As you can see from the picture, we had a nice turnout for Dr. Timothy McNicholl's workshop Establishing Classroom Decorum and Dealing with Student Complaints. This was a timely topic in light of the actions of Florida Atlantic University student Jonatha Carr that has consequently set off a national discussion on civility in the classroom. It was our first time to use the CT+LE Commons space and it proved to be an excellent choice. The discussion during the workshop about First Amendment rights sparked a lively conversation in addition to the numerous personal examples shared by all of the participants. We always receive terrific feedback and try to offer a few examples for those who were unable to attend. Dr. Tess Pape, Nursing, plans to adopt the "use the minimum action needed to correct the situation" approach in her classes. Dr. Kaye Shelton, Educational Leadership (the winner of the door prize for this event), plans to list the consequences to ignoring her classroom rules in her syllabi. Sara Gubala, political science and a current ACES Fellow, will spend some time rethinking how she approaches testing in her classes. Dawn M. Kelsey and colleagues have an interesting take on incivility and it focuses on teacher misbehavior. In their article, College Students' Attributions of Teacher Misbehaviors published in the journal Communication Education (53,1), they reveal that students are not very forgiving of their instructors when those teachers misbehave. Students consider teachers to be authors of their own classroom successes and/or failures. Additionally, students appear to be relatively inattentive to issues and concerns that teachers often view as important mitigating factors, such as class size or class meeting time. Moreover, the results of the current study suggest that students care less about teacher demeanor than they do about how professionally and consistently teachers conduct their classes. On those occasions when teachers mess up or misbehave, they cannot make up for it by simply being charming (i.e., immediate). Even those teachers who employ all the right moves (e.g., eye-contact, close proximity, verbal immediacy) are not immune to students’ tendency to attribute internal causality to misbehaviors. The faculty development opportunities continue tomorrow at noon. Critical Self-reflection through Journaling will be held in the Private Dining Room of the LU Dining Hall at noon. The doors open at 11:30 AM, so grab your lunch and join us (no registration is ever required). The response has been very solid to the call for instructors for the University Success Seminar (LMAR 1101). There is still time to apply by contacting either Dr. Nicki Michalski or Dr. Todd Pourciau. Look for upcoming informational meetings as well.