1. Resolving Student Complaints Mark J. Felsheim, Ph. D. Vice President of Student Affairs, Hennepin Technical College

2. Overview  What we will cover Common Student Complaints

3. Overview  What we will cover Common Student Complaints Instructor Related

4. Overview  What we will cover Common Student Complaints Instructor Related  What we will not cover Student Grievance

5. Overview  What we will cover Common Student Complaints Instructor Related  What we will not cover Student Grievance Sexual Harassment

6. Overview  What we will cover Common Student Complaints Instructor Related  What we will not cover Student Grievance Sexual Harassment Student Discipline

7. Overview (con.)  Organization Before Complaints Start

8. Overview (con.)  Organization Before Complaints Start During the Complaint Process

9. Overview (con.)  Organization Before Complaints Start During the Complaint Process Follow up

10. Overview (con.)  Organization Before Complaints Start During the Complaint Process Follow up  Participation Please Feel to Interrupt

11. Overview (con.)  Organization Before Complaints Start During the Complaint Process Follow up  Participation Please Feel to Interrupt Please Add Your Own Examples

12. Before the Complaints  Establish your expectations - For Technical Programs that could be part of your mission

13. Automotive Service Technician Program Goals The Automotive Service Technology program goals are to develop professional and employable automotive technicians by:  Providing training that meets employers needs.  Providing training necessary to develop job entry skills.  Developing a professional attitude and appearance.  Developing quality work habits and ethical practices.  Developing critical thinking and diagnostic skills.  Repairing vehicles to industry standards.  Encouraging students to become ASE certified.  Developing knowledge of safety issues in the workplace.  Providing knowledge of hazardous materials and environmental issues.

14. Automotive Service Technician Program Goals  The Automotive Service Technology program goals are to develop professional and employable automotive technicians by:

15. Automotive Service Technician Program Goals  Developing a professional attitude and appearance.

16. Automotive Service Technician Program Goals  Developing a professional attitude and appearance.  Developing quality work habits and ethical practices.

17. Automotive Service Technician Program Goals  Developing a professional attitude and appearance.  Developing quality work habits and ethical practices.  Developing critical thinking and diagnostic skills.

18. Automotive Service Technician Program Goals  Developing a professional attitude and appearance.  Developing quality work habits and ethical practices.  Developing critical thinking and diagnostic skills.  Developing knowledge of safety issues in the workplace.

19. Before Complaints Start - Faculty  Civility in the Classroom

20. Before Complaints Start - Faculty  Civility in the Classroom  Rules and Expectations

21. Before Complaints Start - Faculty  Civility in the Classroom  Rules and Expectations  Dealing with Absences

22. Before Complaints Start - Faculty  Civility in the Classroom  Rules and Expectations  Dealing with Absences  Encouraging Students to Meet After Class

23. Before Complaints Start - Faculty  Civility in the Classroom  Rules and Expectations  Dealing with Absences  Encouraging Students to Meet After Class  Giving Guidance and Direction on How to Discuss Problems

24. Before Complaints Start - Faculty  Civility in the Classroom  Rules and Expectations  Dealing with Absences  Encouraging Students to Meet After Class  Giving Guidance and Direction on How to Discuss Problems  Keeping Things in Perspective Before Complaints Start - Faculty  Civility in the Classroom  Rules and Expectations  Dealing with Absences  Encouraging Students to Meet After Class  Giving Guidance and Direction on How to Discuss Problems  Keeping Things in Perspective

25. Before Complaints Start - Faculty  The Plusses and Minuses of Email

26. Before Complaints Start - Faculty  The Plusses and Minuses of Email Great for keeping track of conversations and assignments

27. Before Complaints Start - Faculty  The Plusses and Minuses of Email Great for keeping track of conversations and assignments Can get you in trouble

28. Before Complaints Start - Faculty  The Plusses and Minuses of Email Great for keeping track of conversations and assignments Can get you in trouble Keep it simple and direct

29. Before Complaints Start - Faculty  The Plusses and Minuses of Email Great for keeping track of conversations and assignments Can get you in trouble Keep it simple and direct Keep copies

30. Before Complaints Start - Students  Give Them the Same Information as Above

31. Before Complaints Start - Students  Give Them the Same Information as Above  Guidelines on How to Talk to a Faculty Member

32. Before Complaints Start - Students  Give Them the Same Information as Above  Guidelines on How to Talk to a Faculty Member  Keeping Things in Perspective – It’s Okay to get a “B”

33. During – Meeting with Students  Setting the Ground Rules Listening – What is the Issue?

34. During – Meeting with Students  Setting the Ground Rules Listening – What is the Issue? Helping Them See Other Perspectives

35. During – Meeting with Students  Setting the Ground Rules Listening – What is the Issue? Helping Them See Other Perspectives What Are They Going to do About This?

36. During – Meeting with Students  Setting the Ground Rules Listening – What is the Issue? Helping Them See Other Perspectives What Are They Going to do About This? What do They Want From me?

37. Meeting With Students (con.)  Giving Them Guidance on How To Meet With a Faculty Member

38. Meeting With Students (con.)  Giving Them Guidance on How To Meet With a Faculty Member  Offering Solutions – Mediating

39. Meeting With Students (con.)  Giving Them Guidance on How To Meet With a Faculty Member  Offering Solutions – Mediating  Clarifying Your Role – Not a Judge but a Facilitator

40. Meeting With Students (con.)  Giving Them Guidance on How To Meet With a Faculty Member  Offering Solutions – Mediating  Clarifying Your Role – Not a Judge but a Facilitator  Helping Them Keep Things in Perspective

41. Meeting With Students (con.)  Giving Them Guidance on How To Meet With a Faculty Member  Offering Solutions – Mediating  Clarifying Your Role – Not a Judge but a Facilitator  Helping Them Keep Things in Perspective  Advising Them on Options

42. During – Meeting With the Faculty Member  Establishing an Atmosphere of Trust (Mediator)

43. During – Meeting With the Faculty Member  Establishing an Atmosphere of Trust (Mediator)  Reviewing the Student Issue

44. During – Meeting With the Faculty Member  Establishing an Atmosphere of Trust (Mediator)  Reviewing the Student Issue  Helping them see it From the Student’s Perspective

45. During – Meeting With the Faculty Member  Establishing an Atmosphere of Trust (Mediator)  Reviewing the Student Issue  Helping them see it From the Student’s Perspective  Pointing Out the Positives

46. During – Meeting With the Faculty Member  Establishing an Atmosphere of Trust (Mediator)  Reviewing the Student Issue  Helping them see it From the Student’s Perspective  Pointing Out the Positives  Developing a Strategy for Success

47. During – Meeting With the Faculty Member  Establishing an Atmosphere of Trust (Mediator)  Reviewing the Student Issue  Helping them see it From the Student’s Perspective  Pointing Out the Positives  Developing a Strategy for Success  Mediating a Meeting if Necessary

48. After – Assessing the Results  Follow up With the Faculty Member How Did it Work Out

49. After – Assessing the Results  Follow up With the Faculty Member How Did it Work Out Would Changes in the Syllabus Help

50. After – Assessing the Results  Follow up With the Faculty Member How Did it Work Out Would Changes in the Syllabus Help Other Strategies or Suggestions

51. After – Assessing the Results  Follow up With the Faculty Member How Did it Work Out Would Changes in the Syllabus Help Other Strategies or Suggestions  Follow up With the Student if Necessary (Dipsticking)