Student Conduct Issues: Action Guidelines and Resource Flowchart
for the Graduate Instructor
by Chelsie GawneMark and Ethan Miller1
Introduction
In spite of conscientious preparation and the best intentions the fact remains that bad
situations can and will happen to good teachers. In the course of your career as a
Graduate Instructor, you will encounter students who struggle to conduct themselves
appropriately in your class, during conference, or in their communications. Problems
can range from the mundane (popping chewing gum, interrupting colleagues or pencil
tapping) to the dramatic (shouting, threatening or stalking).
The causes for student conduct issues are as various as students themselves. College
is a time or transition and a nexus of contact. Young people may be confronted for the
first time with the norms and expectations of the adult world. Adult learners must
accommodate a system oriented towards students in their teens and twenties. For
some students, the college environment may seem wide and daunting. For others, it
may be constricting or isolating. Students may find an outlet for their frustrations in your
classroom, your office or your e-mail inbox.
Resolving these situations can be more difficult for Graduate Instructors than other
faculty members. Graduate instructors find themselves in a unique limbo: they lack the
status and deference that faculty are typically granted, but are but are encumbered with
the same professional obligations for course development and delivery. When student
conduct issues arise, this reality can complicate problem solving. This document will
equip you with insights and strategies to manage student conduct issue, minimizing
their impact on your classroom and your life. When you are stressed and confused it is
helpful to have all the resources in one place and this is it.
Syllabus Design
In many articles and resources on classroom conduct, there is quiet presumption that
classroom conduct issues arise as a consequence of improper course or syllabus
design. You may even encounter this assumption when talking to your colleagues,
mentors or university staff. This is simply not true. Even instructors with the most
thoughtfully designed syllabi and careful teaching strategies encounter conduct issues.
Nevertheless, effective syllabus design is a crucial tool for managing student conduct.
Stating course objectives and linking these clearly in the syllabus to teaching strategies,
to course assignments and exams, to grading practices and policies, as well as to
homework and in-class assignment will help students see how you have designed your
1
This document may be printed, copied and distributed as part of individual professional development
consultations, as well as classrooms, professional development and educational workshops focused on
teaching and learning in higher education. All rights remain with the writer of the essay.
GawneMark and Miller, page 1
course. From this base, your syllabus can then include information about your
guidelines regarding classroom conduct, communication, and other ground rules.
Do not assume that your students, especially beginning students, will read your syllabus
carefully without prompting – or that they’ll absorb the details, much less the big picture,
if you “go over” the syllabus fully during an early class session. Choose a syllabus
review strategy that will engage students in active reading and analysis of this
document. As a first or second day activity this will model the active, engaged learning
you expect of students – a process that will maximize student retention regarding
syllabus key points. For example, do not have each student read a paragraph aloud –
but, rather, have students work in small groups to come to consensus about the two
most important points in the document, or on a particular page, or in a section you’ve
assigned the group; from this, have the entire class agree to the Top 10 things they
most need to know/absorb/understand about how you grade, or how discussions will
work, or how to meet goals and expectations for success. You might also develop a
jigsaw reading assignment for students to complete for Day 2 of the class – and follow
up with a group or individual or consensus-based quiz, with prizes like highlighters,
post-it notes, the extra copy you have of the textbook. (TO find out more about jigsaw
reading assignments, make use of this search string on your favorite web search
engine: +site:edu +"jigsaw reading".) The syllabus can be a great text from which to
model how you want students to be active readers, to be central to course discussions,
to make wise use of resources and to do so with integrity.
It may be helpful to consult previous syllabi for the class you are teaching. Your
department may have them on file. However, be careful when modeling your syllabus
on one used by a previous instructor. This is an ideal time to set up a one-on-one
consultation with the teaching experts in The Center for Teaching and Learning or
Preparing Future Faculty. Make sure the tone and style of your syllabus match the
environment you want to create in the classroom and your personality as an instructor.
Remember, perceived dissonance between expectations and experiences can create a
flashpoint for student conduct issues.
There is a common syllogism in University culture: “A syllabus is a contract with your
class.” Though this is true to a point, be mindful of the impact of syllabus design on
your learning environment. San Francisco State University has an excellent syllabus
design website at http://oct.sfsu.edu/design/syllabus/index.html that breaks planning
into three divisions: syllabus as a road map, as an organizational tool, and as a
contract. In short, the syllabus as a road map provides students with the answers to
real life connection questions such as “Where am I going?” and “What are the resources
I need along the way?” Syllabus as an organizational tool stresses learning with
information that helps students succeed like “what will I learn and when?” and “what are
our goals?” Finally, syllabus as a contact stressed the partnership between the
instructor and the student as necessary in creating a successful learning environment
because expectations and evaluations are clear. It is not possible to develop rules for
every conceivable student conduct situation. However, not all students bring success
skills to the classroom. It may be effective to outline general principles and provide
GawneMark and Miller, page 2
specific examples. Learning to generalize is an essential dimension of college
education.
