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Dealing With Disruptive and Emotional College Students: A Systems Model
Abstract
Proposes a systemic model for handling disruptive behaviors among college students. The model, in which college counselors have a leading role, uses faculty liaisons, a faculty and staff handbook, faculty and staff training, and policy development to address the problem. (Contains 22 references.) (Author/GCP)
... 11 In order to fight such behaviors, a systematic model should be defined. 12 Educators should use their clinical and educational experiences as well as defining a strategy to repel incivility. Various strategies have been suggested to deal with student incivility. ...
... Kuhlenschmidt et al., Clark et al., and Hernandez et al., studies have proposed some strategies. 1,5,12 Kuhlenschmidth has suggested problem-solving strategies as an effective approach to deal with difficult behaviors. 1 Clark recommended social health approach as a violence-preventing model to manage such uncivil behaviors. Using roleplaying, active learning strategy, getting help from educational services, holding various conferences between students and educators, and promoting civil behaviors are other approaches suggested by Clark. ...
... One approach suggested by nearly all educators was the unification of educators regarding their management of incivility which is similar to approaches recommended by Hernandez who argued that the unity between educators, providing a rulebook for educators and employees, and planning an educational program for educators and employees are some measures that are very effective in managing difficult behaviors. 12 One of the main responsibilities of educators is efficient teaching and those who have good skills in presenting their lessons and engaging students, can have a considerable success in dealing with incivility. ...
Introduction:
Students' incivility is an impolite and disturbing behavior in education and if ignored could lead to behavioral complexities and eventually violence and aggression in classrooms. This study aimed to reveal the experiences of Iranian educators regarding the management of such behaviors.
Methods:
In this qualitative study, qualitative content analysis method was used to evaluate the experiences and perceptions of nursing educators and students. A total of 22 persons (14 educators and 8 students) were selected through purposive sampling and individually interviewed.
Results:
Categories of unification of educators regarding behavioral management, teaching-learning strategy, friendship strategy and training through role playing, authority, appropriative decision-making and freedom, stronger relationships between students, reflection, and interactive educational environment were some strategies used by teachers for management of incivility.
Conclusion:
Educators suggested some strategies which could be used depending on uniqueness of behaviors and given situation. Educators and managers of medical fields can use these approaches in their classrooms to control uncivil behaviors.
... Regardless of the type of student incivility, teachers often feel frustrated, distressed, and even fearful in their own classrooms (Barbetta, Norona & Bicard, 2005;Ennis, 1996;Hernandez & Fister, 2001;Meyers, 2003;Seidman, 2005;Young, 2003). An instructor may even reach the point of dreading teaching a class. ...
... Although college students misbehavior is not a new notion and a plethora of researches about this topic have been conducted (Barbetta, Norona & Bicard 2005;Seidman, 2005;Meyers, 2003;Young, 2003;Hernandez & Fister, 2001), there is a growing belief among both teachers and administrators that the number of students' incivilities is increasing in colleges (Feldman, 2001;Harris, 1996;Morrissette, 2001;Richardson, 1999;Boice, 1996). Teachers have reported of students assaulting them, stalking them, challenging them to fights, and sending hateful e-mails (Hernandez & Fister, 2001). ...
... Although college students misbehavior is not a new notion and a plethora of researches about this topic have been conducted (Barbetta, Norona & Bicard 2005;Seidman, 2005;Meyers, 2003;Young, 2003;Hernandez & Fister, 2001), there is a growing belief among both teachers and administrators that the number of students' incivilities is increasing in colleges (Feldman, 2001;Harris, 1996;Morrissette, 2001;Richardson, 1999;Boice, 1996). Teachers have reported of students assaulting them, stalking them, challenging them to fights, and sending hateful e-mails (Hernandez & Fister, 2001). These extreme examples clearly indicate a power struggle between students and instructors. ...
This article aims at investigating the relationship between English instructors' approaches to teaching and student incivilities in their classrooms. Previous studies revealed that student incivility could be influenced by variables such as class size, subject matter, and academic achievement. In this study, 137 English instructors filled in two sets of questionnaires, one probing into the instructors' approaches to teaching and the other asking for student incivility. The results indicated that the facilitative teachers reported to have encountered fewer students' incivilities in classrooms. The importance of this finding is that an instructor's belief in a certain instructional school of thought can deeply influence his or her conception of students' incivilities in a way that he or she does not even notice these incivilities in the classroom.
