Who Are Your Students
Students at GHC are a diverse group. The greatest number of part-time students enroll in three to six credits per quarter. Fifty-three percent are women. The predominant age range is 24 to 39 years of age.
Thus, the typical part-time student will be older and of greater maturity than day students. In addition, he/she will be more likely to have a family, a job, and the accompanying responsibilities and time limitations. Paradoxically, he/she may approach his/her classes with greater enthusiasm than many younger students. It becomes important for all of us at GHC to be aware of instructional and curricular practices that are suitable for older students and are consistent with college standards.
Physical Limitations: Physical comfort, adequate lighting, and distinct, concise presentations become more important with increasing age. Please report problems with the physical environment of your class to your instructional manager.
Learning Differences: The more mature student typically will not learn as quickly, but may ultimately learn more than younger students. In other words, adults are "power learners" as opposed to younger "speed learners."
Maturity and Experience: Older students have more background, which can be utilized to enhance the learning experience. Because of this fact, instructors can plan more of their classes around students' needs, expectations, and backgrounds, in effect making the class "student-oriented" rather than "subject-oriented." In addition, part-time students are more likely to attend classes for the immediate, practical use that can be made of the materials as opposed to the student who may be taking "required" classes for degree fulfillment.
Time Limitations: Because of other responsibilities, the part-time student probably spends the majority of his/her time in other pursuits. Therefore, the instructor must realize that he/she is often competing with jobs, families, financial responsibilities, and other worries for the students' time, interest, and emergencies. This should be taken into account in all classroom presentations and teaching techniques. However, course standards specified in the officially adopted course syllabus must not be compromised.
Perseverance: On occasion adult students resist admitting defeat, but excessive job and family demands sometimes prohibit consistent attendance and high quality work. If a student were unable to devote sufficient time to a course, a suggestion to drop and enroll at another time would be wise counsel.
How You Can Help Your Students Succeed
A “moment of truth” is defined as each individual interaction a student has with an employee of this college. Such moments result in students making decisions to stay, to continue to ask questions, to try something new, and to tell others about GHC. Think about your interactions with students. Your interaction matters each and every time!
Students need and want feedback. Complete the Early Intervention rosters promptly. You never know when it might be a wake up call to a student…it is worth the effort!
We often forget that calling a student by their name can have a big impact. It sends a message that you take an interest in them and it increases their sense of “fit” and belonging. One instructor makes it a point to use at least two different student names each class period/ How can you personalize your students’ experience?
Encourage students to see you early if they are considering dropping out…it’s never too early to talk. Explain the meaning and importance of “W Day.” Not all students understand the impact of making decisions on or before that date.
Sometimes the easiest answer to the question of “why are you dropping out?” is “not enough money.” Often, that is not their true final answer. It can be effective to ask, after the student knows that you have heard his/her concerns, “If you had enough money, why would you want to drop out?” The second reason is often the bottom line. If you can deal with that concern, often the problem of money can be more easily solved. There are a variety of work and financial assistance programs available for students. Refer students or call yourself…it never hurts to ask!
Most of us need to be continually reminded that we are spending our time on what is important and valuable. Faculty interjecting brief messages of encouragement and support can remind students of the value of their “purchase.” Here are some examples of things you might say: “Last night when I was reading about _____, I realized again how exciting and worthwhile it is to study _____” or “I was pleased to find out about the job so and so is doing at such and such place. She graduated from this program or college.”
Make every effort to communicate with your students. Be sure your syllabus clearly states the best mechanism for them to reach you.
Students value their interactions with faculty and staff. One of the most powerful success and retention strategies is when one person takes a personal interest in a student and relates with him/her as a total person.
Serving Students with Disabilities
Some students attending Grays Harbor College may have disabilities that require accommodations. These services are based on known documented conditions and should not be considered favors or an unfair advantage. Determination of academic accommodations can only be made by the Disabled Support Services program (DSS). Please contact DSS at 360-538-4068 if you have any questions regarding academic accommodations.
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 prohibit discrimination against individuals with disabilities.
According to these laws, no otherwise qualified individual with a disability shall, solely by reason of his/her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity of a public entity.
