The purpose of this guide is to help students better understand how decisions about student performance in fieldwork and clinics are made. The assumption is that understanding will help promote student success. The focus is on program expectations of professional behaviour; how things may go wrong for a student; and what a student can do when things go wrong. A checklist of professional behaviours concludes the guide. (For a large majority of students, things will not go wrong, of course.)
This guide is not intended to take the place of any college document or policy, nor of information or advice provided by a student's program. It has no official status.
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Some basics about placements, clinics and practica
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In most cases a memorandum of agreement between the College and the setting (hospital, school, other facility) outlines the conditions of the placement. One feature of such agreements is that the setting can terminate an individual student at any point. Furthermore, the College may also suspend a student's placement.
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The supervising professional supervises students in addition to all his or her other duties. In some programs, the supervising professional will be a faculty member with the power to assign a grade; in other cases, grades are assigned by the program based on the professional's assessment report.
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The supervising professional's responsibilities are both to guide the student in correct and ethical practice and to evaluate the student's performance. In addition, the supervising professional is responsible for the setting, the profession and the public. These several responsibilities include protecting the setting and the public from undue risk or harm arising directly from the practice of the student.
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Programs typically designate a faculty member to be the contact person (coordinator, faculty advisor - titles vary from program to program) for both the student and the supervising professional. Any student concerned with the way a placement is unfolding should contact the coordinator or faculty advisor as early as possible.
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Most programs and professions subscribe to specific statements about professional conduct or ethics. Students should familiarize themselves with these statements early in their study and review them regularly. A student in doubt about what is or is not acceptable should always ask someone in authority in the program.
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Students are expected to follow all the recommended steps prior to starting a placement, clinic or practicum, for example, ensuring they have the required immunizations, have made contact with the associate teacher, and so on.
How things go wrong - student perspective
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feeling singled out or targeted by someone in power/authority
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matched with unhelpful supervisor in a placement setting
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someone in authority has unrealistic expectations of your knowledge base
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student accused of some misbehaviour or error
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feedback on student performance is inadequate; open to interpretation; or abusive
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medical or compassionate circumstances impair student performance
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Appealing a grade in a placement, clinic or practicum
A grade may be appealed in a placement, clinic or practicum, as in any other course. However, when the grade being appealed is a failure in a placement, clinic or practicum, the only records of performance are usually the assessment forms completed by the supervising professional and any notes made by the student (for example, a journal). The performance as such is not subject to reexamination in the same way as an essay, lab report or written final exam. Thus, the only possible remedy may be the opportunity to redo the placement or clinic, as opposed to a revision of the grade.
This situation is frustrating for a student. No one wants to be told they must redo work which they believe they have already done in a satisfactory way. Furthermore, the requirement to redo the work can delay graduation. The costs of delay are borne entirely by the student. Students to whom this happens feel it is unfair.
Student: Couldn't there be a better system?
Ombudsperson: Let's review the situation in more detail and see!
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The student's responsibility is to carry out the duties of the placement, clinic or practicum as effectively, safely and appropriately as possible, while learning from the supervising professional. As in any learning situation, some awkwardness and error are to be expected, but how much error, and what kind of error, are specific to each setting.
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Evaluation is typically informal and ongoing ('formative') as well as formal and periodic ('summative'). Supervising professionals may differ considerably in the way they use informal evaluation. Formal and periodic evaluations may require the completion of a detailed assessment report which is discussed with the student. The student may be required to complete a self assessment prior to the discussion. The student may be required to sign the supervisor's assessment report, as confirmation that he or she has seen it and had an opportunity to discuss it with the supervisor - even when the student disagrees with the assessment.
- When the supervising professional concludes that a particular student should not continue in the setting because the student's practice is unsafe, or concludes that the student failed to achieve the objectives of the placement, clinic or practicum, the student's overall performance may be reviewed by the program in the light of the progression requirements and the student's record to date. The specific process followed is usually detailed in the program literature. The student can appeal the decision using the Academic Appeal process.
