Teaching-Related Policies & Practices for Graduate Teaching Assistants

In this section, you will find policies and resources that will be helpful when assessing how to deal with privacy, disability, and access situations (e.g., safeguarding student information, supporting students with disabilities, and ensuring equitable access to learning). Below you will find a summary of each policy or resource that will help you determine what to do in various situations. You will also find direct links to the policies and resources in case you would like to read more about the topic.

Accessibility through Universal Design for Learning (UDL)

The Universal Design for Learning (UDL) Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. The UDL Guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities. To make a course more accessible to all students, regardless of their abilities, UDL guidelines suggest you can provide information in various formats (i.e., text, audio, video), allow students to demonstrate their knowledge and skills using different methods (i.e., written essays, oral presentations, or multimedia projects), foster an inclusive and supportive classroom culture, utilize technology and assistive tools to enhance accessibility, and regularly seek feedback from students about their learning experiences, including accessibility. Read more about the Universal Design for Learning Guidelines on the CAST website.

Family Educational Rights and Privacy Act (FERPA)

The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a federal law that protects the privacy of student education records. FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when they reach the age of 18 or attends a school beyond the high school level. This privacy act outlines that protected education records include academic progress and grade reports, financial information, dorm life, student activities, and any disciplinary actions. These are all considered private and cannot be shared with anyone except for the student without the student’s written and signed consent. Read more about the FERPA protections on the U.S. Department of Education website.

General Privacy Policy

The General Privacy Policy was created to set forth requirements regarding information entrusted to the university by the public and members of the KU community. Private data, including but not limited to student records, grades, and personally identifiable information, is considered highly sensitive and is protected under the policy. Employees must report privacy breaches immediately. Any violation such as unauthorized access to private information, should be reported to the Information Services Customer Service Center promptly. Read more about the General Privacy Policy in the KU policy library.

Learning Management System (LMS) Policy

The Learning Management System Policy provides decision-making guidance for the use of learning management systems (LMS) licensed by the University of Kansas. Instructors are strongly encouraged to post student grades only in the secure LMS gradebook. Grades should not be posted so that students may see scores belonging to anyone but themselves. Read more about the LMS Policy in the KU policy library.

Student Access and Accommodation Process

The Student Access Center (SAC) facilitates appropriate academic accommodations and auxiliary aids and services that are necessary to afford an individual with a disability an equal opportunity to participate in the University’s programs and activities. Every qualified student with a disability at the University of Kansas has the right to equal access, reasonable accommodations, and confidentiality regarding their disability information. This includes the right to choose with whom to disclose their disability to, maintaining privacy, and receiving information in accessible formats. Students are responsible for identifying as individuals with disabilities, requesting accommodations through the Student Access Center (SAC) in a timely manner, providing necessary documentation, and following outlined procedures. It is the instructor’s responsibility to discuss the implementation of accommodations with each student, assist in locating a note-taker, if necessary, comply with SAC policies if using the SAC Testing Center, consult with SAC professional staff as needed, and ensure timely collaboration with students to address concerns and implement approved accommodations. Read more about students’ rights and responsibilities and implementing academic accommodations on the Student Access Center’s website.

Student Records Policy

The Student Records Policy, in accordance with federal regulations like FERPA, places a strong emphasis on safeguarding students' private information. When confronted with situations involving the disclosure of personally identifiable information, such as email addresses, the policy highlights the necessity of obtaining explicit consent. If the student has chosen to withhold their email address from the public directory, it implies a desire for privacy, and any disclosure without the student's consent could violate University policies and compromise the student's privacy. Read more about the Student Records Policy in the KU policy library.

In this section, you will find policies and resources that will be helpful when assessing how to deal with consenting relationships, sexual harassment, and your role as a mandatory reporter. Below you will find a summary of each policy or resource that will help you determine what to do in various situations related to these topics you may encounter as an instructor. You will also find direct links to the policies and resources in case you would like to read more about the topic.

