I-1 Academic Sanctions and Appeals
1.1 Preface
Academic standards of performance and
conduct are predicated on the dual function of a university as a learning
community and a validating agency, verifying knowledge gained. Evaluation
is central to both functions, providing the feedback that expedites learning
and ascertaining the extent to which knowledge has been acquired.
Evaluation is therefore often the focal point of sanctions and appeals.
A learning community is based upon
free, honest, and objective inquiry--the collective pursuit, discovery, creation,
and dissemination of truth. When that value is violated, learning ceases,
and efforts expended in the name of it become a waste of time; for if efforts
are misrepresented, there is no way to guide the progress of learning, let
alone verify the results of it.
The worth of a degree depends upon
public trust in the integrity of the university as a validating agency.
Students, therefore, have a basic and continuing interest in the university's
attempts to ensure that academic standards are fairly and rigorously maintained.
Their investment of time and resources can be protected only by the institution's
preserving the integrity and quality of the academic enterprise. Commensurately,
each student should understand that, in considering any individual case, the
institution must act in the best interests of all students--past, present,
and future. It must try to ensure that the same standards are applied
to students in the same way and that any exceptions made are clearly justifiable
on academic grounds and neither unfair nor inequitable to others.
However, neither the judgment of the
institution is infallible nor are faculty members and administrators perfect
embodiments of those values the university represents and seeks to impart.
Further, those same values imply the right of students to contest, on rational
grounds, the fairness of judgments rendered or treatment received and to present
their case through a credible grievance process. They may do so without
fear of sanction or reprisal.
The procedures for sanctions and appeals
described below are intended to provide resolution as early, expeditiously,
and amicably as possible, with as limited involvement, and as little disruption
to the learning process as possible. Since the institution exists
to serve the educational needs of students, individually and collectively,
it is not an antagonist in any process of sanctions or appeals. Rather,
its interest lies in ascertaining the truth of the matter at hand, in attempting
to reach a just resolution, and in viewing the process as a learning experience,
both for the student and the institution.
1.2 Exceptions to Degree Requirements
University policies on overall degree
requirements are stated in the catalog. Students seeking an exception to
a given requirement should first take the matter up with their advisor and
Dean. Formal appeals should be directed to the Registrar, who will review
the appeal, provide relevant documentation, and refer the appeal to the Academic
Council for a decision. The appeal should state the specific action
requested, along with a supporting rationale. Modifications to degree
program requirements are routine and do not ordinarily require any appeal.
1.3 Suspension and Readmission
University policies on suspension and
readmission are covered in the catalog. Students seeking an exception
to a policy as stated should address an appeal to the Registrar, who will
review the appeal, provide relevant documentation, and refer the matter
to the Academic Council for a decision. The appeal should state the
specific action requested, along with a supporting rationale.
1.4 Grade Appeals
Faculty members have the qualifications,
responsibility, and authority to evaluate students' performance and to assign
grades. They are expected to exercise great care and objectivity, to
be receptive to students' inquiries about grades assigned, and to be receptive
to the advice of their colleagues in instances of disputed grades.
Faculty members may change a final grade, once recorded, only by timely,
written notification to the Registrar, ordinarily with the approval of their
Dean. Otherwise, a grade may be changed only by the chief officer or
chief academic officer of the institution in accordance with duly established
procedures as described below.
Informal Procedure:
Students who believe that a grade assigned
is inaccurate or unjust first should see the instructor of the course.
If they remain unsatisfied or prefer not to see the instructor, they should
see the School Dean. The Dean may handle the case or after consultation
with the instructor, convene a divisional committee to review it. If
the change of grade seems warranted, the Dean will so advise the instructor.
It is assumed that most grade appeals
can be settled in this manner. However, students who remain unsatisfied
should see the Vice President for Academic Affairs. The Vice President
will attempt to resolve the matter informally. If not successful,
the Vice President will, at the student's request, determine whether to refer
the case to the Academic Council for review and advisement. The following
conditions will apply:
1. The appeal must involve
a terminal grade for a course or program.
2. The appeal must be for reasons
other than simple disagreement about the relative merits of the student's
performance: i.e., cases to be heard by a university-wide committee
should relate ordinarily to charges of arbitrary, capricious, or discriminatory
treatment rather than issues of academic judgment.
3. The appeal must, in the Vice
President's opinion, involve a palpable issue and evidence capable of sustaining
rational argument.
4. The appeal must be initiated
within one semester, fall or spring, after the grade in question has been
assigned.
