Information for Faculty/Lecturers

Overview - Partners for Student Success

Rutgers-New Brunswick has established student success as a priority, challenging us all to collaborate and help create a welcoming, supportive, and equitable learning environment so all students can thrive, graduate on time with minimal debt, and have experiences that provide skills and competencies for post-graduate success. 

For many students, the size and complexity of the university, feelings of pride, or messages about expectations for personal strength and resilience can prevent students from seeking help or understanding the breadth of support services that are available at Rutgers.

The Office of the Dean of Students - Advocacy, Outreach, & Support* assist students navigating the personal, health-related, and extenuating circumstances which impact their performance in the classroom. Instructors have critical observations as well as records regarding a student’s attendance, engagement, understanding of material, and performance. For this reason, we value the collaboration to ensure our advocacy fits within the overall context of the student’s responsibilities for fulfilling course requirements and with our collective commitment to student success.

This site is designed to create greater clarity about our expectations for students, our role, resources and referrals, and ways in which we can best collaborate. We welcome your outreach and questions.

Referrals - "See a Dean"

There are a number of staff roles with the title of “dean”. To help students get to the right place, especially with time sensitive matters or deadlines, it is helpful for students to be referred to the office, rather than the position, unless there is only one (e.g. department chair).

Referrals to the Dean of Students - Advocacy, Outreach & Support should be when academic performance is impacted by personal extenuating circumstances.  (see guidelines below) 

Referrals to an academic dean are most often a referral to a school advising office. This should be when there are academic-specific questions (prerequisites, major/graduation requirement, special permission numbers, registration questions, or advisement about whether to drop a course, a withdrawal, etc.)   

Absences

All students are expected to attend class and meet the requirements of their course, as outlined on course syllabi. A communication from the Office of the Dean of Students-Advocacy, Outreach & Support does not exempt students from these requirements. They serve as verification of a student’s circumstances and offer some context to a student's situation.  

Many of our students are balancing academic priorities while also navigating complex life challenges such as a chronic health or mental health condition – their own or a family members; responsibilities to care for a young sibling or grandparent; being unable to afford food or housing while working to pay for college; or sorting through evolving legal issues based on their citizenship status. As a result, students sometimes have unexpected absences or get behind with the completion of coursework.

Absence and Verification Notices (AVN)

For one or two day absences, students should complete the University Self-Reporting Form. They should not be referred to the Dean of Students - Advocacy, Outreach & Support for an AVN. The Self Reporting System will automatically notify instructors that the student has self-reported an absence.  We do not have access to this system, and we do not receive notification that a student has self-reported. This university resource is intended to be a communication between the student and instructor.

Instructors can find information on how to add or remove their notifications from the Self-Reporting Absence Application here https://sims.rutgers.edu/ssra/help.jsp.

The Dean of Students - Advocacy, Outreach, & Support sends an AVN to instructors to verify a student’s extended absences of more than 2 days or when a major academic requirement has been missed due to a medical/personal matter.  For student's privacy, they should not be submitting medical, legal, or financial documents to instructors.  Our office provides verification of the absences, based on the documentation, without disclosing the details.

• An AVN is a verification of circumstances. We do not track students’ overall absences and have no way of knowing their history or participation in each class. 
• An AVN does not excuse a student from the course requirements or guarantee that special arrangements can be made. 
• Students are told to speak with instructors to discuss their absences and whether special arrangements are possible given course format, requirements, and the student’s overall participation or performance in the course.
• AVNs are not provided for religious observances. University Policy (University Regulation on Attendance, Book 2, 2.47B, formerly 60.14f) identifies the religious holidays and dates in which students observing the holiday may be absent without penalty. The list of holidays and dates can be found here. For questions, please contact the Assistant Dean for Faith & Spirituality. 

Options for missed attendance/completion of work 

Where possible, we do advocate for consideration of options that may allow a student to fulfill course requirements so they can make progress towards their degree. Below are some possible options for consideration*  when working with a student who has been absent or missed course deadlines:

• Allowing the absences to be excused, with no penalty
• Allowing work to be submitted late, with no penalty
• Allowing work to be submitted late, with a deduction
• Allowing for a make-up exam
• Not allowing for a make-up exam, but having a future exam weighted more heavily 
• Providing a temporary grade at the end of the term

* Consideration of any option should reflect consistency with information on the course syllabi. Also, the academic department may have existing policies or recommended practices related to attendance and completion of missed work. 

If a student cannot pass the course due to their absences or incomplete work, please know that it is not always possible for the student to withdraw from the class. Deadlines to withdraw from a single course, or from all courses, are established by the University and posted on the Academic Calendar. If a student can’t successfully fulfill the course requirements, it is best that they be referred to an academic advisor at their school to discuss academic planning.

Online Courses and Special Consideration

Online courses may appeal to students for their perceived flexibility and they may underestimate that the time commitment is equivalent to an in-person class. The format may also provide students with unexpected challenges for completing assignments, engaging in class discussions, or communicating they are having difficulties.  Depending on the design and structure of the class, there may be less interaction with students and it can be challenging to identify students who are experiencing difficulties to help connect them to resources.

Students taking online course are often balancing extenuating circumstances outside the classroom, such as family responsibilities, working jobs to pay for education, or dealing with health/medical issues. In synchronous courses, a student's attendance may be impacted by these circumstances. The Dean of Students - Advocacy, Outreach & Support provides support to students in online courses, similar to in-person courses, and will send verification of extenuating circumstances that have impacted multiple assignments or course requirements. 

It is important to note that the Self-Reporting absence site may not be accessible to students who are only in asynchronous courses,  so instructors should consider having a policy for students to report 1-2 day absences or missed assignments. See the section on Absences for more information.