... Evidence of increasing incidents of incivilities and in some cases outright violence are well-documented in educational settings ranging from K-12 (Hansen, 1991;Kaufman & Burbach, 1998;Stewart, 1998;Thernstrom, 1999) through undergraduate levels (Benton, 2007;Boice, 1996;Clayton, 2000;Gonzalez & Lopez, 2001;Hernández & Fister, 2001), and including the professional public sector workplace (Chenier, 1998;Johnson & Indvik, 2001;Vickers, 2006). Within graduate programs it is unclear whether incivility is a problem that is trickling up from the K-16 ranks to be encountered with increasing regularity, or whether it will continue to be limited to isolated incidents. ...
... To the extent that racism or sexism are contributing factors, women and minority faculty may be disproportionately targeted (Alexander-Snow, 2004). Adjunct, non-tenured faculty, and others who are perceived as vulnerable or as lacking institutional support to take substantial action against a student also are likely to be targets of incivilities (Hernández & Fister, 2001;Feldmann, 2001;Williams, 2007). Some scholars have attributed the growing problem of student incivility to a concept broadly labeled as the "entitlement society." ...
... Some scholars have attributed the growing problem of student incivility to a concept broadly labeled as the "entitlement society." As applied to education, the entitlement society refers to a cohort of students who have the attitude that, because they have paid tuition to enroll in their courses, they are automatically entitled to good grades and college degrees (Hansen, 1991;Hernández & Fister, 2001;Kilmer, 1998;Stewart, 1998). These students think they should not have to engage in rigorous work, attend class or turn in assignments when required, nor should they be required to behave appropriately in class (Hansen, 1991). ...
Almost all faculty, even those in graduate public affairs programs, will at some time encounter incivility in the classroom. How we respond sends an important message about how we as individuals, programs, and a profession value civility. Master's of Public Administration and Master's of Public Policy programs have a particular responsibility to graduate individuals who not only have substantive expertise but also meet the highest standards of civility. In this essay, we present a series of recommendations for how individuals, programs, and institutions might respond to incivility. While not all of these recommendations will be appropriate for all programs, and some may be perceived as more troubling than the problem they are intended to address, we hope that they will to serve as the starting point in stimulating discussion of this issue within programs and across the profession.
... Incidents may be as trifling as students eating noisily in class or as severe as students verbally and physically assaulting faculty members (Hernandez & Fister, 2001). Regardless, such incidents have had an intense effect Q3 on student learning and teacher effectiveness (Hirschy & Braxton, 2004). ...
... Conceptual Underpinning I ncidents of classroom incivility may be increasing in frequency and severity on the modern campus, but no clear theory or theories exist to explain why such incidents are occurring Hernandez & Fister, 2001). Thus, the authors identified three constructs from the literature to guide and instruct this study: Choice Theory, immediacy, and policy analysis. ...
... These values play out on the classroom stage every day. What is valued by the instructor (the dissemination of knowledge, etc.) may not be shared by his or her students (Hernandez & Fister, 2001). Furthermore, Glasser proposed that all human beings have five basic needs that they attempt to meet with their behavior: belonging, power, freedom, fun, and survival. ...
This investigation examined perceptions of undergraduate students and faculty of incidents of classroom incivility; of the perceived effectiveness of faculty in circumventing classroom incivility; and of the effectiveness of polices addressing incivility. Findings revealed there is a statistically significant difference between faculty and student perceptions of the type and frequency of incidents of classroom incivility. Findings also revealed a difference between faculty and students as to whether a teacher’s interpersonal/pedagogical skill could affect classroom incivility. Implications include a dialogue between faculty and students regarding classroom incivility, a refinement of pedagogy/ interpersonal skills for the professorate, and development of policies.
... Disruptive conducts refer to a set of inappropriate behaviours in pupils that prevent learning and interpersonal relations (Muñoz, Carreras, & Braza, 2004). These behaviours are characterized by their emotional nature (Hernandez & Fister, 2001) and involve a certain amount of rebelliousness, challenge and lack of respect towards other individuals (Extremera & Fern andez-Berrocal, 2004;Hernandez & Fister, 2001). In most cases they are involuntary and respond to pupils' marked impulsiveness and inability to control themselves (Esturg o-Deu & Sala-Roca, 2005). ...
... Disruptive conducts refer to a set of inappropriate behaviours in pupils that prevent learning and interpersonal relations (Muñoz, Carreras, & Braza, 2004). These behaviours are characterized by their emotional nature (Hernandez & Fister, 2001) and involve a certain amount of rebelliousness, challenge and lack of respect towards other individuals (Extremera & Fern andez-Berrocal, 2004;Hernandez & Fister, 2001). In most cases they are involuntary and respond to pupils' marked impulsiveness and inability to control themselves (Esturg o-Deu & Sala-Roca, 2005). ...
... This list of disruptive conducts has been drawn up after reviewing scientific literature (Erford, 1998;Fernandez, 2001;Harrisson, 1986;Hernandez & Fister, 2001;Nelson, 1996). ...