Consenting Relationships Policy

The Consenting Relationships Policy was created to address situations in which two persons have an apparently voluntary romantic or sexual relationship, but where a power differential exists because of their roles within the university, e.g., faculty/student or supervisor/employee. Such relationships are discouraged due to potential biases, negative consequences, and the impact on the academic or work environment. The policy applies to all faculty, staff, and students on the Lawrence campus and stresses the need to avoid conflicts of interest, especially in evaluative roles. The consequences for violating this policy include disciplinary actions, up to and including dismissal. If a current or past romantic partner finds themselves in a situation where a power differential exists because of their roles within the university, it is advised to ensure a third party oversees all evaluations. Seeking guidance from university resources and discussing the situation with relevant parties is crucial to navigate the situation ethically. Read more about the Consenting Relationships Policy in the KU policy library.

Mandatory Reporting Policy and Resources for Supporting Individuals that Report Harassment, Discrimination, or Sexual & Intimate Partner Violence

The vast majority of employees (including GTAs) at the University of Kansas are mandatory reporters. The Mandatory Reporting Policy was created to describe the obligation and process for reporting complaints of discrimination based on race (including racial harassment), color, ethnicity, religion, sex (including pregnancy, sexual harassment, and sexual violence), national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression, and genetic information. If anyone discloses experiencing discrimination or sexual harassment to an instructor, it is the instructor’s responsibility to submit a report to the Office of Civil Rights and Title IX through the online form for mandatory reporters. The individual will then be contacted by the office and can decide how to proceed with the complaint. Read more about the Mandatory Reporting Policy in the KU policy library.

You can also read more about the complaint process on the Office of Civil Rights & Title IX website, https://civilrights.ku.edu/complaint-process-overview. Here is a simplified visual representation of the sexual harassment resolution process and the discrimination complaint resolution process. 

In the meantime, you will likely want to do what you can to support the person. The individual trusted you and came to you for a reason, know the resources on and off-campus and connect them to the resources they want.

Sexual Harassment Policy

This policy outlines the University of Kansas's prohibition of sexual harassment, which includes sexual assault, domestic violence, dating violence, and stalking. Sexual harassment includes unwelcome romantic or sexual relationship efforts, commentary about an individual's body, threats, indecent exposure, physical touching, and unwelcome jokes or teasing based on sex stereotypes. Read more about the Sexual Harassment Policy in the KU policy library.

In this section, you will find policies and resources that will be helpful when assessing how to deal with the professional expectations (e.g., anticipated, and unanticipated class absences, campus emergencies, evacuation of buildings during exams, presence of weapons on campus, and inclusive teaching practices) associated with your GTAship. Below you will find a summary of each policy or resource that will help you determine what to do in various situations related to these topics you may encounter as an instructor. You will also find direct links to the policies and resources in case you would like to read more about the topic.

Care Referral

If you are concerned about a student that may be experiencing undue stress or has needs beyond what a simple referral to another campus office can address, you can submit a care referral using this online form. Some specific warning signs to look out for are behavioral changes, academic decline, social withdrawal, attendance issues, expressions of emotional distress, and anger or hostility. For more information about specific warning signs to consider and what you can do check out this page on Student Conduct Review Team resources.

Concealed Carry Policy and Information

The Kansas Personal and Family Protection Act allows the carrying of concealed handguns into most state buildings including campus buildings. KU’s weapons policy respects state law while addressing safety concerns, and providing information for secure possession, reporting violations and handling emergency situations. In a classroom setting where students must leave backpacks unattended (e.g., labs, tests, workshops, field trips), instructors must inform students to take the necessary steps to be able to be separated from their backpacks. Here is suggested syllabus language that can help address concerns instructors may have about types of courses and course activities and how they intersect with the state’s concealed carry law and KU weapons policy. If someone appears to unknowingly violate the policy, and the situation does not appear to be an emergency, contact KU Public Safety Office. Check out this what to do when page for more information about what you can do in specific situations in a way that aligns with the policy. Lastly, the Center for Teaching Excellence put together a list of frequently asked questions and their answers based on discussions with faculty.

Final Examination Policy

The purpose of the final exam policy is to describe the policies and procedures for the evacuation of university buildings and for the administration of examinations that are disrupted by evacuations. According to policy, if an evacuation takes place just before or while a final exam is in progress, the instructor will receive information from a public safety officer on an alternative location. Therefore, the final exam will proceed, but the location may change due to the evacuation, and students are advised to follow instructions for the continuation of the exam in a safe environment. Read more about the Final Exam Evacuation Policy in the KU policy library.