What can happen if the student appeals the actual grade awarded for practical work?
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If the facts are in dispute, the program may seek clarification by discussing the matter with both the student and the supervising professional. The program may make the professional aware of the student's claims and request a response.
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If the supervising professional affirms the original decision (the most likely outcome), the grade is unlikely to change. The student may be granted a chance to redo the placement, clinic or practicum; or may have to appeal specifically for permission to redo; or may be required to withdraw from the program.
Permission to redo practical work is most likely to be granted when
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the program is aware of medical or extenuating circumstances which had an impact on the student's performance during the placement, clinic or practicum; or
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the student admits things went wrong, but is able to articulate the lessons learned and has requested permission to redo the practical work; and
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the student has a strong record in the program and is seen as responsible and credible; or
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there is independent evidence, or some good reason, to suspect that there were factors during the placement, clinic or practicum over which the student did not have control, and which limited the student's opportunities.
Student: But, if something went wrong and it was not the student's fault, why must the work be redone?
Ombudsperson: Because the program has to be confident that the skill and knowledge requirements of the placement, clinic or practicum have been achieved.
Student: It doesn't seem like a system that is very fair to students!
Ombudsperson: If you mean by 'fair' giving the student the benefit of the doubt, you are right. But if students were given the benefit of the doubt in these situations, people would be unsure of those students' clinical and practical skills at the time of graduation. That would reduce public confidence in the profession, and, in the end, that could hurt us all. So in the big picture sense, it is fair to us all to have a system that provides graduates of whose skills we can be confident.
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Feeling singled out or targeted
A student may believe he or she is being singled out or targeted by someone in power. The student may believe the treatment is unfair, and other students who witness it may concur.
It is difficult to make a case that you have been singled out or targeted. Trying to make the case is risky. Students in this situation worry that they will be perceived as troublemakers, or subjected to retaliation. On the other hand, feeling you are being treated unfairly is a serious matter. What can you do if this happens to you?
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Keep a log of what happens and what is said. Be factual in your log - emulate a video camera in the hands of an impartial camera person. Why keep a log?
i. it can help you verify or disconfirm your feelings and perceptions
ii. it can provide a record in the event that you decide to make a complaint or seek professional advice
iii. it can help restore your sense of control over the situation
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Review your own behaviour critically. Are you a good listener? Is there a message you may be missing? Are there things you could do to improve? Has the relationship between you and the other person become a power struggle?
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Remember that students in professional programs are expected to behave professionally. Are you clear about what that means in your program? (See checklist later in this guide. See the policies and guidelines of your program on its website, in the Calendar, in handouts or handbooks, course outlines and other documentation.)
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Try to have an ally in your program - someone you feel you can trust. This may be your faculty advisor, the placement coordinator, or someone else in a mentor role. If you do not know any person in your program well enough to trust, ask someone in authority if you can speak to him or her in confidence. Seek advice on how to handle the situation. If you present yourself as seeking advice, rather than complaining about Professor X, you are less likely to be seen as a troublemaker.
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Do other students have similar problems with the person? Try to listen for hints, but avoid talking carelessly about your own situation. First, news travels and facts and feelings that are private may become more public than is comfortable for you; second, talk is sometimes a substitute for effective action. If you need to vent (and you probably do) vent carefully to a trusted few.
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Friends and family members may give poor advice. Ask them to listen and offer comfort. For advice, go to someone more in the know - your placement coordinator, faculty advisor, chair of the program, the ombudsperson.
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Be aware of relevant College policies: Rights, Freedoms, Responsibilities, and Code of Conduct, Harassment/Discrimination Policy, and policies on Special Allowances, Evaluation of Student Learning, and so on. Of course, be aware of and follow all policies specific to your own program.
Poor match in a placement setting
Be prepared! Associate teachers, clinicians, therapists and other students are each unique individuals with particular expectations. It is normal for you to learn more easily from some than from others. It is normal for you to prefer one person to another. And, as you know and fear, it is normal for the associate teacher, clinician or therapist to have preferences, too!
