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Who to Contact
As your instructor for this course, I need to be "in the loop" regarding any questions, problems, or challenges you are having with the course so that I know what's going on with you. However, that does not mean that I'm the person who can resolve all of these questions, problems, or challenges. As the student, you need to demonstrate the proper balance to this situation: don't neglect to inform me of important matters, but also don't be upset with me about things I'm not able to resolve personally.
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In sociology, a phrase you'll hear quite a bit is the "division of labor." This is the way we divide up the work in society. At its best, dividing up the work allows each person or group to specialize in some specific task and become very efficient at that particular task. Colleges utilize this division of labor to get done the many tasks we have to help you with your education.
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In the college's division of labor, I am the teacher. I have specialized knowledge of the subjects I teach and the ways to convey this information to you. I don't have the training, certifications, access, time, etc., to do all of the other things needed to support your education -- but someone or some office on campus does!
So, it's important for you to understand that when I refer you to another office on campus (or off), I'm not being mean! In fact, it's just the opposite. When I refer you to another office, I'm showing you how much I do care about your needs and want to support you in getting the best help that our college can give you! What types of referrals am I talking about? This could be almost anything -- the registrar's office, financial aid, computer assistance, writing assistance, tutoring, social services, medical or mental health appointments, etc. If our course has an official course webpage on the college's website, I'll even put links on it to the places you might need to contact for various services.
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Most of the time a referral will come about because you have asked for something that I'm not able to do. I have a lot of students and I can't read minds, so please don't expect me to know what's going on with you. You should be proactive in getting the help you need: (1) let me know what's going on, and (2) follow my referral. Sometimes, though, I will notice something that I want you to get some help with and I will initiate the contact with you and make a referral. Either way, I expect you to follow through so that you can get the best of help and succeed in this course!
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The important thing is that you follow through with the referral and you keep me up-to-date on whatever I need to know about it. The simplest way to do that is to copy me on emails, but keep in mind that that's not the only way or always the best way. I don't need to know private details about things; I just need to know that you're handling whatever situation needs to be handled. In some cases I might need documentation of that fact, so be sure to save whatever formal proof you have of a situation (letters on business letterhead, emails from official business accounts, etc.).
Keep Me In the Loop
There's an old saying in the business world: "If you like our business, tell others. If you don't like it, tell us!"
That's the attitude that I want you to bring to this course. If you have some problem with me or with the course, tell me first. Don't start out by going over my head or otherwise inappropriately smearing me! Let's be adults and communicate.
Most of the time, any issues or problems are based on some sort of misunderstanding. Give me the chance to clear up that misunderstanding. And if turns out that there's something more serious, give me the chance to fix it. I still have to maintain the standards of the college and the course/field, but if I can do that in a better way, I do want to know!
Now, when I say come to me first, I mean give me a real chance!
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Don't gang up on me; come to see me one at a time so we can talk over any problem that you are having and what we can do about that.
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Also, don't ambush me and expect me to answer your question in two minutes. It's likely that we need to look things up and sort through details, so allow enough time to deal with it. That's what my office hours are for -- but if you can't get to my office hours, let's see how we can get together.
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And finally, come in with a cool head. If you're upset about something, take the time to calm down so this doesn't turn into a personal attack. I really want to do whatever I can to make the situation better, but that's hard to do when emotions are running hot.
So, to repeat this, give me a real chance to work things out with you, clear up any misunderstandings, explain why things are a particular way, learn how I can do better, or whatever it is.
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Bad example: A student gives no notice, too short a time to look up the paper, comes in the presence of others to try to intimidate or embarrass me, and speaks to me in an accusatory manner: "Why did you give me this grade? You are unfair! I worked hard on this."
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Good example: A student comes in privately when there's plenty of time to look up the needed material, and speaks to me in a manner that conveys that he or she wants to resolve the problem and move on: "Can you help me understand better what I did wrong on this assignment? How is this grade going to affect my final grade and what can I do to still do well in this course?"
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On the other hand, if you're happy with me and/or the course, feel free to spread that word far and wide!