The Civility Discourse: Where Do We Stand and How Do We Proceed? by ISLSI

The Civility Discourse: Where Do We Stand and How Do We Proceed? Abdalla Aly, Casey Brent, Victoria Chihos, Ian Clark, Mazen El Ghaziri, Deborah Mansdorf, and Oksana Mishler

The Presidentâ&#x20AC;&#x2122;s Symposium and White Paper Project is an interprofessional initiative that engages University of Maryland, Baltimore faculty, staff, and students in a yearlong conversation on a topic that is of interest and importance to the University and its community. The symposium is a joint initiative of the Presidentâ&#x20AC;&#x2122;s Office and the Office of Interprofessional Student Learning & Service Initiatives.

â&#x20AC;&#x153;

Benjamin Franklin

Table of Contents ACKNOWLEDGEMENTS

INTRODUCTION

I. CIVILITY AND INCIVILITY DEFINED

A. What is Civility?

B. What is Incivility?

C. Working Definitions

II. THE STATE OF (IN)CIVILITY

A. Why is Incivility a Problem?

1. Effects of Incivility in the Workplace and Classroom

2. Effects of Incivility on Patients and Clients

3. Other Considerations Regarding Incvility

B. What is the Scope of the Problem at UMB?

2. Results: Themes from the Deans

3. Results: Campus Survey

III. EXISTING CIVILITY INITIATIVES

A. Initiatives at UMB

B. Civility at Other Educational Institutions

IV. FELLOWS’ RECOMMENDATIONS

1. Methods and Evidence Synthesis

1. Incorporate Civility Into Professional Schools’ Bylaws

2. Incorporate Civility Into Professional Schools’ Curricula

3. Measure and Enforce Civility Campus-Wide

4. Leverage Exisiting Initiatives and Resources

5. Appoint a Civility Commission for Further Study

APPENDIX A: SURVEY RESULTS AND IMPRESSIONS

REFERENCES

The 2012-2013 President’s Fellows

with us to discuss the state of

would like to thank University of

civility at the University: Senior Vice

Maryland, Baltimore President

President and Dean Bruce Jarrell;

Jay A. Perman, MD, and his

Dean Emeritus Janet D. Allan; Dean

administration for commissioning

Richard Barth; Dean Jane M.

this study and for allowing us to

Kirschling; Dean Phoebe Haddon;

offer our recommendations on

Dean Natalie Eddington; Dr. Donna

this timely topic. We would like to

Parker; Dr. Karen Kauffman; Dr.

extend a special thank you to Ms.

Kathleen Buckley; and Dr. John

Courtney J. Jones, Director of the

Talbott.

Office of Interprofessional Student Learning & Service Initiatives, for

Thanks are also in order for the

her leadership and guidance on this

campus experts who facilitated

project as well as her staff for all of

this year’s Civility Lunch-and-

their support.

Learn Workshop series: Dr. Kelley MacMillian, Professor Lisa Bress,

In addition, we want to recognize our

Dr. Regina Twigg, Professor Richard

distinguished guest lecturers who

Colgan, and Dr. Jill Morgan. Thank

contributed to this year’s Speakers

you as well to Ms. Caroline Sunshine

Series on the topic of Civility: Dr. Jay

for her contribution to our fellowship

A. Perman, Dr. Benet Davetian, Mr.

work.

Ray Williams, Mr. Bernard Schulz, Tiffany Sanchez, and Dr. P.M. Forni.

Lastly, thank you, the reader, for

We also owe gratitude to the deans

your interest in this project and for

and leaders of each professional

helping us to make the University of

school for their willingness to meet

Maryland, Baltimore a civil campus.

Introduction

The purpose of this engagement is to identify and explore contemporary issues facing the University of Maryland, Baltimore (“UMB”) on the topic of civility. Specifically, the President’s Fellows were commissioned as part of the 2012-2013 President’s Symposium and White Paper Project to answer the following question:

How Can the University Instill Civility as a Core Instructional Value in Educating Health, Human Services, and Legal Professionals? Our objectives in presenting the

and incivility, followed by a suggested

findings and recommendations that

operational definition of both terms

follow are (1) to define civility in a way

for use in an educational institution

that is meaningful to professional

context. In Section II, we explore why

educational institutions; (2) to

incivility is a problem for colleges and

examine the size and scope of the

universities and discuss our findings

problem of incivility at UM; (3) to

regarding the size and scope of the

identify current and past initiatives

problem at UMB. In Section III, we

that strengthen civility among

identify current practices at UMB and

students, faculty, and staff; and (4)

other institutions that encourage and

to offer tailored solutions that the

enhance civility on campus and in the

University may adopt in order to instill

surrounding community. Lastly, in

civility as a core instructional value.

Section IV, we recommend five ways in which the University can instill

Our discussion of this timely topic

civility as a core instructional value

begins in Section I with a brief

in educating health, human services,

treatment on the meanings of civility

and legal professionals.

What is Civility?

Civility is defined

Civility is often associated with qualities

plainly as “civilized

that are phrased in terms of the

conduct; especially:

virtues and manners of individuals –

courtesy, politeness,” or simply “a polite

tolerance, self-restraint, mutual respect,

act or expression” (Civility, 2013). In

commitment to other people, social

his bestselling book Choosing Civility:

concern, involvement, and responsibility

The Twenty-Five Rules of Considerate

(Evers, 2009, p. 241). Because idealized

Conduct, Dr. P.M. Forni (2002) defines

morals and values vary across societies

civility broadly as a “form of goodness…

and settings, the definition of civility may

gracious goodness” (p. 9). Forni explains

also be closely intertwined with other

further that civility “is not just an attitude

analogous concepts – professionalism,

of benevolent and thoughtful relating

ethics, leadership, compassion, empathy,

to other individuals; it also entails an

civicness, etiquette, decorum, and

active interest in the well being of our

altruism. (Evers, 2009, p. 241-242;

communities and even concern for the

Silverman et al., 2012, p. 13; Campbell,

health of the planet on which we live” (p.

2001, 39-41, 50). Despite scholars’

9). Dr. Benet Davetian offers a similar

attempts to offer a single comprehensive

anthropological construction of the term

definition, civility is an expansive term

in his book Civility: A Cultural History.

open to subjective interpretation.

