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Welcome to TA Orientation!Workshop A, Fall 2015

Sponsored by: The Center for Teaching Excellence 

and The Graduate School Please mute all cell phones and electronic devices 

This Presentation will be posted on http://sc.edu/cte/TA_OrientationTraining.php

Wright Culpepper

Associate Director of Recruitment and Special Events

The Graduate School

Registration and Response 

Sheet

This is our record of your attendance!

What is TA Training?  Two Parts:

1. What you need to know before you start!

TA Orientation Workshops A & B

2. Required Ongoing Training

GRAD 701  ~or~ Departmental GRAD 701‐equivalent:  EDCE 830, EDHE 738, ENGL 691, FORL 776, HRTM 798, 

JOUR 805, MATH 791, PHIL 790, SLIS 804, SPTE 810

Special Section GRAD 701: Accounting MACCs (003), Writing Center GIAs (004),  Chemistry GIAs (005), English Lit. Disc. Leaders (006)

GRAD 7011. Required semester‐long TA Training course –

Satisfactory / Unsatisfactory grading

2. Register through my.sc.edu, administered online

3. No formal class meetings – participation in four professional development activities:

A minimum of two must be face‐to‐face:

GRAD 701 sessions CTE TA‐specific Workshops Any CTE Workshop Departmental seminars*

No more than two can be online:

Online training modules Previously recorded CTE 

workshops

GRAD 701

4. Extensive list of sessions and workshops, and detailed calendar and schedule will be posted in Blackboard 

5. Locations, days, times will vary with each workshop

6. Final schedule of GRAD 701 will be developed by end of next week and distributed via BB and email

7. Assessment:  A Reflection Activity must be completed for each, submitted through Blackboard

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GRAD 701 Professional Development Activities – What counts?

• Will have 24+ GRAD 701 Sessions on variety of days and times

• CTE has many TA‐specific Workshops (see green handout) – in Thomas Cooper Library, Rm. L511

• Many other CTE Workshops (Calendar)

and on CTE Website: www.sc.edu/cte

GRAD 701 on Blackboard

GRAD 701 Video Activities• No more than two of the four GRAD 701 activities can be online

• CTE’s large video library of recorded presentations, GRAD 701 Blackboard Powerpoint modules

GRAD 701 Reflection Activities• Submitted for all four activities, regardless of type (online or in‐person), 25 points each.

Any GRAD 701 or Departmental 701 questions?

University Policies You Need to Know

http://www.sc.edu/policies/

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USC’s Grading System

• Grades an instructor can assign:

A 4.0 B+ 3.5

B 3.0 C+ 2.5

C 2.0 D+ 1.5

D 1.0 

F 0

• Percentage values of each vary by dept.

• Grades (cont.):

W = Withdrawal after last day to drop/add, but before penalty date.  Not recorded on permanent record. (Wed. Aug. 26 – last day to Drop/Add)

WF = Withdrawal after penalty deadline.  Treated as an F for grade point calculations and recorded on transcript.  (Mon. Oct. 12 – last day to W without WF)

I = Incomplete due to unanticipated illness, accident, work‐related responsibility, family hardship, or verified learning disability.  Assessment of situation and completion requirements dictated by Instructor.

CTE Syllabus templates for each semester

Grading System

Class Attendance Policies

• Undergraduate Bulletin – the “10 percent rule”

“Absence from more than 10% of the scheduled class sessions, whether excused or unexcused, is excessive and the instructor may choose to exact a grade penalty.”

“A student who anticipates absences in excess of 10% of the scheduled class sessions should receive prior approval from the instructor” before the W date.

This applies to both Excused and Unexcused absences!

Class Attendance Policies• Potentially excusable absences (but still count toward 10% rule):

Participation in an authorized University activity (performance, athletics, competition ‐ student plays a formal role in a University sanctioned event) 

Required participation in military duties 

Participation in required legal proceedings or administrative duties

Death or major illness in a student’s immediate family or a dependent

Illness that is too severe/contagious for the student to attend class

Religious holy day if listed on www.interfaithcalendar.org

Weather‐related emergencies

• Students must notify you of these absences, and to request any accommodations.

Scenes from a Classroom:The Importance of Consistent Syllabus Policies

Scene 1 

I Had a Sick Child! 

