AQIP Project Team on Cultural/ Behavioral Readiness
Agenda for August 24, 2011
"Choose a word that best describes your life up to this moment?
Why this word?"
1.
Check-in:
2.
"What are you hearing around campus?"
3.
Notes I Communications
A. Notes from July 20th Meeting
B. E-mails from Brian Ivozy re: developing Civility Workshop
C. Email from Delores Deen re: availability for August 24th meeting
D. E·mails from Dale Weighill re: Choosing Civility Book
E. Materials from Dale Weigh.ill re: Lansing Community College materials
F. Email from Dr. Candice Pickens re: availability for August 24th meeting
4.
New Business
A. Review: Final AQIP Team recommendations from conclusion of7/20/2011
meeting- see Appendix A.
B. DevelQp ]JC Presentation: format, roles, etc.
C. Qevelop EC Materials to be in Binder: format, what to include, etc.
5.
Set Next Meeting Time and Date (if needed)
6.
Adjournment
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APPENDIX A
I. 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 Current 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)
b. 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 Mott 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
includes 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 rules in one setting (e.g., a Business class taught by
a specific professor) may be very different than those in another
setting (e.g., a different Business class taught by a different
professor).
• 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-m ails, 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 students This 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 Referretl 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
3 Yz or four hours).
• 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.
4.
We recommend institutional efforts to train and prepare both staff and
administration regarding "how to" manage behavioral concerns that
may arise when interacting with student-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 Mott Community College.
• Due to the increase in behavioral problems at MCC, many departments on
campus (Registrar's Office, CASD, Public Safety) have redi'rected 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 alleged violations of the Code of Conduct
(e.g., academic integrity) as well as behavioral and incivility concerns as
they occur on campus. The person I position could also be responsible for
helping promoting awareness and determining avenues for restorative
justice. This person I position could also carry out many of the
recommendations outlined in this document.
• The 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 mechanism to address acts of incivility and other lesser behavioral
concerns (e.g., the potential to utilize the Webadvisor referral system that is
part of the Retention Alert module within Datatel).
• 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 (i.e.,
Fall, 2012). It is recommended that the surveys be conducted bi-annually.
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Dealing with
-Classroom ncivilities
Monopolizing Students
Sid~l'"' C()nversations
Unengagecl 'tudenq)
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WHAT's INSIDE:
•Introduction
• Proactively Addressing Incivilities
•Responding to Interruptions (e.g., Arriving late, leaving early, answering phone, etc.)
• Responding to Sideline Conversations and other Inattentive Behaviors
• Responding to Monopolizing Students and/or Domineering Students
• Responding to Unengaged and Withdrawn Students
• Responding to other Difficult Behaviors (e.g., Asking unrelated questions, trying to trip you up, etc.)
• Responding to Extreme Cases of Incivility
• Counseling and Advising Center Information
• Other Campus Resources
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INTRODUCTION
Disruptive, rude, and troublesome behavior has become
increasingly prevalent in the college classroom. This
publication has been developed to provide background on incivility, as well as to suggest techniques for preventing and/or coping with it. The
goal is to enhance your classroom management skills, so you can create a civil environment that allows all students to learn and
participate freely.
Broadly defined as repeated, continuous, or multiple student behaviors that
prevent an instructor from teaching and/
or student from learning (Akers), incivility is the opposite of courtesy, politeness,
respect, and consideration (Rookstool 2).
LCC defines disruptive behavior as the disruption or obstruction of teaching, research, ·
administration, disciplinary proceedings, other College activities, including its public service functions on or off campus, or of other authorized non-College activities when the conduct
occurs on College premises.
Not only do these troublesome behaviors
tively affect the overall learning environment '.
in the classroom, but they may also contribute
stress and discontent. Although individual faculty 111.1~!~~~~~!ftg,
perceptions determine what s/he considers uncivil
the following are typical examples (Holladay: Reed; a·.
