equipment and services

– Discounted software

• BEST Institute

• https://www.uts.sc.edu/

Library Resources

• Please refer to your handout, “Library Support for Teaching Assistants”

• E‐Journals

• E‐Reserves

• Textbook reserves

• Library Sessions

• Ask‐a‐Librarian

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University Ombudsman

• Serves as a confidential, neutral, independentresource for student concerns and conflicts.– Adheres to the principles in USC’s Code of Ethics

– The Ombudsman may refer individuals to the appropriate place where formal notice to the University can be made.

– Email is not appropriate for sharing confidential information. Call to make an appointment.

• For Graduates: Dale Moore, 777‐4827

• For Undergraduates: Lisa Gerald, 777‐4172

Other Questions?

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Please Complete and Turn in the Registration and Response Sheet

This will be our Record of your Attending TA Workshop A!