But those preferences should be seen, not as a barrier to your success or to the associate teacher or clinician's effectiveness, but as a normal professional challenge.
Professionalism is not a natural, spontaneous behaviour, like tears or laughter, but learned behaviour, like speaking a second language. The more you practice behaving professionally, the more professional you will become.
So if there is a problem with the approach taken by your new associate teacher, clinician or therapist, do not count on him or her to make a change. By all means, discuss any problem with the supervising professional or program coordinator, but also ask yourself what you can do. Own your own feelings and deal with them.
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Examples of student complaints with 'professional' responses in italics.
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I cannot understand X. He has a heavy accent, and also mumbles. I make sure to stand close to X in rounds, and do my best to follow what he says. Being well prepared helps me tune in to what he's explaining. When I have a chance, I check a key word or two with him. He seems to appreciate my efforts.
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My first associate teacher was very understanding about my preference for managing the classroom. The associate I have now is inflexible; if things aren't done her way I can tell she doesn't like it. She really gets on my nerves! My current associate teacher has many strengths, and so I am doing my best to understand her expectations and to learn from her. Whenever I feel frustrated, I remind myself I only have three more weeks to go. I also try to appreciate the best things about her - like her kindness to her students.
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I overheard the supervising professional describing my difficulties with a particular client to another student. It was embarrassing for everyone when they realized I had heard them. I said: "I'm sorry, I realize you didn't know I was there. It sounds as if we need to talk about how I can improve my work with that client." They could see I had no hard feelings.
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I asked to meet with Professor Y, to talk about the problems in the clinic. He made an appointment to see me, then did not show up. I wrote him a friendly letter, explaining why it was important for me to meet with him, and heard nothing back. I went to see him during his office hours, but he wasn't there. I feel he is trying to punish me by ignoring me. It makes me very angry! I am going to seek some advice from the program coordinator about how to handle this humiliating situation!
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Expectations of your knowledge base seem to be not realistic
Students may feel the expectation that they know a particular detail is not realistic. They may complain that, despite using the wrong word in a situation, they actually knew what to do. Some argue that when they asked fellow students, they, too, did not know that particular detail.
What are realistic expectations in a professional program? First, the student is expected to take responsibility for his or her own learning. This includes being honest about not knowing the answer, but then doing the necessary research so you know the answer next time. Second, each student is expected to develop a knowledge base (think of this as intellectual muscle building, since much of that knowledge base will be acquired through memorizing vast amounts of material). Finally, the student is expected to develop skills, often quite quickly.
When we first learn the alphabet, we go through a stage during which we must return to 'A' if we are interrupted while reciting it. Once our alphabet knowledge base is in good shape we navigate it with relative ease. The ability to focus on problems productively while navigating a strong knowledge base is an essential part of being an effective professional.
It is difficult to tell in advance what an individual's capacity is for building a strong knowledge base. Some students enter professional programs, and discover that they cannot cope with the enormous amount of detail the profession's knowledge base requires. Whatever your own capacity, you may become frustrated at having to "go back to A". What can you do if questions are raised about your knowledge base by your instructors or advisors?
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Ask instructors what they believe you can do to improve.
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Seek the help of a counsellor through Student Services. He or she may be able to give you tips on working smarter.
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Self esteem may be a problem. Lack of confidence looks a lot like not being sure of the answer. Talk to a personal counsellor.
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Listen to your fellow students. Do you think they are more knowledgeable than you are? What are their strengths and weaknesses? What are yours? What can you learn from them? Is there a good learning culture among students in your program? If there is, take advantage of it! (If you believe they are much more knowledgeable than you are, should you be in the program?)
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Understand your own learning style. Is there some material you pay less attention to because it goes against the grain?
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Reevaluate your professional goals. If you had a million dollars, would you still want to be a nurse, teacher, massage therapist, social service worker? Why? Why not?
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Accused of misbehaviour or error
Professional programs expect students to behave professionally. A breach of the written or unwritten codes for your discipline and profession can get you into trouble. What do you do then?
