Undergraduate Advising Handbook
2015-2016
Last updated: 08.07.2015
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Table of Contents
About the College
4
About Undergraduate Student Services
5
Mission and Vision
6
UD Advising Mission Statement
8
Important Academic Dates and Deadlines
9
Family Educational Rights and Privacy Act (FERPA)
10
Academic Advising in the College of Health Sciences
11
Advising Standards
13
When an Academic Advisor Should Be Concerned
14
Using Advisor Notes
16
Advising Specific Student Populations
21
Guide to University and College Policies
23
University Requirements
29
Math Placement Guidelines
31
Foreign Language Placement Guidelines
32
Mid-Term Grading
33
Senior Checkout, Degree Clearance, and Graduation
35
Academic Resources and Support Services
38
Helping Students Find Their Way
39
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Advising is an important feature in the University of Delaware’s commitment to students’
success. This handbook is designed to provide faculty and professional advisors with the tools
they need to be successful advisors. It is to serve as a useful reference for advising-related
questions and facilitate continuous, ongoing advisor training. The handbook is intended to help
advisors articulate policies and procedures; define and practice effective advising; find correct,
accurate, concise, and consistent information; locate referral resources; and provide standardized
assistance to students.
While this handbook may touch on topics that are also covered in the UD Academic Catalog, it is
not meant to be a substitute. Advisors need to familiarize themselves with the Catalog and other
resources. We hope you utilize the information provided in this handbook to benefit from all the
services at UD to enhance students’ educational experiences. Refer to department-specific
handbooks and guides for information specific to a student’s academic program.
Policies, procedures, and College information are necessary to promote the educational process.
Some of these policies, procedures, and information are subject to change to reflect current laws,
procedures, services, and contact information.
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About the College
Within the University of Delaware’s College of Health Sciences, research provides an
evidence-based foundation for the education of the next generation of thought leaders
and healthcare professionals.
Our College is also a place where partnerships play a key role in promoting health
research and education. High-quality undergraduate and graduate programs, research
seed grant programs, and clinical research projects enable us to provide our students
with rich classroom, laboratory, and clinical experiences.
Our programs encompass a broad and dynamic collection of specialties, including
medical laboratory science, kinesiology, applied physiology, nursing, physical
therapy, behavioral health and wellness, and nutrition. In each of our programs we
create an experience that shapes changes in practice based on scientific evidence. Our
approach is to translate our strong platform in interdisciplinary science into health
practices, therapies, and interventions that result in immediate improvements in
people’s lives.
Our students receive early immersion into practice settings and our faculty’s worldclass research programs. As a result, our graduates are well prepared to pursue careers
in various health professions, as well as to continue their education in one of the
medical fields or enter a field of graduate study to pursue scientific investigation. Our
ultimate goal is to help our students excel in their chosen profession in the arena of
health.
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About Undergraduate Student Services
The faculty and staff in the college are committed to student success and provide
assistance to students as they pursue their academic endeavors. Students are assigned
faculty and/or professional advisors who have expertise and knowledge in their fields
of study.
In the CHS Undergraduate Student Services office (USS), the Assistant Dean and
Academic Program Manager provide additional problem solving and assistance to
students as they progress through their academic plan, as well as providing support to
faculty and departmental staff in their roles as advisors.
Some examples of how we support students:
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Answering questions and discussing options if students are having academic or
personal difficulties
Troubleshooting scheduling conflicts and late registration
Providing excused absence notifications to faculty
Clarifying academic policies/regulations
Approving transfer credit evaluations
Working closely with academic departments and the Registrar’s office on degree
audits
Coordinating the senior checkout process and certifying degree clearance
Providing information about changing/adding majors or minors
Interpreting transfer credit reports and degree audits
Approving credit overloads and online courses
College of Health Sciences – Dean’s Office – 345 McDowell Hall
Dean: Dr. Kathleen Matt
College of Health Sciences – Undergraduate Student Services – 205 McDowell Hall
Assistant Dean of Student Services: Dr. Carolyn Quinci (cquinci@udel.edu)
Academic Program Manager: Debbie Allen (deballen@udel.edu)
Administrative Assistant: Randee Tobin (rrtobin@udel.edu)
General Inquiries: chs-advise@udel.edu
Mission and Vision
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MISSION STATEMENT
The University of Delaware exists to cultivate learning, develop knowledge, and foster
the free exchange of ideas. State-assisted yet privately governed, the University has a
strong tradition of distinguished scholarship, research, teaching, and service that is
grounded in a commitment to increasing and disseminating scientific, humanistic, and
social knowledge for the benefit of the larger society. Founded in 1743 and chartered by
the state in 1833, the University of Delaware today is a land-grant, sea-grant, and spacegrant university.
The University of Delaware is a major research university with extensive graduate
programs that is also dedicated to outstanding undergraduate and professional
education. University faculty are committed to the intellectual, cultural, and ethical
development of students as citizens, scholars, and professionals. University graduates
are prepared to contribute to a global society that requires leaders with creativity,
integrity, and a dedication to service.
The University of Delaware promotes an environment in which all people are inspired
to learn, and encourages intellectual curiosity, critical thinking, free inquiry, and respect
for the views and values of an increasingly diverse population.
An institution engaged in addressing the critical needs of the state, nation, and global
community, the University of Delaware carries out its mission with the support of
alumni who span the globe and in partnership with public, private, and nonprofit
institutions in Delaware and beyond.
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OUR VISION
The College of Health Sciences at the University of Delaware will be nationally and
internationally known as a hub of interdisciplinary research, education, and public
outreach dedicated to advancing human health. Partnering in significant initiatives with
other educational and medical institutions, government agencies, and private
foundations, our researchers will further understanding of chronic diseases and pioneer
the development of advanced treatments and rehabilitation protocols.
We will be leaders in advocating interdisciplinary, team-based learning for students in
experiential and discovery learning settings. As we transition the College to the Health
Sciences Complex at UD’s new Science and Technology Campus, we will synergistically
unite all of these signature activities in an environment that will enable us to
significantly advance the University’s Path to Prominence.