Originally from “Online Workshops and Tutorials,” Univ. of Minnesota

The Scene

• Student:  I know I’ve missed a few classes and assignments but I have a legitimate excuse – my 2‐year‐old daughter was sick and I had to stay home with her.

• TA:  You should have called me to let me know!

• Student:  I would have called but everything happened so fast, but I’m here now and can make it all up.

• TA:  I don’t think you can make up everything, I must talk with professor first.

• Student:  What do you mean?  I had a sick kid, what was I supposed to do?  You gotta let me make it up.

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What would you do in this situation?

1. Provide understanding, show concern 

2. Policies must be clear and explicitly stated in syllabus

– How many absences allowed, what is excused/unexcused

– If not, then students have right to ask for accommodations

3. Resolve situation by referring to class policy 

– Remind student that your job is to be consistent and fair with all students and apply policy equally

4. If no clear policies, then discuss with professor how to accommodate.

5. If you are Instructor of Record, it is your call to make

Last Week of Class

In a course that meets…No quiz, test, or

examination may be given during the last…

once a week class meeting before finals

two or three times per week

two class meetings before finals

more than three times per week

three class meetings before finals

Tests

Final Exams Policies

• Final Exam periods are established by the Registrar– No finals may be held outside of the stated time without the permission of the Dean of the college.

• Students who are absent from any final exam:– Assigned an “F” on the course if they have not offered an excuse acceptable to the instructor. 

• Keep final exams and coursework for 1 semester at minimum

Student Evaluation of Courses 

• Required in every course with 5 or more students

• Units can use own standardized evaluation form

• Must include 13 questions mandated by the S.C. Commission on Higher Education

• Results are shared with the instructor after the final grades have been submitted

FERPA Laws You Need to KnowFamily Educational Rights and 

Privacy Act

http://registrar.sc.edu/pdf/fast_ferpa.pdf

FERPA ‐ Family Educational Rights and Privacy Act (1974)

1. College students must be permitted access to and control disclosure of their own education records.

2. We cannot disclose personally identifiable information about students to third parties without the written permission of the student.

3. We can disclose “directory information” withoutconsent unless student has submitted a non‐disclosure request (noted in my.sc.edu class roll)

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What can be disclosed:“Directory Information”

• Name and mailing address

• Email address, phone

• Date admitted, semesters attended, expected graduation, enrollment status

• School, major, classification, degree

• Activities participating in (sponsored by USC)

What cannot be disclosed or displayed publicly

• Student ID numbers (even partial!)• Student biographical information such as birthplace, gender, nationality, ethnicity, photographs 

• Grades of any kind if identifiable by name or ID #• Graded assignments, papers, exams• Student class schedules• Student disabilities• Any other kind of academic record (financial, internship, disciplinary)

• Directory information

• To the student

• To “school officials … whom the … institution has determined to have legitimate educational interests”

• Parents of minors (younger than 18)

– Must have written consent from the student or proof of dependency (filing a legal affidavit with the Registrar)

• Disclosure “in connection with a health / safety emergency”

• Other exceptions: http://www.sc.edu/provost/acadadmin/ workshops/FOIA%20and%20FERPA%20Presentation.pdf

Exceptions to non‐disclosure

• Allowed with student’s signed and dated written consent specifying what records and to whom they can be given 

• Restrictions noted by “Confidential” notation on my.sc.educlass roll

• For any exception, it is still at the University’s discretion whether to make a disclosure

• FERPA “trumps” the South Carolina Freedom of Information Act!

• In any situation you’re unsure about, defer to and immediately contact:  Office of the Registrar, 803‐777‐5555

Exceptions to non‐disclosure

Response Sheet – Scenario 11. A good friend and fellow TA in your department 

mentions that one of his students has requested accommodations on an exam due to a learning disability.  The TA wants to know what accommodations you granted in your class last semester.  Which of the following is correct?

a. You offer to check your files and get back to him via email.

b. You verbally confirm or deny that the student received accommodations (non email correspondence).

c. You refer your friend to the Office of Disability Services to have the question answered.