Formal Procedure:
If the four conditions noted above
are met, the student should petition the Vice President for Academic Affairs
in writing, specifying the action requested and explaining the basis for
the request. Any documents or material considered relevant should be
cited or submitted. Upon notification of the relevant parties, the
process will unfold as follows:
1. The Academic Council
will examine the appeal and supporting evidence, and will determine whether
a hearing is needed to address the appeal.
2. If a hearing is determined
to be unnecessary, the Council will deliberate and reach a judgment on the
appeal.
3. If a hearing is determined
to be advisable or if the student or the instructor involved requests a
hearing the Council will establish a meeting time when the relevant parties
can attend.
4. The student and the instructor
involved may be asked to appear separately or together, at the Council's
discretion.
5. The student may bring one
person to witness the hearing, but that person is not to participate unless
called upon. (If the person is to be an attorney, the Vice President
for Academic Affairs must be informed in advance).
6. The student may have others
submit testimony in person or in writing.
7. The instructor involved
may also have others submit testimony.
8. Following the hearing(s),
the Council will deliberate and reach a judgment advisory to the Vice President
for Academic Affairs.
9. The Vice President will
then inform the student, instructor, and School Dean of the decision.
10. If the decision is that the grade
should be changed, the instructor will be asked to change it.
11. If the instructor is unwilling
to change the grade, the Vice President will instruct the Office of Admissions
and Records in writing that the change is to be made.
1.5 Academic Dishonesty
Academic dishonesty may take a variety
of forms, ranging from criminal offenses such as stealing a test from an
instructor's office to a breach of ethics such as glancing at a classmate's
answers during a test. At issue is whether and to what extent a student
has deliberately violated standards of academic conduct, whether stated
or routinely assumed. For example, failure to acknowledge a source
used in a theme could represent negligence or deception; there are consequences
to either, of course, but the intention makes a difference in these.
Students who are trying conscientiously
to learn and to demonstrate what they know need not worry about academic
dishonesty and should feel free to use any assistance available in advancing
their knowledge. Education and scholarly research depend, after all,
upon shared assistance. On the other hand, no one should claim credit
for the work of others, misrepresent or misappropriate the work of others,
or try to gain unfair advantage over others. Students in doubt about
a given practice should ask the instructor.
Faculty have a professional responsibility
for taking all reasonable measures to prevent academic dishonesty and for
taking appropriate actions when it comes to their attention. Students
also have a responsibility to fulfill, and indeed an investment to protect,
in helping to ensure that academic achievement is characterized by honesty
and fair play.
Forms of Academic Dishonesty:
Nothing distinguishes academic dishonesty
from plain dishonesty except for the particular forms that it may take. Some
common, but by no means exhaustive examples, are these:
1. Cheating on tests
by giving, receiving, or soliciting unauthorized information about questions
or answers.
2. Submitting work actually
done by another person or for another course (without the instructor's permission).
3. Plagiarizing the work
of others by representing their words and/or thoughts as one's own.
4. Deliberately misrepresenting
works and/or thoughts attributed to others, i.e., putting words in their
mouth.
5. Appropriating as one's
own or attempting to mar the programs, experiments, calculations, creations,
or similar products of others' endeavors.
6. Altering documents--such
as the grade on a paper, test, or transcript.
7. Giving false information,
e.g., concerning grade point average earned, prerequisite coursework taken,
etc.
Disciplinary Actions:
The following sanctions listed
are not mutually exclusive and do not preclude other reasonable and appropriate
sanctions in proven cases of academic dishonesty:
1. Reprimand
2. Reduced grade for assignment
or course
3. Failure for the assignment
or course
4. Probation
5. Suspension
6. Expulsion
The severity of the sanction depends
upon the seriousness of the violation. Second offenses, those involving
more than one person, and those compounded by criminal actions, such as theft,
are examples of more serious violations. Acts of dishonesty that also
break the law will be made known to local law enforcement agencies.
Failure for the course is the common penalty for even moderately serious
instances of dishonesty since students try very hard and honestly to pass
and yet do not.
Divisional Procedures:
1.
Instructors who become aware of an instance of academic dishonesty are expected
to notify the student or students involved as soon as reasonably possible,
ordinarily within a week. Instructors are also expected to inform their
Dean of the matter.
2. Instructors
may pursue the matter on their own and apprise the Dean of the resolution,
or they may refer the matter to the Dean, who may convene a school committee.
In either case, students accused will have the opportunity to explain their
actions.
3. If reasonable
proof of dishonesty is ascertained, instructors may on their own, or on
advice of the Dean or committee, impose penalties up to and including failure
for the course. Any penalties are to be made known to the student involved
within a reasonable time, ordinarily within two weeks after the student has
been confronted with the evidence.