“Qualified,” with respect to post-secondary educational services, means “a person who meets the academic and technical standards requisite to admission or participation in the education program or activity, with or without reasonable modifications to rules, policies or practices; the removal of architectural, communication or transportation barriers; or the provision of auxiliary aids and services.”
“Person with a disability" means “any person who (1) has a physical or mental impairment which substantially limits one or more major life activities [including walking, seeing, hearing, speaking, breathing, learning, and working,] (2) has a record of such an impairment, or (3) is regarded as having such an impairment."
Disabilities covered by legislation include (but are not limited to) AIDS, cancer, cerebral palsy, diabetes, epilepsy, head injuries, hearing impairments, specific learning disabilities, loss of limbs, multiple sclerosis, muscular dystrophy, psychiatric disorders, speech impairments, spinal cord injuries, and visual impairments.
The student with a disability is the best source of information regarding necessary accommodations. In post-secondary settings, it is the students’ responsibility to request special accommodation if desired, but a faculty member can make a student comfortable by inquiring about special needs. Once a request is made, Disabled Support Services must be notified immediately at 360-538-4068.
Suggestions for the Classroom
Include a statement on the class syllabus inviting the student to discuss academic needs with you. The following statement is suggested.
Any individual who has a documented disability, which might interfere with his or her ability to fully participate in class, may be eligible for accommodations. Feel free to contact me after class or contact the Disability Support Service program located in Student Services, Room 119. Any information regarding disability will be kept confidential.
When talking with the student who is inquiring about the needs in the classroom, in the program, in fieldwork, or on field trips; notify and work with the student and Disability Support Services (DSS) at 360-538-4068 to determine and provide appropriate accommodations as soon as possible. This protects you and the student.
If you are planning off-campus activities for your class and you have any students requiring special accommodations, you must contact Disability Support Services at 360-538-4068 as soon as possible in order for appropriate accommodations to be provided for your disabled student(s).
Select course materials early. Distribute syllabi, assignments, and reading lists in advance and in electronic format (e.g. disk, network) to facilitate translation to audiotape, Braille, and large print.
If you have any questions please call the Vocational Disabled Student Services Liaison at 360-538-4068.
Grays Harbor College, as a place of work and study, aspires to be free of all forms of harassment, discrimination, and exploitation. Members of the college community should be aware that the college will take action to prevent and correct such behavior and those individuals who engage in such behavior are subject to discipline. Retaliation against any employee, student, applicant, or volunteer who reports harassment is also subject to discipline.
It is the intent of this policy to provide an internal means of mediating and resolving harassment complaints, with the understanding that all parties to such complaints have access to resources outside the college as well. Cases involving a student will be referred to the Vice President for Student Services.
For further information, please see the Policy and Procedural Guidelines located in the Human Resources Office or in the President’s office.
Students at Grays Harbor College are expected to exhibit honesty and integrity in their academic endeavors. As members of the college community, we all benefit from an open, honest educational environment; and, therefore, we all bear a responsibility to encourage and promote academic integrity.
Instructors may adjust a student’s grade on a particular project, paper, test, or class for academic dishonesty. It is up to the faculty member to determine if referral to the Vice President for Student Services for possible further sanctions is appropriate. As in all violations of the code of conduct, students have the right of due process in appealing disciplinary actions including grade changes.
Plagiarism is the passing off as one's own, the words or ideas of another writer or thinker. Further, the act of plagiarism involves putting forth as original work, the ideas or words of another.