Inclement Weather Policies and Procedures

The purpose of Inclement Weather Policy is to describe several policies and procedures (personnel, class cancellation, campus closing, etc.) that may be implemented when the region experiences inclement weather. As a student, you will be automatically subscribed to emergency text messages and will receive a text alert when the campus is closed due to inclement weather. You can check that the cell phone number in your personal details of Enroll and Pay is correct in order to receive these alerts.

Inclusive Teaching Practices (general)

Instructors play an important role in creating a supportive and inclusive learning climate. Promoting success for all learners requires us to reflect on our own practices and engage in deliberate, intentional efforts to model and promote an equitable teaching and learning environment. To support students from diverse backgrounds instructors can adopt inclusive teaching methods that enhance engagement and learning for all. Strategies such as cooperative small group learning, problem-based learning, and increased course structure, along with peer-led supplemental discussions or workshops, have proven effective, especially for underrepresented student groups. These approaches foster a sense of community, reduce academic isolation, and promote social support. Additionally, presenting students with open-ended problems and transparent grading through rubrics can enhance inclusivity. Check out this page on creating inclusivity on CTE’s webpage for more information about strategies you can use to support learning for all your students.

Inclusive Teaching Practices for Queer and Trans Students

Create a welcoming classroom by using gender-inclusive language and affirming preferred names and pronouns. On the first day, avoid reading out first names during roll call to prevent deadnaming. Instead, use alternatives like displaying name tents, calling last names, or having students introduce themselves. Model inclusivity by sharing your pronouns and provide opportunities for students to do the same through various methods. Emphasize the optional nature of sharing, allowing updates at any time. In case of misgendering, correct briefly, apologize, and seek guidance from the student. Eliminate gender-binary language from syllabi, practice correct pronouns, and include statements reinforcing LGBTQ+ equality to create a safe and respectful environment. Explore the Center for Sexuality and Gender Diversity for additional tips, a pronoun guide, and syllabus language examples.

Memorandum of Agreement between the University of Kansas and GTAC (Graduate Teaching Assistant Coalition)

GTA appointments are governed by the Memorandum of Agreement (MOA) between the University of Kansas, Lawrence, the Kansas Board of Regents, and the American Federation of Teachers (AFT), Kansas. Article 5, Section 7, of the MOA outlines GTAs performance of duties as instructors and provides guidance for what to do in case of absence due to illness or foreseen circumstance. In the case of needing time off for personal reasons, the GTA must submit a request for approval to the department in advance, providing a written explanation. For illness or emergency situations, the GTA must also provide a written explanation to the supervisor so that arrangements can be made for the class to be covered. You can also find information about the rights and benefits of graduate teaching assistants, including compensation, tuition waivers, access to resources, professional development, and grievance procedures in the MOA.

Workplace Violence Policy

The purpose of the workplace violence policy is to outline the University of Kansas’ commitment to providing employees, students, and visitors a safe and secure environment that is free from threats and violence and to prevent, deter, and respond appropriately to acts of violence. Personal harassment, abusive behavior, and violence are strictly prohibited, and individuals engaging in such acts on university property may be removed pending investigation. In response to a potential threat involving a specific student’s behavior the policy suggests contacting the Student Conduct Review Team at 785-864-4060 between the hours out 8 am and 5 pm and the KU Police Department at 785-864-5900 before 8am or after 5 pm. Read more about the Workplace Violence Policy in the KU policy library.

In this section, you will find policies and resources that will be helpful when dealing with situations of academic integrity (cheating, plagiarism, disruptive class behavior, and other academic and research misconduct) as a new GTA at KU. Below you will find a summary of each policy or resource that will help you determine what to do in various situations related to these topics you may encounter as an instructor. You will also find direct links to the policies and resources in case you would like to read more about the topic.

