Title IX and Chapter 1 and 2

4 Distinguished Order of the Servant Leader Award

. Students who participate in 100 hours of community service earn the Distinguished Order of the Servant Leader Award with a notation for their efforts on their transcript. Distinguished Order of The Servant Leader Award Distinguished Order of the Servant Leader Students and employees are encouraged to document service hours and to notify the Student Activities Office at each campus. Additional recognition is available for those earning multiple awards. All students participating in the Distinguished Order of the Servant Leader must properly record volunteer hours on the below form and submit to your Instructor for submission.

Education Goals

Georgia Military College students develop and demonstrate the intellectual competencies which are essential in educational and life endeavors. These include: • Written Communication • Quantitative Literacy • Critical Thinking • Cultural Literacy (United States and Global Perspectives) • Problem Solving Georgia Military College students develop respect for self; examine attitudes, values and assumptions; and consider and accept responsibility for the consequences of their actions and decisions

9. Your college should not make you pay the costs of certain accommodations that you require in order to continue your education after experiencing violence.

If you need counseling, tutoring, changes to your campus housing, or other remedies in order to continue your education, your school should provide these at no cost to you. Similarly, you should not suffer the financial burden of your school's mistakes. If your school fails to take prompt and effective steps to eliminate the violence and prevent its recurrence, your school may be required to reimburse lost tuition and related expenses. More information on this will be available soon.

Even if you feel that the complaining student is not being entirely forthright, you still have a duty to report it if he or she claims inappropriate sexual conduct has occurred.

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It is always a good idea to listen carefully and take all suspected cases of sexual harassment seriously.

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It is safe to assure a reporting student that there will be no retaliation by faculty or staff.

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5. Your school must take immediate action to ensure a victim can continue their education free of ongoing sex discrimination, sexual harassment or sexual violence.

Along with issuing a no contact directive to the accused, a schools must ensure that any reasonable changes to your housing, class or sports schedule, campus job, or extracurricular activity and clubs are made to ensure you can continue your education free from ongoing sex discrimination, sexual harassment or sexual violence. These arrangements can occur BEFORE a formal complaint, investigation, hearing, or final decision is made regarding your complaint. It also can CONTINUE after the entire process since you have a right to an education free of sex-based discrimination, harassment or violence. Additionally, these accommodations should not over-burden complainant-victims or limit your educational opportunities; instead, schools can require the accused to likewise change some school activities or classes to ensure there is not ongoing hostile educational environment.

3. Your school must be proactive in ensuring that your campus is free of sex discrimination.

You are protected under Title IX even if you do not experience sex discrimination directly. Schools must take immediate steps to address any sex discrimination, sexual harassment or sexual violence on campus to prevent it from affecting students further. If a school knows or reasonably should know about discrimination, harassment or violence that is creating a "hostile environment" for any student, it must act to eliminate it, remedy the harm caused and prevent its recurrence. Schools may not discourage survivors from continuing their education, such as telling them to "take time off" or forcing them to quit a team, club or class. You have the right to remain on campus and have every educational program and opportunity available to you.

According to the GMC Student Handbook, when it comes to receiving consent for sexual activity, "No" always means "No," while "Yes" may not always mean "Yes" Continued unwelcome advances count as sexual harassment.

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2.4 Communicating with Instructors

Learning Objectives Describe additional benefits for interacting with your instructor beyond the value for that particular course. List guidelines for successfully communicating individually with an instructor, such as doing so during office hours. Write e-mail messages to instructors and others that are polite, professional, and effective. Know how to graciously resolve a problem, such as a grade dispute, with an instructor. Understand the value of having a mentor and how interactions with instructors, your academic advisor, and others may lead to a mentoring relationship. Explain what is needed to succeed in an online course and how to interact with an online instructor. Students gain very specific benefits from communicating directly with their instructors. Learn best practices for communicating with your instructors during office hours and through e-mail. Additional Benefits of Talking with Your Instructors College students are sometimes surprised to discover that instructors like students and enjoy getting to know them. After all, they want to feel they're doing something more meaningful than talking to an empty room. The human dimension of college really matters, and as a student you are an important part of your instructor's world. Most instructors are happy to see you during their office hours or to talk a few minutes after class. Talking with your instructors often leads to benefits beyond simply doing well in that class. Talking with instructors helps you feel more comfortable in college and more connected to the campus. Students who talk to their instructors are less likely to become disillusioned and drop out. Talking with instructors is a valuable way to learn about an academic field or a career. Don't know for sure what you want to major in, or what people with a degree in your chosen major actually do after college? Most instructors will share information and insights with you. You may need a reference or letter of recommendation for a job or internship application. Getting to know some of your instructors puts you in an ideal position to ask for a letter of recommendation or a reference in the future when you need one. Because instructors are often well connected within their field, they may know of a job, internship, or research possibility you otherwise may not learn about. An instructor who knows you is a valuable part of your network. Networking is very important for future job searches and other opportunities. In fact, most jobs are found through networking, not through classified ads or online job postings. Think about what it truly means to be "educated": how one thinks, understands society and the world, and responds to problems and new situations. Much of this learning occurs outside the classroom. Talking with your highly educated instructors can be among your most meaningful experiences in college. Guidelines for Communicating with Instructors Getting along with instructors and communicating well begins with attitude. As experts in their field, they deserve your respect. Remember that a college education is a collaborative process that works best when students and instructors communicate freely in an exchange of ideas, information, and perspectives. So while you should respect your instructors, you shouldn't fear them. As you get to know them better, you'll learn their personalities and find appropriate ways to communicate. Here are some guidelines for getting along with and communicating with your instructors: Prepare before going to the instructor's office. Go over your notes on readings and lectures and write down your specific questions. You'll feel more comfortable, and the instructor will appreciate your being organized. Don't forget to introduce yourself. Especially near the beginning of the term, don't assume your instructor has learned everyone's names yet and don't make him or her have to ask you. Unless the instructor has already asked you to address him or her as "Dr. ____," "Ms. _____" or Mr. _______," or something similar, it's appropriate to say "Professor _______." Respect the instructor's time. In addition to teaching, college instructors sit on committees, do research and other professional work, and have personal lives. Don't show up two minutes before the end of an office hour and expect the instructor to stay late to talk with you. Realize that the instructor will recognize you from class—even in a large lecture hall. If you spent a lecture class joking around with friends in the back row, don't think you can show up during office hours to find out what you missed while you weren't paying attention. Don't try to fool an instructor. Insincere praise or making excuses for not doing an assignment won't make it in college. Nor is it a good idea to show you're "too cool" to take all this seriously—another attitude sure to turn off an instructor. To earn your instructor's respect, come to class prepared, do the work, participate genuinely in class, and show respect—and the instructor will be happy to see you when you come to office hours or need some extra help. Try to see things from the instructor's point of view. Imagine that you spent a couple hours making PowerPoint slides and preparing a class lecture on something you find very stimulating and exciting. Standing in front of a full room, you are gratified to see faces smiling and heads nodding as people understand what you're saying—they really get it! And then a student after class asks, "Is this going to be on the test?" How would you feel? Be professional when talking to an instructor. You can be cordial and friendly, but keep it professional and on an adult level. Come to office hours prepared with your questions—not just to chat or joke around. (Don't wear sunglasses or earphones in the office or check your cell phone for messages.) Be prepared to accept criticism in a professional way, without taking it personally or complaining. Use your best communication skills. Part-Time and Returning Students Students who are working and who have their own families and other responsibilities may have special issues interacting with instructors. Sometimes an older student feels a little out of place and may even feel "the system" is designed for younger students; this attitude can lead to a hesitation to participate in class or see an instructor during office hours.