Resist blaming someone else, especially a supervisor or person in power. You are expected to be responsible. You are the bottom line.
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Acknowledge fault, apologizing when that is appropriate. Fault which is acknowledged is fault which can often be remedied.
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Avoid challenging the judgments of those in authority. Show respect for those judgments. This is where that phrase, "With all due respect...." comes in handy. At the same time, do not be afraid to state how you perceive the situation. Use of phrases like, "It appeared to me...." can allow for different ways of seeing a situation and create opportunities for constructive dialogue.
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Be truthful. Honesty is a professional obligation.
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Disclose mitigating circumstances promptly. Don't gamble on not having to disclose them. "I am truly sorry....I was very upset yesterday, as I had just learned the troubling fact that..."
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Be aware that students have been required to withdraw from professional programs for such breaches of conduct as telling a lie, wearing the wrong clothes at the wrong time, being late or absent without notice, being under the influence of alcohol or drugs, failing to follow rules or guidelines of their placement setting, and expressing their feelings in ways that seemed inappropriate, intrusive, or threatening to others.
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Feedback on performance inadequate or open to interpretation
Supervising professionals are usually very busy people. While some will take the time to give you clear detailed feedback on your performance, others may say little or nothing.
This may not be a problem for you as long as your performance meets expectations, but when you discover at the end of a placement, clinic or practicum that your performance has not been satisfactory, it is a shock.
Look for a moment at the problem from the point of view of the supervising professional. She or he is trying to teach and encourage students and evaluate them at the same time. The duty to teach and encourage can sometimes have the effect of putting a positive spin on negative feedback, masking it. You may need to learn to unpack statements which seem positive but may contain critical assessments, such as:
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"That was much better than yesterday." (Could mean If you continue to improve, you may pass.)
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"You seem very comfortable with that patient." (Could mean You usually seem awkward with
your patients.)
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"It's obvious that History is your favourite subject." (Could mean Your dislike of Mathematics
is all too clear.)
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"You may find it easier to...." (Could mean This is the correct way to do that....)
If you feel you are being left in the dark about the adequacy of your performance, ask for feedback, and be prepared to listen carefully to it. Don't just assume everything is fine - or terrible, for that matter. Check with the supervisor whenever there is any uncertainty about what a comment really means.
If you feel the feedback you are getting is abusive, humiliating or demeaning you may want to discuss the matter with the supervising professional. Three part statements (fact, impact, what you would like to see in the future) are a useful strategy and are more fully described in the guide, "Constructive Criticism". If the prospect of such a difficult conversation is daunting, try these alternatives:
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remind yourself that it is not your fault that the person has not learned to give critical feedback more gracefully;
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remind yourself that whoever is treating you badly probably looks in the mirror in the morning and sees, not the scary and powerful person you see, but someone with messy hair and signs of aging;
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remind yourself of all those who treat you well and champion your efforts;
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give yourself a comforting treat to help make up for the distress;
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and of course, consider discussing the situation with the placement coordinator or other trusted person in your program.
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Medical or compassionate circumstances impair performance
Medical or compassionate circumstances can affect anyone. If your performance of professional duties may be affected by temporary ill health or by some other circumstance, you must weigh carefully whether to seek some alteration in your duties or whether to carry on. Try to discuss your doubts with your supervisor or academic advisor. A competent professional is keenly aware of his or her own limits, and avoids putting others at risk. At the same time, professionals must often persist in conditions that are far from ideal.
It is sometimes possible to take a leave of absence from a program; if that seems appropriate in your case, discuss the matter with your academic advisor.