• arriving late and leaving early
• engaging in sideline conversations
• reading the newspaper
• doing other coursework
•sleeping
• text messaging
• ringing cell phones and/or taking calls during class
• monopolizing classroom discussions
• ridiculing the instructor
• being argumentative and/or confrontational
• submitting assignments late and requesting frivolous deadline extensions
• wearing distracting attire
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--~PROACTIVELY ADDRESSING INCIVILITY
According to the literature, civility is best encouraged by clarifying expectations. Consequently, proac·:vely avoid problems by clarifying your expectations and course policies on the first day of class. The most
~ppropriate way to do this is on the syllabus since it is a contract between you and your students. In addition to referring to LCC's "Student General Rules and Guidelines" and the "Student Code of Conduct"
at http://www.lcc.edu/catalog/policies procedures/studentrulesgujdelines.aspx and/or department-level
policies listed on the Official Course Syllabus, you could enumerate your course policies on your section syllabus. You might include your policies and/or LCC's policies on ...
• attendance and consequences for missed classes
•tardiness
• missed deadlines/exams and procedures for making up exams or missed course work
• how/when to contact you when students will be late or absent
•use of cell phones, etc. At LCC, the use of all phones during class is prohibited.
Additionally, you could include a "statement of civility" in your syllabus. The following example is required
on all syllabi at Eastfield College in Dallas, Texas:
"Since every student is entitled to full participation in class without interruption, all students are expected
to be in class and prepared to begin on time. All pagers, wireless phones, electronic games, radios, tape
or CD players or other devices that generate sound must be turned off whe.r you enter the classroom.
Disruption of class, whether by latecomers, noisy devices or inconsiderate behavior will not be tolerated.
Repeated violations will be penalized and may result in expulsion from class." (Rookstool31 ).
Within the first two weeks, you might also consider the
\._ Discuss your "ground rules" -or, better yet,
have the students develop them so they feel
ownership for them. For ideas on how to have
the students develop "ground rules," see the
CTE's Teaching Tip, "Establishing Ground Rules
on the First (or Second) Day of Class" at http://
www.lcc.edu/cte/resources/teachjngtips/
tip 13.aspx
2. Connect with your students by learning their
names and getting to know them through Icebreakers. For ideas on Icebreaker Activities, see
the CTE's Teaching Tip, "What's in a Name?
Strategies for Remembering Students' Names"
at http://www,lcc.edu/cte/resources/teachingtjps/whats in a name.aspx
3. During class, stand up and/or walk around the
room. Keep in mind that wherever you are
is the front of the room, so try to stand at the
back of the room as well as the front.
4. Be extra firm on all matters the first day and
week to set the "tone." You can always be
more flexible later, but it's difficult to do the
~everse.
following suggestions to encourage civility.
5. Use good-natured humor and avoid sarcasm.
6. Change classroom activities frequently and
give 1o minute breaks every 50 minutes.
7. Do not ignore disruptive behavior. Act early
and quickly, otherwise you can "lose control," (not that you want all of it, but you want
some)·
8. Keep regular office hours and/or invite students
to email you with questions and concerns.
9. Seek ongoing feedback from students using
Classroom Assessment Techniques (CATs). For
more information on obtaining ongoing student feedback, see the CTE's Self-Paced Online Workshop entitled "Early Semester Student
Feedback Techniques" at http://www.lcc.edu/
cte/resources/self paced/early student feedback/ or the CTE's Teaching Tip on "Classroom
Assessment Techniques" at http:l/www.lcc.
edu/cte/resources/tegchjngtjps/cgts.qspx
10. Model the appropriate behavior. If you value
punctuality, arrive ahead of time and be prepared before class begins. If you want papers
turned in on time, promptly return them, etc.
Again, many problems can be thwarted by using the proactive measures discussed above. Nevertheless,
troublesome behaviors will undoubtedly occur. Following, are several categories of uncivil behavior and
strategies for addressing them.
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RESPONDING TO INTERRUPTIONS
(e.~) ..
arriving late, leaving early, packing up early/noisy, answering cell phones, etc.)