According to the GMC Student Handbook, for the personal protection of members of this community, relationships in which power differentials are inherent (faculty-student, staff-student, administrator-student) are utterly forbidden.

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8. In cases of sexual violence, your college is prohibited from encouraging or allowing mediation (rather than a formal hearing) of the complaint

. The 2011 Title IX Guidance clearly prohibits schools from allowing mediation between an accused student and a complainant-victim in sexual violence cases. However, they may still offer such an alternative process for other types of complaints, such as sexual harassment. Realize it is your choice and you can and should seek a disciplinary hearing if you desire such a formal process. Schools are discouraged from allowing the accused to question you during a hearing. If your school allows that, consider getting a nonprofit attorney or other legal advocate to help you through the process and/or file a Title IX complaint with the U.S. Department of Education about that schools hearing process.

Finding a Mentor

A mentor is someone who is usually older and more experienced than you who becomes your trusted guide, advisor, and role model. A mentor is someone you may want to be like in your future career or profession—someone you look up to and whose advice and guidance you respect. Finding a mentor can be one of the most fulfilling aspects of college. As a student, you think about many things and make many decisions, large and small, almost daily: What do you want to do in the future? How can you best balance your studies with your job? What should you major in? Should you take this course or that one? What should you do if you feel like you're failing a course? Where should you put your priorities as you prepare for a future career? How can you be a better student? The questions go on and on. We talk about things like this with our friends and often family members, but often they don't have the same experience or background to help us as a mentor can. Most important, a mentor is someone who is willing to help you, to talk with you about decisions you face, to support you when things become difficult, and to guide you when you're feeling lost. A mentor can become a valuable part of your future network but also can help you in the here and now. Many different people can become mentors: other students, family members, people you know through work, your boss. As a college student, however, your best mentor likely is someone involved in education: your advisor, a more experienced student, or an instructor. Finding a mentor is another reason to develop good relationships with your instructors, starting with class participation and communication outside of class. A mentor is not like a good friend, exactly—you're not going to invite your instructor to a movie—but it does involve a form of friendship. Nor is a mentor a formal relationship: you don't ask an instructor to become your mentor. The mentor relationship is more informal and develops slowly, often without actively looking for a mentor. Here's an example of how one student "found" a mentor: As a freshman taking several classes, Miguel particularly liked and admired one of his instructors, Professor Canton. Miguel spoke up more in Canton's class and talked with him sometimes during office hours. When it was time to register for the next term, Miguel saw that Canton was teaching another course he was interested in, so he asked him about that course one day during office hours. Miguel was pleased when Professor Canton said he'd like to have him in his class next term. By the end of his first year of college, Miguel seemed to know Canton better than any of his other instructors and felt very comfortable talking with him outside of class. One day after talking about a reading assignment, Miguel said he was enjoying this class so much that he was thinking about majoring in this subject and asked Professor Canton what he thought about it. Canton suggested that he take a few more classes before making a decision, and he invited Miguel to sit in on a seminar of upper-level students he was holding. In his second year, Miguel's interests turned in another direction as he began to think about his future job possibilities, but by then he felt comfortable enough talking with Canton that he occasionally he stopped by the professor's office even though he was not taking a class with him. Sometimes he was surprised how much Professor Canton knew about other departments and other faculty, and Canton often shared insights about other courses he might be interested in that his advisor had not directed him to. When Miguel learned about a summer internship in his field and was considering applying, Canton not only volunteered to write him a letter of recommendation but even offered to help Miguel with the essay part of the application if he wanted. Some colleges have more formal mentoring programs, and you should become involved in one if you have this opportunity, but often a mentoring relationship occurs informally as you get to know an instructor or another person over time. In your first year, you don't go searching frantically for a mentor, but you should begin interacting with your instructors and other students in ways that may lead, over time, to developing that kind of relationship. Similarly, your academic advisor or a college counselor might become a mentor for you if you share interests and you look up to that person as a role model and trusted guide. Your advisor is so important for your college success that if you feel you are not getting along well, you should ask the advising department to switch you to a different advisor. Take the time to build a good relationship with your advisor, the same as with instructors—following the same guidelines in this chapter for communication and interaction.

