, ,
AQIP Project Team on Cultural I Behavioral Readiness
Agenda for July 20, 2011
1.
Check-in: "lfyou could be any wild animal what would you be, and why?"
2.
"What are you hearing around campus?"
3.
Notes I Communications
A. Notes from June 15th Meeting
.
B. Email from Dale Weighill re: seeking speakers on classroom civility
C. Email from Dr. Candice Pickens re: availability for July 20th meeting
4.
New Business
A. Review: current AQIP Team recommendations from 611512011 meeting- see
Appendix A.
B. Review: AQIP Team recommendations further developed after 611512011
meeting - see Appendix B.
C. Step Four (continued): Further Develop an Improvement Theory
1
2
3
Identify area
Define
Analyze
for
current
current
improvement
situation
situation
4
5
6
7
Implement
Monitor
Adjust,
im~rovement
best
results
standardize, or
theoa
strategies
Develo~
5.
Set Next Meeting Time and Date
6.
Adjournment
*****
)
an
plan further
)
APPENDIX A
. Focus Areas and Specific Recommendations:
1. We recommend the formation of a committee to create a formal
document/list of MCC Cultural Values and oversee a campaign to
communicate those values to the campus community.
• Composition of committee should include members of the AQIP
Cultural/Behavioral Readiness Action Project team; representatives from
CASD, Student Life, Registrar's Office, Students, Public Safety, Faculty,
Student Services staff, MMCHS, Physical Plant, ITS, Administrative
Support, Public Information/Marketing, etc.
• Generate a statement/document that reflect the cultural values of MCC.
The AP team generated the following for example purposes:
o Respect the process (i.e. do not attempt to circumvent the
process/decision makers)
o Respect for people-peers, fellow students, faculty and staff.
o Respect for physical property (i.e. classroom spaces, equipment,
trash, buildings, etc.)
o Respect for the person attending to your needs (i.e. service
professionals at counters, on the telephone, etc.)
o Respect the fact that technology use is not appropriate everywhere.
o Respect for the institution. Behavior impacts the reputation of the
institution and the value employers place on a degree.
o Respect for the learning environment and the learning process.
Being prepared, not disrupting, etc. People share space.
Appropriate language, etc. Entitlement.
o Respect for rules specific to the setting you are in.
• Seek avenues for formal adoption of the document/statement (e.g.
Executive Cabinet)
• A multi-faceted marketing/awareness campaign that utilizes multiple media
(e.g. print, e-mail, signage, lnfoChannel , buttons) with specific messages
for specific groups (e.g. students , staff, faculty). Examples might include:
,
o Communicating cultural values document/list to all groups on campus
o Communicating about the authority and role of Public Safety
o Consequences of various behaviors
o Branding and promoting positive behavioral models
o Awareness of the Student Code of Conduct
o Specifically target dual enrolled high school students and MMCHS
students
2. We recommend enhancing New Student Orientation by adding a
civility/cultural values component; this may necessitate extending the
time required for orientation.
• This component might include: review of the cultural values
document/statement/list; Student Code of Conduct and sanctions; role of
Public Safety; appropriate dress (e.g . contrasting appropriate and
inappropriate); appropriate use of technology; differing instructor
expectations; appropriate ways of resolving conflicts with instructors
•
Utilizing multi-media and interactive means of communicating this
information; use of Clickers
•
Encourage the use of electronic planning/scheduling (BlackBoard, Gmail
calendar, etc.)
3. Recommendations involving faculty.
• We recommend that all faculty consider adopting civility language into their
course syllabi.
• We recommend regular professional development opportunities for faculty
to address civility issues in the classroom (e.g. appropriate interventions,
how to de-escalate conflict, when and where to use incident reports , etc.)
•
Disseminate to faculty a referral/resource sheet
• Add a component regarding classroom civility (including the values
statement/document) into new faculty orientations (both full- and part-time).