4. Instances
of suspected dishonesty that do not involve a particular instructor (e.g.,
cheating on a school wide or standardized test) should be made known to
the Dean, who will pursue the matter in keeping with the process outlined
above.
5. The school
will keep a record of proven instances of academic dishonesty. No
record will be kept of any unproven allegations.
University-Wide Procedures:
All instances of academic
dishonesty involving more than two students, repeat offenses, or possibly
criminal conduct should be referred to the Academic Council, and any instance
may be referred to the Council at the discretion of the instructor or School
Dean. Also, students who feel that they have been unjustly treated
may petition the Academic Council to review the matter. Referrals will
be handled as follows:
1. Instructors
or their Dean will present the evidence to the Academic Council, along with any
relevant testimony.
2. The student(s) involved
will have opportunity to appear before the Council, may present evidence
and testimony, and may bring a witness to the proceedings.
3. The Council will
conduct an investigation and hearing, if needed, as expeditiously as possible,
ordinarily within three weeks following the date of the referral.
4. After deliberation,
the Council will reach judgment, advisory to the Vice President for Academic
Affairs, with regard to the soundness of the evidence, significance of the
incident, and imposition of sanctions.
5. The Vice President
will inform the student, instructor, and Dean, (if absent from the proceedings)
of the sanctions imposed, which may include probation, suspension, or expulsion.
If sanctions include a failing grade due to proven and egregious academic
dishonestly, the Academic Council may instruct the Registrar or designee
to insert a course note, "Failure due to academic dishonesty," to appear
on the student's transcript.
6. The Vice President
will keep a record of all proven instances of academic dishonesty brought
before the Council. No record will be kept of any unproven allegations.
Updated: Summer 2004
1.6. Staff Enrolled as UHV Students
Since the University of Houston-Victoria
(UHV) is a public institution providing instruction in higher
education, UHV allows its employees and other UH System
employees to enroll in UHV courses.
To ensure that all students including UHV and UH System
employees receive the same level of access and treatment, we
expect those employees who enroll in classes offered by UHV to
abide by the following guidelines:
-
Employees will
not use their positions at the University to try to gain
faculty/staff privileged information.
-
Employees
realize that when they are enrolled in a University course,
their rights and responsibilities become no different from
other students.
-
Employees will
respect the authority of faculty and not use the employee's
position within the University to gain preferential
treatment.
-
Employees with
WebCT administrative access agree not to use their
administrative privileges to access any online courses
within their degree program. A signed, written
agreement will reside in Instructional Support Services.
1.7 Student Conduct
Students are expected to conduct themselves in a civil and mature manner in
their interactions with faculty, staff, and other students. This
expectations applies to e-mail and other forms of electronic media, as well
as to in-person environments. Threatening, disruptive, or abusive
behavior may result in administrative withdrawal from a course, termination
of relevant privileges, suspension or dismissal from the university, and/or
banning from a facility, campus, or teaching center. In cases that may
constitute a violation of the law, local law enforcement will be notified.
Threatening behavior is explicit physical or verbal conduct that raises
concern for personal safety. Disruptive behavior is a physical
or verbal conduct that significantly interferes with the teaching/learning
process or with others' use of facilities or service. Abusive
behavior is physical or verbal conduct that is deliberately offensive,
invasive, or otherwise provocative. Should conduct constitute sexual
or racial harassment, it is subject to additional provisions.
Instruction:
Faculty members are in charge of their courses and classroom, physical or
virtual, with responsibility for maintaining a productive learning
environment and with authority to enforce course and university policy.
A student with concerns about the behavior of another student in the class
should first see the faculty member. The faculty member has the option
of dealing with the situation or referring it to established disciplinary
processes. If the behavior is directed toward the faculty member, the
faculty member will confer with the dean on an appropriate course of action,
which may include direct measures or referral to disciplinary processes.
If a student is disrupting the class and refuses to stop, the faculty member
may insist that the student leave, may terminate the class, or may call
security.
Fall 2005
I-2 Course-Related Policies
2.1 Canceled Courses
If a course or section has
been canceled, students must complete a Drop/Add form for the Office of Admissions
and Records to drop the course and to add another section, if possible.
If another section is not available, students should see their advisor about
other options.
