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.
Legal Issues
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.
Harassment Policy
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.
Academic Integrity
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
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
Cheating
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:
Fabrication
Fabrication is the intentional use of invented information or the falsification of research or other findings with the intent to deceive. Examples include:
Student Responsibilities
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:
Student Rights
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:
Code of Conduct
If you are having student conduct problems, please contact Arlene Torgerson, Vice President for Student Services, at 360-538-4066.
Prohibited Conduct
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:
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.
Classroom Conduct
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.
Sanctions
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:
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