Professional behaviours - a partial checklist
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respect boundaries and roles
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show respect for others (it's not just a feeling: it's actions)
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refrain from vulgar language, questionable humour, long speeches
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observe the dress code, whether written or unwritten
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follow all the rules, for example, keep all confidential information confidential
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learn to take criticism and use it constructively
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show appreciation of others
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when criticising others, find ways to be constructive, supportive and truthful, all at the same time
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be aware of the impact of your words on others
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be responsible for your actions - don't make excuses
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be reliable - follow through on commitments
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be mindful of your own limits
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think critically; avoid assumptions and other mind traps
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Role of advisors
The purpose of this guide is to help another person help a student by taking on the role of advisor as contemplated in College Directives. Directive A21 entitled Rights, Freedoms, Responsibilities and Code of Conduct for the Algonquin College Community provides that all persons should expect to have the laws of natural justice prevail in official procedures including the right to an advisor.
What is an advisor?
A student who must meet with a decision maker at the College need not go to such a meeting alone if they prefer to be accompanied. For example, a student involved as either the complainant or an accused student under the Student Misconduct Directive may be accompanied by an advisor of his or her choosing at hearings as provided for in Directive E27. The same applies for Academic Appeals. A student may invite a single person to accompany them for support at any appeal where the student is required to make a personal representation. This may be another student, a professor, a parent, a friend, or the Ombudsperson. Even in situations where it is not specifically provided for in a Directive, if a student is involved in an official procedure that may result in an outcome affecting the student, the student may be accompanied by one other person in the role of advisor. It is proper procedure for the student to first notify the other party or parties to the meeting that an advisor will be in attendance. The other party sometimes decides to invite an advisor also.
Example: Student John Doe receives an email from his professor, indicating that his assignment appears too similar to that of another student. John arranges to meet with the professor to discuss the matter. He takes his friend Tony with him. Before the meeting begins, he introduces Tony to his professor, and asks if Tony may be present during their meeting.
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Advisor role.
Typically, an advisor is present as an observer of the meeting and for moral support. An advisor may not speak during the meeting unless:
- invited to do so by the person in authority. Despite the seemingly passive
role advisors play, their presence can be very important to the parties.
The student may see the advisor as a supportive presence, and feel
less vulnerable.
- · Both student and decision maker have a witness to the meeting. The
presence of an advisor may help raise the tone of the meeting, making
the participants more reasonable and respectful than they might be
otherwise.
- The advisor may take notes at the meeting, to help the student recall
all the points that were made.
- The student can discuss the meeting afterwards with someone who
was there.
Note: The information contained herein has been adapted from a guide produced by the Ombuds Office of the University of Western Ontario, London, Ontario. It is not an official College document nor is it meant to replace any College document.
Meeting with college officials
The Purpose of this Guide
This guide is about your relations with instructors and other persons in positions of
authority or trust at the College. The purpose is to outline options for handling challenging or problematic situations effectively. What you can - and can't - do will depend on a number of factors:
· at what point in the course or situation you recognize the problem
· whether your professor can or will change
· how open you are to revising your expectations
· how flexible your plans are
· your specific goal: problem resolution, a finding of wrongdoing, closure
Withdrawing from a Problem Course
Check the Drop/Add dates in the Instaguide Handbook, College Calendar, or Registrar's website. Before you drop a course, consider the implications: having less than a full course load may change your status to part-time and affect your fees. Dropping a course can also affect your OSAP entitlement. To discuss the academic consequences of dropping a course, consult an academic advisor.
Constructive Criticism: Approaching the Other Person Yourself
Professionals (instructors and others in authority) take pride in their work. They want to do a good job. Give serious consideration to speaking about your concerns to the person with whom you are having difficulty. Maybe he or she can fix the problem.
1. Speak to an instructor after class or in office hours. Anyone is more
accepting of criticism if it is put in a positive way. Plan what to say before
you say it. It is normal to feel nervous in this situation. You may feel less
nervous if a classmate accompanies you.
2. Raising an issue when others are present (for instance, in class) can allow
broader discussion. This may lead to a solution. You must judge whether you
think others share your concerns, and whether you think the professor or
other party will respond well to this approach. Don't do it if you feel it may
put the professor or a fellow student on the spot, make him or her angry, or
otherwise be counterproductive. There are alternatives.
3. You may prefer to write a note - then you have better control over what
you say. The recipient can think things over before responding. The
disadvantage is that putting something in writing sometimes makes a matter
seem more serious than you think it is.
