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Answering Parent Calls
Partnering with Parents to
Provide Great Service
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Meet the Millennial Student
• Scheduled, structured, and shadowed since birth.
• Raised with car seats, safety helmets, playgroups, soccer leagues and cell phones.
• Technologically savvy – used to easy access and instant gratification.
• Enjoy strong connection to parents and desire parental involvement.
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Meet the Millennial Parent• Some delayed having children until older and
financially secure.
• Practiced “Attachment style” parenting.
• Their children tend to be more central to their sense
of purpose.
• Involved in most aspects of their child’s existence.
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The Millennial Parent on College
“These students are the product of 18 years
of dedication and sacrifice. To expect
sudden relinquishment of their
responsibility to an educational entity is
naïve at best.”
Kanna Hudson, millenialgeneration.org blog
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Objectives Understand the facts and myths of FERPA: What can
and can’t be said.
Strengthen our perception of parents as valued stakeholders, united with us in the same goal of success for our students
Gain confidence in being able to say no to specific requests, while still serving the needs of parents and students.
Gain some tools and strategies for being able to stay out of the middle, while helping students to grow in responsibility
Learn some de-escalation techniques to use with parents who may be upset
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The Panel
Jason Bentley, Coordinator of FYE
Karen Hutslar, Registrar
Bill O’dell, Troutman Hall RHD
Patty Pickler, Assistant Director of SFA
Mary Roy, Assistant General Counsel
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FERPA at CMU
What Every Office Needs to Know
-Mary Roy, Assistant General Counsel
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Statutory Basis
US Law: 20 US Code §1232g
Implementing Regulations: 34 CFR Part
99
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What FERPA Does
Safeguards student privacy
Allows students the right to inspect and
review their education records
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What FERPA Prohibits
Under FERPA, CMU must not disclose
education records to others without either:
The student’s permission; or
A lawfully issued subpoena
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Who is a Student?
Must be a person who has been admitted
to CMU, and who then actually enrolls
Does not include admitted students (or
applicants) who do not subsequently enroll
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What are Education Records?
Records, files, documents, other materials
which:
Contain information directly related to a
student, AND
Are maintained by CMU or a person acting for
CMU
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Education Records are NOT:
Those which are in the sole possession of the maker
Those maintained by CMU Police (law enforcement records)
Those concerning non-student employees
Those of students who are 18 years or older, made by a professional, and made fro the purpose of providing care or treatment
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Directory Information
This is information which may be disclosed without the student’s consent
Directory Information includes:
Name, address, telephone number
Date and place of birth
Major field of study
Participation in officially recognized activities
Degrees and awards received
Previous institution attended
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Directory Information
Students have the choice to “opt out” of
disclosure of directory information
The Registrar’s Office website (located at
http://www.registrars.cmich.edu/ ) explains
how a student may “opt out”
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FERPA Allows Disclosure
To other CMU personnel who have a
legitimate educational interest in the
records
This does not mean everyone
Can’t disclose just to satisfy curiosity
To officials of other schools the student
wishes to attend, if the student is notified
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Allowed Disclosure, cont’d
To various state or federal officials
To organizations conducting studies to
improve instruction, with certain
protections (consult with GC)
To accrediting organizations
Parents of dependent students (minors)
To anyone concerning registered sex
offenders, pursuant to the law
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Allowed Disclosure, cont’d
To appropriate persons in connection with
an emergency, if disclosure is necessary
to protect the health and safety of the
student or others
To entities or persons designated in
subpoenas
To an alleged victim of a violent crime or a
non-forcible sex offense
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Allowed Disclosure, cont’d
To anyone, if the record concerns the final
results of any disciplinary proceeding
against student perpetrators of violent
crime or non-forcible sex offenses, in
certain circumstances
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REMEMBER
FERPA allows disclosure in the previous
circumstances without the student’s
consent; it does not require it
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Other Permitted Disclosures
To Parents:
If student has violated federal, state, or local
laws or rules governing use of alcohol or
controlled substances
If the student is under 21; AND
Student’s action is a disciplinary violation
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Other Permitted Disclosures
To other CMU officials or personnel
If record is about student’s conduct that posed
a health/safety risk to the student or others;
AND
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Other Permitted Disclosures
To other CMU officials or personnel
If record is about student’s conduct that posed
a health/safety risk to the student or others;
AND
Other CMU personnel have a legitimate
educational interest in the information
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How to Say No and
Still Assist Parents and
Students
Karen Hutslar and Patty Pickler
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How to Say No And Still
Assist Parents and Students
Listen
Empathize
Stay calm
Understand you are not alone in dealing
with parents
Understand that parents want to help their
son or daughter
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Restricting Directory
Information
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Items to Consider Having a department form signed by student to
release information (pros and cons)
Receivable Accounting form (for billing
information) -This does not authorize release of
grade information
I understand that this pertains to information regarding
ALL of the following: ACCOUNTS RECEIVABLE
(itemized charges and credits); FINANCIAL AID
(itemized charges, credits, and refunds); HEALTH
SERVICES (summarized charges and insurance
credits); HOUSING (charges, credits, and itemized
damage charges); REGISTRATION (number of credit
hours, hours added, dropped, or withdrawn);
TELEPHONE (summary of charges and credits).
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Items to Consider (cont’d)
Making notes of your conversation(s)
Reinforcing with the parent how important it is for their
son/daughter to use their cmich e-mail account
Not giving out information just because the parent works
at CMU
It’s okay to say “I don’t know”
- Give name and phone # of someone who can answer
(transfer the call & stay on the line) or
- Offer to find out the answer and call them back.