UD Advising Mission Statement
Academic advising at the University of Delaware is a shared practice throughout the
institution that supports teaching, mentoring and learning. Collaborative relationships
among students, faculty advisors, and professional advisors support students’
development and achievement of their educational goals.
Important Academic Dates and Deadlines
For a complete list of academic dates and events, link to the Academic Calendar found
on the Office of the University Registrar’s website.
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Family Educational Rights and Privacy Act (FERPA)
The Family Educational Rights and Privacy Act of 1974 grants to students certain rights,
privileges, and protections relative to individually identifiable student education
records which are maintained by the University. Specifically:
Students' education records (with the exception of directory information) will be
released to third parties outside the University only with the written consent of the
student. The University reserves the right to release education records to appropriate
parties in a health or safety emergency or when the student's well-being is of concern.
1. Students have the right to inspect their own personally identifiable education
records. The right may be exercised by completing a request form at the service
desk of the University Visitors Center.
2. Students have the right to challenge information contained in personally
identifiable education records. The procedure is described in the Annual
Notification of Rights printed below.
To view the full policy, go to:
http://www.udel.edu/registrar/policies-procedures/ferpa.html
Parent/Guardian Secure Services
Parent/Guardian Secure Services is a web application that allows UD students to share
education information with their parents and guardians. Students set parent/guardian
access through their UDSIS-Student Center and there indicate what specific
components of education information they want to share.
Students may change their sharing information at any time. They will also be
periodically prompted to review their Parent / Guardian sharing settings before
logging into UD secure applications. Please be assured that the privacy and
safeguarding of student personal information is a priority for UD, and is accomplished
with industry-standard security practices. UD student education records are subject to
protection under the Family Educational Rights and Privacy Act (FERPA).
Parent questions regarding the information released to them will be directed back to
the student.
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Academic Advising in the College of Health Sciences
The College of Health Sciences is committed to students' successes by helping them
achieve their professional, personal, and academic goals. Students are assigned
departmental and professional advisors who have expertise and knowledge in their
fields of study. In the Dean's Office, the Assistant Dean of Student Services and the
Academic Program Manager provide additional problem solving and advisement to
students as well as supporting faculty and departmental advisement within the college.
Assistance provided may concern:
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Scheduling conflicts and late registration
Questions about academic progress and degree audit
Senior checkout and degree certification
Change of major information
Academic difficulties
Academic probation and dismissal
Retroactive changes to transcripts
Leave of absence and class absence verification
Illness, injury, and serious personal problems
Interpreting transfer credit and progress reports
Transfer credit approval
Clarifying academic regulations
Students are assigned an academic advisor in their major department who provides
advice on course selection, degree requirements, career opportunities, and graduate
study. It is recommended that students meet with their advisors at least once each
semester. Advising is assigned through the academic departments as follows:
• School of Nursing (Freshmen and Sophomores are advised by the department’s
professional advisor. Juniors and Seniors are advised by faculty advisors.)
• Behavioral Health and Nutrition (Faculty Advisors)
• Health Sciences (Faculty or Professional Advisors)
• Kinesiology and Applied Nutrition (Freshmen and Sophomores are advised by
the department’s professional advisor. Juniors and Seniors are advised by faculty
advisors.)
• Medial Laboratory Sciences (Faculty Advisors)
For students pursuing one or more minors, an academic advisor is assigned for each
minor.
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Advisor and Advisee Roles and Responsibilities
Advisor
Student
• Provide an encouraging and
• At least once per semester, schedule
supportive environment for students to
regular and timely appointments with
share their goals, concerns, and
your advisor.
interests.
• Attend advising appointments as
• Actively listen to questions and
scheduled.
concerns and assist in development of
• Ask questions about the role
decision-making skills, self-evaluation
institutional policies and procedures,
skills, and educational plans.
general education requirements,
• Understand and effectively
academic programs, and student
communicate UD degree requirements.
services are a part of the academic
experience.
• Assist students in making informed
course decisions utilizing UDSIS and
• Explore campus services, such as
Degree Audit.
Academic Enrichment, Learning
Services, Center for Counseling and
• Refer students to appropriate campus
Student Development, Office of
resources, organizations, and
Disability Support Services, Writing
faculty/staff members as needed to
Center, and Math Tutorial Lab.
facilitate academic performance and
enhance their college experience.
• Explore extracurricular activities in
order to facilitate your academic
• Maintain confidentiality of student
achievements.
records as outlined in the University
Catalog.
• Regularly review your academic
progress utilizing UD advising tools
• Create a safe, positive environment to
(Degree Audit) and assume
freely explore ideas and interests
responsibility for meeting academic
regarding personal, academic, and
requirements.
career goals.
• Craft educational plans based on
• Uphold the values, policies, and
assessment of abilities, aspirations,
procedures of their schools,
interests, and values. Be thoughtful of
departments, and UD.
your educational plan. Set short-term
and long-term goals for achievements.
• Read both print and electronic
university communication and respond
when required.
• Assume responsibility for all decisions
and actions which may impact
academic and career options.
• Be aware of your rights under the
Family Educational Rights and Privacy
Act (FERPA).
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Advising Standards
The definition of academic advising:
http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Thedefinition-of-academic-advising.aspx
Advisor Help http://www.udel.edu/registrar/faculty_staff/advisorhelp.html
Advisor Notes Help http://www.udel.edu/registrar/advisornotes/index.html
Resource: Office of the University Registrar
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When an Academic Advisor Should Be Concerned
The following behaviors and attitudes may indicate that a student could benefit from
additional assistance. If you are not professionally qualified to address these issues, refer
the student to the appropriate campus resource. Faculty may contact the Undergraduate
Student Services office at 302-831-8073 or email us at chs-advise@udel.edu to consult on
issues of concern.