2.2 Syllabi
Prior to the twelfth class
day or earlier, as designated by the academic school, faculty must submit
a copy of the syllabus for each class to the school secretary and provide
one to students. Syllabi must contain at least the following:
1. Course
name, number, and term, as well as the instructor's name, office hours, and
when and how the instructor can be reached at other times;
2. A brief description
of major learning objectives for the course and of any unusual or distinctive
requirements (e.g., a field trip);
3. A statement of
the instructor's policies on grading, attendance, late assignments, make-up
work, and any other such matters; and
4. A schedule of
assignments for the term--which need not be day-by-day but which should
indicate what will be coming up when by way of assignments, examinations,
etc.
A syllabus is a course plan for the
term, not a contract. However, if changes are desirable, faculty should
announce them well in advance, preferably in writing and after consultation
with the class. Student grievances are time-consuming and disheartening
for all concerned, and they often result from unclear or poorly understood
policies and instructions. Being clear and consistent about these can
spare problems later on.
Graduate syllabi must
ensure that course standards are appropriate for graduate-level studies.
In no case may the same syllabus be used for an undergraduate and a graduate
course.
The deans are responsible
to ensuring compliance with this policy. Syllabi for newly proposed
courses are also reviewed and approved by the appropriate committee of the
Faculty Senate.
2.3 Textbooks
Faculty should let the
school secretary know as early as possible of any textbooks to be ordered
for their courses. The secretary can also request desk copies, instructor
manuals, and test banks, if available.
If the textbooks for a
course have already been ordered, instructors should use them unless there
is time to reorder. These reminders are general, "as-applicable" ones,
for reducing expense and assisting effectiveness:
1. Cost
should be considered when selecting textbooks. If costs must be unusually
high, faculty should consider explaining why to students. Students are
often unaware of the limited choices available to instructors in given subjects.
2. Textbook orders
should be submitted by the deadline indicated by the bookstore, so that there
is time to take care of any problems, the books will be here when needed,
and students can be spared unnecessary expense.
3. Only those textbooks
that will be required for assignments should be ordered. The Library's
reserve room can be used to supplement required texts.
4. The number of
texts ordered should be based on previous enrollments or realistic estimates.
Returning unneeded textbooks is an expense that is eventually added to the
price of textbooks.
5. Faculty should
inform the bookstore (via the School Dean) as soon as possible when classes
are canceled or added or enrollments differ from estimates.
6. Faculty should
try to be aware of changes in editions or books that are going out of print
because students often depend on reselling their texts.
7. Bookstore managers,
like librarians, are essential partners in the educational enterprise and
can be very helpful ones. Faculty should consult with the bookstore
manager if they have special needs or are experiencing difficulties with the
service (or ask the Dean to do so).
8. Faculty should
check to see that textbooks are in before the class.
2.4 Scheduling Classrooms
Faculty have the opportunity
to indicate classroom preferences on the course schedules submitted for the
upcoming semester by each school. While the Office of Admissions and
Records attempts to honor faculty preferences, classroom space assigned is
also influenced by factors such as course enrollment or the need to accommodate
special needs students.
Faculty can schedule
rooms such as the computer labs, the Alcorn Auditorium, or classrooms for
non-academic use by contacting the Assistant Registrar in the Office of Admissions
and Records.
2.5 Minimum Length of Courses
The Texas Higher Education Coordinating Board specifies
the following policy with regard to course length. All UHV courses must
comply with this policy. The Provost has delegated to the Deans responsibility
for ensuring compliance during the scheduling process, including monitoring.
Any differences in withdrawal dates or departures from the standard
schedule are to be included in the published course schedule.
The minimum length for organized courses offered by public,
general academic senior and junior institutions, and Texas State Technical
Institutes shall be as follows.
(1) All shortened courses shall consist
of the same number of class contact hours as similar courses offered in a
regular session or summer session, that is, normally 45 to 48 contact hours.
Courses shall also have the same objectives, requirements, and quality of
instruction as regular length courses.
(2) Students may not carry more courses at a time in a shortened format
than will give them total credit of one semester credit hour per week of instruction
(3) No three-credit-hour course shall consist of fewer than nine days
of classes offered over not less than three weeks.
(4) All requirements for three-credit-hour course shall apply proportionately
to courses for one, two, four, or other credit hour values.
(5) The commissioner of higher education is authorized to permit exceptions
to this section for research purposes, to determine the efficacy of teaching
a specific course in a shortened format.
I-3 Grades
3.1 Grade Sheets
Before the end of
the term, faculty will receive the final grade sheets in their mailbox. The
punctual return of completed grade sheets enables the institution to provide
needed information to students, employers, faculty members, and other institutions.
It is very important to the students that the grade sheets are turned in
on time.