This study analyses the relation between disruptive behaviours and the emotional abilities of children in primary education. To do this, disruptive behaviour and emotional abilities were evaluated in 1422 pupils aged between 6 and 12 years of age at 11 education centres using EQIjv. No relation was found between disruptive behaviours and age, but one was found for sex and emotional abilities. Boys presented more disruptive behaviours than girls. However, there was a significant relation between disruptive behaviours and the general index of emotional intelligence. The most related abilities were stress management and interpersonal relations. Implications of these results are discussed.
... Evidence of increasing incidents of incivilities and in some cases outright violence are well documented in educational settings ranging from K-12 (Hansen, 1991;Kaufman & Burbach, 1998;Stewart, 1998;Thernstrom, 1999) through undergraduate levels (Benton, 2007;Boice, 1996;Clayton, 2000;Gonzalez & Lopez, 2001;Hernández & Fister, 2001) and in the professional public sector workplace (Chenier, 1998;Johnson & Indvik, 2001;Vickers, 2006). Education professionals are becoming increasingly aware that the growing sense of entitlement in young people corresponds with a decrease in respect and formality and an increase in incivility and outright hostility toward authority figures in grade schools, high schools, and now in colleges and universities. ...
... The increasing incidence of classroom incivility in our colleges and universities is beginning to seriously interrupt instruction and impede learning (Feldmann, 2001;Hernández & Fister, 2001;Hirschy & Braxton, 2004). Classroom incivility includes any behavior or action that "interferes with a harmonious and cooperative learning atmosphere in the classroom" (Feldmann, 2001: 137). ...
... There are obvious dangers when students engage in behaviors that are outside of cultural and institutional norms. Rude, disrespectful and disruptive students lead to the demoralization of instructors and other students, as well as the degradation of educational programs and institutions (Carter & Punyanunt-Carter, 2006;Hernández & Fister, 2001;Hirschy & Braxton, 2004;Tiberius & Flak, 1999). If left unchecked, classroom incivilities have the distinct possibility of escalating into violent and tragic events on the scale of those that took place at Columbine High School and Virginia Tech. ...
Increasing incidents of incivilities and in some cases outright violence are well documented in K-12 through undergraduate educational setting as well as in the workplace across all sectors, yet the academic and professional literature that reflects and informs public affairs education is striking in its omission of how incivilities necessarily impact our teaching and program administration. In this paper, the authors trace the growing problem of student incivilities, identify contributing factors linked to the entitlement society, and make the case for a more proactive and comprehensive response. They present suggestions for MPA faculty and administrators to use within and outside the classroom to ensure that a safe and constructive learning environment is maintained for students and faculty. The authors work from two underlying assumptions: (1) that professional public affairs programs have a special obligation to graduate individuals who not only have substantive expertise but also meet the highest standards of civility, and (2) that we cannot and should not wait for minor incivilities to escalate to explicit threats of or acts of violence within any individual program or graduate public affairs programs generally. They present a call to action and warn of the potential for long term negative consequences if we ignore the signs of this impending storm. They introduce the concept of "civility efficiency" and challenge programs to take the lead in promoting this concept.
... Both recent and current college students arrived on campus with this suspicion and mistrust of authority well ingrained (Oblinger, 2003). This mistrust has manifested itself into what some academics view as a rise of classroom incivility unseen before on American college and university campuses (Hernandez & Fister, 2001;Meyers, 2003;Seidman, 2005;Young, 2003). Examples ranged from the trivial (eating noisily, arriving to class late, leaving class early, sleeping in class, cell phones ringing in class, etc.) to the more alarming (students openly defying a professor, challenging instructors to fistfights, stalking professors, and verbally and physically attacking instructors Feldman, 2001;Hernandez & Fister;Meyers, 2003;Seidman, 2005). ...
... This mistrust has manifested itself into what some academics view as a rise of classroom incivility unseen before on American college and university campuses (Hernandez & Fister, 2001;Meyers, 2003;Seidman, 2005;Young, 2003). Examples ranged from the trivial (eating noisily, arriving to class late, leaving class early, sleeping in class, cell phones ringing in class, etc.) to the more alarming (students openly defying a professor, challenging instructors to fistfights, stalking professors, and verbally and physically attacking instructors Feldman, 2001;Hernandez & Fister;Meyers, 2003;Seidman, 2005). Indeed, some academics have adopted popular jargon and referred to these students as "classroom terrorists" Schneider, 1998;Feldman, 2001). ...
... What is valued by the instructor (the dissemination of knowledge, etc.) may not be shared by his or her students (Hernandez & Fister, 2001). Furthermore, Glasser proposed that all human beings have five basic needs that they attempt to meet with their behavior: belonging, power, freedom, fun, and survival. ...