4. Recommendations involving staff and administration .
.
-.-·
•· Disseminate to all employees a referral/resource sheet
• Add a component regarding civility (including the values
statement/document) into new staff orientations (both full- and parttime).
• We recommend regular professional development opportunities for staff to
address campus civility issues (e.g . appropriate interventions, how to
de-escalate conflict, when and where to use incident report, etc.)
5. Additional Recommendations
•
Involvement with MMCHS administration to address ongoing civility
concerns
• Repeat the faculty, staff, and student civility surveys following the
implementation of the team's recommendations
• Create a position for a Judicial Affairs Officer.
• Possible creation of a "incident report" for civility issues on campus
APPENDIXB
Goal Statement from Team Charter:
The goal of this project is to recommend policies and processes that address
the behavioral , cultural , and socialization needs of students' readiness in ways
that go beyond academic skill level. This project will study the behavior,
cultural expectations , and personal management skills required of students in
a college setting. The project will study ways to improve students' ability to
meet college expectations such as how to respectfully deal with peers, faculty,
and staff. Specifically, this team will make a recommendation on ways to
integrate and/or expand our efforts to support non-academic college readiness
for MCC students.
II. Problem Statement:
Many incoming students have not acquired or yet developed the behavior,
cultural expectations, and interpersonal management skills required of
students to successfully navigate MCC's diverse college setting. This has
resulted in an increase of incidents of negative behavior that has resulted in
discipline, public safety involvement, student complaints, behavioral
dismissals, etc. At times, MCC's systems, and strategies for dealing with
these problems, can reinforce or contribute to these behaviors.
Ill. Summary of the Cu.rrent Situation:
1. Current Student Behavioral Concerns -the following student behaviors
were identified as most concerning. Although organized into two categories
(i.e. , "Classroom" and "Out of Classroom"), several behavioral concerns
overlap both areas . The behaviors listed below are ranked in order of concern
by this AQIP Team .
a. In the Classroom
• Inappropriate use of technology (texting , use of laptops, head phones,
etc.)
• Disruptive behavior (arriving late, leaving early, talking out of turn , etc.)
• Language (vulgarity, sexual content, disapproving groans and sighs,
etc.)
• Sense of entitlement (expecting special treatment, challenging grades,
etc.)
• Confronting faculty and/or students (in class, on campus , via e-mail)
• Student dress I attire (too sexual or inappropriate for a classroom
setting)
. Out of Classroom
• Sense of Entitlement (demanding special treatment, going to higher-ups)
• Inappropriate use of technology (e.g., talking on cell phone while being
served)
• Language (vulgarity, sexual content, disapproving groans and sighs,
etc.)
• Disruptive behavior (e.g., disrespectful behaviors that slow down
services)
• Stairway I hallway behavior (blocking traffic, loud behavior, etc.)
• Student dress I attire (too sexual or inappropriate for college setting)
• Disregard of campus property (e.g., trash, damaging furniture I
bathrooms)
2. Specific Areas on Campus where Behavioral Concerns Occur- the
following are areas or locations where many behavioral concerns occur on
campus. These areas are ranked in order of where behavioral concerns are
most prevalent by this AQIP Team .
•
•
•
•
•
•
•
•
The Bear Bistro
Mott Memorial Building (especially Mott Middle College areas)
Classrooms
Hallways I stairways I bathrooms
Student Services offices I departments
Computer labs
Areas outside doorways (i.e., smoking areas)
Parking areas
IV. Focus Areas and Specific Recommendations:
1.
We recommend the formation of a committee to create a formal list of
"cultural values" for MCC and communicate those values to the
campus community. This committee would also assist with and
oversee a campus-wide campaign to promote civility throughout the
institution.
• The composition of committee should include members of this AQIP Team
as well as representatives from : CASD, Student Life, Registrar's Office,
Public Safety, Faculty, Student Services staff, MMCHS, Physical Plant,
ITS , Administrative Support, and Public Information/Marketing. The
committee should also have students represented.
