Faculty/Staff

Prepare for Fall Welcome, move-in 2025

Emily Sampl — Fri, 04 Apr 2025 06:00:00 +0000

Prepare for Fall Welcome, move-in 2025 Emily Sampl Fri, 04/04/2025 - 00:00

Plans are already underway to welcome our new class of students this fall. For fall 2025, new student move-in will occur Friday, Aug. 15 through Tuesday, Aug. 19. During this time, nearly 8,000 new students and their families will arrive on campus, marking the start of Fall Welcome and the new academic year.

Faculty and staff play an essential role in helping campus operations run smoothly. Here’s what you need to know to prepare.

New Student Orientation

All incoming students are required to attend New Student Orientation in June or July this year. Faculty and staff will see more new students and families on campus this summer with in-person options available. Students and families will spend two days on campus, where they will connect with others, learn about life at CU ��Vlog�ƽ�� and explore campus resources. Students will also register for fall semester classes.

Move-in

Move-in for students participating in pre-arrival programs will be Friday, Aug. 15. International students will move in on Saturday, Aug. 16, and first year and returning students will move in on Sunday, Aug 17 through Tuesday, Aug. 19.

Parking

Faculty and staff should plan for parking restrictions on Friday, Aug. 15 and Saturday, Aug. 16 in the parking lots near residence halls. Significant on-campus parking and traffic disruptions can be expected from Sunday, Aug. 17 through Tuesday, Aug. 19. Campus event planners should also consider the impacts on guests if events are hosted Aug. 15-19.

With increased traffic around ��Vlog�ƽ�� during move-in, parking closures help create a more efficient move-in experience for new students and families by limiting the number of vehicles driving to, on and around campus.

Closer to move-in, permit holders will receive an email notification of any parking lot impacts from Parking Services.

Fall Welcome

Students will participate in Fall Welcome events Aug. 16-Sept. 6. Students will learn more about campus resources and support services, while making valuable connections with fellow Buffs, faculty and staff.

Parent and family engagement opportunities will also take place during this time. These opportunities will help welcome them to our CU community and share resources and services to help with their student’s transition to CU ��Vlog�ƽ��.

Campus departments are invited to submit programs, events and opportunities to be included in the Fall Welcome schedule. Submit your Fall Welcome program by May 9, 2025. Any questions regarding Fall Welcome can be directed to New Student and Family Programs.

Volunteers needed

Volunteers are essential to the success of New Student Orientation, Fall Welcome and move-in. The university needs enthusiastic volunteers to help welcome new students and families to campus, with a heightened need for volunteers anticipated for Sunday, Aug. 17.

The volunteer sign-up will be released soon. To be notified once the sign-up is live, or to begin coordinating group volunteering, please email reslife@colorado.edu.

For fall 2025, new student move-in will occur Friday, Aug. 15 through Tuesday, Aug. 19. Faculty and staff play an essential role in helping campus operations run smoothly. Here’s what you need to know to prepare.

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5 tips for managing conflict with students

Anonymous — Thu, 17 Oct 2024 06:00:00 +0000

5 tips for managing conflict with students Anonymous (not verified) Thu, 10/17/2024 - 00:00

The ideal classroom, lab or lecture fosters thoughtful discussions between you and your students. These collaborative conversations and debates empower students to develop and grow their ideas and perspectives.

It is important to remember that conflict is normal, and there are effective ways to navigate difficult conversations with your students.

Here are some strategies instructors can use to support students and promote conflict resolution.

Proactively discuss classroom expectations

Conflict with students may take various forms. Some disagreements may disrupt the whole class, while others might be a direct conflict between you and a student.

The issue could include classroom interruptions or behavioral concerns. Or a student may disagree with a grade, late assignment, missed exam or the use of technology that is not allowed or interferes with the class. Most students are not intentionally trying to cause a problem. Instead, the student may be feeling confused, stressed or unsupported.

Instructors and professors can help lessen these concerns by having proactive discussions around course expectations and classroom behavior, including:

Listing expectations in your course syllabus.
Discussing the expectations in class at the beginning of the semester.
Reminding students of the expectations throughout the semester when teaching and during office hours.

