Student Issues for the New Millennium
A Graduate Students' Project
Table of Contents
Introduction
The authors of this booklet were graduate students in the department of Nursing at the time of the origination. The design and writing of the booklet was part of the internship hour requirement for these students. It was their intent that this booklet be applicable to all faculty at WKU.
The booklet is provided to enhance the knowledge of WKU faculty regarding four student issues for the new millennium. These issues are:
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Coping With Aggression in a University Setting
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Dealing with Sexual Harassment in the Classroom
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Helping Students with Learning Disabilities
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Assisting Culturally Diverse Students
This booklet is designed with three objectives:
1. To facilitate the realization of the relevance of each of these issues.
2. To provide two or three strategies for faculty to use to address each issue.
3. To provide references on each issue for further research.
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Coping with Aggression in a University Setting
by Claire Alice Kirby MSN, RNC.
Introduction
The objective for this article is to provide the professor/instructor with the tools necessary to identify and de-escalate a potentially aggressive situation. Conflicts can occur in many different settings and situations. The hierarchical relationship between the professor and student may escalate the risk for conflict (Mississippi State University, (2003).
Watch for these behaviors to identify a potential problem:
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Restlessness
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Pacing
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Rapid speech
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Fleeting eye contact
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Harsh or sarcastic voice tones and statements
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Profanity
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Increased irritability
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Muscle tension
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Respirations increase
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May have increased perspiration
Please note that any one of these behaviors will not confirm an aggressive situation, but the combination of several of these, as well as knowledge of the situation may support a higher probability of an aggressive incident occurring (American Psychiatric Association, 2000).
De-escalation Strategies:
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Remain calm
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Stay focused on the immediate issue
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Convey respect
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Be aware of personal space
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Stand a few feet away from the student
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Speak in a non-provoking tone of voice
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Allow the student to communicate concerns
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Humor is good (But you must know HOW and WHEN to use it)
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Encourage the student to sit down
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Position yourself with your back to the door
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Be aware of all exits
If verbal de-escalating is not effective, then the instructors must remove themselves from the setting and seek safety. The department head, Dean of Students and Campus police (270- 745-2548) should be notified if threats are made.
This university has adopted a “zero tolerance” policy towards threats, violence, or acts of intimidation in the workplace. While the policy is written for employees, its provisions may also apply to students on campus. The WKU Workplace Violence Policy may be viewed at: http://www.wku.edu/Dept/Support/HR/AAAweb/Policy%20Workplace%20Violence.htm
Faculty Comments
Listed below are comments from faculty on how they managed a situation involving an angry student.
“… I schedule appointments with the individual to discuss unprofessional behaviors in the classroom”
Linda Coakley, Department of Nursing 2004
“… I have a Disruptive Behavior Form that I created and keep on my web site for the students to see when I have them print their syllabus the first day of class: http://www.wku.edu/~paul.bush/badbehavior.htm. I’ve gotten to the written stage only once in 15+/- years.
Assistant Professor Paul M. Bush
References
American Psychiatric Association (2000). DSM-IV-TR Washington, D.C.: American Psychiatric Association.
Billings, D. M., & Halstead, J. A. (1998). Teaching in Nursing-A Guide for Faculty. Philadelphia, Pa: W.B. Saunders Company.
Dwivedi, K., & Gupta, A. (2000). ‘Keeping cool’: anger management through group work. Support for Learning, 15(2), 76-81.
Mississippi State University. (2003, January 13). Conflict Resolution. Retrieved February 29, 2004, from Counseling and Testing Service
Website:
http://www.msstate.edu/dept/cts/outreach/conflict.htm
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Dealing with Sexual Harassment in the Classroom
by Sherry Lovan MSN, RN
Relevance:
Sexual harassment has become a major legal, social, and political issue on the university campus. In the 1997 Report Card on Gender Equity, the National Coalition of Women and Girls in Education assessed nine areas of education affected by the law on discrimination against students. It was reported that 30% of undergraduates and 40% of graduate students surveyed had experienced sexual harassment and that “sexual harassment” remains a significant impediment to gender equity for girls and women across the board. The report gave the lowest rating (D+) to progress in eliminating sexual harassment (Alger, 1998).
What is it?
Sexual harassment is a form of sex discrimination that is against federal law. It may involve:
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Unwelcome sexual advances
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Requests for sexual favors
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Sexual requests in exchange for privileges
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Conduct of a sexual nature that creates a hostile environment
Studies show that behavior is more likely to be labeled harassment when:
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the behavior is surprising
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the perpetrator has harassed the target repeatedly
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the perpetrator behaves in a similar harassing manner toward other people
Case Studies
Example 1: Professor used vivid and aggressive sexual analogies to teach a course in writing on technical subjects.