Unusual Behavior
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Withdrawal from usual social interaction
Marked seclusion and unwillingness to communicate
Persistent antisocial behavioral such as lying or stealing
Lack of social skills or deteriorating personal hygiene
Inability to sleep or excessive sleeping
Loss of appetite or excessive appetite (starving or binging behavior)
Unexplained crying or outburst of anger
Acutely increased activity (i.e., ceaseless talking or extreme restlessness)
Repeated absence from classes
Unusual irritability
Thought disorder (i.e., the student’s conversation does not make sense)
Suspiciousness, irrational feelings of persecution
Traumatic Changes in Personal Relationships
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Death of a family member or a close friend
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Difficulties in marriage or family relationships
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Dating and courtship difficulties
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Sexual abuse (i.e., rape, incest, harassment)
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Terminal/chronic illness of a family member
Drug and Alcohol Abuse
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Indications of excessive drinking or drug abuse (i.e., binges, neglects eating or
physical appearance, impaired thinking)
Severe drug reaction (i.e., bizarre behavior, unexplained blackouts of
memory)
Being a child of an alcoholic or drug dependent parent
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Academic Problems
• Dramatic drop in grade point average
• Poor study habits
• Incapacitating test anxiety
• Sudden changes in academic performance
• Lack of class attendance
Career Choice Problems
• Dissatisfaction with academic major
• Unrealistic career aspirations
• Confusion with regard to interests, abilities, or values
• Chronic indecisiveness or choice conflict
• Uncertainty of career alternatives
Source:
Minot State University. (2012-13) Academic Advisor Handbook. Retrieved from
http://www.minotstateu.edu/advising/pdf/AcademicAdvisorHandbook201213prf2.pdf
Campus Resource: Center for Counseling and Student Development
(http://sites.udel.edu/counseling/faculty/)
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Using Advisor Notes
Benefits of Notes
Advisors are encouraged to document advising interactions with their students.
Documentation 1) increases communication between departments, 2) improves
advising relationships with students and 3) provides continuity and consistency in
advising across campus. Advising notes are used to help the advisor and the student
recall information covered in the advising meetings, email, and phone conversations.
FERPA Regulations
Advisor notes created and maintained in PeopleSoft are to be kept in accordance with
existing FERPA Laws. For complete information on University of Delaware FERPA
guidelines, go to: http://www.udel.edu/registrar/policies-procedures/ferpa.html.
Note Taking Guidelines
Inform the student that advisors make academically pertinent notes which are viewable
by other advisors. For example, “I will be writing some notes after our conversation to
record the gist of what we talked about today, and any follow up that you or I will
take. These notes will be stored in our student database and may be seen by another
academic advisor. This is so that we can best help you with your advising questions.”
Remember that students can request access to these notes, and that they can be
subpoenaed by third parties under FERPA guidelines. Use a professional tone when
recording advisor/student interactions.
Keep notes brief and relevant, and use only the most commonly understood
abbreviations (i.e., UDSIS, UD, DLE, etc.).
Record facts and observations, and NOT inferences or assumptions. For example, we
would not write, “student seems depressed” or “student seems anxious”, but rather,
“student talked about personal issues which are currently stressors/challenges”.
Record any advising interactions that will require future follow up on the part of the
student or advisor.
If there is room for question or misunderstanding regarding information provided to a
student during an advising session, record details on advice given in case of future
questions. For example, “Advised student that BHAN 464, a major requirement, could
also satisfy the University DLE requirement.”
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Advisors are expected to document referrals to other departments and campus
agencies. If the referral is of a sensitive nature, advisor can write, “Student referred to
appropriate department/agency”.
Document information given regarding University and department policies and
deadlines. For example, “Student had questions about late withdrawal from her math
class. Provided information about the policy, deadline, and documentation
requirements.”
Some pieces of sensitive information should only be included in your notes when
academically relevant. For example, specific student behavior issues (accusations of
plagiarism, Dean of Student interventions), very personal information about a student,
their health, family, etc. should be handled with discretion.
REMEMBER: You can keep notes in a separate, personal file if there is something you
need to remember, but do not want included on the student’s UDSIS record. Maintain
this type of personal record for only as long as relevant.
Guidelines for Advising Notes
1. Include notes that will help the student.
“Student should remember to decide on a minor before registration for Spring
semester.”
“Asked student to bring list of ten possible courses for next semester to our advising
session.”
“Reminded student to get transcripts from DTCC sent to the Admissions Office as soon
as possible to avoid being encumbered at registration.”
“Student did not come to scheduled appointment. Needs to reschedule as soon as
possible.”
“Discussed importance of repeating BISC 207 in Spring semester.”
2. Include notes that will help future advisors understand the student or the advice that
you gave.
“Encouraged student to enroll in KAAP 309 and KAAP 310 because of interest in going
to OT school.”
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“Student took MATH 201 out of interest even though he already has credit for STAT
200. Understands that he won’t earn credits for both courses. ”
3. Include list of courses approved, along with alternatives.
“We agreed to the following 15 hours for spring semester: BHAN 332, BHAN 435,
EDUC 240, HLPR 222 and NTDT 310. EDUC 470 would be good alternative to EDUC
240.”
“Winter session classes we discussed were CRJU 110 and LEAD 100 for six credit hours.
Will take HDFS 201 if CRJU 110 fills.”
4. Include notes that will facilitate the relationship with the student.
“Encouraged student to make an appointment to come see me after mid-term grades are
posted.”
“Reminded student to make appointment well in advance of her registration date for
summer and fall.”
“We agreed to meet once a month during the spring semester to monitor progress.”
“Commended student for excellent grades last semester.”
5. Include possible consequences of not following advice given.
“Discussed need to take BISC 207 and BISC 208 during summer sessions so student can
be admitted to XXXXX degree program in fall. Explained possible delays in degree
completion if this is not done.”
“Student wants to enroll in 20 hours. Cautioned regarding heavy academic load.”
“Reminded student to finish 30 hours for the academic year in order to keep
scholarship.”
6. Include referrals of a non-sensitive nature.
“Encouraged student to make appointment with career counselor.”
“Student is interested in becoming an Orientation Leader; referred to John Michael
Pantlik about application process.”
“Student should contact Veterans Services Office to discuss Veteran’s benefits.”
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7. Include comments that help you in future interactions with student. (Perhaps in
helping students with reference letters or scholarship applications.)
“Student was well prepared for advising session. Had tentative schedule already
worked out.”
“Student has consistently expressed an interest in attending medical or dental school.”