Scenario 11. A good friend and fellow TA in your department 

mentions that one of his students has requested accommodations on the final exam due to a learning disability.  The TA wants to know what accommodations you granted in your class last semester.  Which of the following is correct?a. You offer to check your files and get back to him via email.

b. You verbally confirm or deny that the student received accommodations (i.e., non email correspondence).

c. You refer your friend to the Office of Disability Services to have the question answered.

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Scenario 2

2. The mother of one of your freshmen students calls to ask if her student was in your class the Friday before Spring Break (she thinks he had been partying).  Your response? a. Forward the parent’s request to your department chair.

b. Let the parent know that the student was/was not in class.

c. Inform the parent that you cannot release such information and refer her to the Registrar’s office.

Scenario 2

2. The mother of one of your freshmen students calls to ask if her student was in your class the Friday before Spring Break (she thinks he had been partying).  Your response? a. Forward the parent’s request to your department chair.

b. Let the parent know that the student was/was not in class.

c. Inform the parent that you cannot release such information and refer her to the Registrar’s office.

Your Responsibilities as an IA/TA

You are responsible for controlling access and protecting the student education records you possess!

Let’s review:

• All education records are confidential!

• Do not provide anyone with student information of any kind, including schedules.

• Decline requests from parents for grades, attendance, or other academic matters. 

Your Responsibilities as an IA/TA

(continued):

• Advisement/grade records must be made available to a requesting student. 

• If you post any grades, use a coded system or Blackboard –do  not use any part of the name or ID number for anything.

• Don't leave graded assignments in a public place.

• Keep confidential papers in file cabinets, shred rather than trash.

• All questions about access to official student academic records can be directed to the Office of the Registrar.

Discrimination and Sexual Harassment Policies You Need to Know

Office of Equal Opportunity Programs

(EOP)

http://www.sc.edu/eop/about.shtml

University Policy

• All employees, applicants for employment, enrolled, and prospective students of USC are protected against discrimination. 

• Prohibits discrimination and harassment based on:

Race  Color  Nationality

Religion  Age  Disability

Sex Sexual Orientation Veteran Status

Genetics Pregnancy

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What Constitutes Discrimination?

• Discrimination:  unfair or unequal treatment of an individual or a group (mentioned before) that interferes with or limits the ability of an individual or group to participate in or benefit from the services, activities, or privileges provided by the University. 

Examples of Discrimination in the Classroom

• A professor refuses to carefully consider a request for alternative midterm test date in order to accommodate a student’s religious holy day.

• A professor doesn’t choose a graduate student as his TA because she is pregnant.

• In a class with 50% female students, a TA makes all team project leaders male based on stereotypes about male and female leadership styles

What Constitutes Harassment?

• Harassment:  type of discrimination, includes conduct (oral, written, graphic, or physical) directed against any protected group or student, that is severe, pervasive, or persistent so as to interfere or limit the ability to participate in a University activity

• Includes:  objectionable epithets, demeaning depictions or treatment, threatened or actual harm

• Does not include the use of materials or discussions related to any characteristic for academic purposes appropriate to the academic context

More Examples of Harassment

• For any protected group:

– Derogatory name calling, insults, offensive jokes 

– Display of offensive material or abusive language 

– Intrusive questioning about a person's domestic circumstances

– Innuendo, gossip 

– Verbal threats or physical attack 

– Exclusion from normal workplace or class activities

Scenario 3(modified from: Univ. of Arizona FERPA Web Course)

3. You are a TA in charge of a lab section for an introductory health course.  One day two students are talking when they should be working.  You move closer to them to see if that will help them to quiet down and get to work, but then overhear them talking about you, making derogatory statements regarding your ethnic background.  You immediately turn away.  What should you do?

a. Inform Campus Police that you are being harassed by your students and ask them to intervene.

b. Write an email to the students about their hurtful comments and warn that they’ll be removed from class if the behavior continues.

c. Contact the Office of Equal Opportunity Programs (EOP).

Scenario 3

3. You are a TA in charge of a lab section for an introductory health course.  One day two students are talking when they should be working.  You move closer to them to see if that will help them to quiet down and get to work, but then overhear them talking about and making derogatory statements about your ethnic background.   You immediately turn away.  What should you do?a. Inform Campus Police that you are being harassed by your students and ask them 

to intervene.

b. Write an email to the students about their hurtful comments and warn that they’ll be removed from class if the behavior continues.

c. Contact the Office of Equal Opportunity Programs (EOP) if you feel that your students are treating you (or other students) in a discriminatory or harassing way

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What is “Student Sexual Harassment”?

