Classroom Concerns
Classroom Concerns and resources for both students and classroom instructors.
Responding to Classroom Challenges
Classroom instructors face many challenges teaching in a vibrant campus community, and it is expected that students at a university will experience a wide variety of emotions in and outside of the classroom. While many students will be attentive and engaged in classroom activities, others may be day-dreaming, bored, distracted, or pre-occupied. Many instructors have their own effective techniques for working with these students.
Students may present a greater challenge when they come to class:
- experiencing significant stress in their academic or personal lives.
- under the influence of drugs or alcohol.
- and engage in ways that are inconsistent with our classroom discourse expectations.
Frequently Asked Questions
On occasion a faculty member may recognize that a student is experiencing significant stress and this is impacting them and how they show up in the classroom setting. This can include situations where students express that this stress is happening, come to class under the influence of alcohol or other drugs, or behave differently than they previously had in class.
We ask that students handle these situations with care for the student and their learning environment. Faculty should consider referring the student to the Office of the Dean of Students in these circumstances. Our team will respond to the student and their behavior with a combination of resources and support. If the behavior is inconsistent with our Community Standards, we will also speak with the student through the Integrity Formation process.
Faculty members may encounter students who present as angry or distressed in class. This emotion might derive from differences among classmates, discussion of a controversial topic, or a disputed grade on a paper or test. This is normal for our students as they learn and grow, and we want to respond with care and clear expectations. Anger in a student is not a violation of the Student Code of Conduct nor is it necessarily a threat to classroom order. When a student's anger manifests itself into disregard for the learning community, faculty or other students, or prevents the class from continuing, the faculty member retains the same right to report that student to the Office of the Dean of Students.
Peer support is essential for minimizing social isolation and preventing distress. Peers provide a natural source of support that is important to a healthy community. Peer support includes a wide range of activities from
- simply being there and listening to a colleague
- actively planning and intervention aimed at helping the person in need
- helping to address their problem
- make a referral (campus resources, talk to a professor, submit a CARE Team referral)
- follow up or check in
You can follow these steps by utilizing the BASIC approach:
- B - Being there
- A - Awareness
- S - Shared planning
- I - Initiating the plan
- C - Continuity of prevention
- Determine if it's a personal conflict. Take a deep breath and try to figure out the basis for your frustration with this particular professor. Do they have a teaching style you just don't like? Or do they not explain the material in a way that people can understand? Knowing the difference can help you figure out how best to approach the situation. Is this class one you can deal with, knowing it's going to be boring but manageable? Or are you concerned about your ability to learn the content of the course in a meaningful, productive way?
- Know what your options are for changing classes. Sometimes, changing a class can be remarkably easy. In other situations, however, changing classes can be a challenge. It's important to look into changing classes as soon as possible, since there are add/drop deadlines to consider. Consult with your academic adviser as soon as you can and make sure you know your options. If you want to switch classes, are there openings in the class you'd like to join? What will you need to do to catch up? How will the change have an impact on your course load? And will any change have an impact on what you're able to take next semester, or when you'll graduate?
- Seek out your peers. If you're really struggling, chances are that other students are, too. Talk with other people in your class to see if a group study session will help everyone better understand the material. Additionally, either on your own or in your new study group, talk to someone at a tutoring center on campus or your academic advisor.
- Talk to your professor. While it might sound intimidating and frustrating at first, consider talking with your professor. You don't need to mention your opinions on their teaching style, but you can use the opportunity to become clearer on their expectations. What will you need to know over the next few weeks? What kinds of concepts, theories, skills, etc., does this professor consider most important? How will they be grading the major assignments or exams? How would they advise you to prepare for the midterm and final?
Student Resources
- Questions? Start with your academic advisor
- If you have a disagreement or concern around a grade from a class/professor, please check out Seattle University's grading grievance policy.
- Additional information and forms: Arts and Sciences Advising Center
Faculty and Staff Resources
- Office of the Registrar: Faculty and Staff Forms
Center for Change and Transition Services
- Asynchronous Online Training Materials
- Upcoming and past webinars
- Presentations
- Writing effective transition plans
For more information, see Center for Change and Transition Services.
Center for Faculty Development
- Class design
- Responding to classroom planning concerns
- Ongoing development opportunities for faculty
For more information, see Center for Faculty Development.