1. Begin and end class on time. If you frequently let students out early, they
will begin packing up before the class over.
2. Reserve some important points or classroom activities (i.e., Quizzes,
assessment activities such as "One Minute Papers," writing exercises, distribute study guides or important handouts, etc.) until the end
of class to minimize packing up early. (Nilson 47)
3. Use class time constructiv~ly. Make sure the content covered and
the learning activities are crucial to attaining the learning outcomes. (Reed)
4. Early on, refer to LCC's policy on cell phones (e.g., the use of cell
phones during class interferes with the instructional process and is
therefore prohibited. Camera cell phones and video cell phones
are prohibited in locker rooms and restrooms. See LCC's "Student General Rules and Guidelines" at
http://www.lcc.edu/catalog/policjes procedures/studentrulesguideljnes,aspx. In addition, you may
want to include the following verbiage: All cell phones and electronic devices must be out of sight
and turned off or set to courtesy mode before class begins. Students with a crisis should advise the
instructor before class.
RESPONDING TO SIDELINE CONVERSATIONS
And other inattentive behaviors.
1. Maintain your composure and model civility
when addressing offensive behavior. Don't embarrass students, but do address the behavior
as soon as possible. Delaying your response
may be interpreted as condoning the behavior.
2. Move closer to the talking students; as soon as
they stop talking, instantly move away to reinforce desired behavior.
3. Rather than warn particular students, consider
a general word of caution to the entire class
(e.g., "We have too many conversations at the
moment; let's all focus on the same topic.").
4. Try a long dramatic pause. If a dramatic pause
doesn't work, say something general like "I re.J
ally think everyone should pay attention to this
because ... " or "I am having difficulty concentrating while there is talking and your classmates might be as well, so please wait until the
break or share your conversation with the rest
of us."
5. Ask the disruptive student(s), preferably during
the break or after class, to make an appointment to see you. Tell them how their talking is
affecting the class.
6. Ask a nearby student a question so that the discussion is near the talkers.
7. Make eye contact with them.
8. lower your voice. This causes them to become
more obvious in contrast to the other students.
Consequently, they may stop talking on their
own, or other students may ask them to be
quiet. (Pike and Arch 71)
',RESPONDING TO MONOPOLIZING STUDENTS
·And/or the domineering students.
1. Say: "That's an interesting point. Now let's see
what other people think."
2. Give the monopolizing individual attention during breaks or before and after class.
3. Without turning your back on the students.
prepare for the next activity (i.e .• begin handing out papers, etc.). This signals to the student
that you are ready to move on to another
topic or activity.
lnte~ect with a summary when students go
off on a tangent and/or ask others to speak.
(Silberman 30)
5. Take advantage of the monopolizers' pauses.
While making eye contact. thank them and
direct a question to someone else, preferably
in another area of the room. (Pike and Arch 72)
6. Prior to asking a question, tell the students that
you will be looking for 'X' number of hands
before you select someone. And/or. when you
pose a question. ask how many students have
a response and call on someone (else) whose
hand is up.
7. From time to time. suggest that only students
who have not spoken answer a question addressed.
8. On occasion, distribute a certain number (e.g.,
three or four) of colored paperclips, tokens. or
poker chips. Once a student makes a contribution to the discussion, they should put a clip out
in front of them. Once they use up their allotted clips. they cannot talk any more. This might
help the dominant students save some comments for later.
9. If you speak to a student outside of class regarding their behavior. tell him/her that as
much as you appreciate their input. it would
be helpful if they could hold some of their
comments until others have been heard.
(McKeachie 255)
10. Physically involve the monopolizer by giving him or her a task such as posting group
responses on flip chart paper or the board,
distributing handouts. etc.
11 . If someone is monopolizing a small group,
approach the group and kneel down so that
you are at eye level. Make eye contact with
each group member and remind the group
that they have 'X' number of minutes left. look
directly at a specific group member and say
"Please cover these two points (name them)
and try to ensure that everyone in the group
has contributed." (Pike and Arch 55-56}
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RESPONDING TO UNENGAGED AND WITHDRAWN STUDENTS
1. Let students know in advance that everyone
will be expected to answer questions and participate in discussions.