Class Preparation
There are resources available to help you plan and execute an effective course.
Graduate student orientation, Preparing Future Faculty, departmental Teaching
Practicums, formal and informal Teaching Mentorship, etc. are all professional
development routes that will help you to prepare for your class.
This document is the “what if” document – the one you might draw on in planning but
also as a course is unfolding. What if a student plagiarizes? What if a student dislikes
their grade? What if a student is sexually harassing me? What if a student is harassing
another student? These are classroom events and assignment infractions that fall
under the heading of the Student Conduct Code.
Student Conduct Incident Procedure
Identify what kind of problem (academic, mental health, disruptive) you or the student is
having. This prompt you to determine a path you will follow to effectively manage the
student, the problem, and your composure. A first understanding: address the small
problems when you first see them; this often serves to prevent bigger problems from
emerging and taking hold in your classroom.
Academic problems concern plagiarism, missing class, grading conflicts, instructional
complaints, development of study skills, and the alike.
Disruptive problems concern gum chewing, talking excessively, manipulating all your
time (in class or via email or office hours), pencil tapping, body odor, sleeping, timedemanding, interrupt or dominate the discussion or those who don’t speak at all, and
the alike.
Troubling problems concern confusion, sadness, anxiety, irritable, lacks motivation
and/or concentration, bizarre behavior or a change in the student’s normal behavior or
patterns, such as missing class or talking about suicide.
Disturbing problems concern violent or physically threatening or destructive behaviors,
sexual harassment, verbally aggressive or threatening, stalking (via email, mail, in
person, etc.), etc. to you or other students.
For a visual summary of resources and tips of teachers related to student
conduct, see “Appendix A: A Flowchart of Action for Student Conduct Situations
at the University of Minnesota.” The chart sets out a who, what, when, where,
why for teachers looking to address student conduct concerns and issues with
UM/TC professionals.
GawneMark and Miller, page 3
Read on for a discussion of common elements advocated by instructors and
student service staff members who work with student conduct resolution
programs and processes.
Consulting Others and Tips for Talking It Through
Often times, when seeking to resolve a student conduct situation, small or large, you
may need to work with others. Here are several strategies that can make these
conversations more effective.
1. First , Develop a Plan
Whether you are consulting colleagues, mentors, supervisors or a university
administrator make a plan first.
a) Write down everything you know about the situation. Stick to the facts. Avoid
making inferences or judgments. Be aware of your prejudices.
b) Think about your desired outcome. Write down several potential outcomes in
detail and choose the best one. Think carefully about implications for the student,
for your class, and for your career. Remember this document and your rights.
c) Make a list of “pros” and “cons” for your desired outcome. This will help you
convince others and anticipate problems.
d) Develop a sequential plan, one that connects the ground situation to your desired
outcome.
Developing a plan first has several concrete benefits. First, it creates the perception of
professionalism. People will take you and your situation more seriously if you come
prepared. Second, it will help you control and focus the conversation. Sometimes
when presenting a problem to others, they get carried way with theoretical
considerations or anecdotes from their own experience. While this kind of conversation
may be helpful, without a plan, you may walk out of a meeting more confused then
when you walked in. Third, having a plan prevents a “no decision” decision.
Oftentimes, supervisors and administrators may hope a problem will simply go away.
Presenting them with a plan prevents this stance. Generally, they are not choosing this
course of action out of malice or laziness, but rather a desire to avoid “becoming
involved.” Perhaps they are not good administrators. Remember that your boss is a
person too and is able to make mistakes.
2. Keep Your Cool
People will say anything. Many colleagues, faculty and administrators will respond
earnestly and sympathetically to your situation. However, some may respond by
infantilizing or marginalizing you. “Considering it’s early in your career…,” “I can see
how as a woman…” or “You know, we are all always racists…” In these circumstances,
keep your cool. Oftentimes, people are not conscious of the vulnerability you feel or the
GawneMark and Miller, page 4
impact of their assumptions. Correct them politely and move on. If the problem is
habitual, seek an administrative remedy.