Students complained and the professor was suspended from teaching.
Example 2: Professor taught a remedial English class using vulgarities and discussing such matters as cannibalism, obscenity, and sex with children.
Grievance Committee concluded he had created a hostile environment.
Example 3: Professor makes constant comments about the ability of women to grasp a difficult topic.
Sexual harassment occurred due to a hostile environment on the basis of gender.
How to Deal with Sexual Harassment in the Classroom
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Review WKU’s sexual harassment policy: See hotlink: http://www.wku.edu/Dept/Support/Legal/EOO/policies/files/harassment.pdf
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Report sexual harassment conduct promptly to reporting officials (e.g., department head, Human Resources, EEO/ADA)
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Understand and be able to explain how complaints are processed
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Organize and attend seminars about sexual harassment
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Never shut your office door when meeting a student
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Be careful when using touch instructionally (e.g., a dance class). Do so in public and be careful to be very appropriate. Perhaps ask a same gender student to demonstrate.
References
Alger, J.R. (1998). “Love, lust, and the law: Sexual harassment in the academy.” Academe (Sept/Oct).
Euben, D.R. (2003). “Sexual harassment policies on campus.” Academe (Nov/Dec 2003).
Madson, L. & Shoda, J. (2002). “Identifying sexual harassment: A classroom activity.” Teaching of Psychology, 29(4).
Robinson, D. (2001). “Harassment, fairness, and academic freedom.” Academic Questions (Summer).
Websites:
http://www.abanet.org/irr/hr/sexharass.html
http://www.lgu.com/em49.htm
http://www.aaup.org/issues/womeninHe/sexhar.htm
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Helping Students with Learning Disabilities
by Dawn Garrett BSN, RN
Relevance
Passage of Section 504 of the Rehabilitation Act (1973) and the Americans with Disabilities Act (1990) has contributed to a dramatic increase in the number of students with learning disabilities seeking higher education. These laws require any institution receiving federal funding to make reasonable accommodations for otherwise qualified students with disabilities (Vogel et al, 1999; Shaw et al, 2001). Both laws provide for accommodations to be made for students with disabilities, but they do not prescribe how the needed accommodations are to be made (Shaw et al, 2001). The literature shows that faculty attitudes and support play a part in helping students to achieve success.
A learning disability, at its basic level, is a difficulty in processing information smoothly and efficiently (neuropsychological central processing disorder.) It may take many forms and impact an individual’s functioning in various ways, including difficulties in reading, writing, copying information from board, organizing information, performing mathematical computations and composing written documents. Students with learning disabilities are a t increased risk for failure and dropping out of school (Skinner & Lindstrom, 2003), and they are described as facing several specific challenges which may impede success (Heiman & Precel, 2003).
These challenges include:
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High levels of anxiety related to testing
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Decreased self-efficacy and self-esteem
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Increased stress related to academic demands
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Difficulty dealing with change and criticism
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Social anxiety and difficulty adapting to university life
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Reading/writing difficulties
Helping Students With Learning Disabilities
A first step in helping a student with a potential learning disability is to ask if the student has ever been properly assessed or diagnosed. The Counseling Center (POH 409, 5-3159) can make an assessment and recommend resources and strategies that can help. The Office of Student Disability Services (GCC 101, 5-5004) can also help students and staff identify resources and decide if specific accommodations are necessary to equalize the student’s chances for success.
Teaching accommodations
Faculty are advised not to make accommodations unless they are recommended by the Office of Student Disability (OSD), as learning disability issues and laws are complex. Examples of possible accommodations the OSD may recommend include classroom accommodations, such as using hand signals and diagrams and facing students when talking (Vogel et al, 1999).
Examination accommodations
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One-on-one accommodations include serving as a student mentor, assisting the student in finding a tutor, and acting as a student advocate (Vogel et al, 1999)
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Changing (exam) administration procedures to allow increased time for exams or for testing to take place in a separate, quiet room (Vogel et al, 1999)
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Assignment accommodations, such as giving extensions, allowing students to turn in rough drafts of papers for comments, and allowing students to complete assignments in alternate formats (Vogel et al, 1999)
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Using technology such as calculators and computer programs for completing exams (Vogel et al, 1999)
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For blind students, exams may be translated into braille, a reader provided or the test can be scanned into a computer and then special software can read the exam to the student from the computer screen (Matt Davis, OSD)
Each situation is unique; what is appropriate in one circumstance may not be appropriate in another. Faculty are encouraged to consult with the OSD about any questions they have concerning accommodations.