Follow through is key
Dealing with vulgar or threatening calls
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Items to Consider – Student is
Not Being Honest
Some of this cleared up by explaining
current policies and procedures
Send a letter summarizing the issues to
the student at their current address
Suggest a meeting or conference call with
the parent and their son/daughter
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Questions on Course
Specifics Emphasize that the student needs to talk to the
instructor
Let them know about office hours
Internship Issues
- if for credit they should contact their faculty
advisor
- if not for credit they need to make a decision
about quitting but should also consider how this
impacts their resume
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Questions/Concerns about the
Instructor
Emphasize that their son or daughter
should speak directly to the instructor
about concerns
Communication - E-mail/texting vs. phone
calls and face to face contact
Explain that major concerns can be
brought to the Department Chair
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Give Alternatives
Explain what information is available to the
student on the portal or blackboard
Offer to contact the student directly or ask
them to have the student contact you
Give the parents the names of other
individuals students can talk to about
issues
Suggest a meeting or conference call with
the parent and their son/daughter
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Explaining Policies and
Procedures
Incomplete grades – how does a student
qualify
Grades awarded – grievance procedure
Course requirements – defined in the
syllabus
Other important university policies and
procedures contained in other websites
(e.g Receivable Accounting, Scholarships
and Financial Aid, Registrars)
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It’s All in How We Say It…
Strategies for working with difficult situations, and/or parents!
Bill O’dell and Jason Bentley
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The LEARN Approach
LISTEN…seek to understand the issues(s)
EMPATHIZE…communicate care and understanding
ACQUIRE…ask for details, information about the case,
student, etc.
RESPOND…share details about processes, procedures,
and strategies that the parents/students might consider
NOTE…keep a record of the cases and use these to
continually develop and improve your office or
department’s work with students and parents
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The Case of the Missing Prof
At 9am, Mary receives a call from the
parents of Shawna. According to the
parents, Shawna is having difficulty in her
class, has tried to meet with the instructor,
sent emails, called and has never had a
response. The parents want to know what
you’re going to do to help.
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The Case of Todd’s Grade
You receive an email from Jenell White
about her son Todd. According to Jenell,
Todd received a poor grade in his class.
She believes the grade was an error and
wants to know what she can do since the
instructor will not return her calls or emails
about Todd’s final grade.
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The Case of Plagiarizer Pam
Professor Good determined that Pam plagiarized and elected to issue a failing grade. Pam’s judicial record indicates that Pam’s had this issue before. Pam’s father calls you and is outraged. According to Pam’s father, she would never plagiarize and he wants to know what you’re going to do to help Professor Good realize that he can’t just fail Pam for a mistake in one paper.
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The Case of Cranky Kramer
Mrs. Glee phones you to express her concern about the
quality of instruction taking place in Professor Kramer’s
class. According to Mrs. Glee, her son Javier is in
Kramer’s class and indicated that it is common for the
class to be cancelled or for Kramer to scold the students
for being “dumb.” Mrs. Glee also stated that on one
occasion, her son had to meet with Kramer. Kramer was
late for the meeting and this resulted in her son missing
another class. According to Mrs. Glee, Professor Kramer
threatened students telling them that complaining about
the class would only make life worse for them.
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ResourcesBooks & Articles
Haworth, J. G. (1997, Sept/Oct). The misrepresentation of generation X. About
Campus, 10-15.
Kuh, G. D., & Hall, J. E. (1993). Using cultural perspectives in student affairs. In G. D.
Kuh (Ed.), Cultural perspectives in student affairs work (pp. 1-11). Lanham, MD:
American College Personnel Association.
Love, P. G., et al. (1993). Student culture. In G. D. Kuh (Ed.), Cultural perspectives in
student affairs work (pp. 59-79. Lanham, MD: American College Personnel
Association.
Marano, H. E. (2004, Nov/Dec). A nation of wimps. Psychology Today Magazine.
Mullendore, R. M., Banahan, L. A., Ramsey, J. L. (2005). Developing a partnership with
today’s college parents (pp. 1-10). In K. Keppler, R. H. Mullendore, & A. Carey (Eds.)
Partnering with the parents of today’s college students. Washington, D.C.: NASPA
publications.
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Resources Continued
Books & Articles
Strauss, W., & Howe, N. (1991). Belonging to a "generation." In Generations: The history
of America's future, 1584 - 2069 (pp. 58-68). New York: William Morrow and
Company.
Strange, C. C., & Banning, J. H. (2001). Educating by design: Creating campus learning
environments that work. San Francisco, CA: Jossey-Bass.
Wartman, K. L., & Savage, M. (2008). Parental involvement in higher education:
Understanding the relationship between students, parents, and the institution. San
Francisco, CA: Jossey-Bass.
Williams, L. B. (1998). Behind every face is a story. About Campus, 16-21.
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Online Resources
Online
www.fye.cmich.edu/collegestudents.htm
2 Hour Webinar by Marjorie Savage, the Parent Program Director at the University of Minnesota:
Effectively Communicating with Parents: Addressing the Needs of Baby Boomers, GenXers, and First Generation College Parents
Link to Recording
https://innovativeeducators.webex.com/innovativeeducators/lsr.php?AT=pb&SP=EC&rID=6788452&rKey=DC344B4EF7424035
Link to PowerPoint Presentation:
http://www.innovativeeducators.org//v/vspfiles/V4_Backup/parents.ppt