3. Take Good Notes
As a graduate student, you may be a natural note taker. If a meeting or conference
seems significant or will lead to a decision, offer to take notes. Even if someone else is
taking notes, it may make you be a good practice to have your own records. This is
your prerogative.
Remember, documentation does not end with students. Keep a record of who and
when you meet with others about student conduct, noting what is said and any
agreements made. In a best-case scenario, you’ll have notes to consult if a situation
arises again, or from to offer insights as others bring you into their problem-solving
processes. In a worst case scenario (you’re accused of lying or asked to do something
illegal or immoral), you will have the documentation you need to support next steps and
review your decision-making processes.
4. Remember Where Your Advice is Coming From
It’s important to keep in mind where your advice is coming from. Most people will listen
genuinely and offer the best suggestions they can. However, a solution that might work
for someone else may not work for you. Think about your personality, comfort level with
confrontation, classroom dynamic, and course material. If you’re not comfortable with
an approach suggested by someone else, don’t use it; it won’t work for you. Don’t be
afraid to stand up for what you believe in, especially in terms of what is illegal or
immoral.
The University is like any other professional environment. Many people have agendas;
many people are trying to impress their supervisor or their colleagues. If we care about
our work, we try to create the impression we are doing a good job. Be realistic about
people’s motives. Sometimes, supervisors and administrators would like to see a
situation handled at the lowest level. They would like to avoid the problem “escalating”
or becoming “high visibility.” Incorporating and understanding others’ motives impact
your response is crucial to selecting the best course of action for the student, for you
and for your classroom.
Your situation may come up at a faculty meeting or become fodder for office gossip. In
small departments, your students may even hear about it. Many people may approach
you with advice or sympathy, others will want to disassociate themselves with you,
others will want to gossip. If confidentiality is important to you, ask for it explicitly. Stick
to your plan and in the end it will work out.
5. How You Handle This Situation Will Affect Your Career
How you handle this situation will affect you career. How supervisors and
administrators handle a situation that escalates will affect their careers. The same
supervisors and administrators who are responsible for helping you in student conduct
situations may also be responsible for making teaching and fellowship assignments or
GawneMark and Miller, page 5
writing recommendations or grading you. Professionally problem-solving student
conduct matters well may win their regard and open up opportunities for you. Handling
a situation poorly may land your name at the bottom of the list. For this reason, it is
paramount to create an impression of professionalism, cooperativeness and diplomacy
– something you might consider planning out with a teaching consultant. Put your
career first.
6. Do Not Be Bullied or Intimidated
Do not let your intentions to maintain professional relationships compromise you.
Therefore, do not be intimidated into taking actions you believe are illegal or know are
wrong. For instance, if you were directed not to call on a minority student in class in
order or to remove readings by a gay or lesbian author in order to prevent “inciting” a
bigot’s future actions in class, you would not have to follow this advice. There are
resources to help you. If you feel you are being morally or legally compromised, contact
Student Judicial Affairs or the Office of Human Resources.
7. Bring a Friend
Consider bringing a third party – a trusted mentor, experience colleague or teachingsavvy advisor with you. You do not have to be alone.
8. Manage (Potential) Side Effects
It’s not unusual for “grapevine” conversations to emerge when teachers experience and
deal with dramatic student conduct/classroom situations. Consider turning the basic
information of your “teaching problem” into a case study to share with colleagues so
their might participate in problem-solving and professional development. It’s not
unusual either to be uneasy knowing that others are talking about “the situation” –
others who might also be writing your letters of recommendation or making decisions
about funding and allocation of departmental perks and awards. Be sure to invite those
who are writing your letters of recommendation to visit your classes after you’ve
resolved a student conflict – if not that semester, then a next time you teach. Let those
trusted letter writers and advisors see how you’ve grown as a teacher. Consider writing
a scholarship of teaching and learning document that addresses what you’ve learned
and share this will mentors, advisors and supervisors who can support you in your
professional development – and be guided by that growth in writing their letters, making
their funding decisions, and suggesting next opportunities you might pursue.
Know Your Rights
Protecting your rights as employee can be difficult. NEVER, EVER let anyone tell you
that you do not have rights or that your students’ rights supercede your own. That is
simply NOT true. You can consult with Student Judicial Affairs and the Office of Human
Resources (http://www.umn.edu/ohr/ or http://www1.umn.edu/ohr/gae/) to address
rights and responsibilities.
Talking to Your Class: Damage Control
When a serious disruption occurs in class, it is important to talk about it with your class.