• Harassment of students by school employees, other students or third parties

– Sexual harassment is unwelcome conduct of a sexual nature, including verbal, nonverbal or physical conduct.

– Sexual harassment of a student can deny or limit, on the basis of sex, the student's ability to participate in or benefit from services or opportunities in the education activity. 

• “Unwelcome conduct” can depend on gender, nationality, age – it is any unwanted, unsolicited behavior toward the offended person.

Scenario 4

4. Gwen, an instructor in the nursing program, frequently makes sexual comments to Roger, one of her students.  She often teases him about his sexual exploits and comments on his physique.  Roger appears to find the attention amusing and jokes back, but Georgia, another student in class, finds it offensive and is considering dropping the class to avoid the situation.  Could Georgia be considered a victim of sexual harassment even though none of the instructor's comments are directed towards her? 

a. No, because Roger enjoys the attention and encourages it.

b. No, because the comments aren’t directed to Georgia, so by definition it isn’t harassment.

c. Yes, because the comments result in an educational environment that is offensive and uncomfortable for her.

Scenario 4

4. Gwen, an instructor in the nursing program, frequently makes sexual comments to Roger…  Could Georgia be considered a victim of sexual harassment even though the comments aren’t directed towards her? a. No, because Roger enjoys the attention and encourages it

b. No, because the comments aren’t directed to Georgia, so by definition it isn’t harassment

c. Yes, the comments result in an educational environment that is offensive and uncomfortable for her.  Harassment in the classroom or workplace does not have to be directed at a particular individual. While you may think your behavior is friendly and harmless, someone else may find it offensive. It is important to think before you act in a way that could bereasonably perceived as sexually offensive.

What should you report?

• “Any administrator, supervisor, or person in a position of power over a student who receives notice of a student’s complaint of alleged harassment, must immediatelycontact the USC Equal Opportunity Programs office.  Failure to do so may result in disciplinary action.”  ‐ USC Office of EOP

This is the law (Title IX Educational Amendment, 1972 – prohibition of sexual harassment or discrimination)

• Take it seriously!  (“I was just teasing”, “I don’t think he was serious…”)

What should you report?

• Another scenario:  A student reports to you that the professor for the class you are TA’ing has sexually harassed her.  What are you required by law to do?

• You are required to notify EOP even if a student requests that you keep information confidential.  

• A student does NOT have to tell the alleged harasser to stop before notifying EOP.

• You can contact EOP anonymously to ask questions about discrimination, harassment, retaliation, or other procedures.

Other possible situations• Scenario:  On the first meeting of the section for which you 

are the TA, you discover that your brother’s best friend is a student.  What must you do?

A. Nothing – you do not live with him and do not have a romantic relationship with him

B. Tell your supervisor he is in your section

C. Call the Office of EOP immediately

• Also includes:  roommate/housemate with a student, any other relationship that might give appearance of favoritism

• If any of these are the case, inform your supervisor

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Discrimination and Sexual Harassment Policies

Questions?

Contact:

Office of Equal Opportunity Programs

www.sc.edu/eop/

www.sc.edu/eop/training.shtml

Office of Student Disability Services 

Dr. Karen Pettus, DirectorCharlotte Helm, Disability Resource Coordinator

Let’s take a quick Break

Office of Academic Integrity and Judicial Affairs

Dr. Dave AurichDirector, Office of Academic Integrity

Academic Integrity at the University of South Carolina

David M. Aurich, Ph.D., Director of Academic Integrity

What we’re up against

“If this keeps up, we’re going to have accountants who can’t add, doctors who don’t know an appendix from a gallbladder, and veterinarians who can’t tell a Chihuahua from a large rat.”

