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PASSHE CHAIRPERSON CONFERENCE May 15, 2014 By: Richard D. Miller, Esquire a nd

What Happens in the Classroom Stays in the Classroom? Not Anymore ! Legal Issues in Higher Education. PASSHE CHAIRPERSON CONFERENCE May 15, 2014 By: Richard D. Miller, Esquire a nd Paul N. Lalley, Esquire Campbell Durrant Beatty Palombo & Miller, P.C. 535 Smithfield Street, Suite 700

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PASSHE CHAIRPERSON CONFERENCE May 15, 2014 By: Richard D. Miller, Esquire a nd

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  1. What Happens in the Classroom Stays in the Classroom? Not Anymore!Legal Issues in Higher Education PASSHE CHAIRPERSON CONFERENCEMay 15, 2014 By: Richard D. Miller, Esquire and Paul N. Lalley, Esquire Campbell Durrant Beatty Palombo & Miller, P.C. 535 Smithfield Street, Suite 700 Pittsburgh, PA 15222

  2. Why Were You Elected Chairperson of Your Department? • It’s your turn • Nobody else wanted to do it • You were the compromise candidate • Everybody likes you • Nobody likes you

  3. Why Were You Elected Chairperson of Your Department? • You have demonstrated your ability to: • Take on administrative issues • Obtain a consensus among your colleagues in less than 2 years • Make unbiased decisions based upon the facts • Treat similar fact situations consistently • Uphold the best traditions of academia

  4. Department Chairperson’s Role Per the CBA • Directs activities of the Department, subject to approval of Dean/Director: • Develops departmental plans, guidelines and internal office operations • Directs department’s administrative organization • Represents academic discipline both on and off campus • Recommends personnel actions, curricular changes, course offerings, teaching assignments and department budget

  5. Department Chairperson’s Role Per the CBA • Recommendations on appointment of faculty • Performance review and evaluation of faculty • Recommendations for renewal and non-renewal • Recommendations for tenure • Recommendations for promotion

  6. Department Chairperson’s “Perceived” Role • You run the Department • Faculty members report to you • Faculty members will do what you tell them to do

  7. How Do These Two “Roles” Mesh When it Comes to What Happens in the Classroom? • Students will come to you assuming either: • You can give them the answer • You can make things right • What they tell you will be maintained confidentially • If you do not respond in the manner they want, you are covering up for your fellow faculty member.

  8. Protect Yourself: From What? • Types of claims raised by students • Types of claims raised by others • Potential liability • Of the University • Of University representatives • Know or should have known standard

  9. How Will You Find Out About Problems in the Classroom? • Faculty members • Students • Facebook • Emails • Texts • Face-to-face • Lawsuit

  10. Preparing for What is Going to Land on Your Desk • Review your University’s policies on: • Grade appeals • Social equity • Student code of conduct • Harassment and discrimination • You do not need to be an expert on the details • You do need to make sure you understand where to direct certain concerns

  11. What is Going to Land on Your Desk? • Course is too hard • Course is too easy • Course is not what I thought it would be • Professor is not responsive to questions • Professor is boring • Professor talks over our heads

  12. What is Going to Land on Your Desk? • Professor is late for class every day • Professor does not keep office hours • Professor does not keep scheduled appointments

  13. What is Going to Land on Your Desk? • Professor gave me an unfair grade • Professor gives females better grades than males • Professor asked for sex in exchange for good grade

  14. What is Going to Land on Your Desk? • Professor is demeaning • Professor acts in a discriminatory manner • Professor came to class drunk • Professor threatened student • I have a disability that the professor will not accommodate

  15. Continuum of Responses • Counsel student • Encourage student to discuss with faculty member • Discuss with faculty member • Memorialize discussion with faculty member • Refer student to appropriate department or office • Report to appropriate office or department

  16. Protecting the Rights of Students and Faculty Members • Students: • Obtaining enough information -The recalcitrant complainant -Nailing down the specifics • Confidentiality issues -What assurances can you make?

  17. Protecting the Rights of Students and Faculty Members • Faculty Members: • Due process -Notice and an opportunity to respond • Evaluation process • Article 43 process -Who decides?

  18. Wearing Two Hats • Department chairperson and fellow faculty member

  19. Questions

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