As an instructor you not only have a right to do so, but a responsibility to reestablish
GawneMark and Miller, page 6
guidelines and to make your students feel safe. Allow the students class time to
process events and situations. Let them ask questions. If you need advice on how to
guide a dialogue, contact the Preparing Future Faculty Program staff or the Center for
Teaching and Learning consultants. Contact Information for both can be found via
http://www.teaching.umn.edu.
Take Advantage of Resources Available to You
University Counseling Service is not just for undergraduate students. You may feel
frustrated, overwhelmed, and depressed over teaching situations. There are trained
professionals who can help you keep your emotional side intact while you deal with the
administrative issues. Contact them at www.ucs.umn.edu.
Legal Help + Links
Before you take that next step, the University of Minnesota has set some standards and
resources to assist you. The Board of Regents outlines in clearly defined and legally
binding terms the expectations it places on all students at the university. See this
document at http://www1.umn.edu/regents/polindex.html and click on “Student Conduct
Code.” An important note is that on page three of the document it cites: “Threatening,
Harassing, or Assaultive Conduct on Campus” as defined by you, which means no one
else can tell you that you are unaware of how that makes you feel. Also, Student
Judicial Affairs is a resource for both instructors and students; see
http://www1.umn.edu/oscai/.
Besides the on campus help, remember that there are state and federal laws to protect
you. As a quick reference, you might review the headings and links to such laws at
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/. See Appendix B for a
listing of relevant sections.
Conclusion
Serious student conduct situations will test your commitment to your pedagogy, to your
values and to your career. It can be frustrating; it can be life change. Know that you
are not alone and that you have rights.
Notes: The text and flowchart in Student Incident Procedure section are modeled on
Eugene L. Zdziarski II, Dean of Students, University of Florida and “Responding to
Disruptive or Inappropriate Student Behaviors”, The Office of Student Development,
Appalachian State University, Spring 2006.
Other text referenced included the web resources of the University of WashingtonSeattle Center for Instructional Development and Research, University Guidelines for
Faculty Members Regarding Student Conduct in Instructional Settings and In Online
Courses and Discussions, and San Francisco State University’s “The Syllabus” by Dr.
Vicki Casella.
GawneMark and Miller, page 7
Two excellent articles are easily found electronically: “Strategies for Dealing with
Difficult Behavior” by Sally L. Kuhlenschmidt and Lois E. Layne in New Directions for
Teaching and Learning (use the Academic Search Premiere engine at
http://www.lib.umn.edu to make your own link to this article). Also, “Encouraging Civil
Behavior in Large Classes” by Mary Deane Sorcinelli at the University of
Massachusetts-Amherst (which is easily available via major search engines if you
search with the article title in quotes).
Writers: Chelsie GawneMark is a graduate instructor at the University of Minnesota in
the English Department and a Multicultural Teaching and Learning Intern with the
Center for Teaching and Learning. Ethan Miller is a graduate instructor at the University
of Minnesota in the English Department and was a recipient of a summer fellowship that
included working with the Preparing Future Faculty Program.
GawneMark and Miller, page 8
Appendix A: Flowchart of Action for Student Conduct Situations
Identify the problem. Note whether or not it can wait until
class is over or needs immediate addressing.
Follow Up Action
Immediate Action
After class, either ask the student to
meet with you or send an email
asking the student to meet.
Meet with the student in a public place
such as the classroom after class. That
way it is private enough for the student,
but in case of an escalation you will be
safe. Do not make judgments, but
clearly state the facts and what is and is
not acceptable. Be confident. Be
respectful. Listen to the student. Don’t
feel compelled to resolve the conflict on
the spot. Set limits. A good resource on
how to talk to students in distress is at
http://www.mentalhealth.umn.edu/facstaf
f/index.html. or check out pages 5-8 at
Appalachian State University:
www.studentdev.appstate.edu/index.php
?module=pagemaster&PAGE_user_op=
view_page&PAGE_id=12&MMN_positi
on=44:44
If you feel it would not
be safe to meet alone
with the student, ask a
third party representative
to come along such as an
administrator from one of
the campus offices, your
supervision or university
police.
How you conduct yourself at this
meeting will have a lasting impact on
your relationship with the student and
how he or she interacts with the
classroom at large.
Address the student
immediately and stay
calm. Give explanation
of what is and is not
acceptable. Be confident.
This procedure covers
anything from a student
who is excessively
chatting to harassing or
violent behaviors.
Watch for warning
signs—increased
emotional response,
threats, etc.
Get help from another instructor or
staff member. Request that student
leave your class or office. You DO
possess this right.