8. Exclude your subjective judgments about the student, especially when they are
negative. (In some cases, you may wish to use personal files. In most cases, should
probably omit altogether.)
“Student is not motivated to succeed in classes this semester.”
“Student struggling in all classes; I think he would have been better off at community
college.”
“I doubt student’s ability to succeed in this major.”
9. Exclude referrals of a sensitive or personal nature. (May wish to use personal notes.)
“Recommended student seek psychological assistance through the Counseling Center
on campus.”
“Referred student to the Office of Disability Support Services for testing. I suspect a
learning disability.”
“Asked student to confer with Mary Poppins about difficulty getting accommodations
for visual disability.”
“Student will see the Assistant Dean about experiences of being stalked by exgirlfriend.”
10.Exclude students’ comments regarding instructors, especially when they are negative.
(May wish to use personal notes.)
“Student is having a personality conflict with XXXXXXX instructor.”
“Student is considering dropping XXXXXXX because of a problem with the professor.”
“Student indicated that she is considering filing a sexual harassment charge against her
XXXXXXX professor.”
11. Exclude personal concerns of the student. (May wish to use personal notes.)
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“Parents are going through a divorce this semester.”
“Student was assaulted earlier this academic year.”
“Sister has cancer; student is having a very difficult time staying focused on academics.”
“Student has to go to court next week; will miss classes.”
“Student shared problems she is having with motivation and time management.
Do
Student has not had a math class in
five years and is concerned about
ability to succeed. Discussed
importance of starting math
sequence ASAP.
Don’t
Student is scared of math and is
avoiding it.
Student dropped XXXXXXX.
Student dropped XXXXXXX due to
unfair grading policies of instructor.
First generation college student.
Widowed mother. No financial
support from family. Referred to
financial aid counselor.
Referred to financial aid counselor.
Student wanted it noted that he
missed two weeks of classes as a
result of hospitalization.
I asked the student to return for
another advising session when he
has prepared a list of courses for
next semester.
Student missed two weeks of classes
because of hospitalization for cancer
treatment.
Clueless.
Student may be overextended with
classes, work, and activities.
Student requested tutoring support.
Referred to the Academic Enrichment
Center.
Services.
Student should get priorities in order
and quit that job!
Student in financial and academic
distress. Referred to the Academic
Enrichment Center for help.
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Advising Specific Student Populations
v By Class Level
Freshmen need advisors who:
• Have knowledge about University resources and where to find them
• Are good listeners, who will provide support and a helping hand
• Are experts on degree requirements and University policies and procedures
Sophomores need advisors who:
• Encourage exploration
• Help with the assessment of interests and skills
• Assist with focusing on realistic choices
Juniors need advisors who:
• Can serve as a mentor
• Can effectively review degree requirements and student progress
• Encourages creativity to enhance a student’s degree or resume
Seniors need advisors who:
• Assist with the graduation audit
• Help with preparing to make the transition out of college
• Continue a mentor relationship
• Discuss career choices
v Students with Disabilities
Students with disabilities are represented in every department/division and field of study on
our campus. With the steady increase in numbers, chances are that every advisor will be faced
with some decisions regarding how to handle a student’s disability-related issues. More
information on the disability accommodations provided at UD through the Office of Disability
Support Services (DSS) may be found at
http://www.udel.edu/DSS/resources_helping.html.
v At-Risk Students
There are a variety of reasons why students may be considered at-risk for achieving
academic success. These students may display any number of characteristics such as low
academic self-concept, unrealistic grade and career expectations, unfocused career objectives,
inadequate study skills for college success, a belief that learning is memorizing, etc.
There are also several types of students who may be considered at-risk. Some of these
include:
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Academically disadvantaged or underprepared students
Adult learners (non-traditional students)
Students with disabilities (learning and physical)
Ethnic and racial minorities
English as a second language (ESL) students
First generation students
International students
Lesbian, Gay, Bisexual, or Transgendered students
Probationary students
Socio-economically depressed students
Transfer students
Undeclared students
A variety of programs exist at UD to provide assistance to under-prepared and at-risk
students. If you are unable to locate a specific campus support program, you should
refer the student to Undergraduate Student Services.
An excellent resource on advising other student populations:
Gordon, V. N., Habley, W. R. , Grites, T. J. , & Associates. (2008). Academic Advising: A
Comprehensive Handbook (2nd Ed.). , San Francisco, CA: Jossey-Bass.
(This book is available in the UD Library.)
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Guide to University and College Policies
http://www.udel.edu/stuguide/14-15/code.html
I. Code of Conduct
This Code of Conduct, which contains policies arranged alphabetically, establishes
standards of behavior for students and student organizations at the University.
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Academic Honesty
Alcohol
Complicity
Disruptive Conduct
Drugs
Endangering the Safety of Others
Failure to Comply
False Information
Fire Safety
Guests
Hazing
Misuse of Materials, Services or Property
Off-Campus Conduct
Residence Hall Regulations
Responsible Computing and Use of University Computer Resources
Sexual Assault
Sexual and Other Discriminatory Harassment
Stalking
Student Organizations
Theft
Violence
Weapons, Dangerous Instruments, and Explosive Chemicals or Devices
II. Student Conduct System
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Statement of Policy
Jurisdiction Over Persons and Places
Student Rights
o For Charged Students
o For Victims
Undergraduate Student Conduct Process
o Hearings
o Appeals
Graduate Student Conduct Process
o Hearings
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Appeals
Procedures for Student Organizations
Retention of Disciplinary Records
Administrative Actions
Emergency Suspension
Withdrawal When Certain Charges are Pending
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III. Sanctions
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Descriptions of Sanctions
Enhanced Sanctions for Certain Acts
Sanctions for Violations of Academic Honesty Policy
Sanctions for Alcohol or Drug Policy Violations
Sanctioning of Student Organizations
IV. Grievance Procedures and Special Problems
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Statement of Policy
Grievance Procedures
o ADA Grievance
o Grade Grievance
o Discrimination and Harassment Grievance
Student Behavior Consultation Team
Medical Leave of Absence
Active Military Duty
Missing Students
Ø Class Attendance (taken from 2015-2016 UD Academic Catalog)
Students are expected to attend all their scheduled classes and laboratories and not to
be absent without adequate reason.