Concern for a Student's Well-Being

Instructors are often the first person to identify that a student may benefit from support services. These identifiers may present in various ways:

• Absences from class without any notification from the student, Self-Reporting Form, or an AVN
• AVN or outreach from the Dean of Students - Advocacy, Outreach & Support which references specific dates for absences, but not the entire pattern of absences, or with information that is not consistent with what has been shared by the student
• Changes in engagement or performance in class
• Changes in behavior or appearance
• Disclosed information in an email, office hours, to the TA, or another student.

If you believe a student's safety is at risk or have a concern that requires immediate attention, contact RUPD (911 or 732-932-7211).

Mandated Reporter 
Instructors are required to report information to the Title IX Office regarding acts of sexual harassment, sexual violence, relationship violence, and stalking along with acts of discrimination on the basis of sex, sexual orientation, gender identity, pregnancy or related conditions.  For more information or to contact the Office of Title IX, check here.

Ways to Share or Report a Concern

• Community Concern Reports can be submitted 24/7. The report is reviewed by multiple offices to determine the best plan for outreach. Reports are responded to within 24-72 hours. These are not to be used for urgent matters requiring immediate intervention.
• Warning Notices help give feedback directly to students about their attendance and performance. Students may not be familiar with Warning Notices, so it is helpful for them to know when they will be available, how they will receive, and options to discuss strategies to improve performance. 
• Outreach to Dean of Students-Advocacy, Outreach & Support for any concern about a student or interest in consulting about a student. Inquires can be sent by email deanofstudents@echo.rutgers.edu or phone 848-932-2300.
• Direct referral to Campus Resources. Students are often unfamiliar with the resources available to help with academic or personal challenges. A direct referral from an instructor can be particularly helpful. Below are a few websites and offices for referrals:
  • Academic Calendar – university dates and deadlines for the semester, including add/drop, withdrawals, warning grade period, and exam periods.
  • CAPS and UWill – On-campus and virtual options for counseling services
  • Dean of Students – Advocacy, Outreach & Support – assistance for students navigating complex personal, financial, or health-related matters with strategies that support persistence and success 
  • Office of Disability Services (ODS) – assistance for students with a documented disability to find the tools, resources, and support to pursue academic and personal goals.
  • School Academic Advising Offices - Live chat and scheduled appointment options to address academic questions or concerns, major planning, degree requirements, etc.
  • Success.rutgers.edu – website with campus resources (academic, financial, health & wellness, and career) that support student success.
     

Students with a Temporary Condition

A temporary condition is an injury or illness that usually lasts less than 8 weeks and causes barriers that impact access or full engagement with academic pursuits and overall Rutgers experience.

Distinction from a Disability
A temporary condition is not considered a disability protected by the ADA, and therefore students are not registered with the Office of Disability Services to receive accommodations. Instead, students are encouraged to work with the DOS-AOS who can advocate for academic considerations to help the student continue to participate in the class and make progress towards successful completion of requirements.

Communication from Dean of Students - Advocacy, Outreach & Support (DOS-AOS)
After verifying the circumstances and needs associated with the temporary condition, DOS-AOS sends a Letter of Temporary Condition (LTC) to instructors outlining the students’ limitations, estimated recovery time, and identified academic supports that could aid in the student fully engaging in the class. The recommendations provided in an LTC are suggestions and may not be feasible based on the structure of the course. Any special arrangements that are made are at the discretion of the instructor or academic department. 

Academic Support Strategies
Below are some examples of academic support strategies, based on different temporary conditions that might be included in an LTC for consideration.

Student’s condition impacting their ability to write:

• Providing 50% extended time on exams and quizzes
• No penalty for messy handwriting
• Circle answers on the exam instead of using the Scantron sheet
• Alternate format for exams 

Student’s condition impacting ability to walk:

• Permission to arrive late to class and/or leave early 
• Consideration of moving the classroom if in the inaccessible space. 
• Allowing student to adjust position (alternate between sitting and standing)

Student who sustained a concussion:

• Providing student with additional time on exams
• Allowing student to take breaks as needed
• Allowing student to wear sunglasses in class
• Access to paper copies of notes or assignments, to avoid use of computer.
• Providing lecture notes ahead of class

The staff member from DOS-AOS who sends the Letter of Temporary Condition is available for consultation on questions, concerns, and strategies.

Parental Involvement

Parents, guardians, and family members can be helpful partners in supporting student success. While the college experience is designed for student learning, development and responsibility, sometimes family members become directly involved in a student’s academic journey. 

Academic performance and records are considered protected by FERPA (Federal Educational Rights and Privacy Act). Students who wish to waive parts of this policy can allow a parent/legal guardian to have access to some of their information via the myGuest Dashboard . This provides access to the student’s class schedule, financial aid awards, and term bill. Students may also grant permission for the Office of the Dean of Students-Advocacy, Outreach & Support to discuss information with the designated parent/guardian. 

Parents/guardians who are in contact with instructors can be referred to our website -Information for Parents/Family Members.

We are available for consultation with instructors regarding parental involvement or their concerns for a student

Available Workshops and Training Sessions

Title: Student of Concern Training  

This training is designed for faculty and staff to provide best practices for supporting students in distress. It will cover how to identify signs of distress, available resources, and the process for making referrals, including who to contact.

This training is best scheduled for one hour to maximize discussion; however, it can be modified for 30 minutes, if time is limited. 

For scheduling, please email knights_care@rutgers.edu

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Title: The Office of the Dean of Students- Advocacy, Outreach & Support

This session is designed for faculty and staff. It provides a general overview of our roles, services, and approach to student responsibility, accountability, and support for challenging life circumstances. 

For scheduling, please email deanofstudents@echo.rutgers.edu