Looking at the draft of 4D. page 3:
Responsible use of knowledge, acquisition of knowledge: how do
our students learn to do that, do we as employees model that?
How do we measure that we do do it?
Cheryl and Debbi helped with a discussion
about the new student system (discussed at the bottom of page
5) as an evidence of responsible use of knowledge by college staff
is demonstrated by the confidential and responsible manner of
handling student reports.
Cheryl : SIS is our new system, the
old system is legacy. SIS takes over July 5th, there
has been an exhausted amount of planning, faculty, people from
stud development, web based, 24 7 access, students can do more
for themselves, new SIS can check pre-requisites, and register
for classes that require pre-requisites, can look at co-horts
within the community (can compare/track co-horts of students),
help desk, PC and District NSS websites, will be adding a college
readiness checklist broken down into diff components, can assign
components of the checklist to assure that things are done. There
will be focus groups of students and district, all before it is
implemented. EASIS, early access SIS, actual new system, allows
employee to play with it, needs to get password, confidentiality,
EASIS plus, includes info from Maricopa. Has a large faculty representation.
This is the largest switch over of student records that has been
attempted.
Will students be surveyed? Will have to look at awareness, educate
them about what is going to happen, and see what their response
is once it is in effect, training for them to know how it works.
District has not gone live yet, only
school to have deployed completely is NAU. July 5th
is the district wide date for going live with the new SIS.
Whole reason for putting this in is responsible use of information,
confidential use of records. There will be tremendous protocol,
security, students will not use SS#’s, and the system will
generate student numbers. From what has been seen system has tremendous
security features. Donna Fischer is the one working with this
area. Best thing for assessment to look at is the readiness checklist.
Brent – evaluative piece is having talked to NAU. We are
already evaluating based on what has already been done at another
college. College team has been meeting once a month and after
the break they will begin to meet twice a month. All campus managers
get together at district; questions and comments from each campus
are presented at these meetings when all the schools get together.
Dean Morris Johnson was asked to come to speak to the fact that
we are showing there are explicit policies and procedures that
ensure ethical conduct, integrity of practice and the promote
social responsibility among employees. He notes that we do a very
good job: informally we have no more than 3 reports a year, most
due to misunderstandings. Findings show that more and more students
are sexually harassing staff or faculty versus the faculty being
the harasser. They are working with security to help faculty be
prepared for these cases. In the instance that there is a situation
where a former student who was a problem wants to return, then
that student needs to go through Dean Johnson’s office before
they can re-enroll. Depending on the situation, it is more of
an informal process unless they specify it is harassment, then it must go through the formal process. There is not a
formal evaluative process, as compared to the number of cases
from other colleges we are doing better than other colleges. We
have such a diverse population on campus, and we pretty much get
along and have tolerance for all. There has been an increase in
disruptive students. We have the largest population of special
needs students. We do need more training for faculty, staff, as
far as training on how to handle disruptive students, problems,
etc. Watch out for problem students that then enroll in other
programs, let that department know this student has been a problem.
The increase in this problem is due to our location, increase
in population. New students receive orientation of what is expected
of them and how they should be behaving. As far as new faculty
there is not really any training on how to handle these issues.
Looking at how to unify standardized forms with the three deans
and the president across campus, clarifying to faculty as well
as students what the process is. Process is in the student handbook,
catalog and on the website.
For our research we may want to look at the number of informal
complaints, compared to the number of formal complaints that reach
the deans office, this can be evidence of how well these issues
are being handled. We may want to get this information from the
different departments. Need to be clear as to whether they are
academic or behavioral complaints.
Regarding the clear policies on practices involving intellectual
property rights being widely disseminated and enforced, Dean Halford, addressed issues related to plagiarism based on what
district has and what is in the library. A good example is what
the English department put out for plagiarism including some guidelines
on how to handle these situations. When academic complaints from
students are looked at plagiarism is not an issue, in part because
they are being handled at the classroom level. This may change
depending on how it is the college decides to proceed. At this
point we have suggested guidelines, an informal relaxed process.
But if this issue becomes more pervasive, then you may see some
call for looking at this college wide. There isn’t really
a definition for plagiarism, among staff and students
there isn’t a definite definition of what it is. We
need to explain to students what we mean when we mention plagiarism.
There remains lots to be done here still,
though lots has been done, to take it to the level it needs to
be at. This is a pervasive problem; the tools to detect are more
evident now. The English document on plagiarism can be a good
day of learning issue. From the student perspective we need to
look at this collectively as an institution. Should there be a
training, or possible 1 credit class to ensure that everybody
knows about plagiarism, what exactly it is, for students as well
as faculty?