Responsible Employees:

Georgia Military College designates the following as "responsible employees' under Title IX. These people have a "duty to report" whereas counselors do not. GMC's Campus Security Authorities include faculty advisors to student organizations, student activities staff, athletic team coaches, campus police (police and security officers), the Dean of Students, Dean of Faculty, all DLC Directors, VP Enrollment Services, VP Advancement, Athletic Director, VP Business Affairs, Director Student Activities, Director Health Services, Director Library Services, and the Professor of Military Science. To Report Confidentially: If one desires that details of the incident be kept confidential, they should speak with on-campus mental health counselors, campus health service providers or off-campus rape crisis resources who can maintain confidentiality. Campus counselors are available to help you free of charge, and can be seen on an emergency basis. In addition, you may speak on and off-campus with members of the clergy and chaplains, who will also keep reports made to them confidential. Reporting to those who can maintain the privacy of what you share: You can seek advice from certain resources who are not required to tell anyone else your private, personally identifiable information unless there is cause for fear for your safety, or the safety of others. These are individuals who GMC has not specifically designated as "responsible employees" for purposes of putting the institution on notice and for whom mandatory reporting is required, other than in the stated limited circumstances. These resources include those without supervisory responsibility or remedial authority to address sexual misconduct, such as faculty members, career services staff, admissions officers, student activities personnel, and many others. If you are unsure of someone's duties and ability to maintain your privacy, ask them before you talk to them. They will be able to tell you, and help you make decisions about who can help you best. Some of these resources have been instructed to share incident reports with their supervisors, but they will not share any personally identifiable information about your report unless you give them permission, except in the rare event that the incident reveals a need to protect you or other members of the community. If your personally identifiable information is shared, it will only be shared as necessary with as few people as possible, and all efforts will be made to protect your privacy. Non-confidential reporting options: You are encouraged to speak to officials of the institution to make formal reports of incidents (deans, vice presidents, or other administrators with supervisory responsibilities, campus police, coaches, club advisors, and human resources). GMC considers these people to be "responsible employees." Notice to them is official notice to the institution. You have the right and can expect to have incidents of sexual misconduct to be taken seriously by the institution when formally reported, and to have those incidents investigated and properly resolved through administrative procedures. Formal reporting means that only people who need to know will be told, and information will be shared only as necessary with investigators, witnesses, and the accused individual. Federal Statistical Reporting Obligations: Certain campus officials have a duty to report sexual misconduct for federal statistical reporting purposes (Clery Act). All personally identifiable information is kept confidential, but statistical information must be passed along to campus law enforcement regarding the type of incident and its general location (on or off-campus, in the surrounding area, but no addresses are given) for publication in the annual Campus Security Report. This report helps to provide the community with a clear picture of the extent and nature of campus crime, to ensure greater community safety. Mandated federal reporters include: student/conduct affairs, campus law enforcement, local police, coaches, athletic directors, residence life staff, student activities staff, human resources staff, advisors to student organizations and any other official with significant responsibility for student and campus activities. The information to be shared includes the date, the location of the incident (using Clery location categories) and the Clery crime category. This reporting protects the identity of the victim and may be done anonymously. Federal Timely Warning Reporting Obligations: Victims of sexual misconduct should also be aware that GMC administrators must issue immediate timely warnings for incidents reported to them that are confirmed to pose a substantial threat of bodily harm or danger to members of the campus community. GMC will make every effort to ensure that a victim's name and other identifying information is not disclosed, while still providing enough information for community members to make safety decisions in light of the danger. The reporters for timely warning purposes are exactly the same as detailed at the end of the above paragraph.