4. Three-Part Statement: The purpose of a three-part statement is to
provide information to a person which invites him or her to make a change.
The three parts are: (1) a factual section, which includes no judgmental
language, but reports what happened in such a way that the intended reader
will agree with the report (2) an impact section, in which you, the writer,
state how what happened in part 1 affected you and (3) a statement of
changes you would like to see in future. The three-part statement seeks
resolution of problems rather than blame. It can be used like a verbal mirror
held up to the recipient, so he or she can see himself as the writer sees him.
It can also be viewed as a request for help: the writer owns his or her
feelings in section 2, and lets the reader know in section 3 how to help. It
can be written in the first or the third person, and be anonymous or signed.
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Sample Statement
What happened
· January 20 a student arrived late for class
· the professor said: "Some of us have more important things to do than worry about (subject of the course). (Student's name), perhap you would care to tell us why you are arriving at twenty minutes past the hour? No? Then perhaps you would prefer to leave?"
· on a previous occasion the professor said, when this same student raised her hand: "Ah! Now our class expert on (issue student had previously indicated an interest in) will give us the official ____ view of the matter!"
Impact on writer of the statement
· this student believes the professor is picking on the other student
· normally she participates in class discussions. In this class she keeps silent to avoid becoming the butt of the professor's sarcastic remarks
· she claims others have come late and the professor has said nothing
· she feels she cannot trust this professor to be fair, and her anger about his sarcasm and bullying makes it hard for her to learn in the course.
What the student would like
· The student would like the professor to treat all students with respect not to make favorites of some and targets of others and to be fair.
Involving a Third Party
This approach is useful when one or more of the following is true:
· you feel you cannot convey the message yourself (or your messages have been ignored or rebuffed)
· the message is a difficult or personal one
· you believe the message needs to come from someone with some authority or power
· part of your goal is to have someone reprimanded or disciplined
· you want to remain anonymous
Often students worry that if they raise an issue or appear critical of something an instructor has or hasn't done, he or she will retaliate when marking the student's work. There is no way of knowing in advance who is likely to retaliate, so it makes sense to be cautious. However, the grade appeal procedure is a good recourse, and provides an important safeguard against retaliation.
Student Complaint Directive:
If you have spoken to the professor already or if you are not able to speak to the professor for good reason, then speak to the program Chair. If there are several sections of the course, you may wish to speak to the course coordinator first. If not satisfied with how the
matter is handled by the Chair, you can contact the Dean's Office.
Other situations of conflict with someone in authority: recourse is to that person's immediate supervisor, and, if not satisfied, up the line. Check Algonquin College's on-line Directory for organizational information about departments or ask the Office of the Ombudsperson for appropriate name and contact information. You may worry that others will side with the person in authority, and either not believe there is a problem, or else not be willing to help. This could happen, so it makes sense to:
(a) assess the risks of speaking out,
(b)consider all your options, and
(c) try to look at the situation from many points of view. Some important things to remember:
· Excellence in teaching is highly valued at Algonquin College.
· Most program Chairs and others can be relied on to respect your wish to remain anonymous and to listen carefully to your concerns. (There are, of course, many situations where problem solving cannot take place if you insist on remaining anonymous.)
· The Chair or other party may propose steps to resolve the matter. Be prepared to give such proposals your serious consideration.
· If your concern is based on a faulty understanding of what the other person's obligations are, the Chair may dismiss it. (So do your research first, before you complain.)
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Some Chairs may ask you to put your concerns in writing. The other party can then be asked to comment or respond. Additional evidence and information about the problem may be sought. Any third party has a duty to investigate fairly and to hear all sides, and that will take time.