• As a committee or subcommittee, generate a statement and/or document
to reflect the behavioral/cultural values of Matt Community College.
Committee members may generate MCC-specific values and/or draw from
statements adopted at similar institutions. This AQIP Team generated the
following for example purposes:
o Respect for all people in the campus community- This includes
fellow students, faculty, staff, etc.
o Respect for the institution. This includes behavior that negatively
impacts Matt's reputation and the value outside employers place on
an MCC degree.
o Respect for the learning environment and the learning process. This
encompasses classroom behaviors, such as not being disruptive,
appropriate use of language, being prepared, and a sense of
entitlement. It also includes respect in non-classroom settings (e.g .,
not blocking the hallways, not playing music so loudly it interrupts
what is happening in the classroom).
o Respect for physical property- This includes not damaging campus
property, college equipment, and classroom materials. It also
includes proper disposal of personal trash.
o Respect for the person attending to your needs- This includes
appropriate use of language, body language, tone, and the use of
technology when interacting with college staff in person, over the
telephone, or via e-mail.
o Respect for the process- This includes inappropriate attempts to
circumvent the established process and/or going around appropriate
decision makers.
o Respect for the fact technology use is not appropriate everywhere.
This includes awareness that what is allowable in one campus setting
(e.g., the Bear Bistro ) is not acceptable in another (e.g., the
classroom ). Technology use to include cell phones, iPads, head
phones, recorders , players, etc.
o Respect for rules specific to the setting you are in . -This includes
awareness that rul es in one setting (e.g., a Business class taught by
a specific professor) may be very different than those in another
settin g (e.g., a different Business class taught by a different
professor).
f
• This committee should seek avenues for formal adoption and/or approval of
the final document I statement on "cultural values" (e.g., the Executive
Cabinet)
• The committee should initiate and oversee a multi-faceted marketing I
awareness campaign that utilizes multiple forms of media and technology
(e.g. print, e-mail, signage, lnfoChannel, buttons). Specific forms of media
should be targeted for specific groups (e.g. , students, staff, faculty) using
specific messages. This AQIP Team generated the following for example
purposes:
o Communicating cultural values document I statement to all groups on
campus. This could occur on paper documents, on bulletin boards, in
e-mails, campus televisions, on shirts or buttons, etc.
o Branding and promoting positive behavioral models This could focus
on promoting positive behaviors (e.g., what to wear to class) rather
than only focusing on negative behaviors to avoid (e.g., what not to
wear).
o Awareness of the Student Code of Conduct- This should involve
various avenues to educate students, staff and faculty regarding the
Code of Conduct (e.g., where a copy can be located, what behaviors
are not acceptable, what is the formal discipline process, etc.).
o Consequences of various behaviors- This should focus on improving
students' awareness of the range of consequences for inappropriate
behavior (e.g., behavioral suspensions, dismissals, expulsion, a
criminal record).
o Communicating about the authority and role of Public Safety- This
should focus on better informing faculty, staff and students as to the
scope of interventions Public Safety can provide to address incivility
when it occurs.
o Specifically target dual-enrolled students and MMCHS studentsThis includes efforts to specifically acclimate these unique
populations at Mott (e.g., an understanding the differences between
high school and college).
• Attached to this document is a Campus Referral Sheet developed by the
University of Utah. This new committee should develop a similar document
for use at MCC.
2.
We recommend enhancing New Student Orientation by adding a
civility/cultural values component which may necessitate extending
the time required for Orientation (e.g., increasing from three hours to
three and a half).