E-mail Best Practices

Just as e-mail has become a primary form of communication in business and society, e-mail has a growing role in education and has become an important and valuable means of communicating with instructors. Virtually all younger college students have grown up using e-mail and have a computer or computer access in college, although some have developed poor habits from using e-mail principally with friends in the past. Some older college students may not yet understand the importance of e-mail and other computer skills in college; if you are not now using e-mail, it's time to learn how (see "Getting Started with E-mail"). Especially when it is difficult to see an instructor in person during office hours, e-mail can be an effective form of communication and interaction with instructors. E-mail is also an increasingly effective way to collaborate with other students on group projects or while studying with other students. Getting Started with Email If you don't have your own computer, find out where on-campus computers are available for student use, such as at the library or student center. Once you have your GMC student email account set up, give your email address to instructors who request it and to other students with whom you study or maintain contact. E-mail is a good way to contact another student if you miss a class or do not understand a weekly topic. Once you begin using email, remember to check it regularly for messages. Online students are expected to check their email no less than once per day. Most people view email like a telephone message and expect you to respond fairly soon. Be sure to use good email etiquette when writing to instructors. If your instructor gives you his or her email addresses, use email rather than the telephone for non-urgent matters. Using email respects other people's time, allowing them to answer at a time of their choosing, rather than being interrupted by a telephone call. But email is a written form of communication that is different from telephone voice messages and text messages. Students who text with friends have often adopted shortcuts, such as not spelling out full words, ignoring capitalization and punctuation, and not bothering with grammar or full sentence constructions. This is inappropriate in an email message to an instructor, who expects a more professional quality of writing. Most instructors expect your communications to be in full sentences with correctly spelled words and reasonable grammar. Follow these guidelines: Use your GMC student email address. Use the subject line to label your message effectively at a glance. "May I make an appointment?" says something; "Are you in your office?" doesn't. Address email messages as you do a letter, beginning "Dear Professor ____." Include your full name if it's not easily recognizable in your e-mail account. Do not address your instructor as 'Hey'! Get to your point quickly and concisely. Don't make the reader scroll down a long email to see what it is you want to say. Because email is a written communication, it does not express emotion the way a voice message does. Don't attempt to be funny, ironic, or sarcastic, Write as you would in a paper for class. In a large lecture class or an online course, your email voice may be the primary way your instructor knows you, and emotionally charged messages can be confusing or give a poor impression. Don't use capital letters to emphasize. All caps look like SHOUTING. Avoid abbreviations, nonstandard spelling, slang, and emoticons like smiley faces. These do not convey a professional tone. Don't make demands or state expectations such as "I'll expect to hear from you soon" or "If I haven't heard by 4 p.m., I'll assume you'll accept my paper late." When you reply to a message, leave the original message within yours. Your reader may need to recall what he or she said in the original message. Be polite. End the message with a "Thank you" or something similar. Proofread your message before sending it. With any important message to a work supervisor or instructor, it's a good idea to wait and review the message later before sending it. You may have expressed an emotion or thought that you will think better about later. Many problems have resulted when people sent messages too quickly without thinking.

Sexual harassment can be altogether verbal. Some sexual harassment is subtle and indirect. If you are a victim or a witness to gender-based misconduct, you have a duty to report.

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Our Heritage

Georgia Military College was established in 1879, by act of the Georgia State Legislature, as Middle Georgia Military and Agricultural College, a public, independent educational institution. A Board of Trustees, elected by the citizenry of Milledgeville, was designated as the governing body for the school. In that same act, the legislature provided that Middle Georgia Military and Agricultural College would be located on the old capitol square. This twenty-acre tract, sitting on a knoll above the Oconee River and the surrounding Georgia Piedmont, had been designated Statehouse Square when Milledgeville had been designed as Georgia's capital city in 1803. The college became the steward of the square and its Gothic Revival statehouse that had served as the state's capitol building from 1807 until 1868. From its inception in 1879 until 1952, Middle Georgia Military and Agricultural College, renamed Georgia Military College in 1900, served as a high school for the city of Milledgeville and Baldwin County. In 1930, the Board of Trustees added the junior college program and Georgia Military College began offering associate degrees. In 1932, GMC was designated an Honor Military Academy, which is represented by the gold star on our unit insignia. In 1946, the school was designated as a military institution by the United States War Department, and in the 1950s was designated as a Military Junior College. In 1971, with the development of campuses across Georgia, Georgia Military College began a new era as a key educational presence in career and transfer programs for the citizenry of Georgia and for men and women in the armed forces of the United States. The Milledgeville campus houses the President and other key administration and is best known for its distinctive military environment with the early commissioning program for college cadet students. The college, in addition to its campus in Milledgeville with extension centers in Sandersville and Madison, has campuses in Augusta, Columbus, Fairburn with an extension center in Fayetteville, Dublin, Eastman, Stone Mountain, Warner Robins, Valdosta and Online. Traditional and nontraditional students enrolled in day, evening and weekend programs. Georgia Military College awards three degrees: the Associate of Arts, the Associate of Science, and the Associate of Applied Science, with concentrations in multiple disciplines. Each degree is organized on the liberal arts tradition of higher education with a core curriculum of humanities, natural sciences, mathematics/technology and social sciences. The college has a First Year Experience program to assist incoming students with acclimating to the college environment and developing character education and critical thinking skills. The curriculum is learning based, placing great emphasis on the student learner mastering a broad set of educational objectives and developing proficiency in those objectives. Georgia Military College believes in both the development of the intellect and the elevation of character. Each course in each discipline includes a component focusing on ethical behavior and critical thinking. The blending of a learning-based curriculum with an ethics across the curriculum program produces a unique educational experience. This blending produces learners who are responsible, productive citizens - citizens who make a positive difference in the communities where they live and work. The continuation of this historic focus from the 1879 charter is a distinguishing characteristic of this twenty-first century educational institution.

It is safe to assure a reporting student of total confidentiality.

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Tips for Success: Talking with Instructors When you have a question, ask it sooner rather than later.

Be prepared and plan your questions and comments in advance. Be respectful but personable and communicate professionally. Be open minded and ready to learn. Avoid whining and complaining. There is no such thing as a "stupid question." Controlling Anger over Grades If you're going to talk with an instructor about your grade or any other problem, control any anger you may be feeling. The GPS LifePlan project of the Minnesota State Colleges and Universities System offers some insights into this process: Being upset about a grade is good because it shows you care and that you have passion about your education. But anger prevents clear thinking, so rein it in first. Since anger involves bodily reactions, physical actions can help you control anger: try some deep breathing first. Try putting yourself in your instructor's shoes and seeing the situation from their point of view. Try to understand how grading is not a personal issue of "liking" you—that they are really doing something for your educational benefit. It's not your life that's being graded. Things outside your control can result in not doing well on a test or assignment, but the instructor can grade only on what you actually did on that test or assignment—not what you could have done or are capable of doing. Understanding this can help you accept what happened and not take a grade personally.

