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Policies and Guides
Policies and Guides
Attendance Policy
The complete attendance policy for GSC students can be found here. It is/should be included in your syllabus.
TA (Teaching Assistant) Policy
The GSC does not have paid Teaching Assistants (TAs). The following policy explains how we support student classroom assistance along with its limitations, all designed to enhance and protect the student’s experience.
The GSC recognizes that our students come to their education with a wide variety of previous training and experience enriching the learning environment. Allowing those students to more actively share those skills and abilities adds richness to their peers as well as allows faculty to mentor the leadership skills of the student. This is congruent with today’s learning ethos that views the classroom as a learning community, not merely an environment in which the instructor is viewed as the sole educator; learning is collaborative, with each student contributing to helping each other meet expected outcomes.
This value orientation actively invites faculty to celebrate and utilize student voice and skills within a framework that protects students along the following guidelines:
If a student volunteers to assist a faculty member, the following guidelines must be followed as the TA is not employed by GFU, hence, does not have the protections of an employee nor are they bound by an employee confidentiality agreement. The GSC is also bound by professional legal and ethical standards in which we must guard against dual roles and an abuse of power.
An official policy is in process and will be added here when available.
Volunteer TAs must:
Have already taken the class
Do no grading
Have no access to grades
Limit lecturing to the type of presentation a student would do
Have a clear and limited set of tasks
Faculty Member should:
Create a clear job description that includes the above requirements plus
Outline of tasks
Time Expectations
Questions may be directed to your course lead.
Peer Mentors/Clinical Mentoring
In the later stages of their program, it is possible for students to serve as clinical peer mentors for select courses, e.g. (1) GCEP 501 Principles & Techniques; (2) GCEP 500 Introduction to Marriage, Couple, and Family Counseling; (3) GCEP 514 Couple Therapy; (4) GCEP 524 Family Therapy and (5) a few other courses. If the clinical peer mentor is in internship, it is possible to earn a limited number of direct client contact hours for this activity. The clinical peer mentor should log these hours in Tevera at the Mentoring Site associated with the course they are mentoring for and have them signed off on by the course instructor.
The role of peer support is found in many professions. In mental health, many clinical and community response settings utilize peers to offer assistance to those deeply impacted or immersed in the event itself. The peer is not an expert or an authority source; they are someone in a similar role yet not centrally involved in the current challenge or event who can possibly be most encouraging and objective as an observer and added resource.
The role of peer mentoring - its benefits and limits - is important to note for both students serving as peer mentors and students who partner with peer mentors assigned to their class. It is important that students also understand that clinical peer mentors are not experts. Their role is not to teach or evaluate (grade) peer course assignments, including role-play activities. However, student mentors are peers who are perfectly suited to serve through observation and guided reflection.
It is the responsibility of the course professor to clearly outline the unique role, expectations, and limits of peer mentors in each class where they are utilized.
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