Davetian (2009) defines civility as “the extent to which citizens of a given culture speak and act in ways that demonstrate a caring for the welfare of others, as well as the welfare of the culture they share in common” (p. 9).

Section I

Civility and Incivility Defined 7

What is Incivility?

workplace incivility, Estes and

academic or workplace setting,

Wang (2008) found, among

our recommendations below

Incivility is defined plainly

other things, that incivility “is

consider UMB’s unique position

as “the quality or state of

generally not well understood”

as an interconnected group

being uncivil” or as “a rude or

and is sometimes referred

of professional and graduate

discourteous act” (Incivility,

to as “bullying, emotional

schools that not only engage

n.d.). Within an academic

abuse, and mobbing” (p.

in the education of students

context, incivility has been

218). Incivility has also been

but also employ many faculty

defined as “any self-centered

referred to as “the antithesis

and staff. In observance of

behavior that is impolite or

of civility” and is often

our posture, we seek to define

boorish or shows a disregard

marked by “selfish behavior,

civility and incivility in a way

for rights and concerns for

indifference towards others,

that is meaningful to the

others” (Weeks, 2011, p.

the inability to curb aggression

University and useful in fulfilling

7). Widely cited within a

in conflicts, irresponsible

the goal of instilling civility as a

workplace context, Andersson

behavior, [and/or] a low level

core instructional value.

and Pearson (1999) have

of internalization of general

defined incivility as “low-

moral rule” (Estes and Wang,

Here, we define civility simply

intensity deviant behavior with

2008, p. 241). As Estes and

as “niceness to others.” In

ambiguous intent to harm the

Wang (2008) point out, in order

accordance with President

target, in violation of workplace

to thoroughly operationalize

Perman’s emphasis on

norms for mutual respect”

and understand incivility, it is

“playing nice,” we believe

(p. 457). They further explain

important to pay close attention

that “niceness” may be easily

that “uncivil behaviors are

to the surrounding context,

understood by all parties

characteristically rude and

particularly the immediate

affected. Additionally, the

discourteous, displaying a lack

organizational context (p. 222).

definition may be used broadly

of regard for others” (Andersson

to spur discussions on how

and Pearson, 1999, p. 457).

“nice guys and gals finishing

As with civility, the term “incivility” is nebulous and

Working Definitions

first” and how cordiality and kindness can be tracked across campus to ensure faculty, staff,

often serves as an analog

The context for our research is

and students are indeed playing

for related constructs. In an

distinct from those previously

nice. Civility is specifically

integrative literature review on

mentioned. Instead of a pure

mentioned in the University’s

mission statement; therefore,

of prevailing norms. Because

the two terms may be used

incivility is often a precursor

synonymously to represent the

or cause of interpersonal

ideal norm for interpersonal

aggression and violence, it

interactions on the UMB

is important to recognize its

campus.

existence without requiring the presence of intent to harm.

Furthermore, we define

We believe this definition

incivility as “low intensity

will allow the administration

deviant behavior with

to identify and eliminate

ambiguous intent to harm the

incivility before it escalates

target, in violation of university

by establishing a violation of

norms for mutual respect.”

university norms for mutual

This definition recognizes the

respect as an appropriately

“

contribution of prior research

sensitive litmus test for

while specifically identifying

University action.

the University as expounder

...we define incivility as “low intensity deviant behavior with ambiguous intent to harm the target, in violation of university norms for mutual respect.”

Section II

The State of (In)Civility Why is Incivility a Problem?

The topic of incivility has gained

people have experienced incivility at

notoriety in recent years, partially

work and 38% feel that this problem

due to highly publicized news

has worsened in the past few years

stories about related issues such

(Shandwick, 2011, p. 9). As we

as bullying, workplace violence, and

discuss in our Results section below,

contentious political campaigns.

the majority of students, faculty, and

But research suggests that, despite

staff at UMB have also experienced

our awareness, the problem may

incivility of some kind on our campus.

be getting worse. A 2011 survey

The prevalence of incivility in the

conducted by Shandwick and Tate

workplace and at the University is, in

found that 65% of respondents

itself, a noteworthy matter. But why

believe incivility is a major problem in

should UMB and other educational

America today (Shandwick, 2011, p.

institutions care about encouraging

9). Another study found that 43% of

civility on their campuses?

The answer is twofold.

summed up the main reason

even more startling. When

Firstly, incivility has severe

why incivility is on organizations’

faced with uncivil situations

negative consequences for

radar: it costs the American

at work, employees have been

both organizational integrity

economy billions of dollars

shown to intentionally cut back

and employee satisfaction.

every year. For workers,

work efforts, steal, sabotage

Secondly, incivility has far-

incivility has been linked with

equipment, quit, or even resort

reaching negative effects on

decreased job performance and

to exhibit aggression or violence

patient and client outcomes.

satisfaction, diminished health

toward others (Pearson and

Combined, the effects of

and well-being, and reported

Porath, 2005, p. 9). That

incivility stand to influence all

turnover intentions (Laschinger,

both students and employees

aspects of a university campus,

Finegan & Wilk, 2009, p.

in a university setting might

including satisfaction and

378). On the other hand,

engage in similar behavior

productivity among faculty,

a “supportive professional

when frustrated by belittling

staff, and students, and results

practice environment, low levels

instigators and ignored requests

for patients and clients. As an

of incivility, and an overall sense

for help is not a far stretch of

intervolved workplace, a bastion

of workplace empowerment”

the imagination. Due to the

of higher learning, and an

was shown to diminish new

complexity of the fast-paced,

epicenter for patient care, the

graduates’ experience of

high-tech, global interactions

effects may be magnified

burnout at work” (Laschinger,

that occur today, there is

at UMB.

Finegan & Wilk, 2009, p. 381).

less time to be nice; more

Because graduate school

room for miscommunication;

students are likely to see

a more casual workplace

themselves as more than just

environment that provides

students—and because many

fewer cues for appropriate

Within a workplace context,

either volunteer, participate in

better selfish attitudes; less

many researchers have studied

clinical training, or otherwise

respect; and more erosion of

the effects of incivility on worker

work for the University—faculty

mutual commitment (Pearson &

satisfaction, organizational

and staff are not the only ones

Porath, 2005, p. 7). Therefore,

integrity, and productivity.

affected by workplace incivility.

it is even more important that

Effects of Incivility in the Workplace and Classroom

Professor Christine Porath

organizations keep their finger

at Georgetown University’s

For an organization like UMB,

McDonough School of Business

the effects of incivility are

on the pulse of civility.

