What are office hours? Office hours are times when you can meet with your professors and teaching assistants to discuss the material being presented in class or other related interests you have. Course-related discussions include asking for extra help, seeking clarification of material presented in class and following up on aspects of the class you find compelling. In addition, students also discuss majors and programs of study, graduation requirements, letters of recommendation, as well as summer internships, research, graduate schools, campus events, and much more.

Introduce yourself to your professors in person!!

“[In my large lectures,] I haven’t the foggiest idea who any of you are. I’m the one who gives you a grade, and I’d like to know who are as I do that.” – Dr. Korostyshevsky, CSU History Professor

What are my responsibilities as a student going to office hours?

To make the very most of your time with your instructor during office hours, you should:

• Study your textbook and lecture notes thoroughly and attempt the assigned problems before you go to office hours.
• Try to identify specific questions or concepts you need to address during the office hours.
• Expect instructors to ask you questions about the material. They do this to find out what you understand, and to provide you with information and strategies tailored to your individual needs.
• Be patient! Several students come for office hours at the same time. If the instructor is especially busy, you may have to wait a little longer for individual assistance. Use this time to study the material.
• Expect the instructor to suggest general study strategies to help you improve your overall academic performance. These strategies will help in all of your courses.
• Avoid waiting until the day before the test or the day before an assignment is due to seek assistance. Study a few hours each day, and keep up with your assignments. It is EASIER to keep up than to catch up!

Read more on Office Hours from Cornell University’s Learning Strategies Center article, “How to Use Office Hours” https://lsc.cornell.edu/what-are-office-hours/

Introducing yourself to your professor email template: 

Hello [Professor Last Name],

I wanted to reach out and take this opportunity to introduce myself. My name is _________ and I am in your (class name) (lecture/lab/recitation) at (time). I am a (adult learner/student parent/student veteran).

• As a “non-traditional” learner I aim to excel in my studies however, I do have some responsibilities that may not be shared by younger students.
• Although I plan to academically thrive, I do have some responsibilities and concerns that may be different from students on a more “traditional” educational journey.
• I am very excited to be in your class, but I would like to make you aware of some of the unique responsibilities/concerns that I have as an (adult learner/student parent/student veteran).

I would love to meet with you after class one day/during your office hours to discuss how to best navigate your course.

I look forward to the rest of the semester,

Sincerely,

(Name)

CSUID

The Initial Process of Requesting Accommodations

Our office provides accommodations to students with disabilities to prove them equal access the campus and learning environment, as well as to support them in their college journey.

Requesting accommodations is an interactive process that students, faculty, and Student Disability Center staff engage in. This process only begins once the student initiates it.

If a student is wanting to set up accommodations for the first time they need to follow the following process:

1. The student contacts the SDC and schedules an appointment with an accommodations specialist.
2. The student meets with a specialist and provides documentation of their disability.
3. The student and specialist will discuss the student’s specific situation and the specialist will determine appropriate accommodations and recommend them to the student. Different accommodations can be put in place for different situations.
4. The student chooses which accommodations they want to use.
5. The specialist will generate accommodation letter(s) verifying that the student is working with the SDC and is using accommodations.
6. The student gives their accommodation letters to each of their instructors.
7. Instructors should follow the accommodations and help ensure them.
8. If issues arise the student needs to contact the SDC or their specialist immediately.

Re-establishing Accommodations

Students need to re-establish their accommodations every semester that they are wanting to utilize them. Doing so is a shortened process.

If the student does not need to change any of their accommodations:

1. The student fills out a Returning Student Accommodation Request Form.
2. A specialist will review the request and generate new accommodation letters.
3. The student checks back about a week later and picks up their new accommodation letters.
4. The student gives their letters to their instructors.
5. Instructors should follow the accommodations and help ensure them.
6. If issues arise the student need to contact the SDC or their specialist immediately.

If the student wants to discuss or change accommodations:

1. The student schedules an appointment with a specialist to discuss changes.
2. The student and specialist meet and discuss changes to accommodations.
   • Depending upon the requested changes, the specialist may request supporting documentation before implementing a change in accommodations.
3. The specialist will generate new accommodation letters for the student.
4. The students give their letters to their instructors.
5. Instructors should follow the accommodations and help ensure them.
6. If issues arise students need to contact the SDC or their specialist immediately.

If you have questions about the accommodations process, or would like to schedule an appointment with an accommodations specialist contact the SDC at 970-491-6385 or visit the main office located in the TILT Building, room 121.

When you receive your accommodations letter from the Student Disability Center, follow up with your professors and ask to discuss your accommodations in the context of their class and specific assignments.

Examples of questions:

“What will it look like to have extended time on exams?”

“I noticed there are strict deadlines for assignments, one of my accommodations is being allowed two additional days to complete my assignments. Is there a way to set my deadlines on Canvas?”

Budget Appeal: If you need more money for living expenses, childcare, or a computer, talk to OFA about a budget appeal. The annual cost of attendance is based on averages for students. There are situations in which students benefit from having their cost of attendance reflect their actual expenses as opposed to an estimated amount. These costs could be costs directly billed to the student from CSU, or the costs could be related to other indirect expenses such as rent, dependent care, health insurance, etc.

If you are an out-of-state student paying out-of-state tuition, begin this process to receive in-state tuition rates after your first year.

Check out CSU’s Financial Aid Page on Residency requirements information here!

• I will take longer to graduate. How does this impact my future financial aid?
• I’m going with “not pass”/”drop”/”withdrawal” from this class. How does this impact my current AND future financial aid?
• My rent/mortgage/childcare expenses are more than I can pay with my financial aid. What options do I have to help?
• I see this on my financial aid /student bill/RAMweb. What does this mean?
• Based on what you know about my situation, is there anything I should ask that I’m not?

While it is not required for faculty and other instructors to add a section into their syllabi about supporting student parents, guardians, and caregivers, it is a recommendation by the Institute for Teaching and Learning and our office to include the following:

CSU recognizes that student parents/guardians and caregivers face distinctive challenges in succeeding academically, and we are committed to supporting those of you who are parents to achieve course learning outcomes. If you encounter challenges in meeting course expectations – for example, fulfilling attendance and participation requirements or submitting assignments due to a child or person in your care’s illness, essential appointment, school closure, etc. – please contact your instructor as soon as possible (beforehand if feasible or as soon afterward you reasonably can if not). Work with your instructor to develop a plan for you to make up missed work. Also, please see the course syllabus for related course policies. If you need to bring your child or person you care for to class, for example because you’re nursing or planned childcare became unavailable, check with your instructor about whether you may do so if you believe it’s feasible for you to participate in class and support your child or person in your care.

Group work assignments should be designed to provide flexible approaches to participating, and all groups should develop plans that enable all members to contribute equitably. If your group encounters challenges in doing so, please reach out to your instructor to devise a solution.

Finally, know that pregnant and parenting students are guaranteed equal educational opportunities by Title IX; know your rights, the protections provided, and how to advocate for yourself.

Check out this website for additional information: https://col.st/2FA2g