II. Teaching in the College
Students in the College are all very bright and capable, and have come to the University of Chicago with a previous history of academic success. Nevertheless, many of them will experience a number of different kinds of pressure that may easily prevent them from achieving in your class. One common problem for many first-year students is that, because they were generally among the top students in their high school classes, they expect to be equally successful in the College. Obviously, if the College population as a whole is composed of people from the top of their respective high schools, it is less likely that any one individual will rise quite as easily to the top of the total class here.
The Student Counseling and Resource Service (SCRS) provides a coordinated and comprehensive consultation and counseling service for students. Their office is located at 5737 University Avenue (702-9800). SCRS offers a wide range of services, including diagnostic evaluation and referral and short-term individual counseling and psychotherapy. You may refer students directly to this service; call an SCRS staff member to discuss ways to respond to a particular situation; or talk with a student's adviser or the Dean of Students for advice about how to proceed.
Study skills and time-management counseling is offered individually to students and in workshops sponsored by the Academic Skills Assessment Program (ASAP). The College Core Tutors program is also under the direction of SCRS.
Tutors, lectors, lab assistants, or interns are assigned to many courses. The College also provides tutorial help in many subject areas and with the writing of papers. College Core Tutors are available in Harper Library on Sunday afternoons and Sunday, Monday, Tuesday, and Wednesday evenings, and in Max Palevsky Hall on some evenings. They tutor students without charge in writing, mathematics, chemistry, physics, and biology. Schedules change quarterly and are posted in the residence halls, the Commuter Students Center, and Harper Library. Tutors in math, science and economics are upperclass College students and graduate students. Writing tutors are students in graduate and professional programs at the University of Chicago. Tutors receive training and attend quarterly meetings that provide support and guidance. Writing tutors attend a quarter-long pedagogy class on the teaching of writing. In addition to the above resources, private tutoring may be available through departmental referral on a fee-paying basis.
For more information visit: http://www.college.uchicago.edu/tutors/index.html
The University of Chicago is a community of scholars, researchers, educators, students, and staff members devoted to the pursuit of knowledge. In keeping with its traditions and long-standing policies and practices, the University, in admissions and access to programs, considers students on the basis of individual merit and without regard to race, color, religion, sex, sexual orientation, national or ethnic origin, age, disability, or other factors irrelevant to study at the University. This University does not have a comprehensive program oriented wholly towards educating students with disabilities but strives to be supportive of the academic, personal, and work-related needs of each individual and is committed to helping those with disabilities become full participants in the life of the University.
Students with disabilities should be directed to contact their area Dean of Students and the Associate Dean of Student Services (Administration 222, 702-7773) in as timely a fashion as possible to request assistance and coordination of accommodations at the University. The University may request appropriate documentation of the disability. Once the appropriate documentation is received, professionals will review it to clarify the nature and extent of the problem. Ordinarily the Associate Dean of Student Services and area dean of students will then meet with the student to discuss the matter. If academic work is at issue, you may also become involved in these discussions. The student and the area dean of students will maintain contact as appropriate for ongoing efforts to accommodate the student. Assuming the documentation submitted is current and complete, this process may require up to ten weeks.
The University is committed to work with learning disabled students who have been admitted to help them become full participants in the academic programs. In all cases, the usual standards of judgment and assessment of students’ overall academic performance apply. Neither the community nor the students concerned are well served by applying special or lesser standards of admissions or of evaluation. The Associate Dean of Student Services may make accommodations to assist learning disabled students.
Such accommodations need to be reasonable and appropriate to the circumstances, should confer equal opportunity on the students with a learning disability, and must not infringe on the essential requirements of the program or fundamentally alter the program. As in the case of other disabilities, you should instruct learning disabled students to request assistance from their area dean of students and the Associate Dean of Student Services.