Not so uncommonly, students just imbibe the attitude from watching their seniors and batch-mates, and thus the very thought of being nice never crosses their minds.

some argue that decreased civility among attorneys results in an increase in litigation costs, a drain on judicial resources, and the cumulative effect of harming the profession’s image in the eyes of the

Effects of Incivility on Patients and Clients

the trust that is necessary

public (Campbell, 2010, p.

to the physician-patient

8). In addition, Evers (2009)

relationship.” (p. 17).

hypothesizes that focusing

Given the University’s

on civility, as distinct from

devotion to excellence in

In addition, research

civicness, could “help to enrich

research, patient care, and

demonstrates that patients on

concerns with the quality and

public service, the effects of

units with high nurse burnout

overall design of personal

incivility on patient and client

were significantly less satisfied

services in a civil society” (p.

outcomes are also incredibly

with their care than those

239). Less abstractly, the

important. In the context

on units with lower levels of

delivery of social services

of providing medical care,

burnout (Laschinger, 2009, p.

might benefit from enhanced

Silverman et al (2012) explain

381). Because uncivil work

discourse on civility. Ultimately,

that “inappropriate behaviors

conditions lead to higher

the ones who bear the cost

run the risk of violating the

levels of burnout, and because

of incivility on a professional

principles of beneficence and

incivility towards patients may

services campus are those

nonmaleficence, as they are not

critically damage the patient-

we serve; thus, ensuring that

typically aimed at promoting

provider relationship, efforts

students and employees of the

the well-being of patients

should be made early in

University are properly trained

and may even harm patients

medical training to teach civility

on how to prevent uncivil

who are offended by them.

so graduates do not carry poor

interaction is most beneficial to

Even if no immediate harm or

civility habits into the workplace.

all parties.

substandard care results from rude behavior…it reveals a lack

Clients of future law and social

of respect for patients and may

work students may also be

undermine

impacted. In the legal field,

Other Considerations Regarding Civility

In addition, it should be

and empathy. Studies have

A few other points about

noted that “the grave danger

determined that a student’s

incivility are worth noting.

regarding incivility lurks in

experience while in graduate

First, incivility has often been

the behaviors of habitual

school, specifically medical

shown to trickle from the top,

instigators” (Pearson & Porath,

school, may be a determinant

down. Though incivility can

p. 11, 2005). These individuals

of how students practice with

also originate from the lower

often hold more organizational

civility upon graduation (Viren

ranks, incivility from leaders

power and therefore are often

Kaul, 2008). Viren Kaul (2008)

tends to create a particularly

insulated from organizational

explains that “[it] may partly be

harsh, self-reinforcing cycle

action. In considering our

because of the heavy course

of frustration, silence, and

recommendations that follow,

load, the rushed schedules,

destructive covert behaviors

keep in mind the complex

the uncooperative attitude of

by subordinates (Pearson &

dynamics of how incivility

the patients, or simply because

Porath, 2005, p. 11). Studies

affects organizational goals,

the setup in countries fosters

show that 65% of workers

as well as the reasons why

such callous attitudes” (p.

blame the problem of workplace

students, faculty, staff, and

141). Moreover, Dr. Perman

incivility on leaders (Shandwick,

clients/patients can benefit

has opined that even faculty

2011). Incivility can also

by instilling civility as a core

and staff behavior can influence

lead to spiraling – when a

instructional value on campus.

learners and that incivility

relationship deteriorates and

among them in turn can lead

leads to increased aggression

Lastly, it is concerning that,

to errors and inadequacies in

between two parties over time

among the fields of study at

the care of clients/patients.

– and cascading – when the

UMB, the persons choosing

Kaul (2008) supports Dr.

target of incivility criticizes the

to enter these professions are

Perman’s assertions that “[n]

instigator and organization to

thought to be more empathetic

ot so uncommonly, students

coworkers, family, and friends

than the general population.

just imbibe the attitude from

(Pearson & Porath, 2005, p.

However, even after schools

watching their seniors and

12). Both of these phenomena

carefully select incoming

batch-mates, and thus the very

are potentially injurious to an

students, somewhere along the

thought of being nice never

organization’s reputation and

road to becoming a practitioner

crosses their minds” (p. 141).

integrity.

in their field, some seem to lose their sense of civility

With these general principles

we set out to determine just

remaining research and

and considerations as a

how big of a problem incivility is

informed the findings and

background, we next look at

on campus.

recommendations we propose.

the scope of the problem on campus to help inform the size and scope of the remedy.

Methods and Evidence Synthesis

Second, we were honored to interact with a variety of the

Our findings and

most renowned speakers

recommendations herein stem

on civility during a Civility

from a variety of sources. We

Speaker Series organized by

were keen to take a holistic

the University. We had the

approach to the problem of

chance to interact with four

incivility by understanding how

strong advocates of civility,

the UMB community (including

including Dr. Jay A. Perman,

students, faculty, staff, and

a pediatric gastroenterologist

other key decision-makers)

and President of the University

As Marylandâ&#x20AC;&#x2122;s premier public

perceive the status of civility on

of Maryland, Baltimore; Dr.

academic health, human

campus using both formal and

Benet Davetian, an associate

services, and law center,

informal means. We coupled

professor in the Department of

UMB should have a particular

this data-gathering process with

Sociology and Anthropology of

interest in civility. As of

an extensive review of available

the University of Prince Edward

2013, UMB encompasses

evidence in the literature

Island in Canada and the

seven professional and

and of individualsâ&#x20AC;&#x2122; anecdotal

Director of the Civility Institute;

graduate schools and houses

experiences with incivility on our

Mr. Ray Williams, a highly

approximately 6300 students,

campus and others. To follow

sought-after leadership coach

2800 faculty, and 5000 staff

are the six sources that we used

and president and founder of

members. Civil interaction

to develop our findings and

his own leadership training

between the multitudes of

recommendations.

