Working with the Student Response Team
Faculty/Staff Role
Faculty and staff play a key role in keeping the Campus Community and our students safe.
- Often the first to recognize that a student needs help
- Important to have knowledge of campus and community resources for referral
- Responsibility to maintain appropriate learning environment
- Responsibility to report threatening and/or concerning behaviors
- Encourage faculty and instructors to document incidents and concerns in writing
- Second and third hand reports can present numerous challenges
- Reports should address concerns directly – if there is a concern it needs to be expressed as a concern
- Second and third hand reports can present numerous challenges
- Objectivity is essential in documenting classroom disruption
- The report should be very factual and void of personal opinions and feelings
- Detail, detail, detail. The more details included in the report that easier it is to make an informed decision.
- Encourage faculty and staff to read and understand the Code of Conduct
- Some concerns in the classroom do not necessarily fit into this code and may need to be evaluated in more than one context
- One common example of this is in creative expression that may touch on disturbing or violent subject matter
- How are expectations about what is acceptable and limitations about such expression communicated to students?
- Is there a policy or statement in the syllabus?
- Who should review this content and using what scale?
- One common example of this is in creative expression that may touch on disturbing or violent subject matter
- Some concerns in the classroom do not necessarily fit into this code and may need to be evaluated in more than one context
SRT Tools and Possible Outcomes
Our response will vary greatly depending on:
- Nature and Severity of the behaviors and concerns
- Actions and attempts made by faculty/staff to address concerns
- Determination of Code of Conduct Violation
Our response may include:
Coordinated responses may include, but are not limited to, identification of and referral to appropriate support services and resources on- or off-campus; informal resolution measures such as mediation; facilitated dialogue between parties involved; discussions in residence halls or at other campus locations, campus notices and fact sharing; and promotion of wider educational awareness, prevention, and outreach.