• This AQIP Team generated the following components for example
purposes:
o Reviewing the cultural values document/statement/list
o Understanding the Student Code of Conduct and possible sanctions
o Understanding the role of Public Safety
o Understanding appropriate dress while on campus (e.g . contrasting
appropriate/positive examples against inappropriate/negative
examples)
o Understanding appropriate use of technology in all settings on
campus
o Understanding instructor expectations differ from professor to
professor
o
Understanding appropriate ways of resolving conflicts with faculty and
staff
• In order to best communicate this information in Orientation, this new
component should utilize multi-media and interactive activities (e.g., the
use of Clickers).
• The new component should encourage the use of electronic planning ,
scheduling, and communicating with others (e.g., BlackBoard , Gmail,
calendar on Gmail)
3.
We recommend institutional efforts to train and prepare faculty
regarding "how to" manage behavioral concerns that may arise in the
classroom, in the hallway, through the use of technology, etc.
• Hold regularly-scheduled professional development opportunities for faculty
to address civility issues both in and outside the classroom (e .g.
appropriate interventions, how to de-escalate conflicts, using formal
"Incident Reports"). Such opportunities could involve faculty who are
models for communicating behavioral expectations and for addressing
behavioral concerns as they arise.
• Add a component regarding classroom civility-including a review of the
cultural values statement-into New Faculty Orientations (both full- and
part-time).
• Faculty-individually or collectively-should consider adopting civility
language into course syllabi. The following examples were provided by
MCC professors:
o "Please remember that you are in a college classroom. Any behavior
that is disruptive or disrespectful will not be tolerated. Any student
engaging in disruptive or disrespectful behavior will be asked to leave
the class, resulting in a loss of participation for that day as well.
Continued displays of disruptive and/or disrespectful behavior may
result in a conference with the dean."
o "Please be considerate of those around you and refrain from "Jerry
Springer Show" behavior. Rude behavior that interferes with the
learning environment has no place at MCC, and we (teachers and
classmates) will expect you to abide by the MCC Student Code of
Conduct."
• Annually revise and disseminate to faculty the Campus Referral Sheet
(mentioned in Recommendation #1) for directing students to the
appropriate department and/or employee on campus.
We recommend institutional efforts to train and prepare both staff and
administration regarding "how to" manage behavioral concerns that
may arise when interacting with students-whether it be face to face
encounters or through the various forms of technology.
• Hold regularly-scheduled professional development opportunities for staff
and administration to address civility issues and behavioral concerns as
they arise (e.g . appropriate interventions, how to de-escalate conflict, how
to use Incident Reports)
• Add a component regarding campus civility-including a review of the
cultural values statement-into New Employee Orientations·(both full- and
part-time).
• Annually revise and disseminate to all staff and administration the Campus
Referral Sheet (mentioned in Recommendation #1) for directing students to
the appropriate department and/or employee on campus.
5.
We recommend these "Additional Recommendations" to address
students' cultural/behavioral readiness as well as campus incivility
issues.
..
• Concerns regarding MMCHS students and their impact on the overall
campus climate came up over and over during the past year. Therefore,
this AQIP Team recommends that direct involvement by the MMCHS
administration and staff is essential to addressing these behavioral
concerns at Matt Community College.
• Due to the increase in behavioral problems at MCC, many departments on
campus (Registrar's Office, CASD, Public Safety) have redirected valuable
time and resources to address the concerns. Therefore, this AQIP Team
recommends the college explore creating a new position similar to that of a
Judicial Affairs Officer. The person I position would work closely with
various departments to address behavioral and incivility concerns as they
occur on campus. The person I position could also be responsible for
helping carry out many of the recommendations outlined in this document.
• The current MCC "Incident Report" form is currently used at MCC to
address behaviors that are more extreme and outside the focus of this
AQIP Project. However, this AQIP Team recommends the college develop
a similar form to address acts of incivility and other lesser behavioral
concerns.
• This AQIP Project Team successfully developed and administered civility
surveys to three different groups on campus (i.e., faculty, staff and
students). This AQIP Team recommends the college use the original
survey results as "baseline data" and repeat the same surveys following the
implementation of the recommendations outlined in this document.