company; and Mr. Bernard

What are challenges at UMB?

students, faculty, and staff

Schulz, Special Assistant to

across professions is key

First, we conducted a thorough

the Vice President in the Office

to successfully conducting

literature review of the available

of Campus Life at American

research, education, and other

evidence ranging from peer-

University, where he co-chairs

business. Given the potential

reviewed articles to textbooks

the universityâ&#x20AC;&#x2122;s campus-wide

ripeness for action at UMB and

written by thought leaders in the

Civitas program. Although we

the profound impact incivility

field of civility. This review laid

did not have the privilege to

has on all parties concerned,

the foundation for our

hear Dr. P.M Forni, a professor

Ripeness for Discussion and University Action

at the Johns Hopkins University

solutions. We asked the

and co-founder of the Johns

interviewees how they perceive

Hopkins Civility Project, speak

the problem of incivility in their

before this paper was written,

school, what they believe to be

As mentioned above, the topic

we used his books to guide our

the major sources of incivility,

of civility is gaining local and

recommendations and look

and how they would propose to

national recognition as a topic

forward to the talk.

solve the problem.

of discussion. However, not all the deans agreed that incivility

Third, we developed a campus

Fifth, parallel to these efforts,

is a problem worth addressing.

survey in response to our

we also conducted an informal

Some feel that the problem

research question. In the

environmental scan of the UMB

of incivility is not significant

survey, we asked students,

schoolsâ&#x20AC;&#x2122; websites to identify

and that new initiatives to

faculty, and staff to report how

potential problems with the

promote civility on campus are

they perceive the problem of

visibility of civility initiatives

unnecessary. Nevertheless,

incivility, how they have dealt

that were not revealed during

the majority of interviewees

with uncivil behavior on campus

interviews or from the survey.

agreed that there is at least

in the past, and how they would

some window of opportunity for

propose to solve the problem.

Lastly, we identified and

The results are summarized and

assessed what other academic

presented below.

institutions, including peer institutions, are doing with

instilling civility at UM.

Cross-Cultural and Inter-Professional Considerations

Fourth, we conducted semi-

regard to instilling civility on their

structured interviews with key

campuses. We accomplished

Most of the deans who believed

leaders in each of the seven

this by reviewing relevant

that incivility on campus

professional schools at UMB.

institutional websites and

is a problem and needs to

More specifically, we interviewed

searching for similar initiatives

be addressed mentioned

deans and school leaders who

on civility.

that cross-culturalism,

were knowledgeable of the current status of initiatives in

Results: Themes from the Deans

interprofessionalism, and diversity should be considered

place at each of the respective

Through our interviews with

when formulating our proposed

professional schools. We

the deans and other campus

solutions. Further, they believe

summarized themes that

leaders, we identified several

that discussions must take into

emerged into concepts which

themes which we incorporated

account differences in morals,

helped frame our view of the

into our recommendations.

ethics, and the disparate

nature of the problem and

emphasis on civility between

helped to inform us of potential

cultures and schools. 15

Party-Dependent Considerations

competitive programs tend to experience a higher rate

Awareness of the Problem

of uncivil behaviors than less The interviewees agreed that

stereotypically competitive

We noted a broader theme

there is no single “cookie-

programs. Further review also

of program visibility within

cutter” solution that will

showed that competitiveness

our interviews. In order to

eliminate incivility. Solutions

of a program tended to be

correct problems associated

should focus on relationship

correlated with the extent to

with incivility, it is necessary

dynamics and take into

which civility is included in

to make everyone on campus

account which dynamics are

each program’s code of ethics

aware of the topic of civility.

problematic on campus and

and formal policies.

Awareness of our own actions

at each individual school.

and adherence to the Golden

Through our interviews, we

Rule—do unto others as you

identified that incivility can take place among faculty members,

Measurement and Accountability

students, and staff. Uncivil

would have them do unto you— will help to create a more civil environment.

encounters can also occur

The deans agreed that, in

between students and faculty,

order to enhance civility on

faculty and staff, and staff and

the campus and eliminate

students.

uncivil behaviors, a system

Trickle-Down of Incivility

should be in place to alert the

A couple of deans mentioned,

administration of any problems

and the literature supports, the

and to give students, faculty,

concept that incivility trickles

and staff a voice. This system

from the top, down. Therefore,

According to the deans,

should provide a remedy for an

it is important to stamp out

competition can be a precursor

aggrieved party and means of

uncivil behavior within the

to incivility. Competition

enforcement for administration.

highest ranks while training

between students and student

There should be a zero-

those in subordinate roles how

groups, and competitive

tolerance approach to incivility,

to handle incivility from leaders.

environments for faculty and

and every individual, including

staff can result in uncivil

campus leaders, should be

behaviors. It was also

held accountable.

Competitiveness as a Precursor to Incivility

Values and Codes

mentioned that the problem of incivility seems to correlate

To encourage civil behaviors

with the competitiveness of the

as a matter of principal on

program—more stereotypically

campus and in each individual

school, enforceable Codes

time and effort to solve the

around 15% of respondents

of Ethics, Bylaws, and Honor

problem of incivility on campus.

were affiliated with the School

Codes must be established. From our observations,

Results: Campus Survey

of Nursing, with a similar representation from the School

programs with the strongest

We attempted to survey

of Pharmacy and School of

confidence in their civility

all members of the UMB

Social Work.

training have incorporated

community, including

the word “civility” along with

all professional schools,

When asked about how serious

related concepts into their

administration, finance and

the problem of incivility is

school’s mission, values,

procurement, the Office of

on campus, more than half

purposes, strategies, and

Research and Development,

of the respondents (55.4%)

goals.