Call 911 or University Police
if the situation warrants it.
You have a right to protect
yourself and your class.
After the meeting, document everything that occurred and the
action plan you both agreed on if one was made at the time.
Otherwise document the steps needed to resolve the dispute or
behavior. Send a follow-up email to the student with the above
information. It is important to make that connection.
GawneMark and Miller, page 9
Remember to
refer to the
guidelines
above on the
differences
between they
types of
problems.
Document EVERYTHING. This
will assist you in the event that the
student demonstrates repeated or
escalating behaviors. It will also
protect you as an instructor in case
there is a dispute in the actions taken.
Identify the type of problem and
the appropriate offices to connect
with.
Academic
Problems
If it is an issue of
plagiarism you will
want to contact the
Office for Student
Academic Integrity at
http://www1.umn.edu
/oscai/.
Gray
Areas
Plagiarism may be
part of a larger
problem such as
harassment. Cases
like these are dealt
with jointly between
Office of Student
Academic Integrity
and SJA and the
faculty and students
involved.
Disruptive
Problems
Troubling
Problems
If you are having
student problems
related to grade
disputes, scholastic
misconduct, etc. then
contact Student
Conflict Resolution
Center at
www1.umn.edu/sos/a
boutus.com.
Disturbing
Problems
You can always visit the Preparing
Future Faculty website at
http://www1.umn.edu/ohr/teachlearn/
pff/ to view resources on teaching or
meet with a representative from their
office for suggestions and strategies.
You might also want to check out the
Center for Teaching and Learning
Services website
(www1.umn.edu/ohr/teachlearn/reso
urces/jit/midsemta/index.html) for
tips for new teaching assistants
which covers a wide range of
problems or your department to get
advice on which area your situation
falls in.*
Depending on the
situation, this may be
the time to contact
the Director of
Student Judicial
Affairs at
http://www1.umn.edu
/oscai/. This office is
especially helpful in
case of behavior that
violates the Student
Conduct Code, which
can be found at
www1.umn.edu/rege
nts/policies/academic
/StudentConductCode
.html.
Many students are in
distress, have mental
health issues, have other
health complications or
disabilities that can
compromise the ideal
classroom setting. Each
of these students has a
right to the classroom,
but also a responsibility
to the codes of conduct.
Contact Disability
Services or see
http://www.mentalhealth.
umn.edu/facstaff/index.ht
ml. for Assisting
Students in Distress.
You may also encounter problems and situations associated with International and
Multicultural students. Contact the Director of Multicultural Center for Academic
Excellence at www.mcae.umn.edu. The office can help you understand your
students and find ways to effectively navigate cultural and diverse issues. While
MCAE works with all students, there is a focus on domestic, immigrant, and
refugee students of color.
International Student & Scholars Services can also help with students on F-1 visas.
You can also contact the Coalition for a Respectful U at
GawneMark and Miller, page 10
http://www.eoaffact.umn.edu/resources/coalitionrespectfulU.html.
Appendix B: Legal Links
Sexual harassment & Violence policy at Minnesota State Schools:
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/135A/15.html
611A.036 Prohibition against employer retaliation.
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/611A/036.html
611A.84 Statute of limitations.
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/611A/84.html
611.026 Criminal responsibility of mentally ill or deficient.
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/611/026.html
609.085 Sending written communication.
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/609/085.html
609.1055 Offenders with serious and persistent mental illness; alternative placement.
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/609/1055.html
609.2231 Assault in the fourth degree. Subdivision 5.
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/609/2231.html
609.224 Assault in the fifth degree.
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/609/224.html
609.27 Coercion. http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/609/27.html
609.275 Attempt to coerce.
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/609/275.html
609.379 Permitted actions.
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/609/379.html
609.51 Simulating legal process.
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/609/51.html
609.713 Terroristic threats.
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/609/713.html
609.72 Disorderly conduct.
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/609/72.html
609.74 Public nuisance.
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/609/74.html
GawneMark and Miller, page 11
609.745 Permitting public nuisance.
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/609/745.html
609.746 Interference with privacy.
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/609/746.html
609.748 Harassment; restraining order.
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/609/748.html
609.749 Harassment; stalking; penalties.
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/609/749.html
609.765 Criminal defamation.
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/609/765.html
609.79 Obscene or harassing telephone calls.
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/609/79.html
609.795 Letter, telegram, or package; opening; harassment.
http://www.revisor.leg.state.mn.us/data/revisor/statutes/2004/609/795.html
GawneMark and Miller, page 12