(Morse, 2006, p. 2)

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What we’re up against• Cheating “epidemic” has hit higher education (Baker,

Berry, & Thorton, 2008; Bertram Gallant & Drinan; 2006, Kisamore, Stone, & Jawahar, 2007; McCabe & Pavela, 2000)

• Rates of student cheating have skyrocketed (Chapman, Davis, Toy, & Wright, 2004; Graham, Monday, O’Brien, & Steffan, 1994; Schmelkin, Gilbert, Spencer, Pincus, & Silva, 2008)

• Despite advancements in methods used to detect and discourage cheating, these behaviors persist

Promoting Integrity in the Classroom• Be familiar with the University Honor Code• Set expectations in syllabus

• Academic integrity statement• Possible consequences

• Set expectations in assignment instructions• Model integrity• Change exams between semesters• Proctor exams• Act on suspected violations

The Honor Code

It is the responsibility of every student at the University of South Carolina Columbia to adhere steadfastly to truthfulness and to avoid dishonesty, fraud, or deceit of any type in connection with any academic program. Any student who violates this Honor Code or who knowingly assists another to violate this Honor Code shall be subject to discipline.

Academic Integrity in Syllabus• Restate the Honor Code

• List possible academic consequences• “F” on assignment

• “F” in class

• Redo the assignment• Full credit

• Half credit

• Describe Office of Academic Integrity referral

Syllabus Example

You are expected to practice the highest possible standards of academic integrity. Any deviation from this expectation will result in a minimum academic penalty of your failing the assignment, and will result in additional disciplinary measures. This includes improper citation of sources, using another student’s work, and any other form of academic misrepresentation.

Syllabus Expectations• You probably cannot cover everything• Be as clear as possible in your expectations

• State them in your syllabus• State them out loud in class

• Questions to consider:• What is an appropriate source?• What is appropriate citation?• What constitutes unauthorized…

• Assistance• Materials• Access to exams

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Modeling Integrity• Be courteous to all students (even those who cheat)

• Do not accuse a student of cheating• Let the student know that there were some issues with

his/her work

• If a student is aggressive – roll with that resistance• Explain the process thoroughly

• Be empathetic

• Keep your cool

• Be prepared to possibly be wrong

Tests and Quizzes• Change between semesters

• Even small changes help

• Relate your expectations about old exams

• Monitor the room during exams• If you see something suspicious

• Approach the student

• Ask student to move

• Let student finish exam

Reporting an Incident• When in doubt – call me

• I will most likely tell you to report

• Talk to student• Not required

• Highly recommended

Talk to the Student• Let the student know:

• There were some issues with his/her work

• An Honor Code violation may have occurred

• You must report to Office of Academic Integrity• They will contact him/her

• Listen to what the student has to say

• Document the conversation• Email the Office of Academic Integrity

• Save in Word document

Reporting an Incident• Go to our website

• www.sc.edu/academicintegrity

• On the left hand side select “incident report”• Fill out report

• Don’t get caught up on the charges• Make the report thorough yet succinct • Attach supporting documents

• Include your syllabus• Include any relevant materials to the incident (tests, quzzies,

papers, etc.)

After Submitting• Report comes to my inbox

• I will let you know I received it

• A case is opened for the charged student

• Student meets with me for informal hearing

• The dean designee and I decide on outcome

• Student has two resolution options• Accepts finding and sanctions

• Chooses to go to Carolina Judicial Council hearing

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After Resolution• Student accepts finding and sanctions

• Professor is notified of outcome• A grade penalty can then be assigned

• Student completes sanctions

• Case is closed

• File kept for seven years

In Conclusion• You play an immense role in the promotion of ethical

academic behavior at USC

• You have my personal support; we are all educators and all strive for the same outcomes

• When in doubt, REPORT! This helps establish boundaries for behaviors in your classroom

• Support your fellow colleagues; encourage discussions about academic integrity issues

Counseling & Psychiatry and Suicide Prevention 

Jennifer MyersAssistant Director of Campus Mental Health 

Initiatives 

Recognizing and Responding to Signs of Distress

803‐777‐5223www.sa.sc.edu/shs/cp7th Floor Byrnes Building

Counseling & Psychiatry• Part of Student Health Services

• Counseling Services: Located on the 7th Floor of Byrnes Building, 901 Sumter Street, 777‐5223

• Psychiatric Services: Located on the 3rd Floor of Thomson Student Health Center, 803‐777‐1833

• Multidisciplinary staff

– Psychologists

– Social workers

– Counselors

– Psychiatric Staff

– Trainees

Counseling Services: • Services include: 