Academic Misconduct

Article II, Section 7 of the University Senate Rules and Regulations Policy outlines what constitutes academic misconduct (by a student and by an instructor) and the possible sanctions and processes associated with academic misconduct. Examples of academic misconduct include disruptive behavior, threatening others, unauthorized aid, misrepresentation, and plagiarism. Severity of sanctions depends on the nature and repetition of the misconduct, range from admonition to expulsion, and include reduction of grade for specific work, reduction of grade for the course, and suspension from a specific course. The use of a laptop for non-educational purposes, such as watching movies, can be considered academic misconduct if it disrupts others, justifying actions like removal from the classroom. Selling and distributing one's own papers online, even after submission, constitutes academic misconduct. Catching a student cheating during an exam warrants sanctions such as reduction of grade or expulsion, and addressing citation errors due to inadequate preparation should involve appropriate guidance and educational measures. Choosing not to report academic misconduct and allowing a student to drop a course without due process can lead to later complications and complaints, emphasizing the importance of following university procedures by documenting and reporting incidents appropriately.

Adapting Your Course to Artificial Intelligence

CTE has compiled resources on adapting courses to the artificial intelligence era, focusing on the use of generative AI tools like ChatGPT in teaching. The resource advocates strategies for promoting academic integrity, discouraging over-reliance on external aids, and enhancing student engagement. Recommendations include 1. Having frank discussions with students about AI emphasizing the importance of learning and explaining why completing assignments on their own is crucial for their development. 2. Explaining the limitations of AI tools like ChatGPT which may not provide accurate or nuanced information. 3. Designing assignments that require synthesis, student voice and opinions, and deeper understanding. 4. Creating scaffolded assignments that involve multiple steps and opportunities for feedback and revision. 5. Enhancing classroom activities by creating in-class activities that provide opportunities for students to actively practice and demonstrate their skills. 6. Incorporating reflective activities where students can discuss their use of external aids and their impact on learning.

Careful Use of Plagiarism Checkers

CTE and the Writing Center offer guidance for instructors using plagiarism checkers like Turnitin, emphasizing the need to treat results as informative, not definitive judgments. Instructors should engage in discussions with students about flagged content, avoid strict cutoffs, and adopt graduated actions based on percentages. Adjusting settings, excluding bibliographies, and considering consecutive words checked are crucial. Instructors should educate students on disciplinary conventions, citation expectations, and the distinction between similarities and plagiarism. Effective assignment design, including scaffolding and offering choices, can deter plagiarism and enhance learning. Recognizing reasons for plagiarism, such as ignorance and pressure, instructors should address these issues to prevent academic dishonesty. When facing a high similarity score, instructors should analyze flagged content, discuss concerns with students, and implement interventions, fostering a supportive learning environment.

Incorporating References

The Writing Center offers guidance to help you and your students understand what plagiarism is and how to avoid it. When incorporating references, use paraphrasing, summarizing, or direct quotations, attributing credit as needed. Employ the "quote sandwich" method for effective integration and analysis of quotes. The choice between quoting and paraphrasing depends on content relevance. Cite all borrowed material to prevent plagiarism, following specific in-text citation formats like MLA or APA. Common knowledge doesn't require citation, but when in doubt, cite. In the context of a lecture discussing content using direct sentences from a book on a PowerPoint slide, it's crucial to cite the source to maintain academic integrity and avoid plagiarism.

Records Retention Schedule 

The records retention schedule policy states how long units should retain student and course records. Grade books used by instructors to record class participation, attendance, homework, grades, test grades, and other items concerning students in classes should be retained for 2 calendar years after grades assigned, then destroyed in a secured manner. Student coursework like student quizzes, tests, exams, papers, homework, and projects if not returned to student, should be retained for 1 calendar year after grades assigned, then destroyed in a secured manner. Read more about the Records Retention Schedule Policy in the KU policy library.

Research Misconduct

Research misconduct is defined as fabrication, falsification, or plagiarism in proposing, performing, or reviewing research, or in reporting research results. Fabrication involves making up data or results and recording or reporting them. Falsification includes manipulating research materials, equipment, or processes, or changing or omitting data or results such that the research is not accurately represented in the research record. Plagiarism is the appropriation of another person’s ideas, processes, results, or words without giving appropriate credit. It's important to note that research misconduct does not include honest error or differences of opinion. If you discover evidence of research misconduct, the most appropriate person to contact would be the Research Integrity Officer (RIO) as outlined in article IX, section 9 of the University Senate Rules and Regulations Policy.