Georgia Military College Core Values (Video)

Duty, Honor, Country. Duty. Georgia Military College students are expected to demonstrate a high degree of personal responsibility. Said another way, students are expected to fulfill their obligations. The extent to which they are successful is measured by how well they fulfill their financial, disciplinary, academic, extracurricular, and personal obligations to the college and to faculty, campus organizations, and fellow students. Honor. Georgia Military College students are expected to display a strong sense of personal integrity. They are expected to do the right thing, for the right reasons, in the right way, at the right time. As men and women of honor, students are expected to keep their word and fulfill their promises. Every student is bound by a Code of Honor that calls on each student to be truthful, respect the property of others, and do their own work. A GMC student does not lie, steal, cheat, or tolerate those who do. Our hope is that students will convert high standards for honesty practiced in the classroom to high standards for integrity practiced over a lifetime. Country. Georgia Military College is devoted to strengthening the love our students have for their country as well as their resolve to become contributing citizens. To this end, GMC students are offered frequent opportunities to practice selfless service in the communities where they study by taking part in service projects conducted college-wide. As well, they are afforded opportunities to affirm their loyalty to our nation and to reflect on the fundamental importance of our nation's founding principles by observing and taking part in the frequent parades and ceremonies conducted by the college to celebrate important national events and holidays.

1.3 GMC Core Values

Duty. Georgia Military College students are expected to demonstrate a high degree of personal responsibility. Said another way, students are expected to fulfill their obligations. The extent to which they are successful is measured by how well they fulfill their financial, disciplinary, academic, extracurricular, and personal obligations to the college and to faculty, campus organizations, and fellow students. Honor. Georgia Military College students are expected to display a strong sense of personal integrity. They are expected to do the right thing, for the right reasons, in the right way, at the right time. As men and women of honor, students are expected to keep their word and fulfill their promises. Every student is bound by a Code of Honor that calls on each student to be truthful, respect the property of others, and do their own work. A GMC student does not lie, steal, cheat, or tolerate those who do. Our hope is that students will convert high standards for honesty practiced in the classroom to high standards for integrity practiced over a lifetime. Country. Georgia Military College is devoted to strengthening the love our students have for their country as well as their resolve to become contributing citizens. To this end, GMC students are offered frequent opportunities to practice selfless service in the communities where they study by taking part in service projects conducted college-wide. As well, they are afforded opportunities to affirm their loyalty to our nation and to reflect on the fundamental importance of our nation's founding principles by observing and taking part in the frequent parades and ceremonies conducted by the college to celebrate important national events and holidays.

4. Your school must have an established procedure for handling complaints of sex discrimination, sexual harassment or sexual violence.

Every school must have a Title IX Coordinator who manages complaints. The Coordinator's contact information should be publicly accessible on the school's website. If you decide to file a complaint, your school must promptly investigate it regardless of whether you report to the police (though a police investigation may very briefly delay the school's investigation if law enforcement is gathering evidence). A school may not wait for the conclusion of a criminal proceeding and should conclude its own investigation within a semester's time (the 2011 Office for Civil Rights Title IX guidance proposes 60 days as an appropriate time-frame). The school should use a "preponderance of the evidence" standard to determine the outcome of a complaint, meaning discipline should result if it is more likely than not that discrimination, harassment and/or violence occurred. The final decision should be provided to you and the accused in writing. Both of you have the right to appeal the decision.

Sexual harassment is not based on gender. Although you must no promise protection against retaliation, it is safe for you to reassure a possible victim that his or her report will remain confidential.

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2.5 Student Handbook

Georgia Military College exists solely to serve student educational needs. To help assure all students make full use of their time at GMC, the college publishes a series of rules and regulations to guide students, faculty and administrative staff. The Student Handbook focuses specifically on the needs of students and contains information that will be valuable to you as you pursue your educational goals. Georgia Military College exists solely to serve student educational needs. To help assure all students make full use of their time at GMC, the college publishes a series of rules and regulations to guide students, faculty and administrative staff. The Student Handbook focuses specifically on the needs of students and contains information that will be valuable to you as you pursue your educational goals. Click the following link to view the GMC Student Handbook (http://www.gmc.edu/current-students/student-handbook.cms). 2.6 Participating in Class Learning Objectives Understand how to set yourself up for successful participation in class. List guidelines for effectively asking and answering questions in class. Explain strategies for effective learning if your learning style is different from your instructor's teaching style.

1.5 Title IX Confidentiality, Privacy, and Reporting Policy

Georgia Military College is committed to a policy that ensures the fulfillment of equal opportunity without unlawful discrimination for all applicants for employment or student status. This policy is administered without regard to race, creed, color, sex, national origin, religion, age, veteran status, or handicap. Members of the Georgia Military College community, guests and visitors have the right to be free from sexual violence. All members of the campus community are expected to conduct themselves in a manner that does not infringe upon the rights of others. GMC believes in a zero tolerance policy for gender-based misconduct. When an allegation of misconduct is brought to an appropriate administrator's attention, and a respondent is found to have violated this policy, serious sanctions will be used to reasonably ensure that such actions are never repeated. This policy has been developed to reaffirm these principles and to provide recourse for those individuals whose rights have been violated. This policy is intended to define community expectations and to establish a mechanism for determining when those expectations have been violated.