Deficiency in any required work resulting from absence from class must be made up to
the satisfaction of the instructor.
A student who is absent from a course without adequate reason may be assigned a
failing grade. Students who are registered as Auditors are subject to the same
attendance regulations as those registered for credit. Those Auditors who are reported
for their excessive absence from class will receive a grade of LW in the course.
By action of the Faculty Senate, the responsibility for defining attendance expectations
is left to the individual faculty member, subject to the guidelines given below. Thus, it is
of great importance that early in each course the instructor make clear to each student
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what the attendance expectations are, and how absences due to "relatively minor"
illnesses, as described below, are to be communicated. Students should check the
syllabus for attendance expectations and means of communicating about minor
illnesses.
In inclement weather, when classes have not been cancelled, students should notify
their faculty promptly if they are unable to attend class, as described in the policies on
Holding Classes and Inclement Weather.
It is the policy of the University of Delaware not to cancel classes on religious holidays.
However, students and faculty are encouraged to exercise their own judgment
pertaining to their attendance on these days. In addition, faculty are encouraged not to schedule
examinations or require the submission of special assignments on the following days:
the evenings before as well as the first two days of Rosh Hashanah and Yom Kippur in
the fall term, Good Friday and the evening before and the first two days of Passover in
the spring semester.
a. Absence on religious holidays listed in University calendars is recognized as an
excused absence. Nevertheless, students are urged to remind the instructor of their
intention to be absent on a particular upcoming holiday.
b. Absences on religious holidays not listed in University calendars, as well as absences
due to athletic participation or other extracurricular activities in which students are
official representatives of the University, shall be recognized as excused absences when
the student informs the instructor in writing during the first two weeks of the semester
of these planned absences for the semester. Absences due to similar events that could
not have been anticipated earlier in the semester will be recognized as excused absences
upon advance notification of the instructor by an appropriate faculty advisor or athletic
coach.
c. Absences due to serious illness or death within a student's family, or other serious
family emergency, are recognized as excused absences. To validate such absences, the
student should present evidence to the Assistant Dean's Office of his or her college. The
Assistant Dean's Office will then provide a letter of verification to all of the student's
instructors for the term.
d. Absences due to serious illness of the student (e.g., hospitalization, surgery, or
protracted medical illness or convalescence) shall also be recognized as excused
absences. To validate such absences, the student should present evidence of the illness
to the Assistant Dean's Office of his or her college. Supportive evidence will be
provided on the student's request by Student Health Services directly to the respective
Assistant Dean. Students who experience long-term absences of a week or more should
consult with their Assistant Dean; in such cases, it may be possible to negotiate with
faculty for the opportunity to take an incomplete grade, or a withdrawal may be more
prudent. The student's Assistant Dean will give guidance in these matters.
For relatively minor, short-term illnesses of students (e.g., colds and flu, where
attendance in class is undesirable), or their immediate family, the University system
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depends upon reasonable communication between students and faculty. If possible,
students should report such illnesses before the affected class, following the directions
of the instructor as provided at the beginning of the semester.
e. Absence due to short-term military duty in the National Guard or active reserve is
recognized as an excused absence. To validate such an absence, the student should
present evidence to the Assistant Dean's Office of his or her college. The Assistant
Dean's Office will then provide a letter of verification to all of the student's instructors
for the term.
f. Students are not to be penalized if absent from an examination, lecture, laboratory, or
other activity because of an excused absence. However, students are fully responsible
for all material presented during their absence, and faculty are encouraged to provide
opportunities, when feasible, for students to make up examinations and other work
missed because of an excused absence.
Authority for excusing all class absences rests with the instructor, subject to the
abovementioned guidelines.
Ø Excused Absence
Undergraduate Student Services (USS) manages official Excused Absences for the
Dean’s Office of the College of Health Sciences. Excused absences may be issued for
serious illnesses, deaths, short-term military service, and other medical purposes. Please
note that for short-term absences (e.g., visits to Student Health Services for minor
illnesses, or routine medical appointments), students should communicate directly with
their faculty members.
Per the policy, USS requires that students document their absence through an approved
third party (e.g., a medical provider, clergy member, etc.) for each day of the student’s
absence. The documentation must arrive to USS on official letterhead or a prescription
pad and must include the full name, telephone number, and location of the office from
which it is received. We will also accept obituaries and funeral programs in the event of
a death. Students may not provide documentation from friends, relatives, or other
unofficial parties.
Upon receipt of proper documentation, USS issues notification of official Excused
Absence via email to the instructors of all courses in which the student is enrolled.
Students are encouraged to speak with their professors directly and promptly to make
arrangements for missed assignments and exams. Students are also notified that the
authority for excusing absences rests with each instructor, per his or her syllabus.
Please be aware that the catalog policy states that, “students are not to be penalized if
absent from an examination, lecture, laboratory, or other activity because of an excused
absence” and that “faculty are encouraged to provide opportunities, when feasible, for
students to make up examinations and other work missed because of an excused
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absence.” If you have any questions or concerns about the Excused Absence process or
about a message that you receive, contact USS at (302) 831-8073.
Students who are absent from courses for a week or more, or on a recurring basis, due
to medical reasons, are encouraged to talk with an USS staff member and/or a
counselor in the Disability Support Services office. If you are aware of a student who is
missing class on a long-term basis, feel free to refer the student to USS. We would be
happy to make an appointment with the student and discuss the student’s options.
Ø Policy of the CHS Dean’s Office On: Registration Changes After the Last Day to
Change Registration or Withdraw (prepared by Dr. Carolyn Quinci, Assistant
Dean of Student Services)
When students arrive to discuss a possible late change, they are given a copy of the
policy to determine if their reason for requesting a late change falls within the
guidelines.
The CHS Dean’s Office (Undergraduate Student Services) may authorize a change to a
student’s registration only for unusual circumstances beyond the student’s control.
These are some examples of unusual circumstances deemed to be beyond a student’s
control:
Serious illness
Death of a close relative or friend
Personal emotional difficulties
Family problems
Registration mix-ups
If you have different circumstances, please refer to the bottom portion of this page.