... Common strategies for managing student incivility center on prevention and remediation. Hernandez and Fister (2001) recommended unity among educators and providing a rulebook of policies. In theory, these policies serve to communicate expectations and ramifications for noncompliance. ...
... One participant mentioned the best way to manage and prevent uncivil behaviors is to have "clearly defined policies in the student handbook" and to "follow and enforce those policies" for every occurrence. This finding was parallel with Hernandez and Fister's (2001) recommendation for a rulebook of policies. Multiple participants also suggested that it is important for everyone, including program directors, clinical coordinators, clinical instructors, and staff technologists or therapists, to be consistent with adhering to and enforcing all clinical policies. ...
The purpose of this study was to investigate the effectiveness of video-based learning as a tool to deliver education that improves the performance of medical imaging students in the clinical setting. A review of the literature was conducted to determine current educational tools used in clinical education. Pieces of evidence were taken from previous studies on the effectiveness of video used in the learning process. This review includes comparisons between previous studies to explore the efficacy of video technology in the education of students. Video-based learning is an effective tool that should be used to improve the students’ clinical setting skills.
... Researchers often put forward solutions for managing incivility, including problem-solving strategies, 20 violence prevention models 21 and counselling plus faculty-staff rapport. 9 As the context of some studies conducted so far has been in Western countries, the researchers decided to investigate the issue in the Middle East and to develop deeper explanations for incivility management in these contexts. ...
... Teachers usually avoid discussing these problems with other colleagues, neither about their feelings nor experiences. 9 This could be attributed to their own sense of disqualification, lack of responsibility and shame. Moreover, in cases with an embarrassing experience, the organisational managers may be blamed for showing lenience in managing students' incivility. ...
Method
In-depth semi-structured interviews were conducted using theoretical and purposive sampling. Constant comparative analysis was used for data analysis.
Results
The results include four main categories; (1) deterioration of learning; (2) dominant individual and organisational culture; (3) guided democracy; and (4) movement toward professionalism. Guided democracy is recognised as the main basic psychosocial process for incivility management.
Conclusions
Incivility management is pursued to help learners develop professional performance. As indicated by the results of the present study, guided democracy is an effective strategy for incivility management in nursing education.
... In the present study, we explore how student-instructor multiple role relationships influence a 210 similar type of behavior. We focus on student incivility, which we define as behavior that disrupts or discourages classroom well-being, teaching, or learning and/or places unreasonable demands on or disrespects instructors or other students (Bjorklund & Rehling, 2010Boice, 1996;Caboni, Hirschy, & Best, 2004;Feldmann, 2001;Hernández & Fister, 2001;Hirschy & Braxton, 2004). 215 One of the major drivers of this research was the noted prevalence of poor student classroom conduct. ...
... 215 One of the major drivers of this research was the noted prevalence of poor student classroom conduct. On a daily basis, students come late to class; eat, sleep, and talk to friends during class; and argue with the instructor and other students (Amada, 1999;Hernández & Fister, 2001). Boice (1996) suggested that incidents of classroom incivility are more "common than uncommon" (p. ...
Professors are increasingly encouraged to adopt multiple role relationships with their students. Regardless of professor intent, these relationships carry risks. Left unexamined is whether student-faculty social multiple relationships impact student in-class behaviors. Provocatively, our exploratory study provides empirical support suggesting that when undergraduate students perceive their professors engage in the multiple faculty-student relationships of friendships, drinking (alcohol) relationships, and sexual partnerships, students report they are more likely to engage in uncivil behaviors in the professor’s classroom. Accordingly, our study provides a backdrop against which to think more substantively about the professorial role and the boundaries that accompany it.
... In the present study, we explore how student-instructor multiple role relationships influence a similar type of behavior. We focus on student incivility, which we define as behavior that disrupts or discourages classroom well-being, teaching, or learning and/or places unreasonable demands on or disrespects instructors or other students (Bjorklund & Rehling, 2010Boice, 1996;Caboni, Hirschy, & Best, 2004;Feldmann, 2001;Hernández & Fister, 2001;Hirschy & Braxton, 2004). ...
... One of the major drivers of this research was the noted prevalence of poor student classroom conduct. On a daily basis, students come late to class; eat, sleep, and talk to friends during class; and argue with the instructor and other students (Amada, 1999;Hernández & Fister, 2001). Boice (1996) suggested that incidents of classroom incivility are more "common than uncommon" (p. ...