Our Purpose

Georgia Military College will be successful in the educational development of citizens through integration of two dimensions of education: development of the intellect and elevation of character. Possession of these two dimensions, which includes the capacity to act upon one's knowledge, provides an individual the ability to function as a responsible citizen within a republic. Georgia Military College graduates shall have an appreciation for the centrality of education as a lifelong pursuit. Georgia Military College will produce citizens who serve as role models by actively involving themselves in their communities and in the democratic process. This interaction will be accomplished by creating and continually refining formal ethics programs, providing time for reflection, and training students in right behaviors. The institution will encourage all members of the educational community—students, faculty, and staff—to work in partnership with the communities in which they live. Georgia Military College graduates will understand the importance of and the need to respect the dignityand humanity of others. They will be sensitive to persons of diverse backgrounds with different values and ways of communicating. Concurrent with the accelerating growth of information and derived knowledge, the focus at Georgia Military College will be to teach students how to learn so as to increase their adaptability to changing conditions. Students will be taught to think critically and to have confidence in their abilities to act within a global environment. Georgia Military College will employ quality faculty and staff and develop facilities focused on the successful achievement of both dimensions of education. The primary focus of the faculty will be on excellence in teaching and the expansion of their knowledge and skills as teachers. The institutional staff will be student oriented and professionally competent. Facilities will reflect state of the art capabilities and will contribute directly to the creation and maintenance of the desired learning environment.

Sexual Harassment and the Law (Video)

In order for Georgia Military College to create the safest possible environment for its students, it's really important that we all understand that Georgia law prohibits, non-consensual sexual conduct, sexual misconduct, and sexual violence. According to Georgia law, anyone convicted of having sex with someone without their consent may be sentenced to imprisonment for periods of 1 to 5 years for some sexual battery cases. 1 to 25 years for some sexual assault cases and 25 years to life in some cases of rape. Georgia Statutes define the term without consent this way. A person cannot give consent if they are mentally disabled or incapacitated, physically helpless for any reason, including alcohol or drug intoxication, or overcome by deception, coercion or surprise. Consent is about saying "yes" and must be given directly. "No" absolutely means no. However, not saying "no" is not the same as giving consent. It is important to understand that consent is about saying "yes." "Yes" means yes. There are laws relating to other forms of personal violence, such as partner violence and stalking. These violations of Georgia Statutes also carry stiff mandatory punishments. The bottom line is that convicted of sexual misconduct in violation of Georgia law can expect to be severely punished.

Part-Time and Returning Students

Students who are working and who have their own families and other responsibilities may have special issues interacting with instructors. Sometimes an older student feels a little out of place and may even feel "the system" is designed for younger students; this attitude can lead to a hesitation to participate in class or see an instructor during office hours. But participation and communication with instructors is very important for all students—and may be even more important for "nontraditional" students. Getting to know your instructors is particularly crucial for feeling at home in college. Instructors enjoy talking with older and other nontraditional students—even when, as sometimes happens, a student is older than the instructor. Nontraditional students are often highly motivated and eager to learn. If you can't make the instructor's office hours because of your work schedule, ask for an appointment at a different time—your needs will be respected. Part-time students, especially in community colleges where they may be taking evening courses, often have greater difficulty meeting with instructors. In addition, many part-time students taking evening and weekend classes are taught by part-time faculty who, like them, may be on campus only small amounts of time. Yet it is just as critical for part-time students to engage in the learning process and have a sense of belonging on campus. With effort, you can usually find a way to talk with your instructors. Don't hesitate to ask for an appointment at another time or to meet with your instructor over a cup of coffee after class before driving home. Assert yourself: You are in college for reasons just as good as those of other students, and you have the same rights. Avoid the temptation to give up or feel defeated; talk with your instructor to arrange a time to meet, and make the most of your time interacting together. Use e-mail to communicate when you need to and contact your instructor when you have any question you can't raise in person.

2.3 Moodle Introduction

Moodle is the Learning Management System (LMS) that is used by GMC. Moodle is used to teach all online classes and hybrid classes. For traditional, campus-based classes, your faculty will use the Moodle LMS to place resources online such as lectures, powerpoints, etc. Faculty will also use Moodle to post your grades in the Moodle gradebook. How do I access Moodle? To access Moodle, you must first access the GMCOnline portal. The GMCOnline portal will provide you with single sign-on access to your Moodle classes. In the center column of the GMCOnline portal homepage, you will see a section labeled Datatel My Classes. Each course that you are registered for will show in this list. To access the course, please click on the link for the individual course. Please note that it can take up to 24 hours after you register for your course to show. The first time you attempt to access a course, the system will appear to give you an error message. The message will read: "Login to Moodle failed. SSO credentials for user "your username" could not be found in the application "MoodleSSO" Enter your credentials. The words "Enter your credentials" are a link. You need to click on the link and enter your moodle credentials for the first time into your portal. Where indicated you will enter: Your username (the first part of your email address up to the @ symbol). Please use the username in this field and NOT your student email address. Your current password. This will be the same password used to access the GMCOnline portal. Confirm your password. Once this information is entered ONCE, you will not have to enter it again to have single click access to your classes. You can also access your Moodle classes by going directly to www.mygmconlinecampus.net. Moodle Helpdesk Information GMC provides 24/7 technical assistance to students with the use of the Moodle LMS. Representatives are available by submitting help tickets, live chat, and direct phone support. The Helpdesk link also contains a searchable solutions database of basic problems so that you can find answers to your questions quickly. To access the Moodle Helpdesk, click the blocks icon (6 from left) in any course, click Moodle Support, and click the link within the dialog box. The direct phone support number is 1-855-789-7050.

6. Your school may not retaliate against someone filing a complaint and must keep a victim safe from other retaliatory harassment or behavior.

Schools must address complaints of sex discrimination, sexual harassment and sexual violence. As part of this obligation they can issue a no contact directive or make other accommodations to ensure the accused or a third party does not retaliate for any complaint. Additionally, the school may not take adverse action against the complainant-victim for their complaint. Any retaliation can and should be reported in a formal Title IX complaint to the U.S. Department of Education since it is your right to be free from a hostile educational environment.

