by Lee Edgerton, Academic Ombud, 1995-1997
This section has 9 parts:
At the University of Kentucky, as at other academic institutions, students have certain expressed academic rights. The policies and procedures at UK are rarely in direct conflict with desirable classroom activities which contribute to learning. However, occasionally technical violations of these rules, or perceived violations, sour the instructor-student relationship to the detriment of the learning process. Thus, it is important to understand the basic obligations of an instructor in order to avoid procedural errors, the correcting of which may, disproportionately, rob an instructor of precious time better used for more rewarding instructional activities.
The complete rules referred to briefly below can be found on the UK homepage on the World Wide Web (http://www.uky.edu/Regulations/) or on View via the UKCC server. To access View, log on to UKCC and type: "view." After accessing "View," go to "Regulations" and then "Senate." Instructors will most likely be interested in sections V (Rules Relating To Attending The University), VI (Student Academic Affairs), and VII (Code of Faculty Responsibilities). There are also choices for University Administrative Regulations, Senate Rules, Faculty Handbook, and Students' Rights and Responsibilities.
Students at UK have a right to be informed of course content and grading procedures at the beginning of the semester (see University Senate rule 6.1.1). It is a good practice to include a brief exercise which illustrates grading outcomes based upon several possible scenarios. Students should complete this exercise during the first few days of class. Such exercises are particularly valuable when a non-traditional grading algorithm is used.
Frequent pitfalls with the syllabus are:
- including the syllabus in material which students purchase at the bookstore (information outlined in rule 6.1.1 states that the syllabus must be provided at no cost);
- failing to establish/clarify the effects of absences and late completions on the grade (if such factors will be considered in the grade, students, according to the regulations, "shall be informed"); and
- failing to clarify what constitutes an excused absence. Because students have a right to make up work missed during an excused absence, it is important to clarify expectations for notification and verification of "excused" absences (see University Senate rules 5.2.4.1 and 5.2.4.2 for details).
About half of the complaints brought to the Academic Ombud deal with grades. Students have a right to "fair and just evaluation" (Senate rule 6.1.3). Much of the sense of unfairness brought to the ombud is created by a difference in a student's perspective of what the assignment required from the instructor's assumptions. A win-win situation for instructors and for students can be created by clarifying (written clarification is best) the basis for grading each individual assignment at the time the assignment is made.
Since the College of Arts and Sciences and the College of Communications and Information Studies have adopted a plus-minus grading option, students need to be informed as to how the new system will be implemented in their courses. Despite significant support from faculty, the shift to plus-minus grading has been met with skepticism from many students. Implementation of new procedures provides great opportunity for misunderstanding. It will be to an instructor's advantage to counteract this situation by making his or her grading system clear from the outset.
During the last week of classes in the spring and fall semesters or during the last three days of a summer class, no exams may be given except laboratory practicals or 'make-up' examinations (for details see Senate rule 5.2.4.6). The intent of this rule is to prevent faculty from giving early final exams. However, this period has become known popularly as "dead week," a term carrying a connotation that no work may be required. Absence of classwork is not the intent of the rule and, with the exception of exams, an instructor may conduct any exercises conducted during other weeks. However, instruction will proceed more smoothly if it is made clear, well in advance of dead week, what is expected of students during this time. In the ombud's opinion, this is a good time for exercises which help students integrate what they learned during the term, and to minimize exercises which introduce new concepts or initiate new projects.
Senate rule 5.1.0.1 says instructors must inform undergraduate students of their current grade in the class by the last day before the mid-term withdrawal date. Generating this information may appear to be a nuisance, but following the rule can save a bigger headache later on for the instructor, the home department and college.
At the time the "I" grade is assigned, the student must be told what is to be done to remove this grade (see rule 5.1.3.2). Grades of I convert to E grades after one year.
In certain circumstances students may have a conflict which allows them to take an exam in a course at a time other than that scheduled. See rules 5.2.4.7 and 5.2.4.8 to determine which of two conflicting classes takes priority. To the extent possible, the examination policy, including make-up examinations, should be outlined in the syllabus.
Rule 6.1.4 says, "Students have the right to have their academic records kept separate and confidential unless they consent in writing to have them revealed." This rule includes a right to confidentiality from parental inquisitiveness. Records may be shared with University personnel for official business, including review of an athlete's standing by advisors in the athletic department.
Because plagiarism and cheating are serious charges, it is important that they be dealt with accordingly. Full procedural details are available in Senate rules 6.3.0 and 6.4.0. If an academic offense is suspected, "consult with the department chair" as soon as is practical. An instructor may take action to prove, detect or preserve evidence of an academic offense, but should do so in a manner which minimizes embarrassment to the student. Until the offense is proven and during the period of any subsequent appeal of a charge, the student has the right to full participation in class (see rule 6.1.7). Thus, in the process of making the charges, instructors should behave in a manner which will allow them to interact amiably with the student through the remainder of the course.