If your circumstances are similar to those listed above, read the information
immediately below and ask to schedule an appointment with a staff member in USS.
PLEASE READ:
In most cases, USS staff will ask for documentation of your circumstances. For
example, for illness - document by a note from Student Health or a physician, for a
death - document by a dated obituary or funeral program, for emotional or family
problems - document by a note from a counselor, etc. (A note from a relative or friend
will only be considered in conjunction with one of the above noted external sources of
documentation.)
The USS staff may verify your documentation with the source.
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USS permission to withdraw does not negate the tuition obligation you incurred by
remaining in a class beyond the two week free drop/add period. Also, a one-time $25
fee is charged to your account for one or more changes in registration after the two
week free drop/add period.
A withdrawal might impact scholarships/financial aid. Students are urged to consult
directly with the Office of Scholarships and Financial Aid.
These are some examples of circumstances which, alone, are not deemed appropriate to
justify permission for a late change in the student’s registration:
Poor academic performance
Change in the student’s academic program (major changed, minor to be deleted, etc.)
Instructor recommendation or permission to withdraw
Too many unexcused absences
For such circumstances, the Dean’s Office (Undergraduate Student Services) will not
authorize registration changes after the last day to change registration or withdraw.
Students are encouraged to seek assistance directly from instructor(s) or from the
Center for Academic Enrichment (AEC) at 148-150 South College Avenue. AEC offers
resources like tutors and academic skills workshops that prove helpful to many
students.
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University Requirements
GPA
2.00 Minimum GPA required to graduate.
ENGL 110 – Critical Reading and Writing
This course is required of all students and is generally taken in the freshman year. A
minimum grade of a C- is required. Students must take ENGL 110 at UD unless they
transfer an equivalent course from another institution.
First Year Experience (FYE)
The First Year Experience refers to a layered approach of offering essential strategies
and information for students in transition to the University and to enhance the
likelihood of academic/social success and student retention. With this experience is a
First Year Seminar course, which may be discipline specific for incoming freshmen to
introduce students to the expectations of an academic major or career. This may differ
from the intro course (3-4 credits) in the major.
Multicultural Requirement
Every student must complete three credits in a course or courses stressing multicultural,
ethnic, and/or gender-related content. A minimum grade of a D- is required; this
course cannot be taken pass/fail. Students must select a course from the approved list
of multicultural courses.
Discovery Learning Experience (DLE)
All undergraduate students are required to take at least three credits of DiscoveryBased or Experiential Learning (e.g., an internship, a service learning course, an
independent study, participation in the Undergraduate Research Program or a Study
Abroad program) in fulfillment of their degrees. The credit requirement may be
satisfied in a single course or in a series of courses, as long as a total of three (3) credits
are earned with a passing letter grade, or a “P” grade for courses graded pass/fail only.
Many majors in CHS have a course in the curriculum that is also designated as DLE,
though not all. Students whose majors do not include a DLE as part of the required
coursework must select one from the approved list of courses.
Residency Requirement
Students must complete 90 of their first 100 credits or 30 of their last 36 credits at the
University of Delaware. You may refer to the Residency Requirement.pdf chart for
further explanation.
University Breadth Requirements
Must complete the following with a grade of C- or higher. Four different subject areas
must be represented. Students pursuing a single major may not use a course in their
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major department to fulfill the University Breadth requirement. Students who are
pursuing more than one major may do so.
Students must make sure they select from the approved list of University Breadth
courses, NOT the list of courses approved to satisfy the College of Arts & Sciences
college breadth requirements. While many courses are on both lists, there are certainly
some on one and not the other.
•
•
•
•
Creative Arts & Humanities
History & Cultural Change
Social & Behavioral Sciences
Math, Natural Science & Technology
Major Requirements
A minimum grade of a C- is required for all major requirements unless specified
otherwise.
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Math Placement Guidelines Check here for more information about math placement:
http://www.mathsci.udel.edu/courses-and-placement/ud-mathplacement/Pages/default.aspx
Math Courses and Math Placement Levels requirements:
Course
Title
Required Placement Level
MATH 010
G, M, P, S, B, C
MATH 113
Intermediate Algebra (Remedial, Non
Credit)
Contemporary Mathematics
MATH 114
College Mathematics and Statistics
M, P, S, B, C
MATH 115
Precalculus
P, S, B, C
MATH 117
Precalculus for Scientists and Engineers
S, B, C
MATH 221
Calculus I
B, C
MATH 241
Analytic Geometry and Calculus A
C
Placement Levels and Associated Math courses:
Percentage on
Placement Level
ALEKS
Less than 45%
G
G, M, P, S, B, C
Math Course
MATH 010, MATH 113
45% - 59%
M
MATH 114
60% - 64%
P
MATH 115
65% - 69%
S
MATH 117
70% - 74%
B
MATH 221
75% or above
C
MATH 241
CHS Majors and Associate Placement Levels and Math Courses
Major
Minimum Placement Level
Preferred Placement Level
Applied Nutrition
MATH 114
MATH 114
Athletic Training
MATH 114 (if not interested in PT)
MATH 115 (if interested in PT)
Dietetics
MATH 114
MATH 114
Exercise Science
MATH 221
MATH 221
Health Behavior
Science
Med. Lab & Diag.Interest
Nursing
MATH 114
MATH 114
MATH 114
MATH 115 (if interested in Med.
School)
Nutritional Sciences
Occupational
Therapy
No math requirement - take placement test
anyway
MATH 115
MATH 221
MATH 115
MATH 221 (highly preferred)
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Foreign Language Placement Guidelines
Here’s the link to information about foreign language placement:
http://www.udel.edu/fllt/main/Placement/
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Mid-Term Grading
Students who were admitted as freshman to UD and are in their first or second UD
semester have a mid-term grading period during the Fall and Spring semesters. See the
Academic Calendar for dates.
Why Mid-Term Grading Is Important
Students need feedback concerning their progress in your classes. Mid-term grades are
issued in an effort to offer students an assessment of their academic performance halfway through the semester. The goals of mid-term grading are to identify and notify
students and advisors of individuals receiving deficient grades at mid-point in the
semester, to provide options and promote academic/student support services available
on campus, and to remind students of existing drop deadlines and procedures.