Communicating expected student behavior can help mitigate conflict before it starts and foster an environment for healthy conversations.

Noticing conflict among students?

While faculty should work to resolve disagreements between themselves and students, they do not need to be responsible for mediating conflict between students. If students in your course have a disagreement that impacts the class, faculty are encouraged to listen to their concerns, recommend Student Conduct & Conflict Resolution resources and refer the students to mediation or conflict coaching.

Email Conflict Resolution to refer students or learn more.

Listen to students for understanding

Strengthening your relationships with students can help prevent conflict. If students feel comfortable sharing their concerns with you, faculty and staff should take those opportunities to listen.

Employ these tips for productive conversations:

Enter conversations with an open mind.
Recognize that there may be something going on in the student’s life outside of academics that is affecting them.
Express empathy for how a student’s life experiences can impact their behavior. The student’s reaction may differ from your interpretation of the conflict.
Acknowledge and validate the student's feelings by listening fully without judgment.
Help the student feel heard and valued by asking questions to clarify what they are trying to say.

When conflict arises, give your students space to share their points of view. When you initiate a dialogue with a student, do so privately, like during office hours or other scheduled meetings.

Reflect on your impact

Professors and instructors are in a position of authority when dealing with students. Be aware of the power dynamic and take responsibility for initiating the conflict resolution process.

Due to this power imbalance, there may be times when your intentions do not align with your impact. Take steps to evaluate your actions and rectify the situation.

Consider the impact of your words and actions on students.
Ask yourself if your message or delivery was disproportionately demanding or hurtful.
Take responsibility for the harm caused and discuss actions you will take in the future to ensure it does not happen again.
Ask yourself if you are the best person to discuss the situation with the student. Would other faculty, staff or students be better suited to respond? Sometimes, asking for help to initiate a difficult conversation can be beneficial.

We encourage faculty and staff to take accountability for adverse impacts. You can serve as a role model by showing students a positive example of taking ownership of your impact and working to repair harm.

Find common ground and follow up

When looking for a resolution, get the student’s perspective. Ask if they have ideas for a solution. Faculty and instructors can reflect on and discuss the following:

What outcomes do you and the student each hope come from the resolution?
How can you and the student work together to meet each other’s needs?
What steps can you and the student take to achieve these goals?

After coming to a resolution, follow up with the student. These difficult conversations may hold a greater weight to them than they do for you. Check back in and recommend resources in Student Conduct & Conflict Resolution (SCCR) if the student could benefit from additional support.

Take advantage of available resources and training

Any faculty or staff member can contact SCCR for conflict resolution support. You can submit an SCCR incident report if the conflict with a student escalates or email Conflict Resolution to discuss strategies, schedule training and access resources such as:

Conflict coaching for individuals.
Mediation services for two or more participants.
Circle dialogues for small groups.
Conflict resolution skills training for groups of any size.

You can request conflict resolution training and workshops to be facilitated by SCCR staff.

If you are concerned about a student, refer them to Student Support & Case Management. If there is an immediate safety concern, contact the CU Police Department.

The ideal classroom, lab or lecture fosters thoughtful discussions between you and your students. That being said, classroom conflict is inevitable. Here are some strategies to support students and promote conflict resolution.

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5 things faculty and staff should know about the Honor Code

Anonymous — Tue, 17 Sep 2024 06:00:00 +0000

5 things faculty and staff should know about the Honor Code Anonymous (not verified) Tue, 09/17/2024 - 00:00

Honor Code statement required in all syllabi:

All students enrolled in a ��Vlog�ƽ�� course are responsible for knowing and adhering to the Honor Code. Violations of the policy may include plagiarism, cheating, fabrication, lying, bribery, threat, unauthorized access to academic materials, clicker fraud, submitting the same or similar work in more than one course without permission from all course instructors involved, and aiding academic dishonesty. All incidents of academic misconduct will be reported to the Honor Code (honor@colorado.edu; 303-492-5550). Students who are found responsible for violating the academic integrity policy will be subject to non-academic sanctions from the Honor Code as well as academic sanctions from the faculty member. Additional information regarding the Honor Code academic integrity policy can be found on the Honor Code website.