• Individualized evaluation and counseling– Group counseling

– Couples counseling

• Crisis intervention services

• Referral services

• Community‐Based Services

• Consultation – Including substance abuse and 

Suicide prevention 

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Psychiatry Services • Services include: 

• Psychiatric evaluation, diagnosis, and treatment recommendations

• Prescription and medication refills and management

• Substance abuse consultations

• Crisis intervention services

• Referral services

*Visits with a Psychiatrist require additional charges

Healthy Carolina

• Health is holistic

• Each area impacts others 

• To learn ways to care for 

• your whole self visit: 

www.sa.sc.edu/healthycarolina

Presentations, training and consultation 

Community Based Services Suicide Prevention Services

• Training for students, faculty, and staff to recognize signs of distress

– 2 ½ hour training

– Sign up at www.sa.sc.edu/shs/cp/training

– Schedule a training for your class, department, organization

• Jennifer Myers: jenmyers@mailbox.sc.edu

You are a Valued Resource!

• It’s only natural that students may go to you when they are upset, overwhelmed, or experiencing a crisis. 

• You play an important role by linking students to help. 

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Depression• Persistent sadness• Loss of interest in/or enjoyment of favorite activities 

• Feelings of worthlessness • Feelings of guilt • Thoughts of death or suicide • Indecisiveness• Fatigue or lack of energy • Sleeping too much or too little • Change in appetite or weight • Trouble concentrating • Irritability and restlessness

Anxiety & Panic Disorders• Excessive worrying and obsessing

• Unusual or irrational fears

• Irritability

• Accelerated heart rate

• Shortness of breath

• Fear of losing control

• Concentration problems

• Muscle tension & headaches

• Sleep problems

• Lack of appetite

Warning Signs: Suicide • Ideation‐ talking about suicide, expressing a desire to die

• Substance Abuse• Purposelessness• Anxiety• Feeling Trapped• Hopelessness• Withdrawal• Anger/Agitation• Recklessness• Mood changes

How to Help or Intervene

Talk in private, if possible Listen

put away distractions Reinforce talking about the situation

Validate  Clarify what the student is saying and reflect what 

you are observing, including emotions Be direct Be non‐judgmental  Ask what the student thinks they need

How to Help or Intervene• When talking with a student of concern…

– Provide support and assistance in connecting to resources 

– State what you observe, stick with the facts, and reasons for your concern

– Determine the urgency – If urgent, takes steps to address the issue immediately 

• It’s okay to ask directly about suicidal thoughts• Contact USC PD at 803‐777‐4215• Counseling Center• Student health services 

If in doubt, Call Counseling and Psychiatry and consult: 

803‐777‐5223

Office of Student Conduct and the Behavioral Intervention Team 

Alisa LiggettExcecutive Director of Student Conduct 

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USC Law Enforcement and Safety

Captain Eric Grabski

USC Division of Law Enforcement & Safety

UNIVERSITY OF SOUTH CAROLINA

USC DIVISION OF LAW ENFORCEMENT & SAFETY

• Full Service Police Department• 70 sworn officers w/statewide jurisdiction• Uniform Patrol • Investigations – including Forensics Technicians

• Emergency Management• Victim /Witness Advocate• Technical Operations Unit• Crime Analysis

USC DIVISION OF LAW ENFORCEMENT & SAFETY

• USC Police patrol campus 24 hrs. a day, including all holidays and weekends

• Response time for the arrival of USC Police is generally within just a few minutes

• USC Police officers retain high visibility on and around campus through the use of walking, bike, and police vehicle patrol

911 (USC campus landline & Cell phone) 

Provide exact location on campus and     describe emergency

USC Police Dept.  Non‐Emergency #:

803‐777‐4215

EMERGENCY TELEPHONE NUMBERSUSC Division of Law Enforcement and Safety

www.les.sc.edu

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Rave Guardian Safety App

• Free mobile app for USC  students, faculty, and staff

• Features include:

• Caller Profile

• Panic Calls

• Safety Timer

• Anonymous Crime Tips

•Over 250 Call boxes on or near campus

•Familiarize yourself with call boxes near your office building, parking lot and other places you visit on campus

•Simply push the red button to activate

EMERGENCY CALL BOXES

• Direct line to USCPD Dispatch

• Location of call box is displayed at USC Police Dispatch

• Treated as an emergency call

• USC Police will be sentto your location

• Cameras on many call boxes

EMERGENCY CALL BOXESCAROLINA ALERT SYSTEM

Carolina Alert Website 

Your one‐stop emergency information source

• Status / Carolina Alert updates• Emergency Plans • How to receive notifications• What to do in an emergency

The Carolina Alert Emergency Notification System is a set of communication media that the University can use to notify the community in the event an incident affects our campus. 

