While many of our students have been raised in environments that foster and value collaboration, many faculty are more comfortable with a classroom designed with the traditional lecture format, individual assignments and examinations where collaboration is considered cheating, and competitive grading practices. These skills encompass direct, assertive expression, effective listening, accurate descriptions of behavior and accurate assessment of perception. As may be evident, conflict resolution is an artful activity that requires training and practice. To that end, the implications for faculty and staff development are great. A growing body of work addresses the various types of disruptive behavior and the appropriate institutional and faculty response.
Disruptive behavior ranging from nuisance type behavior to physical aggression occurs.
Faculty should be familiar with the limitations of their ability to address the behaviors. Concurrently, the institution has a responsibility to be able to address the situations which result from behaviors that extend beyond the limitations of the faculty's ability. Some institutions have Crisis Intervention Teams in place for the purpose of addressing physically aggressive and continuing nuisance behaviors, as well as psychological and medical emergencies. The teams are usually multi-disciplinary and include appropriate faculty and staff. The key to the effectiveness of the teams is their ability to anticipate situations, respond immediately to the referral, follow up with the referral, and provide ongoing training for faculty and staff throughout the institution.