Intervention by the Ombudsperson: The Ombudsperson can help by contacting the other party and presenting a student's information or viewpoint while protecting the student's identity (if appropriate or possible). The Ombudsperson may also offer suggestions or feedback on the student or students' three-part statement. When the statement has been finalized, the Ombudsperson makes an appointment with the instructor or other person in authority and delivers the statement, together with a covering letter explaining the process, a copy of the Office of the Ombudsperson brochure, and occasionally other relevant information (for example, about a particular policy or rule). The Ombudsperson offers to take a response back to the student, but discusses the concerns with the instructor only if he or she wishes.
In cases where students feel too insecure to make any approach to an authority for fear of consequences, the Ombudsperson can suggest systemic or delayed approaches. While these methods do not resolve the problem now, they may make a difference to future students. Other interventions are also possible, depending on the circumstances. Changing Your Expectations It's a good idea to examine your assumptions about the obligations of instructors or others in positions of authority or trust. Are they fair, realistic and reasonable? Some common assumptions: If I don't get everything I'm asking for, I'm going to go as far as I can!
It's natural to feel this way at some point during a conflict. The amazing thing is that small changes can sometimes make a big difference in how we feel. Appreciating where the other party is coming from makes it easier to find solutions and move forward. All professors should be good teachers. Everyone agrees that good teaching is important and can really make a difference. However, teaching styles vary and someone you think is good may not seem so to others. Whether you have a good teacher or not, remember that the real responsibility for your learning rests with you, the student.
People at the College should care about students. Caring should show primarily in the effort the professor makes to teach the course well and to evaluate all students in a fair and timely way. Caring also means maintaining a classroom where everyone feels included. Forgetting a student's name or refusing to accept a late paper are not necessarily evidence that a professor doesn't care. Everyone in authority is expected to be courteous and sensitive to others, but also to be consistent in making decisions and to make those decisions in accordance with the rules.
Instructors should hand work back before the drop deadline. You are expected to make and to be guided by your personal judgement about whether you are learning in the course. There is no rule obliging instructors to hand work back before the drop deadline. Professors should tell you what is wrong with your work. You do have a right to go over your work with your instructor and to receive a reasonable explanation for the marks awarded. But what constitutes a
"reasonable explanation" is open to judgement. No professor has an obligation to tell you "what you should have said" instead. If you disagree with a professor about a grade, the appropriate recourse is to appeal, rather than argue at length.
Think of other expectations you may have and ask yourself if they are reasonable. Sometimes, if you make a little effort, you can learn to overcome a problem. An example of this is learning to understand another language, or learning to understand speech in an unfamiliar accent. The more you listen, the better you get - but only if the will to understand is there. Look for the strong points! You may find the other person has more strong points than you first thought.
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Taking Care of Yourself
Problems with people in positions of authority or trust can sometimes be overwhelming. Take care of yourself. If you are experiencing some of the following signs, it is time you took some action:
Personal Danger Signs
· you find yourself skipping class X or just not coming to school at all on
those days
· your other courses are being seriously neglected because of class X
· after class X you are usually too upset to concentrate
· if you meet Professor (or Mr. or Ms) X in the hall you begin to shake
· you are not sleeping well
· you have lost (or gained) a significant amount of weight
· your friends are worried about you? your key relationships are
stressed
· you are afraid there is no future for you;
· you often feel angry, sad, depressed, anxious, ashamed or worthless
· you have fantasies of getting back at Professor X after you graduate
· you have been avoiding family and friends you usually talk to
· you feel Professor X knows something bad about you no one else knows
· you feel that if only X would be pleased with you or your work, all
would be well
· after years of wanting to go on in a particular discipline, you are
unsure now
· you keep complaining about X; you can't seem to talk about anything
else.
Workshops on stress management, time management, exam anxiety, and other pertinent topics are offered regularly by Student Services (WC Room 226, 613-727-4723 X 7200). Personal counselling is also available through Student Services. You should also talk to your academic advisor about how to limit or manage the academic consequences of your problem. Others who may be useful in certain situations are the Mamidosewin Centre for Aboriginal Students (WC Room 221, 613-727-4723 X 5566) and the Office of the Ombudsperson (WC 145, 613-727-4723 X 5306).