Guidelines for Participating in Classes

Smaller classes generally favor discussion, but often instructors in large lecture classes also make some room for participation. A concern or fear about speaking in public is one of the most common fears. If you feel afraid to speak out in class, take comfort from the fact that many others do as well—and that anyone can learn how to speak in class without much difficulty. Class participation is actually an impromptu, informal type of public speaking, and the same principles will get you through both: preparing and communicating. Set yourself up for success by coming to class fully prepared. Complete reading assignments. Review your notes on the reading and previous class to get yourself in the right mind-set. If there is something you don't understand well, start formulating your question now. Sit in the front with a good view of the instructor, board or screen, and other visual aids. This will help you hear better, pay better attention, and make a good impression on the instructor. Don't sit with friends—socializing isn't what you're there for. Remember that your body language communicates as much as anything you say. Sit up and look alert, with a pleasant expression on your face, and make good eye contact with the instructor. Show some enthusiasm. Pay attention to the instructor's body language, which can communicate much more than just his or her words. How the instructor moves and gestures, and the looks on his or her face, will add meaning to the words—and will also cue you when it's a good time to ask a question or stay silent. Take good notes, but don't write obsessively—and never page through your textbook (or browse on a laptop). Don't eat or play with your cell phone. Except when writing brief notes, keep your eyes on the instructor. Follow class protocol for making comments and asking questions. In a small class, the instructor may encourage students to ask questions at any time, while in some large lecture classes the instructor may ask for questions at the end of the lecture. In this case, jot your questions in your notes so that you don't forget them later. Don't say or ask anything just to try to impress your instructor. Most instructors have been teaching long enough to immediately recognize insincere flattery—and the impression this makes is just the opposite of what you want. Pay attention to the instructor's thinking style. Does this instructor emphasize theory more than facts, wide perspectives over specific ideas, abstractions more than concrete experience? Take a cue from your instructor's approach and try to think in similar terms when participating in class. It's fine to disagree with your instructor when you ask or answer a question. Many instructors invite challenges. Before speaking up, however, be sure you can explain why you disagree and give supporting evidence or reasons. Be respectful. Pay attention to your communication style. Use standard English when you ask or answer a question, not slang. Avoid sarcasm and joking around. Be assertive when you participate in class, showing confidence in your ideas while being respectful of the ideas of others. But avoid an aggressive style that attacks the ideas of others or is strongly emotional. When your instructor asks a question to the class: Raise your hand and make eye contact, but don't call out or wave your hand all around trying to catch his or her attention. Before speaking, take a moment to gather your thoughts and take a deep breath. Don't just blurt it out—speak calmly and clearly. When your instructor asks you a question directly: Be honest and admit it if you don't know the answer or are not sure. Don't try to fake it or make excuses. With a question that involves a reasoned opinion more than a fact, it's fine to explain why you haven't decided yet, such as when weighing two opposing ideas or actions; your comment may stimulate further discussion. Organize your thoughts to give a sufficient answer. Instructors seldom want a yes or no answer. Give your answer and provide reasons or evidence in support. When you want to ask the instructor a question: Don't ever feel a question is "stupid." If you have been paying attention in class and have done the reading and you still don't understand something, you have every right to ask. Ask at the appropriate time. Don't interrupt the instructor or jump ahead and ask a question about something the instructor may be starting to explain. Wait for a natural pause and a good moment to ask. On the other hand, unless the instructor asks students to hold all question until the end of class, don't let too much time go by, or you may forget the question or its relevance to the topic. Don't ask just because you weren't paying attention. If you drift off during the first half of class and then realize in the second half that you don't really understand what the instructor is talking about now, don't ask a question about something that was already covered. Don't ask a question that is really a complaint. You may be thinking, "Why would so-and-so believe that? That's just crazy!" Take a moment to think about what you might gain from asking the question. It's better to say, "I'm having some difficulty understanding what so-and-so is saying here. What evidence did he use to argue for that position?" Avoid dominating a discussion. It may be appropriate in some cases to make a follow-up comment after the instructor answers your question, but don't try to turn the class into a one-on-one conversation between you and the instructor.

Teaching Style versus Learning Style

Students have many different learning styles. Understanding your learning style(s) can help you study more effectively. Most instructors tend to develop their own teaching style, however, and you will encounter different teaching styles in different courses. When the instructor's teaching style matches your learning style, you are usually more attentive in class and may seem to learn better. But what happens if your instructor has a style very different from your own? Let's say, for example, that your instructor primarily lectures, speaks rapidly, and seldom uses visuals. This instructor also talks mostly on the level of large abstract ideas and almost never gives examples. Let's say that you, in contrast, are more a visual learner, that you learn more effectively with visual aids and visualizing concrete examples of ideas. Therefore, perhaps you are having some difficulty paying attention in class and following the lectures. What can you do? Capitalize on your learning strengths. In this example, you could use a visual style of note taking, such as concept maps, while listening to the lecture. If the instructor does not give examples for abstract ideas in the lecture, see if youcan supply examples in your own thoughts as you listen. Form a study group with other students. A variety of students will likely involve a variety of learning styles, and when going over course material with other students, such as when studying for a test, you can gain what they have learned through their styles while you contribute what you have learned through yours. Use ancillary study materials. Many textbooks point students to online resource centers or include a computer CD that offers additional learning materials. Such ancillary materials usually offer an opportunity to review course material in ways that may better fit your learning style. Communicate with your instructor to bridge the gap between his or her teaching style and your learning style. If the instructor is speaking in abstractions and general ideas you don't understand, ask the instructor for an example. You can also communicate with the instructor privately during office hours. For example, you can explain that you are having difficulty understanding lectures because so many things are said so fast. Finally, take heart that a mismatch between a student's learning style and an instructor's teaching style is not correlated with lower grades.