Whenever a student submits work that includes the words, ideas or data of others, the source of that information must be acknowledged through complete, accurate, and specific references. Verbatim statements must be enclosed in quotation marks. In academically honest writing or speaking, the student acknowledges the source whenever:
another person's actual words are quoted
another person's idea, opinion, or theory is used, even if paraphrased
facts, statistics, or other illustrative materials are borrowed
Cheating is an act of deception by which a student misrepresents that he or she has mastered information on an academic exercise that in fact has not been mastered. Examples include:
copying work from another student, or allowing another student to copy, or collaborating during a test without instructor permission
using a textbook or other course materials, including prepared materials (i.e. notes) during a test without instructor permission
stealing, buying, or otherwise obtaining all or part of a test before it is administered, or bribing someone to obtain an unadministered test or information about the test
selling, or giving away all or part of an unadministered test, including answers
taking a test for someone else or permitting someone to take a test for you
changing, altering, or being an accessory to the changing and/or altering of a grade in a grade book or on a test, assignment, change of grade form, or any other academic record
Fabrication is the intentional use of invented information or the falsification of research or other findings with the intent to deceive. Examples include:
submitting as the student's own work any academic exercise prepared totally or in part by another
inventing data or source information for research or other academic exercises
citing of information not taken from the source indicated
listing sources in a bibliography (or works cited page) not actually used in the academic exercise
Students who choose to attend Grays Harbor College also choose to participate actively in the learning process offered by the College. The College is responsible for providing its students with an educational environment rich in the high quality resources needed by students to attain their educational goals. In return, the College desires that each student assume responsibility to:
participate actively in the learning process, both in and out of the classroom.
seek timely assistance in meeting educational goals.
attend all class sessions.
prepare adequately to participate fully in class activities.
participate actively in the academic advising system.
develop skills required for learning, e.g., basic skills, time management, and study skills.
assume final authority for the selection of appropriate educational goals.
select courses appropriate for meeting chosen educational goals.
make appropriate use of services.
contribute towards improving the college.
become knowledgeable of and adhere to the college's policies, practices, and procedures.
abide by the standards set forth in the Code of Conduct.
The College endorses the following rights for each student within the limitations of statutory law and College policy, which are deemed necessary to achieve the educational goals of the College:
students are guaranteed rights of free inquiry, expression and peaceful assembly upon and within College facilities that are generally open and available to the public.
students are free to pursue appropriate educational objectives from among the College’s curricula, programs and services, subject to the limitations of RCW 28B.50.090(3)(b).
students have the right to a learning environment, which is free from unlawful discrimination and sexual harassment.
students are protected from academic evaluation, which is arbitrary, prejudiced, or capricious, and are responsible for meeting the standards of academic performance established by each of their instructors.
students have the right not to be discriminated against based on age, color, creed, disability, gender, marital status, national origin, or ancestry, race, religion, sexual orientation, or veterans status.
students have the right of due process. No disciplinary action may be imposed without notice to the accused of the nature of the charges. A student accused of violating the Code of Conduct (Section IV) is entitled to procedural due process as set forth in the code.
Code of Conduct
If you are having student conduct problems, please contact Arlene Torgerson, Vice President for Student Services, at 360-538-4066.
Disciplinary action may be taken for a violation of any provision of this student code or for violation of other college rules and regulations which may from time to time be properly enacted or for specific, prohibited conduct including but not limited to the following:
Smoking and use of tobacco products anywhere other than designated smoking areas.
Using, possessing, consuming, or being under the influence of, or selling any liquor as defined in RCW 66.04.010, in violation of law or in a manner which disrupts a College activity.
Using, possessing, selling or being under the influence of any narcotic drug or controlled substance as defined in RCW 69.50.101 in a College facility or while participating in a college-related program.
Engaging in lewd, indecent, or obscene behavior.
Where the student presents an imminent danger to college property or to himself/herself or to other students or persons in college facilities, on or off campus, or to the education process of the college.
Interference by force or violence with, or intimidation by threat of force or violence, of another student, employee, or visitor who is in the peaceful discharge or conduct of his/her duties or studies. RCW 28B.10.570-572.
Disorderly or abusive behavior which interferes with the rights of others or which obstructs or disrupts teaching, learning, research, or administrative functions.
Conducting or participating in an assembly that violates the guidelines of assembly.
All forms of student academic dishonesty, including cheating, falsification, plagiarism or facilitating, aiding and abetting academic dishonesty.
This section shall not be construed as preventing an instructor from taking immediate disciplinary action as provided herein where the instructor is required to act upon such breach of academic dishonesty in order to preserve order and prevent disruptive conduct in the classroom.
This section shall also not be construed as preventing an instructor from adjusting the student's grade on a particular project, paper, test, or class grade for academic dishonesty.
