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Be clear about your expectations for your interactions with students, as well as any limitations. We all have a responsibility to help prevent miscommunications.Ìý

• For academic work, provide a clear course syllabus that contains information about your expectations for class participation, grading and assessments, course procedures, and the use of Generative AI. Include any consequences for not meeting expectations.Ìý
• Provide timely feedback and build upon existing understanding of expectations
• Programs should refer to published degree and module requirements, and explain how they apply to the program
• Clearly refer to University policies and procedures, specifying how they are utilized in the department or Faculty.

• Discuss concerns in person rather than sending an email 
• Better communication can occur when discussions take place face-to-face as a portion of communication is non-verbal through body language 
• If a student brings forward a concern in a class you teach, encourage the student to find a time to discuss the matter with you outside of class. This may during Office Hours or by scheduling an appointment. However, if the concern involves safety, it may not be right to meet in person - consider having a neutral third party join the meeting or shift the meeting to an alternative platform like Teams or Zoom.Ìý
• Be aware of the power imbalance in the conversation; You may not feel as though you are in a position of power, but the student's relationship with staff, faculty, and instructors is one that has a power differential that may impact the comfort level of the student sharing their concerns.Ìý
• If a student becomes frustrated, aggressive, or challenging, manage and measure your reactions to prevent the situation from escalating.
• Prioritize your own safety and end the conversation if the student disengages from the topic.
• If the conversation starts to become personalized, try to redirect the student. If that isn't possible, politely end the conversation.

Rather than focusing solely on "what" students are asking for, strive to understand "why" they are making the request. By understanding the "why," you'll gain better context and be able to offer a broader range of advice and support options, rather than limiting possibilities by concentrating only on the "what."

• Students who are overwhelmed can lose sight of their end goal, impacting their health and well-being
• Help students focus on their end goal by reminding them to focus on what is important, what they can control and where they need to focus their time and energy

• Fair decisions don't always result in the outcome a person desires, but they do require transparency and a balance between consistency and consideration of individual circumstances.
• Fair decisions should be made promptly, and if there are delays, the student should be informed.
• Students should have the chance to present their perspective and respond.

• You may frequently encounter similar types of requests from students, such as extensions, test/exam deferrals, or grade changes.
• Although these requests might seem routine, it's important to delay your decision or judgment until you hear the student's perspective, as there may be extenuating circumstances that warrant your consideration before making a final decision.

• After your conversation with a student, send an email summarizing your understanding of the discussion.
• If a decision or judgment was postponed, inform the student of the next steps and the timeline for the decision.
• If a decision or judgment was made, clearly outline the agreed-upon terms.
• Encourage the student to contact you immediately if they have any disagreements or concerns about your written communication to minimize confusion.

• Sometimes, the concern a student brings to your attention is just a small part of a larger, more complex issue.
• By seeking to understand the "why" and delaying your decision or judgment, you may uncover other issues and challenges the student is facing.
• Refer students to the various campus services available to support them and help them explore their options. For a list of available supports, visit University Resources
• You may also find that the scope of the concern is beyond what you can provide. If you are unsure what supports the student may need, feel free to direct them to Connect With Us.Ìý