Ohio Administrative Code
Title 3358:5 - Clark State College
Chapter 3358:5-7 - Academic Policies
Section 3358:5-7-08 - Faculty-student relations
Universal Citation: OH Admin Code 3358:5-7-08
Current through all regulations passed and filed through September 16, 2024
(A) Classroom procedures
(1) It is expected that a healthy atmosphere,
conducive to the learning process, shall be maintained at all times in
classroom and laboratories. The faculty-student relationship should be one of
mutual respect and acceptance of the rights and privileges of each
individual.
(2) At the beginning of
each semester, faculty members are expected to provide students with a syllabus
and use the first class period to orient the student to the course goals and
objectives and the expected classroom routine.
(3) Student regulations concerning class
attendance, testing, grading, and make-up policy should be spelled out in
detail in the syllabus and explained during the first class meeting.
Instructors should be specific concerning the educational objectives of the
course as students have a right to understand what will be expected of them and
the instructor.
(4) Instructors are
expected to give tests, quizzes and/or other graded assignments. These should
be viewed as a part of the student's educational experience. As such, they
should be presented in a variety of styles requiring the student to draw on his
or her ability to organize data, compare, make distinctions, and arrive at
warrantable conclusions. Final examinations are to be given according to the
published final exam schedule. Final examinations should cover the work of the
entire course and should be sufficiently comprehensive to challenge the
student's efforts during the entire time period assigned.
(B) Success coaches
(1) Basic to all educational effort is the
function of advising. The college accepts this principle in all its
implications. Accordingly, a primary function of its faculty and staff is to
provide competent educational and career advising.
(2) Recognizing that growth and acceptance of
responsibility occur only to the degree that the student personally assumes
self-direction for them, the role of the academic advisor is necessarily one of
assistance, guidance and advisement. Helping the student realize and accept the
fact that he or she is primarily responsible for his or her own actions, his or
her decisions, and ultimately his or her own education is a vital element of
the success coach's
role.
(3) The college and its faculty (in both
their instructional and advisor roles) consider each student an adult and
responsible agent and thus perceives itself as functioning in its own integrity
as an institution and not "in loco parentis."
(4) All students shall be assigned a faculty
advisor based on their program area and on an equitable basis.
(5) The following guidelines are offered to
help faculty in the definition of their role as academic advisors:
(a)
Faculty
advisors shall keep a current file
on each of their advisees. In addition to documents describing the student's
history at Clark state and other colleges/universities, advisors can access
computer screens to gain current registration information about a student. This
information should be used to advise students determining their abilities to
succeed in the attempt of various credit hour loads. The
faculty advisor shall be expected to follow
established college policy on the sharing of student record information with
anyone except the student. No information should be released from a student's
personal file (even to employers) without prior permission from the student.
Any information release shall be in compliance with federal regulations (FERPA)
and with college regulations dealing with the privacy of student
information.
(b) Graduation
requirements for the faculty member's program area should be firm in his or her
mind as he or she attempts to guide students toward that end. The advisor
should also be familiar with the Ohio board of regents/ state department of
education standards for technical, basic, and general education credit.
Naturally, the faculty advisor should be
cognizant of all institutional regulations (catalog and student handbook)
regarding graduation requirements.
(c) Students may need some assistance in
deciding upon and working toward their career and life goals.
Faculty
advisors
might wish to plan, along with the student, an entire sequence of courses to be
taken during the student's tenure at the college. While most students follow
prescribed curriculum, some, because of academic or personal reasons, might
not. Therefore, a
faculty advisor
should prepare this kind of schedule instrument taking into consideration
frequency of course offerings and prerequisites.
(d)
Faculty
advisors
should discuss
reasons for drop/adds with their advisees prior to any action. Students should
be referred to the financial aid office for financial aid implications.
Drop/adds should be processed through the records office as soon as possible
after decisions have been reached.
(e) Many advisees will seek to have a channel
for individual guidance and personal problem solving. Faculty advisors
should be aware that it may be necessary
for them to consult with or refer students to counseling services.
(f)
Faculty
advisors
must practice
appropriate confidentiality with regard to student information.
(C) Consensual relationships
(1) The college's educational
mission is promoted by professionalism in faculty-student relationships.
Professionalism is fostered by an atmosphere of mutual trust and respect.
Actions of faculty members and students that harm this atmosphere undermine
professionalism and hinder fulfillment of the college's educational mission.
Trust and respect are diminished when those in positions of authority abuse, or
appear to abuse, their power.
(2)
Faculty members exercise power over students and this faculty-student power is
manifested primarily in the instructional context, which includes coursework,
advisorships, student evaluation, recommendations and similar
processes.
(3) Amorous
relationships between faculty members and students are wrong when the faculty
member has professional responsibility for the student. Such situations greatly
increase the chances that the faculty member will abuse his or her power and
sexually exploit the student. Voluntary consent by the student in such a
relationship is suspect given the fundamentally asymmetric nature of the
relationship. Moreover, other students and faculty may be affected by such
unprofessional behavior because it places the faculty member in a position to
favor or advance one student's interest at the expense of others and implicitly
makes obtaining benefits contingent on amorous or sexual favors.
(4) Therefore, the college shall view it as
unethical if faculty members engage in amorous relations (consensual or
otherwise) with students enrolled in their classes or subject to their
supervision even when both parties appear to have consented to the
relationship. Amorous relationships outside the instructional context, while
not specifically prohibited, should be discouraged and are very
unwise.
(D) Referral procedures
(1) Academic reasons
When a student needs assistance in his or her courses,
the student should be directed to the Student academic success center (SASC)
for tutoring or other assistance. If the student has a disability and needs
accommodations, the student should be directed to accessibility services also
within the SASC.
(2)
Behavioral support services (BSS)
(a) "Behavior
Intervention Team (BIT)" consists of a team of faculty and staff that are
trained to pro-actively assess threat or risk and provide faculty resources or
interventions as appropriate. Current BIT members
include the dean of student affairs, director of student life, director of
evening services, college counselor, campus police representative, and one
faculty member.
(b)
Counseling/mental health referral: The college has a licensed professional
counselor available to assist students in addressing problems and concerns that
may impede academic performance. Meetings with counseling services are
confidential (except in cases in which disclosure of information is necessary
to protect the student or others from physical or life-threatening danger), and
no information shall be released without written permission. Referrals to
community agencies may be made when appropriate.
(c) Peer listeners are also available to meet
with students on a walk-in basis. The peer listeners are trained in a variety
of areas including listening skills, crisis management, and problem solving.
The counselor maintains oversight of the peer listener program.
Disclaimer: These regulations may not be the most recent version. Ohio may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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