The Academic Ombud is the University officer charged to consider student grievances in connection with academic affairs. The office is, therefore, often a good place to call for general information concerning rules and regulations. An instructor's inquiry will be treated with the same confidentiality as that of a student.
Occasionally, instructors and students find themselves on opposing sides of an issue. In the best-case scenario issues can be resolved quickly through discussion between the student and instructor. However, in other cases, resolution may be facilitated by early involvement of the ombud. Many students who approach the ombud office do so only after becoming emotionally upset with an instructor. Often at that point the instructor is equally frustrated with the student. This does not bode well for a positive resolution. There are some ways to avoid this unpleasant situation and not only facilitate the teaching role, but save some emotional wear and tear. The following four-step procedure is recommended:
- First, an instructor needs to listen to the student. If time is tight, let the student know that he or she can only have "N" minutes. During this time, an instructor should try to listen intently and empathetically.
- Second, an instructor can paraphrase the student's concerns to confirm understanding and accommodate the student if possible and appropriate.
- Third, an instructor needs to explain his or her position, pointing out that an action is being taken or not taken because the instructor believes this position is the most appropriate option, not because it generates a sense of power or a "I'm-a-nice person" feeling. If the student does not seem persuaded by an explanation, then the fourth step may be necessary.
- Fourth, the student needs to be advised that although the instructor believes the most appropriate action has been taken, the student has the right to appeal this decision to the University Appeals Board. The student is to be informed that the appropriate starting point is the ombud's office and told that the ombud will advise him or her relative to the merit of the case and that the student may tell the ombud that the instructor is willing to discuss the issue.
This four-step approach is recommended for several reasons. First, for many students who approach the ombud, the goal is simply to see if they have a valid issue. These students often do not believe that the instructor understood (or cared to understand) their issue.
Second, my sense, as ombud, is that people who believe that the instructor has understood their issue are much more likely to listen to and to try to understand the instructor's position.
Third, by referring someone to the ombud, the instructor sends a message that he or she truly cares about the student's rights and recognizes that judgment is subject to higher authorities (the Appeals Board) within the University. This diffuses the moral indignation which may be generated by students who perceive that a particular instructor "can get away with anything" and it preserves the student-instructor relationship which is essential for future intellectual discourse.
Fourth, in the event that the case goes to the University Appeals Board and the Board supports the student's appeal, the instructor has positioned herself or himself to accept the decision gracefully as opposed to viewing the decision as a measure of intellectual or moral character. Again, this leaves both the instructor and the student in a positive position to continue the educational mission of the University.
Social Justice
by Charles T. Wethington, President, University of Kentucky
"As a major land-grant university serving the whole of the Commonwealth of Kentucky, the University of Kentucky is responsible for leadership in addressing through education the issues and challenges that face the commonwealth, the nation and the world. Foremost among them is the imperative of social justice for all people. The pursuit of truth underlying the University's mission must include special attention to issues of diversity, tolerance, empowerment and the open exchange of ideas and perspective. Truth and understanding can only be found in an environment where students, faculty and staff enjoy mutual respect, academic freedom and social responsibility.
The University of Kentucky is committed to fostering a climate conducive to such ideals and behaviors so that all of our members may study and work without fear for their personal safety and without fear of ridicule or any form of abuse and intolerance. This is a university of character and high ideals--I ask every member of this university community to embrace these ideals and act on them daily to support the rights of all others to discuss and disagree, learn and discover, freely and without fear. We of the University of Kentucky intend to exercise our responsibility to lead in the pursuit of truth and justice."
Discrimination
Discriminating against people on the basis of race, sex, nationality, ethnic group, age, or disabilities is illegal. If anyone believes he or she has been discriminated against, they should contact Terry Allen, University of Kentucky Affirmative Action Office, 8 Administration Building, 257-8927.
Sexual Harassment
Sexual harassment is a form of sexual discrimination that includes unwelcome sexual advances, requests for sexual favors, or other verbal or physical actions of a sexual nature when submission to such conduct is made explicitly or implicitly a term or condition of an individual's employment or status in a university course, program, or activity; submission to or rejection of such conduct by an individual is used as a basis for an employment decision or a decision affecting an individual's status in a university course, program, or activity; or such conduct substantially interferes with an individual's work, academic participation or performance, or creates an intimidating, hostile, or offensive working or educational environment.
The University has a firm policy prohibiting sexual harassment, either of employees or students. This policy, as spelled out in the Administrative Regulations II - 1.1-9, outlines informal and formal procedures for handling reported complaints. The Student Code and the Faculty Code both describe the procedures. Informal advisors who may assist in the resolution process include the Academic Ombud, the Affirmative Action Officer, and the Dean of Students.
Posted July 1, 1997
http://www.uky.edu/UndergraduateStudies/tlc/topic/policies.html
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