New Faculty:

Be sure that all of your paperwork is completed with Human Resources, including transcripts of college work (for salary placement) and TB testing.

Obtain an Identification Card (see listing for Identification Card).

Check with your department chair about the following:

• Location of office space or space in which to meet with
  students
• Keys required for specific assignments (see listing for Keys)
• Location of your campus mailbox (see listing for Mailbox)
• Services available at your service center (see listing for Service Centers)
• Scheduled department meetings

New and Returning Faculty:

Obtain a campus parking permit if your class is located at the SRJC main campus or the Petaluma Campus (see listing for Parking).

Confirm your room number(s) and assignment(s) in the class schedule. Check your room assignment to see that it is adequate for your teaching needs. Check to be sure what equipment is located in the room. Discuss any problems with your department chair or program supervisor.

Order textbooks from bookstore (see Textbooks listing).

Place books on reserve at the Library, including a copy of the text (see Library listing).

Consider your audio-visual needs. Review the Media catalog for materials which suit your needs. Prepare materials in advance (see listing for Media Services). The media catalog is now available online at www.santarosa.edu/media.

Create a syllabus for each class. Your syllabus should conform to the official outline for the course, a copy of which can be obtained from your department chair or the Instructional Office. Check the class schedule to determine starting dates, holidays, final exam schedule etc., which may affect your syllabus. The syllabus should contain the following information:

• Title of the course and number of units
• Course description
• Instructor’s name
• How to contact the instructor—office phone number, message phone number, location of box
• Prerequisites or co-requisites of the course—state any classes which should be taken before this class or concurrently
• Required texts and other materials
• Grading policy: Instructors are obliged to grade students consistently and in the manner described at the beginning of the semester. It is helpful to put grading policies in writing. Specifically, how will grades be determined? What weight is given to each assignment? Are any outside activities required? Are any “extra credit” activities allowed?
• Absence and make-up policies: May a student make-up missed work? May quizzes and exams be made up? Do you accept class assignments late, and if so, under what conditions?
• Goals and objectives of the course: It is often useful to the instructor and to the student to state the goals and objectives of the course in writing.
• A statement about behavioral expectations with refernce to student code of conduct.

Prepare an assignment schedule for each class. The syllabus (above) is normally accompanied by an assignment schedule. The schedule should contain:

• Week-by-week or day-by-day schedule including class meetings and topics covered
• Daily or weekly reading assignments
• Quizzes and exam dates
• Due dates of other assignments such as reports, essays, or term papers

Take syllabus, assignment schedule, and other handouts to Copy Center to be copied, allowing adequate turnaround time (see listing for Graphics Services).

On the first day of the semester roll sheets for the course appear in your box. (If you do not have a box on campus, information is normally mailed to your home address.) If you do not receive roll sheets, or have any problem with your roll sheets, contact Admissions and Records, Bailey Hall. Permanent rosters, mid-term grade reports, and final grade rosters should also appear in your box (or be mailed to your residence). Contact Admissions and Records if there are any problems with this distribution.

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COPYRIGHT GUIDELINES

Books and Periodicals
I. Single Copying for Teachers: A single copy may be made of any of the following by or for a teacher at his or her individual request for his or her scholarly research or use in teaching or preparation of a class:
A. A chapter from a book
B. An article from a periodical or newsletter
C. A short story, short essay or short poem, whether or not from a collected work
D. A chart, graph, diagram, drawing, cartoon or picture from a book, periodical or newspaper

II. Multiple copies for classroom use: Multiple copies (not to exceed in any event more than one copy per pupil in a course) may be made by or for the teacher giving the course for classroom use or discussion, provided that:
A. The copying meets the tests of brevity and spontaneity as defined below; and
B. Meets the cumulative effect test as defined below; and
C. Each copy includes a notice of copyright
D. Definitions:
1. Brevity
(a) Poetry:
(i) A complete poem if less than 250 words and if printed on not more than two pages or
(ii) from a larger poem, an excerpt of not more than 250 words

(b) Prose:
(i) Either a complete article, story, or essay of less that 2,500 words, or
(ii) an excerpt from any prose work of not more than 1,000 words or 10% of the work, whichever is less, but in any event a minimum of 500 words (may be expanded to permit the completion of an unfinished prose paragraph)

(c) Illustration:
(i) One chart, graph, diagram, drawing, cartoon or picture per book or per periodical issue
(ii) “Special” works: Certain works in poetry, prose, or in “poetic prose” which often combine language with illustrations and which are intended sometimes for children and at other times for a more general audience and fall short of 2,500 words in their entirety.