Text messages will only be used if a situation exists that poses an immediate risk to life safety and requires persons to change their behavior. 

Division of Law Enforcement & Safety

Like us on FacebookUniversity of South Carolina Division of Law Enforcement and Safety

Follow us on Twitter@USCPD

Follow us on Instagram@USCPD  

WHAT IS DISRUPTIVE BEHAVIOR

Behavior that interferes significantly with your normal teaching or administrative duties as a faculty or staff member.

May  threaten or endanger your physical or psychological well‐being and safety, or that of others. 

Disruptive behavior can assume many forms.

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TYPES OF DISRUPTIVE BEHAVIOR

Student persistently arrives late or leaves early - perhaps in a disruptive manner

Talks incessantly while you are teaching

Loudly and frequently interrupts the class with inappropriate questions or injections.

TYPES OF DISRUPTIVE BEHAVIOR

Acts belligerently when you confront his/her inappropriate behavior.

Verbally or physically threatens you or others.

Writes a threatening letter, email, or leaves you disturbing messages or voicemails.

HOW TO HANDLE CLASSROOM DISRUPTION

Respond immediately. Do not wait to address the behavior.

If student does not respond appropriately, ask him/her to leave and arrange to see you during office hours before the next class session.

Contact USC Police if you have safety concerns about the meeting.

HOW TO HANDLE CLASSROOM DISRUPTION

If student refuses to leave, dismiss the class and remove yourself from the room.

* It is appropriate to call the police department anytime a disruptive behavior escalates or when it is reasonable to interpret behavior (including verbal statements) as threatening to you or members of the class.

Other Important Resources You Need to Know

Center for Teaching Excellence

Level 5, Room L511 of the Thomas Cooper Library (1 floor down)

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Center for Teaching Excellence

www.sc.edu/cte/

• Events Calendar

• Teaching Resources

• Consultations

• Graduate Student Programs

Preparing Future Faculty Programhttp://sc.edu/cte/PreparingFutureFaculty.php

PFF Documents and Resources

• Application

• Activity Checklist

• Activity Reflections

• Mentor Forms

Student Affairs

https://www.sa.sc.edu/about/division‐offices/

Career CenterStudent Success Center

International Student Svcs.Disability ServicesStudent ConductAcademic Integrity

TutoringCarolina Creed

Multicultural Student Assoc.Campus Wellness

Student Success Center

• Please refer to your handouts– Academic Coaching and Engagement (ACE)

– Supplemental Instruction (ACCT, BIOL, CHEM, MATH, etc.)

– Math tutoring, Writing Center

– Writing Consultations

– Advising help

• Refer your students!  

• Students can make appointments online

University Technology Services

• Please refer to your handout

– Blackboard support and training

– Classroom equipment and services

– Communication technology

– Discounted software

• https://www.uts.sc.edu/

• BEST Institute

• Other UTS Workshops 

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Library Resources

• Please refer to your handout, “Library Support for Teaching Assistants”

• E‐Journals

• E‐Reserves

• Textbook reserves

• Library Sessions

• Ask‐a‐Librarian

University Ombudsman

• Serves as a confidential, neutral, independentresource for student concerns and conflicts.– Adheres to the principles in USC’s Code of Ethics 

– The Ombudsman may refer individuals to the appropriate place where formal notice to the University can be made.

– Email is not appropriate for sharing confidential information.  Call to make an appointment.

• For Graduates:  Dale Moore, 777‐4827

• For Undergraduates:  Lisa Gerald, 777‐4172

Other Questions?Please Complete and Turn in the Registration and Response Sheet

This will be our Record of your Attending TA Workshop A!