3.2 Posting Student
Grades
With regard to confidential
student records, such as grades, the University Counsel has advised (July
7, 1988) that the Family Educational Rights and Privacy Act " prohibits disclosure
without the student's written consent." In the absence of such consent,
the counsel states that the following policy “ . . . should govern: faculty
may not post grades, regardless of the uniqueness in the method of posting."
Until such time as the counsel's view should be superseded, UH-Victoria's
policy shall remain in accordance with it. Instructors may wish to
ask students to leave a self-addressed, stamped envelope, or make other such
arrangements for students who want to know their grades before the Office
of Admissions and Records can provide them. The Office of Admissions
and Records cannot provide grades to students who come by to inquire. Please
do not leave graded materials outside faculty offices for students to pick
up (materials can be left with the school secretary).
I-4 Release of
Student Records
Student records are
released only for use by faculty and professional staff for authorized university-related
purposes.
The release of student
records for off-campus use occurs only with the student's knowledge and consent
or where required by law or upon subpoena.
The following are
classified as public information, which may be released upon request:
If a student does not wish any of the
above information to be released by the Office of Admissions and Records,
it is the student's responsibility to notify the Registrar. For more
information see:
Administrative Policies and Procedures Manual D-1.
I-5 Students with
Disabilities
In accordance with Section 504 of the federal Rehabilitation
Act of 1973 and Americans with Disabilities Act of 1990, the University of
Houston-Victoria endeavors to make reasonable accommodations for qualified
persons with disabilities to participate in all educational programs and activities.
Whenever a reasonable accommodation is necessary for access or participation
in University courses or services, the faculty and/or departments responsible
for the courses or service will work with the Office of Student and Academic
Services along with appropriate federal
and state agencies to ensure that reasonable accommodations are made.
The University assumes no responsibility for personal
assistance necessary for independent living or for specialized medical care.
Students requiring personal attendants or mobility assistants must employ
such persons at their own expense before completion of registration.
Students requiring specialized medical care should be prepared to bear the
expense of this care through a general hospital or a private physician/clinic
of their choice.
5.1 Procedures for Academic Accommodations for
Students Enrolled on the
Victoria Campus
If you are enrolled in a course(s) on the Victoria campus,
you may receive accommodations by following these guidelines.
1. Identify yourself to the Coordinator of Student
Activities and Leadership and provide documentation
of the disability. This step must be completed prior to any accommodations
being made in the classroom.
2. Meet with
the Coordinator of Student Activities and Leadership to discuss and decide upon reasonable accommodations.
3. Review and
sign the Student Accommodation Form from Student and Academic Services This
form will contain all accommodations that have been deemed reasonable and
necessary. You and your instructor(s) will sign this form verifying
that everyone understands the accommodations that will be made.
4. Contact
the Coordinator of Student Activities and Services during the semester if any other accommodations
seem necessary.
5. Notify the Student and Academic Services office immediately if you withdraw from a course(s).
6. Contact
the Coordinator of Student Activities and Leadership each semester to continue
receiving accommodations.
5.2 Procedures for Academic Accommodations
for Students Enrolled on the
Sugar Land or Cinco Ranch Campuses
If you are enrolled
in a course(s) on either the Sugar Land or Cinco Ranch campuses, you may receive
accommodations by following these guidelines.
1.
Identify yourself to the Coordinator of Student Activities and Leadership
and provide
documentation of the disability. This step must be completed
prior to any accommodations
being made in the classroom.
2. Speak
with the Advising Specialist located at the Sugar Land campus if
you
already have documented the disability with the Coordinator of Student
Activities and
Leadership. The
Advising Specialist will talk
with you to determine what
accommodations you can reasonably expect to receive.
3. Review
and sign the Student Accommodation Form received from the Advising
Specialists. This form will contain all accommodations that have been
deemed reasonable
and necessary. You and your instructor(s) will sign
the form verifying that everyone
understands the accommodations that will
be made.
4. Contact
the Advising Specialist during the semester if any other accommodations
seem necessary.
5. Contact
the Advising Specialist immediately if you withdraw from a
course(s).
6. Contact
the Coordinator of Student Activities and Leadership or the Advising
Specialists
each semester to continue receiving accommodations.
Updated: Fall 2006
I-6 Tutoring and Testing
6.1 Academic
Center
The Academic Center
provides assistance for faculty, staff, and students. The center has
staff available to review manuscripts, articles for publication, university
publications, or any works that faculty and staff are writing. As time
permits, the center can arrange appointments with faculty and staff to review
these works with them. Additionally, the center offers writing assistance
to students. Faculty can mention the Academic Center in their syllabi
and/or in their classes to encourage students to use the services the center
provides. The center has the resources to provide additional information
on such items as current writing trends, grammar, and documentation styles.