For a host of reasons, professors are increasingly adopting dual role relationships with their students. The forces behind these dual relationships include altruistic, selfish, and, even, prurient motives. Regardless of the intention, these relationships carry risks. In fact, these relationships may work against the growing sentiment that professors engage in a calling, as opposed to a job, and should positively influence, develop, and role model professional and ethical behavior to their students. Dual relationships are unique in that they include audiences beyond the academic. At its extreme, dual relationships that are sexual in nature capture the salacious imagination of media and entertainment stakeholders. Left unexplored, however, is whether the adoption of dual roles by professors impacts student behaviors. Our study aligns closely with the global conference theme of “Opening Governance,” which at its core, involves mitigating risks. Provocatively, we find considerable empirical support that when professors engage in a variety of dual relationships to include friends, drinking (alcohol) relationships, and sexual partners, students are more likely to engage in a host of antisocial behaviors within the classroom. Accordingly, our study informs both theory and practice and provides a necessary backdrop to think more substantively about the professorial role and the boundaries that accompany it.
... The findings of this study are in accordance with the findings of Gözütok (1994), Doğan (2001) and Eğitim-Sen (2003) researches. The literature states that the teachers often get angry, become stressful and even afraid of their own classes, independent of the type of students' incivility (Barbetta, Norona, & Bicard, 2005;Ennis, 1996;Hernandez & Fister, 2001;Meyers, 2003). This finding of the research is in accordance with the literature. ...
... This study shows that incivility continues at the second stage of the primary education as well. Many studies show that students exhibit uncivilized behavior in the classroom (Çetin, 2002;Hernandez & Fister, 2001;Kocabey, 2008;Plank et al., 2001). According to Richardson (1999), students who are reluctantly attending the course may bring their unresolved problems to the classroom and may exhibit incivilities. ...
... A second reason teachers may not face disruptive behavior is because they fear that the administration will not support them. In response to this concern, some high schools develop specific programs for disruptive behavior of students and employ administrative staff specializing in mediating conflicts between teachers and students (Hernandez and Fister, 2001). Another reason why high school management may be reluctant to address disruptive behaviors is that they fear that the occurrence of these incidents in the classroom somehow reflects negatively on the teaching of teachers. ...
Many teachers and students in high schools report numerous incidents of disruptive and inappropriate behavior. If these types of behaviors increase, a negatively correlated amount of time and effort of teachers can be consumed due to trying to manage a volatile environment in the classroom, generating a negative experience for both themselves and the students. First impressions matter. Starting from the first day of class, teachers should behave as leaders who are organized, prepared, able and prepared to take responsibility. This can mean allocating extra time to prepare for the first day of class to avoid feeling rushed or unbalanced. Managing the challenges of class policies discussed on day one in a respectful but firm tone will send the message that boundaries will be set constantly throughout the semester. It is much easier to establish strict guidelines, since exceptions arise, than to try to impose new limits once the class has already gotten out of control.
... Incivility can be as trivial as a student/lecturer texting in the classroom. It can be as serious as attacking an individual verbally or physically (Hernandez & Fister, 2001). Classroom incivility differs from culture to culture. ...
The study investigated students’ perception of faculty incivility in higher educations of Afghanistan. It studied faculty behaviors perceived the most uncivil by students and how often they experienced these behaviors. It also explored the impact of students’ gender and ethnicity on their responses. The author collected data from 948 undergraduate students through a questionnaire from four public universities situated in the northeast of Afghanistan. Descriptive and inferential statistics (T test and One-Way ANOVA) were used to analyze the data. The findings showed that students perceived 30 faculty behaviors uncivil to varying extent. They considered six behaviors as the most uncivil ones. Moreover, students experienced faculty uncivil behaviors to varying degree. The most frequently experienced ones were making too hard or tricky exams and grading students based on waseta. The inferential analyses showed that students’ gender had a significant impact on students’ perceptions and experience of faculty incivility. However, their ethnicity did not significantly influence their responses. The study recommends universities to develop a policy to address both faculty and student incivility in order to create a friendly and safe learning environment for both lecturers and students.
... There are varying types of in-class disruptive behaviour, such as being chronically late, engaging in arguments with the tutor, monopolizing class discussions, displaying active disinterest, eating or sleeping in class, and talking. (Hernandez & Fister, 2001). It has been found that behaviour can be disruptive, disrespectful and disorderly. ...
This paper compares the results of a qualitative investigation into disruptive behaviour in the higher education classroom in Italy with results from a previous study in Scotland. Critical Incident Technique was used. The respondents were invited to describe those behaviours that affected them and what they believed tutors should do to manage such behaviour. One main type of disruptive behaviour was identified, namely, Noise. The Italian students' main concern was that other students were talking in class and that lecturers did not seem to manage the behavior effectively. It would appear that disruptive behaviour by students is a problem that should be challenged and managed effectively from the beginning of a student's study. This research contributes to the development of this emerging field by developing dimensions of 'jay' behaviour and provides a rich insight into students' perceptions.