The purpose of the Honor Code is to create an environment where students can succeed fairly and honestly. It allows academic integrity to flourish by recognizing the importance of trust, respect and responsibility.

But when students are overwhelmed with new classes or in a rush to get things done, they may intentionally or unintentionally engage in academic dishonesty due to pressure around succeeding academically. While the consequences may limit their chances of achieving academic success, there are things faculty and staff can do proactively to help ensure that students are not making these mistakes.

Here are five things faculty and staff should know to help students understand and follow the Honor Code.

1. CU ��Vlog�ƽ�� Honor Code standards may be new for some students

Every student has a different educational background. Whether they are first-year, transfer, international or domestic students, the CU ��Vlog�ƽ�� Honor Code standards may be different or stricter than their previous experiences. Encourage your students to review CU’s Honor Code and come to you if they have questions about Honor Code policies in your class.

You may also consider reminding your students about the impact of violating the Honor Code. Here are some examples that you could communicate to your class:

Recognize that CU faculty have a responsibility to report any suspected academic misconduct.
Engaging in academic misconduct can negatively affect others.
Being found responsible for violating the Honor Code can result in greater impacts than just a poor grade.

Be sure to remind students that getting support can help prevent adverse outcomes. Students can contact faculty or Student Support & Case Management when they need support.

2. Honor Code violations may be different in each class

Ensure students are informed about Honor Code violations at the beginning of the semester and before big projects or exams. Using specific examples related to your course and referencing the sections in your syllabus is helpful. While there are campus-wide academic integrity expectations, there may be standards unique to your class. Faculty should consider what cheating would look like in your class and not assume students will know your expectations.

For example, in-person versus remote classes may have different expectations. Some faculty may encourage open-book exams, while others do not allow students to bring their notes to tests. There may also be confusion over how similar answers can be if students share information and collaborate when working together on a project. With new AI technology available, it’s vital to educate students on the AI policy for your class and when they may and may not use AI for papers, projects, exams or other assignments.

Here are some additional situations during an online project or exam where you would want to give clear expectations in writing on the course syllabus:

Which resources can students use during open-book exams, including the internet or the textbook and course materials?
Is it okay to upload course material to a study site and access it during the exam?
Can students talk to a classmate over Zoom or another platform while screen sharing?
Can students use a shared Google note sheet during an exam?

3. There are various academic dishonesty consequences for students

Helping students understand the gravity of violating the Honor Code before they cheat or plagiarize can improve their chances of making honest decisions. Student Conduct & Conflict Resolution (SCCR) focuses on education instead of punishment. The goal is not to scare students but to encourage them not to engage in academic dishonesty again.

Each case is determined based on its unique factors. However, common non-academic outcomes include:

Seminars: Seminar topics include ethics, writing or time management.
CU Restorative Justice: Restorative Justice helps to address the relationship between victims, offenders and the community in a way that repairs the impacts of an incident and holds the offender accountable for their actions.
Written warning: A warning is a written statement from a resolution specialist saying that the behavior was inappropriate and that more serious conduct action will be taken if violations happen again.
Honor Code probation: Probation includes a written statement that the student’s behavior was inappropriate and gives a timeframe for the student to remain on probation. Any violation of the Honor Code or the conditions of probation during that timeframe will result in an outcome that could impact the student’s status with CU ��Vlog�ƽ��.
Honor Code Loss of Good Standing: Loss of Good Standing includes a written statement that the student’s behavior was inappropriate and gives a timeframe for when the student is not in good standing. Any violation of the Honor Code or the condition of the Loss of Good Standing during that timeframe will result in outcomes that impact the student’s status with CU ��Vlog�ƽ��. Loss of Good Standing might impact or prohibit a student from representing the university through official events, participating in Education Abroad and/or serving in a leadership position or on a university committee.
Honor Code suspension: The student must leave the university and not participate in university activities for a specified time. This outcome is noted on the student’s transcript during the suspension period, and the student must apply for readmission if they want to remain a student at the university.