2. Spontaneity
(a) The copying is at the instance and inspiration of the individual teacher, and
(b) The inspiration and decision to use the work and the moment of its use for maximum teaching effectiveness are so close in time that it would be unreasonable to expect a timely reply to a request for permission

3. Cumulative Effect
(a) The copying of the material is for only one course in the school in which the copies are made
(b) Not more than one short poem, article, story, essay or two excerpts may be copied from the same author, nor more than three from the same collective work or periodical volume during one class term
(c) There shall not be more than nine instances of such multiple copying for one course during one class term (The limitations stated in (ii) and (iii) above shall not apply to current news periodicals and newspapers and current news sections of other periodicals.)

III. Prohibitions to (I) and (II) (above) Notwithstanding any of the above,the following shall be prohibited:

A. Copying shall not be used to create or to replace or substitute for anthologies, compilations or collective works. Such replacement or substitution may occur whether copies of various works or excerpts therefrom are accumulated or reproduced and used separately.

B. There shall be no copying of or from works intended to be “consumable” in the course of study or of teaching. These include workbooks, exercises, standardized tests and test booklets and answer sheets and like consumable material.

C. Copying shall not:
1. substitute for the purchase of books, publisher’s reprints or periodicals
2. be directed by a higher authority
3. be repeated with respect to the same item by the same teacher from term to term

D. No charge shall be made to the student beyond the actual cost of the photocopying

IV. Educational Uses of Music
A. Permissible Uses:
1. Emergency copying to replace purchased copies which for any reason are not available for an imminent performance provided a purchased replacement copy shall be substituted in due course.
2.
(a) For academic purposes other than performance, multiple copies of excerpts of works may be made, provided that the excerpts do not comprise a part of the whole which would constitute a performable unit such as a section, movement or aria, but in no case more than 10% of the whole work. The number of copies shall not exceed one copy per pupil.
(b) For academic purposes other than performance, a single copy of an entire performance; unit (section, movement, aria etc.) that is (1) confirmed by the copyright proprietor to be out of print or (2) unavailable except in a larger work, may be made by or for a teacher solely for the purpose of his or her scholarly research or in preparation to teach a class.
3. Printed copies which have been purchased may be edited or simplified provided that the fundamental character of the work is not distorted or the lyrics, if any, altered, or lyrics added if none exist.
4. A single copy of recordings of performances by students may be made for evaluation or rehearsal purposes and may be retained by the educational institution or individual teacher.
5. A single copy of a sound recording (such as a tape, disc, or cassette) of copyrighted music may be made from sound recordings owned by an educational institution for an individual teacher for the purpose of constructing aural exercises or examinations and may be retained by the educational institution or individual teacher. (This pertains only to the copyright of the music itself and not to any copyright which may exist in the sound recording.)

B. Prohibitions:
1. Copying to create or replace or substitute for anthologies, compilations or collective works
2. Copying of or from works intended to be “consumable” in the course of study or of teaching such as workbooks, exercises, standardized tests and answer sheets and like material
3. Copying for the purpose of performance, except as in A(1) above
4. Copying for the purpose of substituting for the purchase of music, except as in A(1) and A(2) above
5. Copying without inclusion of the copyright notice which appears on the printed copy

V. Reproduction by Libraries
It is not a copyright infringement for a library, or any of its employ- ees acting within the scope of their employment, to reproduce or distribute not more than one copy of a work, provided (1) the reproduction or distribution is made without any purpose of direct or indirect commercial advantage and, (2) the collections of the library or archives are open to the public or available not only to researches affiliated with the library or archives, but also to other persons doing research in a specialized field and, (3) the reproduction or distribution of the work includes a notice of copyright.

The related or concerted reproduction of multiple copies of the same materials, whether made on one occasion or over a period of time, and whether intended for aggregate use by one individual or for separate use by the individual members of a group is not authorized.

Libraries are generally exempt from liability for the unsupervised use of reproducing equipment located on its premises, provided the reproducing equipment displays a notice that the making of a copy may be subject to the copyright law.

Source: Academic Affairs

Recommended Preparation for Instructors

• At class onset, explain and/or provide in writing to each mem ber of the class the instructor’s expectations including academic work, assignments, and behavior. You may wish to include a copy of the Student Conduct Standards and/or require students to sign a commitment to respectful behavior (clearly defined) toward others in the classroom.
• Explain that if an individual problem arises, you, the instructor, will dictate how resolution can be achieved.
• Familiarize yourself with the Student Conduct Standards and Due Process/Discipline Procedures and with campus emergency procedures, and decide with other members of your department how you will handle, as a group, any crisis caused by a disruptive student. Training is available from the Crisis Intervention Resource Team (described below). If your department has not created a plan already, contact your department chair to request a training designed to help your department develop a crisis plan.