... The widespread use of electronic mail, texting, and tweeting may serve to further compound the sense of social isolation. The impersonality associated with the use of contemporary communication tools may provide students with few cues about how to effectively navigate in the "real" social world (Hernandez & Fister, 2001). Consequently, some students may see nothing wrong in behavior that others perceive as uncivil. ...
Classroom incivility is identified as a concern in the higher education literature; however, the extent to which these concerns apply to social work education has not been empirically addressed. This initial, exploratory study examined the perceptions of classroom behaviors in a small convenience sample of faculty and students in one social work program. Quantitative results indicated that faculty tended to perceive incivility as generally less serious and frequent than did student participants. Qualitative findings suggested that while faculty believed they were addressing incivility, students did not. Students expressed the desires for instructors to be more aware of behaviors, especially distracting use of electronic devices, and to take stronger actions to enforce guidelines. Social work programs may need to consider developing uniform policies for addressing incivility as well as helping faculty to find more effective ways to address the problem. Future research is needed with larger, more representative samples.
... The responses of the IUP faculty to this survey call into question many of the claims of widespread violence and incivility in the literature reviewed above and, certainly, the wisdom of beginning any discussion of incivility with anecdotes about classroom murder (Hernandez & Fister, 2001) and "nightmare" classes (Minnesota, n.d.). IUP is a fairly "typical" state university, with a broad range of students from urban, suburban, and rural areas who bring with them a correspondingly wide range of academic preparedness and level of maturity. ...
The purpose of this study was to identify the frequency and seriousness of disruptive student behaviors and the effective strategies used by educators to manage these classroom behav-iors. At a mid-sized state university, 228 of 780 faculty members (29.2%) completed a 76-item survey. Results indicated that as faculty members' participation in classroom management training increased, they reported less frequency in disruptions. Positive correlations were found between the seriousness of disruptive student behavior and faculty gender, status, and interest in additional resources and/or training. Successful classroom management techniques not found in earlier research are identified and explained. Suggestions for efficient training based on the data are offered.
... For them, multitasking is a way of life and staying connected is essential (Galagan, 2010). However, heavy reliance on these impersonal forms of communication has left many students with few skills relevant for professional interactions, as they see nothing wrong with texting, instant messaging, checking Facebook, or playing computer games during class (Hernandez & Fister, 2001). In terms of empirical support, McKinne and Martin (2010) recently found that faculty considered using a computer for purposes other than class to be more representative of incivility than did students. ...
A review of the literature was conducted on student incivility in higher
education, with an eye toward implications for instructors in business. The
incivility construct is defined in the context of numerous associated concepts
that have been studied in the higher education literature. Evidence is shared
about the prevalence of student incivility and its causes, both student- and
instructor-related, with a targeted focus on establishing what is known (and
not known) based on prior empirical research. Ultimately, practical strategies
for instructors as well as meaningful, theoretically grounded directions for
future research are outlined.
... It generally includes rudeness, violation of behavioral norms, disregard for oth ers, and lack of respect of others (see, e.g., Boice 1996; Carter 1998; Elder, Seaton and Swinney 2010; Porath and Pearson 2004). Reasons giv en for the growing incivility of our students in clude their involvement with technology (mobile phones, online chat rooms, social networking, etc.) that renders them less social in face-to-face encounters (e.g., see Hernandez and Fister 2001) and a greater sense of entitlement, narcissism and/or customer orientation (e.g., see Chonko 2004; Crary 2007; Delucchi and Korgen 2002; Greenberger, et al. 2008). Academic research on incivility has grown over the last decade as educators investigate both stu dent and faculty incivility and offer strategies for dealing with bad behavior. ...
... Although rude and obnoxious classroom behavior is not new on college campuses (Yoakley, 1975), it seems that the type and frequency of misbehavior are increasing and have become a problem for many faculty members in higher education (Schneider, 1998;Trout, 1998). The types of problems range from everyday student annoyances like chewing gum, rolling eyes, and allowing cell phones to ring (Amada, 1997), to behavior that may be characterized as highly disturbing, like stalking or threatening instructors (Hernandez & Fister, 2001). Immediacy is a construct developed primarily in the field of communications and is related to how observers infer attitudes such as warmth and support from implicit cues (Hess, Smythe, & Communication 451, 2001;Smythe & Hess, 2005). ...
