Page 227 - Faculty Handbook2

Basic HTML Version

Traumatic Experiences
mental health issues. While mental health issues do not
negate or excuse the seriousness of an academic integrity
violation, it is important to provide support to at-risk
students during the academic integrity hearing process. In
many cases, the infraction may be straightforward and the
student’s response appropriate. In cases where the faculty
member has a more serious concern—due to the nature of
the offense or concerns about the particular student
involved—the faculty member/instructor is advised to take
note and consult with his/her academic advising office.
Examples of such cases would include:
The instructor believes the student’s behavior exhibits
signs of underlying mental health difficulties, such as
verbal incoherence, mood instability, loss of affect,
uncontrollable weeping, severe withdrawal from classes
and relationships, or otherwise bizarre behavior.
The student is believed to be at risk to him/herself or to
others in response to the news of the violation or news
from the committee about the grade or class where the
infraction occurred.
The instructor feels instinctively that there MAY be
serious underlying issues that the student is not able or
willing to express. This often has been the case with
students who do not give a sense to the faculty member
that they understand the gravity of the violation or do
not seem able in any way to articulate any response to
the situation.