Academic Affairs, the Health

believed that it is a somewhat

Sciences and Human Services

serious problem, 18% believed

Library, the University of

it is a very serious problem,

Maryland Medical Center,

24.6% thought that it is not

police department, human

a too serious problem, and

Civility on campus and

resources, parking and

1.3% perceived it as not

in each individual school

transportation, and many

being problematic at all

can be enhanced through

others. We received 1,799

(See Appendix A). When

official policies, whereby

responses to the survey,

asked about the importance

professionalism and ethics

of which 71% were female.

of functioning in a civil

are strictly enforced, as

Consistent with the University’s

environment, 82% of the survey

well as unofficial practices,

overall demographics, more

respondents answered that it

whereby individuals are

than a third of respondents

is very important to function in

encouraged to be more civil.

were in the age range 25–

a civil environment, and 16%

Unofficial practices such as

34 years. Around 43% of

answered that it is somewhat

open-door policies, informal

respondents were students,

important to function in a

mentorships, and informal “fun

and a similar percent

civil environment.

committees” have already been

represented staff. Faculty

implemented by some schools

respondents represented

We also tried to assess the

and proved to be effective in

approximately 18% of the

degree to which respondents

curbing incivility. In addition to

sample. About a third of

actually experienced uncivil

thoughts from the deans, we

the respondents identified

behavior from faculty, staff,

considered ideas from other

themselves as affiliated to

and students. We found

institutions that have invested

the School of Medicine and

that 54% of respondents

Policies vs. Practices

reported that they sometimes

its importance, and its

policies, and sharing personal

experience uncivil behavior

application. When asked

experiences with others.

from faculty, 8% of respondents

whether they received any

reported that they often

form of civility training at UMB,

Based on these findings,

experience uncivil behavior

74% stated that they did not

it seems that incivility is,

from faculty, and 38% of

receive any sort of civility

on average, a somewhat

respondents reported that

training. Additionally, 16.9%

problematic issue on campus

they never experience uncivil

of respondents reported that

and that individuals by-and-

behavior from faculty. A

it is very important to receive

large use passive approaches

similar pattern was reported

civility training, 33.5% reported

to deal with the problem,

for uncivil encounters with

it as somewhat important, 28%

especially when the instigator

staff (sometimes: 49.2%,

reported it as not so important,

is a faculty or a staff member.

often: 8.2%, never: 42.6%).

12.7% reported that it is not

It also seems that most

For uncivil behavior from

important at all, and 8.9%

respondents received no civility

students, the percentages were

were indifferent. In terms of

training despite reporting that

also similar but respondents

addressing the problem, most

it is important for them to

were less likely to report a

of the respondents agree

function in a civil environment

frequent uncivil encounter

that posters and flyers would

and somewhat important to

compared to faculty and staff

not help resolve the problem

receive that training. Potential

(sometimes: 44.2%, often:

at all. In addition, most of

solutions from respondents

4%, never: 51.9%). As a follow

the respondents reported

were incorporated into our

up question, we asked about

that greater emphasis during

recommendations below.

how respondents resolved

orientation, greater emphasis

the conflict with the instigator.

during class curricula, offering

Surprisingly, more than half

civility-related campus events,

of the respondents reported

and establishing a civility

that they either did nothing or

annual award would help with

avoided the instigator.

some of the problem. In the

Respondents reported that they

comments section, where

were more likely to confront the

respondents were asked

instigator if the instigator were

to provide their thoughtful

a student.

ideas about how to solve the problem, some themes were

We also wrote questions

evident including leading

relating to civility training,

by example, zero tolerance

Section III

Existing Civility Initiatives

Civility Initiatives at UMB At UMB, several initiatives are already in place to counter and prevent uncivil behavior between members of the campus community:

.. .. ..

School of Medicine’s HELPERS-PRO Professionalism Project School of Law’s Leadership, Ethics, and Democracy (LEAD) Initiative

School of Social Work’s Project Management Class The University’s President’s Symposium and White Paper Project

The University’s Strategic Planning Committee Human Resources Services, Diversity Initiatives/EEO/AA

Regarding formal policies, some

mention civility as a construct.

as part of civility while others

schools identify civility as one

Additionally, certain schools

have instead concentrated

of their core values or have

reported that data collection

on manners, etiquette and

noted it in their strategic plan.

efforts are in place to identify

cordiality. For example,

We found that, while a few

the problem and act upon it.

American University’s CIVITAS

schools have incorporated the

Some informal practices are

program has hosted tutorials

word “civility” into their bylaws,

also in place in many schools,

on dining etiquette as well as

codes of ethics, or codes of

such as open door policies,

created instructional videos

professional responsibility,

“fun committees,” and informal

on “Civility in the Classroom”

most do not mention the word.

mentorships that are used

(Schulz and Sanchez, 2013). It

Some schools also help faculty

by many faculty members

is apparent that the attention

and staff to gain exposure to

to promote civil behavior on

devoted to civility among these

civility by encouraging them

campus.

institutions varies greatly

to attend civility sessions held

as well. Many large college

by expert civility consultants

campuses have considered

or by requiring them to take civility training every few years. Also, there are some policies in place for students, including a student grievance process

Civility at Other Educational Institutions

in the student handbook,

civility, but we observed that only a few colleges stand out from the rest as having invested themselves in making civility a priority. We discuss these trends in greater depth below

probation periods, forms on

Tackling incivility has become a

and highlight a few institutions

which students may report

trend among many institutions

that have taken innovative

conduct violations, and formal

of higher learning, especially

approaches to civility.

committee reviews for uncivil

in the wake of certain high

students.

profile and tragic incidents

The American Association of

of on-campus bullying

State Colleges and Universities

Regarding indirect or informal

(Marklein, 2011). The way

(AASCU) has addressed the

policies and initiatives, students

these institutions have

issue of civility on college

have been exposed to civility

defined “civility” varies greatly,

campuses in a formal

through professionalism-related

depending on the needs and

statement, asserting that a civil

courses, such as leadership and

demographics of each campus

environment is necessary to

ethics courses, in many schools;

community. For example, some

ensure academic freedom and

however, it is unclear whether

colleges have chosen to focus

is key to living in a democratic

these courses specifically

on community involvement

society (Bowman, 2011).

One notable way that many

discussions on current events.

the Civic Engagement and

colleges and universities have

The group also created a “free

Service Education Partnership

instituted civility on campus

speech zone” where thought-

(Rutgers, 2013). This program

is to create opportunities for

provoking questions about

links students, faculty and local

students and faculty to engage

current events or hot-button

organizations around shared

in meaningful discourse

issues are posted weekly on 22

community goals. Similarly,

about current events and hot-

large, two-sided chalkboards.