In response to the general perception among college faculty that student incivility is an increasing problem, we investigated ways in which collaborative learning and autonomy support are related to incivility. After collecting survey data from college faculty and their students, we conducted a path analysis to test the mediating effects of peer interaction for students' perception of autonomy support and incivility in different collaborative learning contexts. Results showed that student perceptions of autonomy support positively predicted instructor intolerance of incivility in classes that used formal and informal group work, with social learning acting as a significant mediator for formal groups only. Classroom community negatively predicted intolerance of incivility for informal groups. Suggestions for future research are discussed.
Objective: There is a growing concern about student incivility in classrooms among academicians and institutional leaders. This study humbly tried to identify various enablers for reducing student incivility in classrooms through an exploratory investigation.Methods: This study uses empirical qualitative methods of investigation in a higher educational institution based at Delhi, NCR, INDIA. The authors have conducted open-ended, unstructured interviews with 8 faculty members of various departments of the institution.Results: This study able to develop three major themes and twelve sub themes as enablers to reduce student incivility in the classroom.Implications: The thematic map shall help the faculties and policy makers to integrate various mechanisms to control student incivility in classrooms.Theoretical and Managerial Contributions: This research has several contributions which would add to the existing body of knowledge. Firstly, this study explores various enablers which can reduce student incivility behaviours in classrooms. It also develops various propositions along with the thematic map that can be empirically investigated further. Additionally, this study attempts to link course planning, course scheduling, course content, scope for participation, giving breaks in between, norms and rules policy, transparent evaluation, applications of the subject, mutual agreement, counselling, live/group based projects, human touch which can result in student-centric pedagogy development, deep engagement in learning process and social accountability which will be an important extension of existing literature on higher education. The research offers valuable insights to academicians, institutional leaders by providing various enablers which can be used to reduce student incivility behaviours in the classroom level and developing the students as good citizens of the country and nurturing the young brains with the true spirit of innovation and ideas. As a result, teachers would be able to develop and maintain healthy and cordial relationships with the students which can result in reducing uncivil behaviours, burn outs, counterproductive work behaviour, attrition rates at the classroom context.Key Words：student incivility, academicians, institutional leaders, qualitative
Almost all faculty, even those in graduate public affairs programs, will at some time encounter incivility in the classroom. How we respond sends an important message about how we as individuals, programs, and a profession value civility. Master’s of Public Administration and Master’s of Public Policy programs have a particular responsibility to graduate individuals who not only have substantive expertise but also meet the highest standards of civility. In this essay, we present a series of recommendations for how individuals, programs, and institutions might respond to incivility. While not all of these recommendations will be appropriate for all programs, and some may be perceived as more troubling than the problem they are intended to address, we hope that they will to serve as the starting point in stimulating discussion of this issue within programs and across the profession.
Nurse educators are in a unique position to influence the development of professional, ethical, and civil behaviors. The nursing profession is facing myriad difficulties. It is imperative that the next generation of nurses strengthen the profession rather than add to the challenges that already exist. There is no place for incivility in nursing and it is incumbent upon nurse educators to address it.
In this chapter, we explore an actual incident of cyberbullying that occurred at a large Canadian university. In our analysis, we frame cyberbullying as part of the more general phenomena of classroom incivility. We focus on the sociocultural context and demonstrate how the structures and processes within the classroom environment can enable incivility as well as cyberbullying.
This study focuses on the misbehaviors of university students, and more specifically, it investigates university lecturers' perspectives of these problems along with their coping strategies. The study also investigates the factors associated with these behaviors and differences in cultural motives behind American and Turkish lecturers' perceptions. The data consists of interviews and classroom observations of 38 lecturers from two universities, one American and one Turkish. The results revealed that problems encountered were cell phone use, inappropriate talking, inattentiveness, lack of participation and tardiness. In general, verbal warnings and the outlining of expectations were identified as the main coping strategies by both groups. Misbehaviors were attributed to parents and students themselves by American and Turkish lecturers. However, some American lecturers emphasized these misbehaviors might have stemmed from lecturers themselves.
There has been increasing attention in recent years, both positive and negative, on college student mental health and the provision of counseling services on campus. at the same time, there continue to be misperceptions of college counselors, both within and outside college campuses. Drawing on over 20 years of experience as a college counselor, Dr. Sharkin addresses these misunderstandings, providing a detailed description and discussion of the many roles and contributions these professionals have.
Asserting formal authority to address student incivility in the classroom is counterproductive. Rather, professors should employ teaching authority.
A view of self-injurious behavior (SIB) informed by trauma theory and therapeutic community principles provides a framework to guide clinical practice, promote a safe living and learning environment, and inform policy development to support a collaborative university response to SIB. A dual emphasis of concern for the safety of the individual who self-injures and the impact of the behavior on the living and learning environment of others is illustrated in a case example.