Forgery of/or unauthorized alteration of/or access to any college document, record, funds, or instrument of identification, including electronic hardware, software, and records.
The intentional making of false statements and/or filing of false charges against the college and/or members of the college community.
Theft from college premises and/or property; theft of property of a member of the college community on college premises; or possession of property stolen from college premises and/or a member of the college community while on college premises.
Causing or attempting to cause physical damage to property owned, controlled or operated by the college or to property owned, controlled or operated by another person while said property is located on college facilities.
Failure to comply with the direction of college employees acting in the legitimate performance of their duties.
Refusal to provide positive identification and evidence of student enrollment to any college employee in the lawful discharge of said employee's duties.
Possession, transportation or storage of any firearm(s), explosives, dangerous chemicals or other weapons, devices or substances which can be used to inflict bodily harm or to damage real or personal property. This does not apply to commissioned police officers as prescribed by law.
Falsely setting off or otherwise tampering with any emergency safety equipment, alarm, or other device established for the safety of individuals and/or college facilities.
Violating any of the computer use policies in effect on campus.
Sexual harassment of another student or employee.
Any repeated, intentional conduct directed at another student or employee that has the purpose or effect of creating a hostile, intimidating or disruptive learning or working environment. (This may include intentional, repeated, unwelcome attempts to contact a student or employee.)
Hazing in any form as described in RCW 28B.10.900.
Instructors have the authority to take whatever summary actions may be necessary to maintain order and proper conduct in the classroom and to maintain the effective cooperation of the class in fulfilling the objectives of the course.
Any student who substantially disrupts any college class by engaging in conduct that renders it difficult or impossible to maintain the decorum of the faculty member's class shall be subject to disciplinary action.
The instructor of each course offered by the college shall be authorized to take such steps as may be necessary to preserve order and to maintain the effective cooperation of the class in fulfilling the objectives of the course; provided a student shall have the right to appeal such disciplinary action to the vice president for student services.
Sanctions for violations of college regulations or conduct may be imposed independent of any action taken by civil authorities. In the case of minors, misconduct may be referred to parents or legal guardians. Only the vice president for student services or designee may impose sanctions.
More than one sanction may be recommended. Sanctions may include, but are not limited to:
Disciplinary Warning: Constitutes oral notice of violation of college rules and regulations.
Reprimand: Formal action after censuring a student for violation of college rules or regulations for failure to satisfy the college's expectations regarding conduct. The disciplinary official makes reprimands in writing to the student. A reprimand indicates to the student that continuation or repetition of the specific conduct involved or other misconduct will result in one or more serious disciplinary actions described below.
Disciplinary Probation: Formal action placing conditions upon the student's continued attendance. Notice will be made in writing, specifying the period of probation and the conditions of the probation. Disciplinary probation warns the student that any further misconduct will automatically raise the question of dismissal from the college. Disciplinary probation may be for a specified term or for an indefinite period that may extend to graduation or other termination of the student's enrollment in the college.
Restitution: Compensation for loss, damage, or injury to the appropriate party in the form of service, money, or material replacement.
Discretionary Sanctions: These may include but are not limited to: work assignments, service to college or community, class/workshop attendance or other discretionary assignments such as educational interventions intended as learning experiences.
Loss of Privileges: Loss of specific college privileges for a specified period. These may include but are not limited to student activities, athletic events, drama or music performances, or club participation.
No Contact: Restrictions from entering specific college areas and/or all forms of contact with certain person(s).
Temporary dismissal from the college for a period of time during which an investigation and/or formal disciplinary procedures are pending. Summary suspension is predicated upon a reasonable belief that the student presents an imminent danger to college property, to other students, to employees of the college or is of significant disruption to the educational process.
During the period of summary suspension, the student may enter the college premise only to meet with the vice president for student services or a designee; to deliver a written appeal; to attend a hearing; or otherwise with special permission from the vice president for student services.
At the end of the summary suspension period, the student shall be reinstated to prior status subject to any other disciplinary sanctions that may have been imposed.
Suspension: Temporary dismissal from the college and termination of student status.
Expulsion: Permanent termination of student status from the college.
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