In UDSIS, you can view mid-term grades on the Advisee Student Center webpage
under other academic.
[Type a quote
Each fall and spring, the Registrar’s Office prepares a First-Year Mid-Term Grade
Report for the assistant deans of each college. In CHS, the Assistant Dean sends a midterm warning letter via Advisor Notes to students who fall under these categories:
• A GPA was calculated for all mid-term grades and if GPA was below 2.0.
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•
Individual grade below C in any course (including I and U grades), even if the
GPA was not below 2.0.
Departments are sent a list of their students who were sent midterm warning letters for
distribution to faculty and professional advisors in case they should be contacted by
students. As an advisor, you may want to be proactive in contacting your advisees to
schedule face-to-face meetings as an intervention to academic difficulty.
• Begin the meeting with a brief overview of why you want to talk with them. You
are there to help the student assess their fall or spring semester and identify
some resources that might assist them in achieving their academic
goals. Resources should be the focus, rather than reprimand.
• Review the midterm grade report with the student. Attempt to determine if all
grades are accurate. Are grades consistently low or just low in one or two
courses? How many credit hours are the courses in which the grades are
low? Higher credit hour courses will weigh more in a GPA than a course with
fewer credit hours. Review how to calculate their GPA if necessary. A GPA
calculator is available on the Registrar’s Office website at:
http://www.udel.edu/registrar/students/gpa-calc.html.
• Work with the student to identify the problem areas, or areas on which they
should focus. Click here for some questions to initiate that conversation.
• Have the student set 2-3 goals for improving their academic performance this
semester. Make sure they are realistic and measurable. An excellent goal for all
students to have is to make an appointment with the instructor(s) of the course(s)
with which they are experiencing difficulty. This is the only individual who can
give the student an accurate picture of past, present, and future grades.
• Discuss academic dates and deadlines, in particular the Academic Penalty
Deadline. Remind the student that he or she will not be able to withdraw (or
change to audit or pass/fail) from a class after the deadline without approval
from the Undergraduate Student Services office. To be considered for a late
change of registration students must have documented extenuating
circumstances. Withdrawing from a course should be a last resort, not the first.
• Identify resources on campus for the student to utilize in an attempt to improve
their academic performance. Click here for some campus resources to consider.
• In conclusion, let the student know that you will be available in the future if they
have questions or would like to meet again.
• Document your meeting with the student in Advisor Notes using the “Mid Term
Warning Advisement” category.
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Senior Checkout, Degree Clearance, and Graduation
"Senior Checkout" is an analysis of how many credits and which requirements need to
be completed for a student to complete his/her degree. The initial senior checkout
should occur at least one academic year before the student’s expected graduation term.
This is a critical step in the process of degree certification and the awarding of the
degree. All remaining requirements are specified in writing on the checkout form,
including any special requirements as well as the specific number of credits remaining
to be completed. The official Senior Checkout is the document used to determine degree
certification. This document supersedes the online Degree Audit.
"Degree Clearance" occurs after all final grades are posted for the last courses needed
to satisfy degree requirements, and the Dean’s Office can confirm for the Registrar that
a student has met all requirements for the degree, including minimum grades in certain
courses and number of credits earned.
I. Roles and Responsibilities
The senior checkout process is collaboration between the academic departments and
Undergraduate Student Services. Department liaisons are responsible for reviewing a
student’s academic record to determine which major requirements have been satisfied
and which major requirements remain to be completed. In some cases, a department
liaison may be responsible to review minor requirements where a minor is required as
part of the major (e.g., Health Behavior Science and Health Sciences majors).
Undergraduate Student Services is responsible for reviewing all other components of a
student’s academic record to determine which requirements have been satisfied and
which requirements remain to be completed for all of the following:
• Minors (not required by the major)
• University requirements
• University Breadth requirements
• Residency requirement
• Minimum Required GPA
• Minimum Required Credits
• Duplicate Courses
• Incomplete Grades
After the review, Undergraduate Student Services sends each student an official Senior
Checkout.
II. Senior Checkout (Department Review)
Routinely, the Registrar’s Office provides college Assistant Deans (and other designees)
a list of their respective expected graduates. The Assistant Dean (or designee) reviews
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the list to remove students who could not obviously satisfy degree requirements for
that expected graduation term. The edited list is then forwarded to each department
liaison designated to administer the Senior Checkout process in their respective
departments.
The department liaison is responsible to review major requirements and any minor
requirements if the minor is required as part of the student’s program.
After review, the department liaison records a summary using Advisor Notes.
Course substitutions, waivers and exclusions must be requested using the Course
Substitution Web form. Note any substitutions in the summary.
Undergraduate Student Services will establish the deadline in which departments must
have all summaries recorded in Advisor Notes.
III. Senior Checkout (Dean’s Office/Undergraduate Student Services Review)
Students will not need to apply for a senior checkout. It will automatically be prepared
by Undergraduate Student Services at least one academic year prior to the student’s
expected graduation term as stated in UDSIS. Some programs may require that senior
checkouts be done earlier (e.g., Secondary Education and Nursing).
Undergraduate Student Services will perform the following:
•
•
•
•
•
•
•
•
•
•
Check that all University requirements have been or will be satisfied (minimum
GPA, ENGL 110, Multicultural, Discovery Learning Experience, First Year
Experience, and residency).
Check that the student can satisfy requirements for University breadth and major
requirements based upon the Plan (major) requirement term.
Check that all University Breadth requirements have been or will be satisfied.
Note if student is taking more than one course as “Pass/Fail Student Option”
that needs to satisfy a major, minor, department, or University requirement.
Check that minors and concentrations appear properly on the student’s record. If
missing, the student’s record must be corrected in UDSIS before graduation.
Check for courses taken in reverse order (e.g., SPAN 106 after taking a higherlevel course, or taking MATH 115 after having completed MATH 221).
Check for repeat courses in progress as well as duplicate credit issues not caught
by the transcript (e.g., MATH and 115, and SCEN 101 and PHYS 201).