The center also administers some state and national examinations.
For further information
about the Academic Center and to obtain various online services, visit the
UHV website.
6.2 Test Resources
The university
houses psychological and educational tests purchased for the use of faculty,
students, and qualified individuals in the community. A designated faculty
member is responsible for coordinating purchase of new materials, keeping
inventory, and organizing a system for accessing materials. Some materials
are considered to be highly restricted. School Deans are responsible
for evaluating the training and experience of individuals wishing to access
highly restricted materials. Only those individuals with approval from
the appropriate Dean may access highly restricted materials. Once materials
are accessed, the utmost care should be taken to ensure the security of highly
restricted tests and test items. Persons interested in having access
to the highly restricted materials should see their school secretary to obtain
the appropriate application form.
I-7 Computer
Usage Policy
Information Technology
provides services and resources to the UH-Victoria faculty, staff, and students.
All users have the responsibility to use the campus computing systems in an
effective, efficient, ethical, and lawful manner. The ethical and legal
standards that are to be maintained are derived from standards of common sense
and common decency that apply to the use of any public resource. The
campus computing facilities should not be used for unauthorized personal
or corporate profit.
The following
conditions apply to all users of the computing facilities. Violations
of any of these conditions are certainly unethical and may be violations of
school policy or criminal offenses.
-
The privacy of other users' files,
accounts, and passwords;
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The legal protection (copyright)
of software and data;
-
The intended usage for which access
was granted;
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The integrity of computing systems;
-
The shared nature of the computing
resources; and
-
The rights of other users.
Users should report to the facility
manager, or to the individual in charge of their computing resource, information
they may have concerning instances in which the above conditions have been
or are being violated.
When possible
violations of these conditions of use are reported or discovered, the facility
manager reserves the right to begin an investigation of possible abuse.
In this connection, the facility manager, with due regard for the rights of
privacy and other rights of users, has the authority to examine passwords,
files, accounting information, printouts, or other material that may aid the
investigation. Users, when requested, are expected to cooperate in
such investigations. Failure to do so may be grounds for cancellation
of access privileges. While an investigation is in progress, in order
to prevent further possible unauthorized activity, the facility manager may
suspend the authorization of computing services to the individual or account
in question.
When possible
unauthorized use of computing resources is encountered, the facility manager
shall notify the user. The user is expected to take remedial action
or to indicate that such use should be permitted. Should unauthorized
use continue after notification of the user or should difference of opinion
persist, these shall be brought to the attention of the Computer Services
Director, and facility managers may impose limitations on continued use of
computing resources. Confirmation of unauthorized use of the computing
facilities may also result in disciplinary review, as outlined in the Academic
Sanctions and Appeals (I-1), which could lead to expulsion from the institution,
termination of employment, and/or legal action.
I-8 Curricular
Approval Process
8.1 Developmental
Stage
In curricular
changes of any significance, early communication is critical to sparing needless
effort and later controversy. Even prior to school approval, intended
changes should be communicated to those likely to be affected, including,
as appropriate, colleagues at community colleges and other UH System universities.
Those who should be routinely involved or informed in most cases include the
following:
1.
Deans of other schools;
2. Library,
Information Technology, and Office of Admissions and Records; and
3. Provost
(who is responsible for informing the President, the chief academic officers
at the community colleges, and any others who should be informed).
The Provost will meet each September
with School Deans, Chair of the Faculty Council, and the Academic Affairs
Committee to go over the approval process, preview changes in progress, and
establish a working timetable for the semester.
8.2 Approval
Stage
Although curricular
development may go on throughout the year, may be initiated in various ways
and for various reasons, and may or may not have a fixed timetable, the approval
process is considerably more formal and fixed. It is constrained by:
1.
The need for campus-wide approval;
2. The
need for off-campus approval by the relevant boards; and
3. The
deadline for catalog copy--which must be submitted in final form by early
February, meaning Faculty Council approval no later than December.
In Texas, course changes and program
changes are treated separately. Routine changes to the course inventory
must be approved on-campus and be submitted to the Coordinating Board staff
in accordance with prescribed dates. Course changes that are part of
program proposals must be held until the program has been approved.
It is not
always possible to determine in advance whether a program change will be considered
significant enough to warrant off-campus review; hence, any major change
will be submitted for at least informational purposes. Review and approval
of new or substantively changed programs takes time. The Board of Regents
meets quarterly, with agenda items due about three weeks in advance.
