What is disruptive?

"Disruption," as applied to the academic setting, means behavior that a reasonable faculty member would view as interfering with normal academic functions. Examples include, but are not limited to:听

  • Persistently speaking without being recognized or interrupting other speakers
  • Behavior that distracts the class from the subject matter or discussion
  • In extreme cases, physical threats, harassing behavior or personal insults, or refusal to comply with faculty direction (see the )

Civil expression of disagreement with the course instructor, during times when the instructor permits discussion, is not in itself disruptive behavior and is not prohibited.

Some disruptive students may have emotional or mental health struggles. Although such students may be considered as having a disability and are protected under the Rehabilitation Act/ADA, they are held to the same standards of conduct as any student.

According to the university , prohibited student conduct includes:

  • Materially and substantially interfering with, obstructing, or disrupting normal university activities such as teaching, research, or meetings.
  • Failing to comply with the direction of university staff who are performing their duties.

Strategies for handling classroom disruptions

Managing classroom behavior can be challenging. Online resources are available and听听can听talk through problems that arise.

The Center for Teaching and Learning offers听a range of excellent resources including consultations and workshops. The Office of Institutional Equity and Compliance (OIEC) 蹿补肠颈濒颈迟补迟别蝉听蝉办颈濒濒蝉-产补蝉别诲听飞辞谤办蝉丑辞辫蝉听and provides this听Guide for Establishing Course Expectations and Managing Classroom Dynamics听to support effective classroom management.鈥�

What happens when you report?

When a faculty member contacts听听regarding a classroom disruption, their staff determines if a policy violation occurred (common violations might include preventing the class from occurring or disrupting the ability of the faculty to proceed with class, direct or indirect threats, and听abusive conduct).

If the disruption is not an immediate policy violation, the SCCR advises that the faculty provide feedback about the student鈥檚 behavior, re-assert expectations around classroom discussion, participation, or email communication, deduct participation points, or ask the student to leave class. SCCR can also do an informal outreach to the student to offer the opportunity to discuss the incident and their faculty member鈥檚 expectations.

Should the behavior continue after the faculty member has documented that they addressed it, the SCCR can begin a formal conduct process because the student may be charged with violating policy by not complying with directions from a university official.