NOTE: The information contained herein is adopted from a guide produced by the Ombuds Office of the University of Western Ontario, London, Ontario.
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What you should know about grade appeals
The purpose of this handout is to outline the procedures for appealing a final grade. If you are considering an appeal you should read Directive E24,
Review of Final Grades, found at
http://www.algonquincollege.com/directives/sectionE/E24.pdf
For further information on polices and guidelines see the Algonquin College Student “Instaguide”
http://www.algonquincollege.com/studentservices/sao/instaguide/index.htm
STEP 1 - Informal Consultation
Begin by consulting the professor. When you meet, be prepared to be a good listener when the professor explains why the mark is what it is. Feel free to take notes of important points. Note: it is your right to see and review exams and any other evaluation methods. Your professor will also give you an opportunity to explain your point of view as well. Under no circumstances should you challenge or debate with your professor. If after speaking to your professor you still feel strongly about the situation you can then proceed to Step 2.
What if you cannot reach your professor? If direct communication cannot be reached with the professor, please make sure you have tried the following: writing a short letter with your explanation of the request with times and dates that you are available and where you can be reached at, sending an email message, or checking with the department office for the availability of your professor. If all attempts have failed, please proceed to “Step 2” without delay. Be mindful of deadlines. Contacting your academic advisor may be a good first step. Academic advisors are a good source of information and advice in a wide range of situations.
STEP 2 – Review of Final Grades
Within ten (10) working days of the date issuance of the transcript submit a written request for a review of final grade to the Registrar's Office by completion of the a “Review of Final Grade” form. This form can be obtained from the Registrar's Office. You will have to pay $25, but if your request is successful you will get this money back.
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Grounds for appeal
The grounds are the reasons why you think the decision-maker should change your grade.
What the Course Chair does
A Chair will normally need about one week to respond to a request and establish a review committee consisting of a professor familiar with the course and one other person, a professor, program coordinator or Chair, as appropriate. Usually the review committee will complete the review within one week from the time the committee is established.
COMMON QUESTIONS ABOUT GRADE APPEALS
Do marks ever go up on appeal? How often?
Marks do go up sometimes. They can also go down or remain the same. It is hard to find out how often marks change on appeal. Each case is supposed to be looked at on its own merits.
Can a multiple choice test mark be appealed?
There is no rule against appealing the mark on a multiple choice test, but such an appeal is likely to fail because: (1) there is no discretion in the way a multiple choice test is graded? and (2) if there is an error, for instance, an invalid question, every student will have been subjected to the error.
Suppose your marks have been belled down or otherwise adjusted - how can you appeal that?
A grade which has been adjusted can be appealed, but a reason is needed. The mere fact that the grade was adjusted is not a reason to appeal. If you write a test when you are sick and do poorly can you appeal to get a better mark?
No. If you are sick and decide to write a test or exam, you have assumed the risk and your grade will normally stand.
What about assignments or tests which get lost?
The College places a very high value on the accuracy of grades. If a test or exam is lost, even if it is not your fault, you may have to write another assignment, test or exam. You should always keep copies of assignments to protect yourself in case of loss.
Suppose you only need two more marks and they are very important to you. Isn't it true that an instructor can always find two more marks when it counts?
No, it isn't true. In the vast majority of cases the original grade is the best and most accurate grade.
If the marker makes a mistake in my favour, can my mark be lowered
when the mistake is found?
Yes, a mistake can be corrected. For example, to allow one student to keep a grade of 75 when that grade should have been 65 creates a situation which is unfair to other students.
What can you do if you think a particular exam or assignment is unfair?
Raise the issue with the professor informally first. Then write to the Chair. Be sure to state your reasons clearly, and, if possible, what remedy you are seeking.
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NOTE: The information contained herein is adopted from a guide produced by the Ombuds Office of the University of Western Ontario, London, Ontario. This guide was adapted with permission from one produced by the Ombuds Office, The University of Western Ontario. The guide reflects the experiences of numerous professional program students who, over more than a decade, used the services of the Office of the Ombudsperson.
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