Undergraduate Advising Handbook 2015-2016 Last updated: 08.07.2015 1|Page 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 2|Page 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. 3|Page 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. 4|Page 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: • • • • • • • • • • 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 5|Page 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. 6|Page 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. 7|Page 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. 8|Page 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: • • • • • • • • • • • • 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. 9|Page 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). 10 | P a g e 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 11 | P a g e 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 • • • • • • • • • • • • 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 • Death of a family member or a close friend • Difficulties in marriage or family relationships • Dating and courtship difficulties • Sexual abuse (i.e., rape, incest, harassment) • Terminal/chronic illness of a family member Drug and Alcohol Abuse • • • 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 12 | P a g e 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/) 13 | P a g e 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.” 14 | P a g e 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.” 15 | P a g e “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.” 16 | P a g e 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.) 17 | P a g e “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. 18 | P a g e 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: 19 | P a g e • • • • • • • • • • • • 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.) 20 | P a g e 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. • • • • • • • • • • • • • • • • • • • • • • 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 • • • • • 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 21 | P a g e Appeals Procedures for Student Organizations Retention of Disciplinary Records Administrative Actions Emergency Suspension Withdrawal When Certain Charges are Pending o • • • • • III. Sanctions • • • • • 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 • • • • • • 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 22 | P a g e 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 23 | P a g e 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 24 | P a g e 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. 25 | P a g e 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. 26 | P a g e 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 27 | P a g e 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. 28 | P a g e 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) 29 | P a g e Foreign Language Placement Guidelines Here’s the link to information about foreign language placement: http://www.udel.edu/fllt/main/Placement/ 30 | P a g e 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. 31 | P a g e • 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. 32 | P a g e 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 33 | P a g e 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. 35 | P a g e 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/ 37 | P a g e 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 39 | P a g e