Faculty Comment
“…I encourage them to schedule appointments for tutoring. I ask questions about the course content to assess where they stand, then give suggestions for studying and improvement. I repeat
course requirements and ask how they plan to meet them and also give suggestions for this.”
Linda Coakley, Department of Nursing (2004)
References
Heiman, T. & Precel, K. (2003). Students with learning disabilities in higher education: Academic strategies profile. Journal of Learning Disabilities, 36(3), 248-258.
Shaw, S., Scott, S., & McGuire, J. (2001). Teaching college students with learning disabilities. ERIC Digest.
Skinner, M. & Lindstrom, B. (2003). Bridging the gap between high school and college: Strategies for the successful transition of students with learning disabilities. Preventing School Failure, 47(3), 132-137.
Vogel, S., Wyland, S., & Brulle, A. (1999). Students with learning disabilities in higher education: Faculty attitude and practices. Learning DisabilitiesResearch & Practice, 14(3), 173-186.
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Assisting Culturally Diverse Students
by Marilyn Graves, MSN, RN
Relevance
Cultural diversity is increasing at a rapid pace in the United States. Many estimates predict unprecedented growth in minority groups in the next fifty years (Clark, 2003). LeRoux (2002) states that education can never be culturally neutral. Education for the 21st century must make diligent efforts to accommodate diversity in the classroom. Effective education must secure the equality of opportunity for all students, which starts from where the learners are.
Strategies
Billings and Halstead (1998) discuss barriers to success in college for culturally diverse students. A lack of identification with the campus culture can present one educational challenge. Culturally diverse students need to feel a sense of identification with the campus and program of study if they are to be successful. The University can facilitate this connection early if it designs promotional materials to use pictures of culturally diverse students
In teaching, encouraging culturally diverse students to join a study group or social group can help them to build connections. Personal mentoring of the culturally diverse student is another method that is sometimes used to connecting the student with the program. The American Association of Colleges of Nursing (AACN) December, 2001 issue gives examples of mentoring at Mount Carmel College of Nursing in Ohio, University of Florida, and Bethune-Cookman College. These programs report success with increases in retention and graduation rates.
Another challenge for some culturally diverse students is insufficient academic preparation. This may be related, in part, to difficulties in speaking or writing the English language. A lack of fluency in English can interfere with communicating with peers, staff, and faculty. Institutional resources available through Western can be accessed to help alleviate second-language problems. Specialized academic advising can aid students in focusing on achievable academic goals. Tutoring programs and workshops on improving study skills can also be beneficial. The Learning Center (CH 227, 5-6254, http://www.wku.edu/tlc/) is an excellent resource for students who can benefit from tutoring.
Culturally diverse students may also experience challenges related to having limited financial resources. Learning may be affected if students are unable to afford fees for labs, books, or uniforms. Educators can assist students in seeking resources for financial aid through grants and work-study programs. They may also engage students personally in assessing the situation and offering support in helping the student to research possible resources within the university community.
The Office of Diversity Programs (ODP, POH 425, 5-5066) at WKU is committed to providing equal access to services and resources on campus, by assisting minority students in adapting to the campus and community, serving as an advocate for minority students, and fostering an environment of acceptance among students, faculty and the community. Additional resources available at Western include the English as a Second Language Program (33 Cherry Hall, 5-7066) and the International Center (1536 State Street, 5-4857).
References
Billings, D. M., & Halstead, J. A. (1998). Teaching in Nursing- A Guide for Faculty. Philadelphia, PA: W. B. Saunders Company.
Clark, M. J. (2003). Community Health Nursing: Caring for Populations (4th ed.). Upper Saddle River, New Jersey: Prentice Hall.
LeRoux, J. (2002). Effective educators are culturally competent communicators. Intercultural education, 13 (1), 37-48.
O’Connor, A. B. (2001). Clinical Instruction and Evaluation- A Teaching Resource. Sudbury, MA: Jones and Bartlett Publishers
Websites:
http://www.diversitycentral.com/
http://education.indiana.edu/cas/tt/v2i2/cultural.html
http://www.inform.umd.edu/EdRes/Topic/Diversity/
http://www.wku.edu/~ronald.eckard/
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