The Coordinating Board meets in January, April, July, and October, and must
have proposals one to three months in advance. Proposals may be held
longer, depending on the Board agenda.
After development
and school approval, the School Dean will submit proposed changes to the Academic
Affairs Committee ten working days before scheduled committee meetings to
allow time for thorough review.
8.3 Catalog
Stage
Once all needed
approvals are obtained, the curricular changes must be prepared and submitted
for inclusion in the next university catalog. Minor, editorial changes
in the catalog may be made by those with responsibility for given sections,
but any change in substance must have gone through the approval process described
above.
Catalog copy
is prepared in accordance with instructions provided by Admissions and Records
to ensure timely and efficient preparation of print-ready copy. The
timetable is ordinarily as follows:
1. Early February: Final draft copy of changes to Admissions
and Records;
2.
Late February: Copy submitted to printer by Admissions and Records;
3.
April-May: Page proofs received from printer (small, essential changes
are possible but expensive at this point); and
4.
June: New catalogs received.
Notes:
-
Approved changes may be implemented
before they appear in the catalog, but communication with students is then
difficult. Further, relevant faculty and staff at the community colleges
need to know not only when changes are being proposed but also when approved
changes go into effect.
-
Changes implemented apply to incoming
freshmen and thus have a two-year lag time, since students in the pipeline
may elect to follow the requirements of the catalog in effect when they
entered college.
8.4 Course Changes
Process:
School
» Undergraduate Affairs or Graduate Studies
Committee » Faculty Council »
» Coordinating Board
Academic Council » Registrar
»
» Catalog
The process
is intended to ensure appropriate communication and review. Most changes are
considered routine. The Coordinating Board maintains a course inventory and
must be notified but does not need to approve.
Forms:
Changes
should be submitted on "Course Inventory Request Forms," available from the
school secretary. Attach a brief syllabus if the course is new.
Form:
Request for Changes in the Inventory of Courses
8.5 Program
Changes
Process:
Program
changes fall into four categories:
1. For minor revisions that do not result in more hours or new labels,
the process is the same as for the course inventory.
2.
For "non-substantive" changes involving the identification of "support areas"
of fewer than 18 hours, the process is the same, but the UH System staff is
informed.
3.
For "substantive" changes involving addition of concentrations or majors of
18 hours or more, the changes must be approved by the Provosts' Council, and
possibly the Board of Regents.
4.
For new programs the institution must have degree authority in its approved
"Table of Programs." The Board of Regents must approve new programs.
The Coordinating Board must approve new authority.
The full process for new programs is
as follows:
School
» Undergraduate Affairs or Graduate Studies
Committee » Faculty Council
» Academic Council » President
» Provosts' Council »
Board of Regents » Coordinating Board
» Registrar » Catalog
This process
takes at least one year, usually more.
Forms:
"Substantive"
and "non-substantive" changes and new programs should be submitted in accordance
with the Coordinating Board's prescribed format, available on the Board's
web site.
Academic program changes are submitted to
the Provost office for tracking purposes.
Form:
Academic Program
Changes
I-9
Academic Program Review
9.1
Purpose
Program
review is intended to be a positive, collegial undertaking conducted for the
purpose of improving the quality of academic programs and the stewardship
of institutional resources. Its major purposes are:
-
To improve the effectiveness of
each academic program.
-
To make timely, well-informed
decisions about program priorities and resource support.
9.2 Process
Each degree
program is reviewed on a regular cycle by the Program Review Committee in
cooperation with the program faculty, School Dean, and Office of Institutional
Research. Recommended changes in program content or standards will proceed
through the established academic governance process. Recommended changes
to supporting resources will proceed through the established budgetary process.
Annual
assessment reports from the school dean are combined with other data to provide
the information base for a comprehensive review of designated programs when
they come up in the cycle. Other data include number of majors and graduates,
formula revenues, costs, credentials of the program faculty, and survey on
learning support.
Annual
assessment reports are due from the schools to Institutional Research by August
25. Program review information is due from Institutional Research to
the Program Review Committee by September 1. Committee recommendations
are due to the Provost by October 15.
9.3
Criteria and Evidence
A. Quality
1. Student Performance
Types of
evidence: achievement of stated learning
expectations, comparative test scores,
admission to
a higher level degree program, employment,
student and alumni satisfaction.
2. Faculty qualifications
Types of evidence: terminal degrees and professional achievements.
3. Learning support
Types of evidence: student and faculty satisfaction; data on access,
use, services, and
equipment or holdings.