2.1 First Year Experience

The First Year Experience (FYE) at Georgia Military College has been designed to introduce first-year students to the resources of GMC so that they might maximize their time and opportunities here. The First Year Experience program seeks to help new students succeed academically through its cornerstone class, PER 101 - College Success, and socially through New Student Orientation, the Student Ambassador program, and other initiatives designed to engage the first-year students in the activities and culture of the college and to and ease their transition to college and its opportunities and challenges. GMC student's First Year Experience continues as they accomplish program goals to encourage character development and critical thinking in its follow-on course, PER 102. Each campus has its own First Year Experience Coordinator and Student Ambassadors whose jobs are to help new students transition into the intellectual, social, and cultural life of Georgia Military College at that campus and to plan for and achieve success there and beyond

2.2 GMConline.edu

The GMCOnline portal, sometimes referred to as the "Student Portal" is the first website that a student should access. This website contains single sign-on access to all student services, links for helpful information, etc. It can be accessed at https://portal.gmc.edu What is my Username, GMC Email address, and Password? For example, if my name is Bobby Cox and my birthday is May 21, then my username is bcox0521 and my student email address is [email protected]. When your account is first created, your initial password is the last seven digits of your Social Security Number. It is highly recommended that you change your password. When you change your password, it will be reset for all GMC online resources. Important Note: Your Username, GMC Email address, and Password will be used to grant you access to all of your personal student resources. Please ensure that you remember your login information. How do I access my GMC Student Email account? To access your student email account, you must first access the GMCOnline portal. The GMCOnline portal will provide you with single sign-on access to your student email account. The link to access the student email account is located at the top of the center column of the GMCOnline portal homepage. The link will say "You have X Unread Messages" where X is the number of emails in your account. Clicking this link will automatically load your student email account with single sign-on access.

2.0 Interacting with the College Experience

Throughout this text you will read about how success in college depends on your active participation in the learning process. Much of what you get out of your education is what you yourself put into it. This chapter considers how to engage in the learning process through interactions with your instructors and other students. Students who actively interact with others in the educational experience are much more successful than passive students who do not. Yet relatively few college students consistently interact with their instructors and other students in class. Typically only five to seven students in a class, regardless of the class's size, do most of the participating. Why is that? If you're just too shy, you can learn to feel comfortable participating. Interacting with instructors and participating in class discussions with other students is among the most important steps you can take to make sure you're successful in college. The real essence of a college education is not just absorption of knowledge and information but learning a way of thinking that involves actively responding to the ideas of others. Employers seek graduates who have learned how to think critically about situations and ideas, to solve new problems, and to apply traditional knowledge in new circumstances. And these characteristics come from active participation in the learning process.

1. Title IX a landmark federal civil right that prohibits sex discrimination in education.

Title IX is not just about sports; it is a prohibition against sex-based discrimination in education. It addresses discrimination against pregnant and parenting students and women in STEM (science, technology, engineering, and math) programs. It also addresses sexual harassment, gender-based discrimination, and sexual violence. Sexual violence includes attempted or completed rape or sexual assault, as well as sexual harassment, stalking, voyeurism, exhibitionism, verbal or physical sexuality-based threats or abuse, and intimate partner violence.

2. Title IX does not apply to female students only.

Title IX protects any person from sex-based discrimination, regardless of their real or perceived sex, gender identity, and/or gender expression. Female, male, and gender non-conforming students, faculty, and staff are protected from any sex-based discrimination, harassment or violence.

Differences from High School

To understand why interaction is so important in college, let's look again at some of the typical differences between high school and college instructors: Many college classes focus more on how one thinks about a subject than on information about the subject. While instructors in some large lecture classes may still present information to students, as you take more classes in your major and other smaller classes, you'll find that simply giving back facts or information on tests or in assigned papers means much less. You really are expected to develop your own ideas and communicate them well. Doing that successfully usually requires talking with others, testing out your thoughts against those of others, responding to instructors' questions, and other interactions. Instructors are usually very actively involved in their fields. While high school teachers often are most interested in teaching, college instructors are often more interested in their own fields. They may be passionate about their subject and want you to be as well. They can become excited when a student asks a question that shows some deeper understanding of something in the field. College instructors give you the responsibility for learning. Many high school teachers monitor their students' progress and reach out if they see a student not doing well. In college, however, students are considered adults in charge of their own learning. Miss some classes, turn in a paper late, do poorly on an exam—and you will get a low grade, but the instructor likely won't come looking for you to offer help. But if you ask questions when you don't understand and actively seek out your instructor during office hours to more fully discuss your ideas for a paper, then the instructor will likely give you the help you need. Academic freedom is very important in college. High school instructors generally are given a set curriculum and have little freedom to choose what—or how—to teach. College instructors have academic freedom however, allowing them to teach controversial topics and express their own ideas—and they may expect you to partake in this freedom as well. They have more respect for students who engage in the subject and demonstrate their thinking skills through participation in the class.

7. Your school can issue a no contact directive under Title IX to prevent the accused student from approaching or interacting with you.

When necessary for student safety, schools can issue a no contact directive preventing an accused student from directly or indirectly contacting or interacting with you. Campus security or police can and should enforce such directives. This is not a court-issued restraining order, but a school should provide you with information on how to obtain such an order and facilitate that process if you choose to pursue it.