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Columbia College Chicago
Student and Faculty Protocols

Student and Faculty Protocols

We have prepared the following protocols for students and faculty for the purpose of assisting everyone in maintaining healthy boundaries and for promoting professional, educational, and personal growth.


Professional Growth

  1. Students are expected to be self-directed and take responsibility for their own learning process including coursework, fieldwork, internship, and psychotherapy.
  2. In this process-oriented professional program, critique and observation are imperative and you must be prepared to receive constructive feedback.
  3. It is important to differentiate between academic issues and personal issues as they occur in the classroom.  Faculty will help you recognize the difference. 
  4. If you have an issue with a faculty member, go directly to that person.  Take other concerns to the Chair.
  5.  If you have irreconcilable differences with a faculty member, request a joint meeting with the Chair of the Department, and a recorder will transcribe the discussion for all parties.
  6. If you have irreconcilable issues with the Chair, request a meeting with the Chair and the Dean.
  7. The Department will not provide students with the phone numbers of faculty members and/or other students without permission.  Faculty members can be reached through the department only, unless otherwise noted on their syllabus.
  8. Once a year, near the beginning of the second semester, you will have the opportunity to voice your concerns to the Department in a program review forum.  Suggestions for new or revised protocols and curriculum improvement are encouraged.

Educational Growth

  1. Fieldwork/Internship placement is handled by the Clinical Coordinator.  Supervision for Field- work/Internship placement is the responsibility of your Academic Supervisor.  The Site Supervisor reports to the Academic Supervisor.  Any concerns go to the Clinical Coordinator from the Site Supervisor or the Academic Supervisor.
  2. The Research Coordinator will direct Thesis supervision.  The Thesis Supervisor reports to the Research Coordinator.
  3. Academic advisement occurs with the Academic Manager in consultation with the Department Chair and full-time faculty.  You are assigned an advisor at new student orientation.  You are required to meet with the Academic Manager before each semester in order to gain clearance for registration.
  4. Due to the established sequential curriculum, students are expected to maintain the program’s scheduling requirements, unless advised otherwise by the Chair.  Academic probation may also require course revisions.
  5. Part time status must be approved by the Chair.  Part time students may extend the length of their program by participating in the sequential curriculum, but will not be permitted one to one classes or independent study.
  6. Incompletes are the responsibility of the student.  Please refer to the Graduate Academic Policies and Procedures for more information on requesting an Incomplete.  The appropriate form may be found here.
  7. The Department is not responsible for your registration.  Registration is self directed on OASIS following clearance by The Academic Manager. The Academic Manager will review your registration and inform you on necessary adjustments during the week of Add/Drop.
  8. It is the responsibility of the student to register for thesis credit every semester, including summer, until it is complete. Again, please refer to the Graduate Academic Policies and Proceedures.
  9. Students may be held back from starting fieldwork or internship or be requested to leave at the discretion of D/MT Chair and faculty if there are concerns during fieldwork and/or their coursework. See the Student Focus Review Form and the Criteria for Discontinuance.
  10. Any extension in internship hours must include faculty supervision due to liability issues.

Personal Growth and Safety

  1. It is often during advisement that a student will inquire about, or the advisor may recommend that the student consider private psychotherapy.  The student’s own personal psychotherapy is STRONGLY recommended.  This may be motivated by a number of reasons, among which may be a response to strong indications that the demands of the program and/or demands of the student’s personal life may interfere with the student’s academic studies. Please note that it is forbidden for students to see any faculty member for personal therapy while they are enrolled.
  2. Students need to acknowledge that self-understanding is the foundation upon which the program is constructed.  Continual awareness of their physical and psychological process and its impact on interactions with others is crucial for learning to be a therapist.
  3. DMT is a powerful modality; personal issues will come up.  Ethically, faculty are not your therapists, but are here to promote your growth as a professional.  Faculty are obligated to give feedback on issues that may be impairing your professional growth.
  4. No pagers or cell phones may be on or used during class.
  5. You may be asked not to bring babies and children into class if other students or faculty feel they are disruptive.
  6. There are 3 emergency exits on the 11th floor:  two in the main hallway and one fire escape off the back hallway leading to the west side of the building. Please familiarize yourself with the evacuation map posted in every classroom and hallway.
  7. Further information at Security and Students Experiencing Difficulties.
  8. If faculty have concerns about your health/wellness that could interfere with your work in a clinical setting, you may be asked to delay or leave your clinical training until a later date.


  1. Faculty should refer students to the Chair to handle non-academic concerns and issues.
  2. Faculty will adhere to listening to students as teachers, not therapists.
  3. Focus Review Forms are initiated by faculty and are for the purpose of assisting students in need, generating an action plan, and reviewing progress.  Faculty must give a copy of the form to the student and to the department Chair.  A student receiving more than two focus reviews will be required to meet with the faculty member and the department Chair. If a student meets 3 or 4 of the Criteria For Program Discontinuance (bold and italicized) the action plan may include probation from the curriculum. 
  4. Faculty will refer students back to the instructor with whomever they have a complaint.  If the student has concerns in directly discussing issues with faculty, direct student to the Chair to arrange a joint meeting.
  5. If personal issues arise, faculty will recommend students see a therapist in the community.  Although we cannot require personal therapy, it is highly recommended.  If students do not have a therapist, resources can be suggested.  See also resource list  Please note that it is forbidden for students to see any faculty member for personal therapy while they are enrolled.
  6. Faculty will be sensitive to personal vulnerability and provide a safe environment in the classroom when personal issues emerge as a result of the experiential learning process.
  7. Faculty will refer any questions about policies, protocols and/or procedures--to the Chair. 
  8. All faculty will review each student’s academic, professional, and emotional progress once per term.  If common issues arise in several classes, the faculty will make recommendations to the Chair who will follow-up the issues with the student and a Student Focus Review Form may be initiated.
  9. Instructor must meet with student(s), if requested by student(s) in the Department, not at his/her home.
  10. Instructor must not ally with students against other faculty or other students, nor ally with any faculty against the student.
  11. If faculty have concerns about a student's health/wellness that could interfere with the student's work in a clinical setting, the student may be asked to delay or leave his/her clinical training until a later date.


The chair is kept informed by the staff, faculty and coordinators on the following, including but not limited to: curriculum, student concerns including a copy of all focus forms, policy and procedural questions, registration, recruitment, marketing, grant writing, etc.