Disruptive Behaviors
Listed below are examples of behaviors that may be considered disruptive:

• Repeatedly talking to others when the instructor or another student is speaking
• Making excessive or unnecessary noise
• Repeatedly entering or leaving a class during lecture
• Interrupting instructor or other students
• Repeated irrelevant questions or comments
• Talking on a cell phone during class
• Belligerent or verbally abusive argument
• Eating in class
• Bringing children, friends, radio devices to class
• Any repeated attention seeking or distracting activity

If A Student Becomes Disruptive in Class

1. Physically Threatening Situation: If you feel physically threatened or are concerned for the safety of any student in your class, contact District Police immediately (524-1000). You may delegate the responsibility for making this call to a student in an emergency. Always inform District Police of unusual or suspicious events or activities on campus. You may wish to excuse the class until the student is removed. Notify your supervising administrator and the Vice President of Student Services.

2. Disruptive, But Not Physically Threatening: If the situation is not physically threatening, remind the student of class behavioral expectations and ask the student to adhere to them. If, in your determination, the student ought to leave the class immediately, you may suspend the student temporarily. Notify the student to meet with you at another time. If this action is taken, your supervising administrator and/or the Vice President of Student Services should be notified.

3. Follow-up Meeting: If you need to meet with a student as a follow-up to a class disruption, it is recommended that a third-party staff member be present. You may also contact one of the psychologists at Student Health Services (524-1782) to serve as a mediator. At this meeting, you should do the following:
a. Explain to the student what the specific behavior is that you will not tolerate.
b. Explain what the consequences will be if a second occurrence takes place.
c. Ask the student if s/he understands your requirements and can accept them. If not, notify the student that you are processing a drop form from the class and s/he is not to return. Inform the student that s/he may pursue the issue with the supervising administrator or the Vice President of Student Services. If the student accepts the behavioral contract and subsequently fails to adhere to it, inform the student that you are dropping him/her from your class and that he or she is not to return. District Police may be utilized for enforcement.

4. Pattern of Behavior: If the disruption is part of a pattern of difficulties, you may wish to refer the student to Student Psychological Services (524-1780 or 524-1781) and/or utilize the SPS "Yellow Card" to assure contact with the student within 48 hours.
Listed below are some behaviors/situations about which you may wish to consult one of the psychologists:
a. Student is disoriented, appears disheveled, talks to self, repeatedly makes statements that seem tangential, highly illogical or bizarre, or is verbally abusive to you or to other students.
b. Student makes statements or submits written work which suggests s/he is thinking about suicide or violence towards others.
c. Student needs more attention from you than seems appropriate given the instructor-student relationship, for example, frequents your office and discusses personal issues or makes personal phone calls to you.
d. Student appears distressed, student cries in class or in your office, student tells you about stressful life events, such as drug or alcohol problems, or family issues which are interfering with his/her ability to perform academically.

5. Sources for Help and Referral:
a. Student Psychological Services (SPS). SPS has a daily drop-in hour as well as scheduled appointments at Student Health Services (Santa Rosa and Petaluma). Services are FREE to students. A student in crisis can be seen within 48 hours if you send the student to Student Health Services with a note or a yellow referral card. (Ask your department chair for cards).
b. Sonoma County Psychiatric Emergency Services can be contacted by calling 567-8181, if 48 hours seems too long to wait.
c. The Disability Resources Department 527-4278 provides support services for students who have a psychological disability. A DRD specialist can help with the management of the disability by providing test accommodations, liaison with faculty, advising regarding course work or career goals, and counseling about techniques for effective disability management.

All three of these alternatives depend on the student’s willingness to acknowledge a problem. However, it is important to remember that behavior which interferes with the ability of others to work or learn at SRJC is not acceptable, and should not be tolerated, both for the sake of the institution and for the sake of the disruptive person.

6. Crisis Intervention Team (CIRT): If the student is unwilling to accept referral to Student Psychological Services, Sonoma County Mental Health, or Disability Resources, and continues to make inordinate demands for time and attention from you, contact the Crisis Intervention Resource Team (527-4445). The team members meet regularly to develop appropriate responses to the situations that disruptive students can create in classes, and the team members are available on an ongoing basis to provide consultation and assistance to staff and faculty in dealing with disruptive students in an effective manner. In addition, if you are having trouble with a disruptive student, it is likely that the student has difficulties in other classes: CIRT will have a record of these disruptions, and your call may assist other staff as well. You may also arrange to have a special presentation by the CIRT in order to develop a departmenal prevention plan.

7. Audio Visual Resources: Audio visual resources are available at Media Services to help you prepare for dealing with difficult classroom situations. Frequently presentations on this topic are provided on PDA Days.

8. Things to Remember: Remember, you are not alone in dealing with disruptive students. Once again, the following resources are available to you:
a. Your supervisor and co-workers: Develop a crisis plan
b. District Police (527-1000)
c. Crisis Intervention Resource Team (527-4445, 527-1000)
d. Student Psychological Services (524-1782)
e. Disability Resources Department (527- 4278)
f. Sonoma County Mental Health (576-8181)

Provided by Student Health Services · January 2001