American University thrives

button issues. For example,

The focus on civility at these

on community involvement

at the University of Alaska,

institutions and several others

through its CIVITAS program,

Anchorage two grants from the

has been directed towards

where student groups are

fostering respect for people and

engaged in “civic engagement

their ideas (Bowman, 2011).

activities” that foster a sense

These open discourse initiatives

of social responsibility through

go hand-in-hand with similar

community service (American

Ford Foundation’s “Difficult Dialogues” initiative funded a series of faculty-development intensives to offer strategies for handling potentially heated discussions (Bowman, 2011). The university partnered with a nearby college, Alaska Pacific University, to create a handbook that offers strategies for faculty to engage difficult dialogues in the classroom (Landis, 2008). At Indiana University-Purdue University Indianapolis, student leaders have been key in creating

“

The way these institutions have defined

“civility” varies greatly depending on the needs and demographics of each campus community.

programs focused on diversity

University, 2013). Similarly,

and acceptance.

the University of Wisconsin,

On other campuses,

Oshkosh has engaged the

involvement with the

broader off-campus community

student group participates in

surrounding community has

in its community-based Civility

two campus events, “Pass the

been key in instituting civility.

Project (Bowman, 2011). This

Mic” and “I Heard, I Read, I

Rutgers University has a

partnership with the community

Saw,” where student facilitators

very strong civility program

allows the university to provide

guide their peers and other

and has focused heavily on

community members through

community service through

respectful discourse through the organization, Democracy Plaza (Bowman, 2011). The

good citizenship and enhance

institutions stand out as

A look at some of UMB’s peer

the town’s efforts at promoting

models for how to prioritize

institutions reveals a similar

civility and tolerance.

the initiative. Despite recent

interest in civility on campus,

transgressions within the

especially at the University

A few civility programs have

school’s athletics program,

of Michigan at Ann Arbor.

also incorporated civility

Rutgers University has a very

The University of Michigan at

into the school’s curriculum

comprehensive and well-

Ann Arbor’s Office of Student

and guiding principles. For

organized civility program

Conflict Resolution (OSCR)

example, Indiana University-

that began in the fall of 2010

is dedicated to mediating

Purdue University Fort Wayne

and is currently thriving. The

disputes among students,

(“IPFW”), has included civility

program originally began as a

staff, and faculty (Michigan,

in the institution’s mission

two-year initiative implemented

2013). The OSCR offers the

statement, curriculum, and

through campus activities

following services: conflict

student programming. Civility

centered around diversity,

coaching, facilitated dialogue,

is integrated into IPFW’s

acceptance and compassion.

social justice mediation, shuttle

baccalaureate framework,

Rutgers found guidance in

negotiation, and a restorative

and faculty members are

the work of Dr. P.M. Forni and

justice circle. These varied

encouraged to include civility

took the concept of civility

approaches allow the parties

statements in their syllabi.

to the next level through

involved to pick the service that

George Mason University

“a flurry of conversations,

best fits their conflict resolution

has created a course to

symposia, debates, lectures,

style.

address civility issues called

programs and fireside chats”

“Professionalism and Civility”

(Rutgers, 2013). The apparent

There is much that UMB

(Jacks, 2010). The course

reason for Rutgers’ success

can potentially realize from

focuses on a range of issues

in implementing civility on

adopting a similar approach

from cultural sensitivity, to table

campus appears to be the

to any of these institutions,

manners, to the importance

comprehensive way that they

but from this environmental

making eye contact with

have engaged in “Project

scan it is apparent that the

someone when engaging in

Civility.” Rutgers has used a

best programs use a variety of

conversation.

variety of outlets (e.g. debates,

approaches geared to a variety

speakers, campus events) to

of the civility aspects.

There appears to be no right

focus on the variety of topics

or wrong way to pursue the

related to civility (e.g. etiquette,

aims of civility on university

diversity, compassion).

campuses, but some 22

Fellowsâ&#x20AC;&#x2122; Recommendations

Section IV

The 2012-2013 Presidentâ&#x20AC;&#x2122;s Fellows offer the following five recommendations for instilling civility as a core instructional value in educating health, human, services, and legal professionals at University of Maryland, Baltimore.

Incorporate Civility Into Professional Schools’ Bylaws

Such references to civility are not uniform across the individual professional schools, and in most cases are not included directly on the schools’

Explanation

“About Us” or “Values” sections of

The University’s mission statement

“professionalism” produced additional

includes civility as a core value:

hits, it is important to remember that a

“We emphasize interdisciplinary

violation of civility norms might look very

education and research in an

different than a breach of professional

atmosphere that explicitly values civility,

responsibility, especially in a hybrid

diversity, collaboration, teamwork

school/workplace setting (Campbell,

and accountability.” However, an

2011, p. 50).

environmental scan of the individual

their websites. Although a search for

professional schools’ websites produced

Rationale

few hits on the term “civility.” A brief

Based upon our literature review, one

review of the individual schools’ and

of the key ways to contain, correct, and

departments’ honor codes, codes of

curtail incivility is to maintain a zero-

ethics, and bylaws also produced mixed

tolerance policy toward uncivil behaviors,

results. Some highlights from the search

repeating the policy regularly in both oral

. . .

include School of Pharmacy, Honor Code Section 2.2 – “The school does not tolerate disrespect or lack of civility toward any member of the pharmacy school or campus community.” School of Medicine Statement of Ethical Principles Section I.6 – “Professional relations should be characterized by civility.”