B. Enrollment Demand and Graduation Rates
Types of evidence: enrollment and graduation trend data
C. Cost/Productivity
Types of evidence: Since state formula funding is intended to track
average program costs,
the student-faculty ratio, adjusted for graduate/undergraduate mix, will
be used as a
comparative
productivity measure. Other considerations include operating costs
particular to
a given program,
as well as any corresponding fees. Collaboration that results in resource
sharing is also worth noting.
Routine operating expenses for each school are budgeted in
accordance with
an institutional formula
and do not differ from program to program.
D. Need/Relevance
Types of evidence: course support to other degree programs; assistance
in meeting
critical workforce needs; relation to institutional mission and priorities.
E. Graduate-Level Standards
If the program is a graduate one, the academic school should provide indication
of
how the expectations and standards of the program are appropriate for that
level, as
distinguished from undergraduate programs. Evidence may include
reference to faculty
credentials, admission standards, student assignments,
evaluation procedures, etc.
9.4 Responsibility for Information
and Process
Provost
and Deans:
1. Select programs for review
2.
Provide information on faculty qualifications
Deans:
1. Provide annual assessment report
2. Provide any relevant data not covered below
3. Provide, with program faculty, a response to criterion E above
Program Faculty:
1. Respond to surveys and other requests for information
2. Meet with Program Review Committee, as requested
Institutional Research Director:
1. Provide enrollment and graduation data
2. Provide cost and productivity data
3. Note any off-setting fees or other revenues or enhancements particular
to the program
4. Assemble all data and provide to Committee and Provost
Program Review Committee:
1. Review criteria, process, and information provided
2. Develop any questions and concerns and consult with program faculty,
dean, and/or Provost, as relevant
3. Make recommendations to Provost (to be shared with Academic Council)
and report to Faculty Council
9.5 Analysis and Recommendations
of the Committee
Analysis should include a brief summary of perceived strengths and weaknesses
of the program with regard to the program-review criteria.
Recommendations should note any changes that appear to be desirable with
regard to program quality, effectiveness, cost, and resource support.
9.6 Cycle of Reviews
1998-1999: Psychology, Management, Counseling
1999-2000: Humanities, Accounting, BSIS (elementary education)
2000-2001: Communications, MAIS, Secondary Education
2001-2002: Criminal Justice, BAAS, AED
2002-2003: Computer Science/Mathematics, MBA, C & I (graduate)
2003-2004: Psychology, Management, Counseling
2004-2005: Humanities, Accounting, BSIS (elementary education), Biology
2005-2006: Communications,
MAIS, Second Education
2006-2007:
Criminal Justice, BAAS, AED
9.7 Program Review Forms
Forms:
Academic Program Review-Institutional Research Office
Academic Program Review-School Dean
Academic Program Review-School Dean via Program Coordinator or Lead Professor
Academic Program Review-Learning Support Survey
Academic Program Review-Program Faculty
Academic Program Review-Program Review Committee
I-10 Graduate Assistants
10.1 Purpose
Graduate assistants are available to qualified students, as funding permits.
The purpose of the assistantships is to provide an opportunity for students
to extend their academic experience through actual involvement in the work
of developing and delivering knowledge.
10.2 Duties
Graduate assistant may be assigned to assist with student services, office
processing, faculty research, or institutional activities. Graduate
assistants may not be the teacher of record for any course or be charged with
providing instruction in the absence of the teacher of record.
10.3 Eligibility
Graduate assistants must be admitted, degree-seeking students who are in
good standing and who are enrolled in a minimum of three semester-credit hours
each semester. An academic school may require more than the minimum.
10.4 Application and Selection
Students interested in becoming graduate assistant should apply to the relevant
academic school. Selections are made by each school on the basis of
criteria developed by the school.
10.5 Conditions of Employment
Assistantship appointments may be for a semester, academic year, or calendar
year, as determined by the academic school. They are subject to termination
or non-renewal at the discretion of the school. The workload for single
assistantship should not exceed an average of ten hours per week for a semester,
or approximately 150 hours total. A school has the option of awarding
a double assistantship, in which case the student is considered a half-time
employee. Assistantships are paid at the university's established rate
for such appointment.
10.6 Eligibility for In-State Tuition
Graduate assistants who are employed halftime on a double assistantship
stipend during the two regular semesters are eligible for in-state tuition.
Eligibility continues through the summer term if assistants are enrolled and
are employed on at least a single stipend. Total work hours expected
in the summer are approximately the same as for a regular semester, though
the average number of hours per week is normally higher, given the shorter
length of the summer term.