4. It's best to discuss an Honor Code violation with the student

When you are aware of or suspect an Honor Code violation, speak to the student before reporting the incident. It can be challenging for a student if the first time they learn of an allegation is in an email notification from SCCR. Letting the student know beforehand also advises them to be on the lookout for communication from SCCR.

SCCR recommends clearly explaining what you think may have happened and what evidence you have to support the allegation. For example, you saw the student copying another student’s work or a student’s essay has a high Turnitin score.

Faculty and staff should ensure students have the opportunity to respond. Ask open-ended questions such as what happened, or ask them to help you understand why the essays or exams are so similar. After discussing the incident with the student, let them know how it will impact their grade, whether you will report the violation to SCCR if you still believe academic dishonesty occurred and what the student can expect next.

5. Faculty should report Honor Code violations to SCCR

Faculty are expected to submit a report to SCCR when they are aware of or suspect an Honor Code violation. SCCR will only accept these referrals within 40 days of the faculty member discovering the suspected violation. This timeframe helps protect students’ due process rights and ensure the prompt resolution of cases. If you have questions regarding the Honor Code, SCCR is a strong partner and can talk with you to better understand the situation.

Here is information to include in an Honor Code report:

Who violated the Honor Code
The behavior or action you observed or found while grading that caused you to suspect that a violation occurred
When the violation happened and when you discovered it
Which class the violation occurred in
The course syllabus
Any supporting documentation, such as the Turnitin report, Canvas access logs, similar exams or assignments, answer keys or i-clicker reports

When SCCR receives a report, the office reviews all the information submitted and sends a letter summarizing the information you provided to SCCR to the student, indicating they have been reported to the Honor Code. The letter includes a brief statement explaining the allegation and requests a time for the student to meet with a resolution specialist. This 1:1 meeting is not a trial. It’s a conversation where the student can share their perspective on the allegation.

After the resolution specialist meets with the student, the case may be brought to the Honor Code Advisory Board. If appropriate, a decision about responsibility and non-academic outcomes will be determined. SCCR will then send a letter to the student and reporting faculty member outlining the decision.

If you would like to educate your students or department further, SCCR has presentations on various topics, including what the Honor Code is, how to file an Honor Code report and common cheating and detection. SCCR can also review syllabi and give feedback.

Email SCCR to schedule a presentation that meets the specific needs of your class or team.

The purpose of the Honor Code is to create an environment in which students can succeed in a fair and honest way. But when students are overwhelmed or in a rush, they may unintentionally engage in academic dishonesty. Here are five things that can help.

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Faculty/Staff

Prepare for Fall Welcome, move-in 2025

New Student Orientation

Move-in

Parking

Fall Welcome

Volunteers needed

Off

5 tips for managing conflict with students

Proactively discuss classroom expectations

Listen to students for understanding

Reflect on your impact

Find common ground and follow up

Take advantage of available resources and training

Related Articles

5 things faculty and staff should know about the Honor Code

1. CU ��Vlog�ƽ�� Honor Code standards may be new for some students

2. Honor Code violations may be different in each class

3. There are various academic dishonesty consequences for students

4. It's best to discuss an Honor Code violation with the student

5. Faculty should report Honor Code violations to SCCR

Related Articles

Faculty/Staff

Prepare for Fall Welcome, move-in 2025

New Student Orientation

Move-in

Parking

Fall Welcome

Volunteers needed

Off

5 tips for managing conflict with students

Proactively discuss classroom expectations

Listen to students for understanding

Reflect on your impact

Find common ground and follow up

Take advantage of available resources and training

Related Articles

5 things faculty and staff should know about the Honor Code

1. CU ����Vlog�ƽ�� Honor Code standards may be new for some students

2. Honor Code violations may be different in each class

3. There are various academic dishonesty consequences for students

4. It's best to discuss an Honor Code violation with the student

5. Faculty should report Honor Code violations to SCCR

Related Articles

1. CU ��Vlog�ƽ�� Honor Code standards may be new for some students