Check Advising Notes for information on outstanding transfer course work or
AP credits.
Check for temporary grades (I, S or U) or other grade issues that must be
resolved before degree completion.
Verify that the student’s expected graduation term is correct.
34 | P a g e
•
•
Verify that major and minor requirements have been or will be satisfied.
The official Senior Checkout will be prepared by Undergraduate Student
Services and emailed to the student as an attachment using Advisor Notes.
IV. Other Information
•
University Breadth Requirements – Students must earn a minimum grade of Cin each course to meet this requirement. Must have coursework in 4 different
subjects (including cross-listed courses).
•
Degrees cannot be issued with any temporary grades (I or S).
•
Degrees cannot be issued with any minor requirements missing.
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Academic Resources and Support Services
• Academic Advisement
• Academic Enrichment
• Academic Success
• Academic Calendar
• Academic Planning
• Canvas @ UD
• Career Services
• Classifieds
• UD Catalog
• Computing & Technology
• First Year Experience
• Finances
• Google Apps @UDEL
• Health & Safety
• Housing & Dining
• New Student Orientation
• Office of the Dean of Students
• Sakai @ UD
• Student Centers
• Student Events
• Student Life
• Student Services
• Transportation
• UD Bookstore
• UD E-mail
• UDSIS
• University Diversity
• Veterans and Service Members
36 | P a g e
Helping Students Find Their Way
Program or Service
Academic Motivation/Direction
Resource
Center for Counseling and Student Development
261 Perkins Student Center, 302.831.2141
www.udel.edu/counseling
Career Services Center (adjacent to Perkins Student Center)
401 Academy Street, 302.831.2392
www.udel.edu/CSC
Adjustment Issues
Alcohol Resources
Athletics
Career Direction/Exploration
Dining
Facebook
Financial Assistance
Health Consultation/Evaluation
International Students (Support Services)
LGBT Support
Learning Disabilities (including ADD and
ADHD)
Library
Lost and Found
Math Tutoring
On Campus Housing
Parking and Transportation Services
Office of Academic Enrichment
148-150 South College Avenue, 302.831.4555
Email: UD-aec@udel.edu
www.ae.udel.edu/
Center for Counseling and Student Development
261 Perkins Student Center, 302.831.2141
www.udel.edu/counseling
www.udel.edu/alcohol
www.bluehens.com
Career Services Center (adjacent to Perkins Student Center)
401 Academy Street, 302.831.2392
www.udel.edu/CSC
www.udel.campusdish.com
www.facebook.com/udelaware
Student Financial Services
Student Services Building
30 Lovett Avenue, 302.831.2126
Student Health Services
Laurel Hall (South College Avenue & East Park Place)
302.831.2226
www.udel.edu/studenthealth
Office for International Students and Scholars
44 Kent Way, 302.831.2115
Office of Equity and Inclusion
305 Hullihen Hall, 302.831.8063
Office of Disabilities Support Services
Alison Hall, 240 Academy Street, Suite 130, 302.831.4643
www.udel.edu/DSS
Hugh Morris Library
181 South College Avenue, 302.831.2965; 302.831.4563 (TDD)
www.lib.udel.edu
Department of Public Safety
413 Academy Street
302.831.2222
Math Tutorial Lab
053 McKinly Lab
www.mathsci.udel.edu/courses-and-placement/resources
Residence Life and Housing/Housing Assignment Services
310 Haines Street, 302.831.4663
Email: reslife-housing@udel.edu
http://www.udel.edu/transportation/parking/
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Program or Service
Personal Counseling
Physical Disabilities (Temporary or
Permanent)
Proof of Enrollment (Verification)
Public Safety Escort
Registrar
Safety
Scholarship Information
Sexual Offense Support
Shuttle Bus Tracking
Student Involvement/Life Issues
Resource
Center for Counseling and Student Development
261 Perkins Student Center, 302.831.2141
www.udel.edu/counseling
Office of Disabilities Support Services
Alison Hall, 240 Academy Street, Suite 130, 302.831.4643; 302.831.4563
(TDD)
www.udel.edu/DSS
http://www.udel.edu/registrar/students/enrl-verif.html
http://www.udel.edu/police/services
302.831.2222
www.udel.edu/registrar
Department of Public Safety
413 Academy Street, 302.831.2222
www.udel.edu/police
www.udel.edu/admissions/finance
Student Wellness and Health Promotion
231 South College Avenue, 302.831.3457
www.udel.edu/studentwellness
www.udshuttle.com/
Perkins Student Center (East Campus)
325 Academy Street
Trabant University Center (North Campus)
17 West Main Street
Student Life
101 Hullihen Hall, 302.831.3266
Study Skills (note taking, reading
comprehension)
Technology
Test Anxiety
Test Taking Strategies
Time Management
Tutoring
Residence Life & Housing
310 Haines Street, 302.831.4663
Email: reslife-housing@udel.edu
Office of Academic Enrichment
148-150 South College Avenue, 302.831.2805
www.ae.udel.edu/
IT-Client Support Services
302.831.6000
Email: consult@udel.edu
www.it.udel.edu
Office of Academic Enrichment
148-150 South College Avenue, 302.831.4555
Email: UD-aec@udel.edu
www.ae.udel.edu/
Office of Academic Enrichment
148-150 South College Avenue, 302.831.4555
Email: UD-aec@udel.edu
www.ae.udel.edu/
Office of Academic Enrichment
148-150 South College Avenue, 302.831.4555
Email: UD-aec@udel.edu
www.ae.udel.edu/
Office of Academic Enrichment
38 | P a g e
Program or Service
Twitter
UDSIS Help for Students
Virtual Campus Tour
Wellness
Writing
Resource
148-150 South College Avenue, 302.831.4555
Email: UD-aec@udel.edu
www.ae.udel.edu/
Twitter.com/UDelaware
www.udel.edu/registrar/helpdocs/students
www.udel.edu/virtualtour
Student Wellness and Health Promotion
231 South College Avenue, 302.831.3457
www.udel.edu/studentwellness
University Writing Center
016 Memorial Hall, 302.831.1168
Email: wcdesk@english.udel.edu
www.english.udel.edu/wc
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