School of Medicine, Department of Anesthesiology Values – “We will foster an environment that values professionalism, civility, compassion, collegiality, teamwork and collaboration.”

and written form (Pearson

p. 13). Likewise at UMB,

punishing those who do not. As

and Porath, 2005, p. 12-

emphasizing professionalism

mentioned above, the effects of

16). The need for consistent,

and the proper ways to treat

incivility on morale, productivity,

enforceable policies and

patients and clients may not

and organizational integrity are

discourse is apparent in

necessarily translate into civility

severe. We believe that these

contexts outside of the

between coworkers or students.

widespread impacts, magnified

university setting. For

Indeed, our significant

by the response that so many

example, in the legal field,

finding that 1 in 6 students

students have experienced

bar associations in many

has experienced incivility on

incivility here on campus,

jurisdictions have implemented

campus suggests that teaching

warrants significant University

civility codes to provide

and enforcing the norms of

attention.

guidance for lawyers regarding

professionalism alone may not

how to conduct themselves

be enough to maintain a civil

However, we recognize that

in dealings with opposing

environment.

our findings are preliminary,

counsel, clients, courts, and third parties (Campbell, 2011,

Implementation

partially anecdotal, and are not completely representative of

p. 45). Likewise, a civility code

We recommend the University

all target groups (specifically,

at the University could provide

work to meet its goal by

faculty and staff). Therefore,

guidance to students, faculty,

incorporating the term “civility”

prior to implementing

and staff regarding how to

into each schools’ mission

this recommendation, we

conduct themselves in dealings

statement, bylaws, and/

encourage the University to

with coworkers, other students,

or code of ethics. As in the

further study

superiors, clients or patients,

workplace and law practice

and third parties.

settings, this incorporation will provide a clear message

Research on workplace incivility

to all parties concerned

has shown that, “whereas

that civility is a high priority,

many organizations create

and that incivility will not be

stringent guidelines about

tolerated. Operationalizing

how employees should treat

the term “incivility” may

customers, fewer seem to

involve monitoring violations

articulate how employees

of university norms for mutual

should treat one another”

respect more closely, rewarding

(Pearson & Porath, 2005,

those who “play nice” and

. . .

the extent to which “civility” is mentioned in each schools’ bylaws, codes of ethics, and honor codes; existence and effects of incivility among faculty and staff; the mechanisms that are in place at the school and campus levels to enforce civility, including what capacities the University has to implement additional mechanisms if needed.

an increased emphasis on civility. A key didactic

Incorporate Civility Into Professional Schools’ Curricula

initiative that we identified is the School of Social Work’s Program Management class, which teaches students about leadership styles, negotiation

role in uncivil interactions, “a

tactics, and conflict resolution

target is much more likely to

techniques. In addi

be of lower status than the

tion to leveraging UMB’s

Many of the professional

instructor” (Pearson & Porath,

clinical training programs and

school deans mentioned

2005, p. 10). Thus, it is critical

professional responsibility

professionalism and ethics

that students and low-level

classes to further the discourse

training in their interviews as

faculty and staff learn to

on civility, the University may

a current method of instilling

recognize and handle incivility

also want to consider scaling

civility. Indeed, most of UMB’s

from superiors.

up the Program Management

Explanation

programs seem to have some

class for use in training new

sort of professional ethics

Rationale

members of the faculty

course requirement. However,

In their recommendations

and staff.

as mentioned above, civility

on how to contain, correct,

is a separate construct from

and curtail incivility in the

Implementation

professionalism, and incivility

workplace, Pearson and Porath

We recommend, prior

can manifest itself in different

(2005) note that “training

to revising the schools’

ways than unprofessionalism.

for civility is skill-based,” and

professionalism programs,

For example, Pearson and

that “improving individual

that UMB survey the various

Porath (2005) point out that

competencies such as conflict

professional responsibility

“incivility and its repercussions

resolution, negotiation, dealing

courses across schools to

generally occur without

with difficult people, stress

determine if any contain units

organizational awareness”

management, listening, and

on civility. Specifically, it is

and that “[i]ncivility tends to

coaching can curtail incivility”

important to note how civility

be more difficult to detect and

(p. 14). Borrowing lessons from

is being taught and defined,

curtail…because it resides in

the workplace, it is easy to see

how students are learning to

the eyes of the beholder” (p. 9).

how our professional schools’

deal with uncivil interactions,

Because power plays a central

curricula could accommodate

and whether students are

aware of institutional processes that can help them resolve interpersonal conflicts. We note that some of the UMBâ&#x20AC;&#x2122;s Strategic Plan initiatives involve vetting courses to determine ripeness for interprofessional education and other areas of opportunityâ&#x20AC;&#x201D;perhaps these same initiatives can also be leveraged to determine ripeness for the infusion of civility training. In addition, we recommend a survey of new faculty and staff training programs to determine if employees of the University are receiving civility training. We recognize that some new hires may be experienced in the workplace and will scoff at the idea of sitting through a civility training module or an incivility simulation. However, as discussed above, incivility often originates at the top and trickles down, reinforcing a vicious cycle of destructive behavior. Therefore, it is critical that students and employees at all levels of the University understand the origins and effects of incivility, are given skills to combat it, and become aware of how their own uncivil actions may affect others. 27

organization, put your ear to the ground and listen carefully, and when incivility occurs, hammer

Measure and Enforce Civility Campus-Wide

Explanation

According to our survey results, the majority of respondents who experienced incivility on campus did not go through an institutional process to resolve their conflict. In fact, some of the professional school deans that were interviewed admitted there is either no process in their school for obtaining redress for an act of incivility, or that the process is largely informal and dramatically underutilized. A few formal grievance procedures and

. . .

enforcement mechanisms that we identified include School of Social Work’s “Student Review Committee”

it (pp. 13-14). Taken together, these recommendations speak to the same general point: in order to instill civility and eliminate incivility, an organizational norm of niceness must be enforced. In addition,

Many, if not all, professional

as Pearson and Porath (2005)

schools have some form of

note, “[incivility] thrives in

process to deal with egregious

environments where input from

violations of professional ethics

employees is squelched” (p.

and school bylaws, but it is

14). Therefore, in order for

unclear whether uncivil acts

students, faculty, and staff to

which do not escalate to

feel like the University is a more

aggression or violence would

civil place, they must have a

be punished under current

voice and a realistic means of

enforcement standards. In

having their complaints heard.

addition, there is no indication that any program rewards

Implementation

students, faculty, and staff who

We recommend as

have embodied the civility ideal.

a complement to

Both reward and punishment

Recommendation 1 that the

are critical in successfully

University not only include

instituting organizational

civility as a requirement in its

change.

bylaws, but also enforce civility

Rationale

as a core value. Instilling civility and ending incivility

Three of Pearson and Porath’s

are two sides of the same

School of Medicine’s “Medical Student Review Committee”

(2005) recommendations

coin. As mentioned below,

for how to correct workplace

the University might consider

School of Law’s “Honor Board”

incivility are to weed out

leveraging existing initiatives

trouble before it enters your

and resources to reward civil

behavior and continue the discourse on civility as a way to affirmatively focus on desirable pro-social behaviors. However, research suggests that even a small amount of incivility can have far-reaching impacts (Laschinger, Finegan & Wilk, 1

2009, p. 382). Therefore, it is important to continue monitoring stakeholdersâ&#x20AC;&#x2122; perceptions of civility and incivility on campus, and to tailor organizational processes to fit the scope of the problem. As we have identified through our research, incivility is experienced by a significant number of students, faculty and staff on campus. The University may want to study further what methods of enforcement are viable and practical; however, we believe that discouraging incivility through an institutional complaint processes should be the cornerstone of a more civil UMB campus.