Incivility within nursing education presents clear challenges to both students and faculty. The consequences of incivility extend beyond the educational process and into practice, thereby creating an urgent need for a framework that can guide faculty in the efforts to improve and maintain civility in nursing education. This article reviews the complex problem of incivility in nursing education and utilizes evidence in the application of an empowerment model (Worrell et al., 1996) as a framework to set the standard of civility and one that will guide intervention in the unfortunate event that incivility occurs. The strategies that are presented are supported with current evidence and organized within the model components of communication, collegiality, autonomy and accountability.
While many studies have examined the effects of disruptive behaviors in the secondary classroom, few have focused on disruptive behaviors in the college classroom. Also, no study has examined whether concepts from criminological theories (i.e., self‐control and delinquent peer association) predict disruptive behaviors in the classroom, controlling for delinquent behaviors outside of the classroom. Using self‐reported data from 705 college students, this study found that delinquent peer association, low self‐control, and delinquency were all significantly related to a participant’s level of disruptive classroom behaviors. These results highlight the need for further investigation of disruptive behaviors in the college classroom.
This chapter presents an autoethnography of a Chinese American woman's twenty-five years of experience in higher education at universities in Southern California and the Pacific Northwest. Her career is discussed in four stages: master's teaching assistant and student, part-time instructor, doctoral teaching assistant and student, and professor.
Student perceptions of what constitutes appropriate and inappropriate classroom behavior are affected by who is being asked.
Student violations of behavior norms affect the learning of others, the teaching of the instructor, and the atmosphere of the classroom.
This study sought to identify, prioritize, and generate a thematic understanding of the direction for the next decade of research and study on the culture of students in higher education. Data was collected using a Delphi survey technique of sequential questionnaires from a sample population that included 20 student affairs officers and 20 higher education scholars; the response rate was 92 percent. Respondents were asked to list five specific topics or directions that were crucial to or timely for the study of college student cultures in the next decade. Five broad themes emerged after Likert analysis of the responses: technology, diversity, financial considerations, student behavior as individuals or groups, and student attitudes. These themes were considered in relation to the Clark and Trow (1966) classifications of student subcultures. Although many of the issues identified by this study overlap those included in the Clark Trow ratings, the issues of diversity and cost are new, and the issue of student attitudes remains of high priority. Five tables list mean scores for each of the five priority themes identified. (Contains 13 references.) (CH)
In 1858, John Henry Cardinal Newman wrote The Idea of a University. His ideal was a residential community of students and teachers devoted to the intellect. To him, a college was “an alma mater, knowing her children one by one, not a foundry, or a mint, or a treadmill.” Given a choice between an institution that dispensed with “residence and tutorial superintendence and gave its degrees to any person who passed an examination in a wide range of subjects” or “a university which … merely brought a number of young men together for three or four years,” he chose the latter.
A discussion of the role of academic advisors in counseling college students with emotional problems outlines warning signals in student behavior, presents a systematic approach to dealing with the situation, reviews referral procedures, and examines briefly the issue of confidentiality. (MSE)
Using the grounded theory methodology, a modest exploratory research effort attempted to describe the thought patterns of 57 students concerning relativism. Focus group members were part of a courtship and marriage course. Discussion content revealed that almost all ideas for making personal relationship decisions involved individual introspection: one's own feelings, thoughts, and satisfaction. A distant 2nd aspect was to talk with someone else, reflecting getting an objective opinion rather than supportive intimacy. Experience was valued, but expertise was not. Students lacked awareness or acceptance of any principles, maxims, traditional values, or empirical findings as resources. They exhibited no awareness of methods of internal reflection. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The Review of Higher Education - Volume 21, Number 2, Winter 1998
"One of the best theoretical and applied analyses of university academic organization and leadership in print. This book is significant because it is not only thoughtfully developed and based on careful reading of the extensive literature on leadership and governance, but it is also deliberately intAnded to enable the author to bridge the gap between theories of organization, on one hand, and practical application, on the other." ?Journal of Higher Education
Coping with the disruptive student
- G. Amada
Reasoning, learning, and action: Individual and organizational
- C. Argyris
College becomes increasingly important: Value of a college education is easy to measure in dollars
- L. M. Sixel
Student disruption, disrespect, and disorder in class: A seminar for faculty
- DeLucia
What do I do if …: A handbook for faculty and staff
- D. Fister
Education and identity
- A. Chickering
- L. Reisser
Time (in school) is money
- Healy
March 7 The campus crime wave New York Times Section VI
- A Matthews
The disruptive college student: Recent trends and practical advice
- Amada
March 5 College becomes increasingly important: Value of a college education is easy to measure in dollars Minneapolis Star Tribune J1
- L M Sixel