2. Make eye contact with inattentive students.
3. Stand near them from time to time, but don't
hover.
4. Write every students name on a 3x5 card.
Shuffle the cards and have a student select a
card. The person whose name is drawn answers the question and then they get to pick a
card. and the process repeats. You may need
to remind students that in the workplace they
will be asked questions on a regular basis and
they will be expected to respond.
5. Keep it interesting. Change teaching strategies from group discussion to individual written
exercises or a video clip.
6. Give positive reinforcement for contributions.
7. If a student appears shy, make a point of getting to know him/her during breaks. You might
even ask them a question about what is being ..,
discussed. If you are impressed with their response, you might ask if they would be willing
to share this insight with the class after break.
8. For paired work, pair a shy or introverted student with a moderately outgoing student versus a dominant student.
9. On the first day of class, find out what special
interests or hobbies students have and call
upon the quiet student for comments in their
area of expertise as appropriate. (McKeachie
6)
10. Ask the class to write "One Minute Papers"
and ask the inattentive or shy students to share
theirs aloud.
RESPONDING TO OTHER DIFFICULT BEHAVIORS
(e.g., asking unrelated questions, trying to trip you up, etc.)
1. If a student is trying to shoot you down or trip
you up, consider acknowledging that this is a
joint learning experience, and/or admit that
you don't know the answer and redirect the
question to the group or the individual who
asked it.
2. If some students have a tendency to ask questions to get the class off track, designate a
place on the board as the "Parking Lot" and
list their questions there. Let them know that if
there is time at the end. the questions will be
addressed.
3. If a student is overtly hostile or resistant. realize
that the hostility may be masking fear. Remember to maintain your civility and consider any
of the following:
• building upon what has been said versus disagreeing
• allowing him or her to gracefully retreat from
the confrontation
• talking to him or her during the break
• as a last resort, privately asking the individual
to leave the class for the good of the group
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4. If a student is openly griping, consider
• pointing out what can and can't be changed
• v I'd
f
th
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a 1 a Jng e po1n
• indicating time pressures
• indicating that you'll discuss the problem with
the student privately.
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·AlE.SPONDING TO EXTREME CASES OF INCIVILITY
In addition to the common behaviors listed above, there are rarer incidences of extreme uncivil behaviors- behaviors that are threatening or harmful. Examples include:
._,being verbally abusive
• using profanity and/or pejorative language
• being intoxicated or using drugs
• using intimidation, harassment and physical threats
The sorts of behaviors mentioned above are often the result of stress, mental health
issues and the like. While occurring infrequently, it is your responsibility to stop student
behaviors that endanger either themselves or others. The recommended course of
action in such situations is to remain as calm as possible, create distance between
that student and the rest of the class and get support from campus Police and Public
Safety (483-1800) immediately. In addition, as soon as possible, contact the Office of
Student Compliance (483-9632) and your Department Chair. If it's possible to enlist
the assistance of a colleague in getting the help that's needed, that is preferable, so
you or the class are not left alone with the student.
The following are departments and programs at LCC that can assist with various
problems and issues. Also, be aware of the administrative withdrawal policy found at
http://www.lcc.edu/policy/policjes 9.aspx
~OUNSELING
AND ADVISING C.ENTER
Hours:
Monday- Thursday, 9:00 a.m. - 6:00 p.m.
Friday, 9:00 a.m. - 4:00 p.m.
Phone:
(517) 483-1904
Location:
Room 204, Gannon Building
OTHER CAMPUS RESOURCES
Office of Student Compliance
(517) 483-9632
Police and Public Safety
(517) 483-1800
Office of Disability Support Services
(517) 483-1904
Financial Aid Department
(517) 483-1200
~/Straight Alliance
(517) 483-1209
Women's Resource Center
(517) 483-1199
Tutoring Services
(517) 483-1206
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