New nurses did not report high levels of workplace incivility or conflict, but their perception of workplace incivility was significantly related to both the extent to which they felt their work environment was supportive of professional practice and their overall feelings of empowerment, both of which were independent significant predictors of burnout.

Leverage Existing Initiatives and Resources

Explanation In Section III, we discussed a number of civility initiatives at UMB and other institutions. We recommend that the University leverage those resources to advance effective existing programs while incorporating new worthwhile practices. Particularly, we recommend the following:

. . .. . . .

Create an “Annual Civility Award” to be given to faculty, staff, and students who demonstrate commitment to furthering civility on campus. Emphasize civility as a core value at the University and individual schools’ new student orientations.

Incorporate a “Civility Skills” module into new faculty training. Hold an annual “Civility Week” on campus to engage the broader community in a discussion about civility and incivility.

Continue the civility speaker series through the President’s Student Leadership Institute, with speakers from each of the disciplines represented on campus. Utilize the schools’ websites, social media outlets, and print publications to make the term “civility” more visible. Incorporate a task and goal regarding civility into the Strategic Plan.

Rationale Our study results suggest that

faculty, and staff an opportunity

campus need to implement

greater emphasis on civility

to discuss hot-button issues of

them? We recommend that

during orientation, greater

incivility at UMB, and proved

the University identify key

emphasis on civility in school

a worthwhile means for giving

players in existing offices—

curricula, civility-related

campus members a voice.

such as the Interprofessional

campus events (i.e. training

This list represents some of

Student Learning & Service

programs and interprofessional

the more popular initiatives

Initiatives, the President’s

workshops), and establishing

mentioned, but is in no way

Student Leadership Institute,

a Civility Award might all be

exhaustive of all potentially

the Strategic Planning

effective ways to increase

beneficial programs.

Committee, and the President’s

civility on campus. In addition,

Fellowship— that have

a number of ideas, including

Implementation

the Civility Week initiative, were

The main considerations

charge for civility further. As

given substantial audience

in implementing these

recommended below, we

support during our speaker

initiatives are who will take

envision the establishment of a

“

an interest in leading the

series. Despite the small

the lead on organizing and

standing Civility Committee that

turnout for some speakers, the

executing them, and what

will facilitate further study and

open forum allowed students,

additional resources will the

support civility initiatives

We recommend that the University leverage those resources to advance effective existing programs while incorporating new worthwhile practices.

Appoint a Civility Commission for Further Study

Implementation We recommend that the University look to existing faculty, staff, and student leaders who are interested in spearheading the Civility

Learning and Services

Commission. Through our

Explanation

Initiatives and the Center for

interviews, we identified various

All of our recommendations

Interprofessional Education.

programs and individuals that

The Administration identified

maybe leveraged to build this

student leadership as a priority,

commission. We hope that

so it commissioned President’s

the University will continue this

Student Leadership Institute,

project and will reach out to the

the White Paper Project,

2012-2013 President’s Fellows

and the Student Leadership

for further discussion on the

Reception. Other campuses

topic. Regardless of how the

nationwide have instituted

University chooses to continue

a Civility Project or a Civility

this civility discourse, it is clear

Commission to bring attention

that this issue deeply affects

to their school’s emphasis on

UMB, its students, faculty, and

creating a nicer campus. UMB

staff, and the patients and

should likewise continue its

clients it serves.

above note areas of opportunity for further study and action. Due to the limited scope of this engagement, we have merely laid the groundwork for transformational civility change on the UMB campus. So that the discourse may continue, and so our recommendations may be realized in full force, we recommend that the University appoint a Civility Commission to study the issue of incivility further and to identify ways to implement the Fellows’

support of civility by appointing a multidisciplinary Civility

suggestions.

Commission, comprised of

Rationale

tasked to tackle issues and

The Administration identified

initiatives relating to civility on

interprofessional education as a priority, so it commissioned Interprofessional Student

students, faculty, and staff,

campus.

Appendix A: Survey Results

Question 1: Do you believe incivility is a problem on campus?

YES NO 57%

47%

Those who answered yes to question 1 were then asked the following:

In general, how serious is the problem of incivility on campus? NOT SERIOUS AT ALL 1%

SOMEWHAT SERIOUS 55%

VERY SERIOUS 19% NONEXISTENT 0% NOT TOO SERIOUS 25%

Question 3: How important is it for you to function in a civil environment? NOT TOO IMPORTANT 1%

INDIFFERENT 1%

SOMEWHAT IMPORTANT 16%

VERY IMPORTANT 82%

NOT IMPORTANT AT ALL 0%

Question 4: How often have you experienced uncivil behavior from faculty, staff, and students? OFTEN 8%

NEVER

SOMETIMES

38%

FACULTY

SOMETIMES 54%

OFTEN 8%

SOMETIMES

STAFF

49% NEVER 43% OFTEN 4%

SOMETIMES 44%

NEVER

STUDENTS

52%

Question 5: Have you received civility training at the University?

YES 26%

NO 74%

Question 6: How important is it for you to receive civility training? INDIFFERENT 9%

NOT IMPORTANT AT ALL 13%

SOMEWHAT IMPORTANT

VERY IMPORTANT NOT TOO 17% IMPORTANT 28%

34%

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2012-2013 Presidentâ&#x20AC;&#x2122;s Fellows