Accommodating students by exercising flexibility in course demands and deadlines.

Example: Working with students when work/personal issues conflict with assignments or due dates for legitimate reasons.

Accommodating the learning experience by working with faculty within the parameters established by policies, practices and objectives of the University.

Example: Communicating any need for flexibility around assignments to faculty prior to assignment due dates.

Providing personal attention to students and helping them build competencies that contribute to their individual goals. At times, this relationship extends beyond the classroom and past the end of the term.

Example: Reviewing course requirements and discussing with students any areas where additional instruction might be needed, e.g., writing and quantitative skills, and helping the student find the appropriate help.

Example: A willingness to accept revisions on assignments.

Accepting joint responsibility for learning and applying knowledge, skills and attitudes to reaching academic and career objectives.

Example: Reviewing course requirements and discussing with faculty any areas where additional instruction might be required, e.g., writing and quantitative skills, and committing to a plan for improvement.

Example: Being prepared for relevant and regular participation in course discussions and completing assignments in a thorough and timely fashion.

Integrating theory and practical application by customizing learning experiences and making them relevant and applicable to their personal and professional goals.

Example: Accepting work/career goal related assignments and projects to fulfill course objectives.

Communicating with faculty to identify opportunities to integrate theory and practical applications by making course assignments relevant and applicable to personal and professional goals and contributing to customized learning experiences.

Example: Proposing work/career goal related assignments and projects to fulfill course requirements.