Office of the Vice Provost for Undergraduate Education
Lecture Center 30
Phone: 442-3950
Fax: 442-4959

1. Syllabi
2. Examinations
   
   • Exams Outside of Regular Class Hours
   • Final Examination Policy
   • Final Examination Retention Policy
   • Three Finals on One Day
   • Exam Proctoring
   
   
3. Attendance, Absences, and Opportunities to Make Up Work


• Attendance
• Absences from Examinations
• Faculty Obligation to Provide Opportunities to Make Up MIssed Work
• The "Drop the Worst Test" Option and Makeup Exams
• Religious Beliefs and Absences
• Documentation and the Role of Undergraduate Education


4. Grading
   
   • Grading Policies
   • Instructors' Grading Responsibility
   • The Indicators "W" and "Z"
   • S/U Grading Option
   • Incomplete Grades
   • Grade Changes
   • Timely Assessment
   • Academic Early Warning
   
   
5. Student Conduct and Disciplinary Referrals
• Classroom Conduct
• Academic Dishonesty


6. Faculty Conduct and Grievances
7. Privacy Issues
• F.E.R.P.A.
• Posting Grades


8. Registration
• Class Standing
• Senior Registration Policy
• Deregistration of Students Who Do Not Have Appropriate Prerequisites
• Deregistration of Students Who Fail to Attend Class
• Adding Classes Beyond the Deadline
• Late Withdrawals From Courses
• Withdrawal and Reentry


9. Honors and Dean's List
• Criteria for Graduation with Honors
• Criteria for the Dean's List


10.   Academic Warning, Probation and Dismissal
• Academic Probation
• Terminal Probation
• Academic Dismissal
• Academic Dissmissal Policy for Educational Opportunities Students


11.   Special Groups
• Honors and Presidential Scholars
• Project Renaissance
• Educational Opportunities Program


12.   The General Education Program
• General Education Requirements


13.   Some Graduation Requirements
• Declaration of Major
1. Multiple Majors
2. Multiple Minors
• Grade-Point Average Degree Requirement
• Determination of Grade Point Average
• Program Audits
• Repeating Courses
• Degree Requirements, Appropriate Undergraduate Bulletin
• Residence Requirements


14.   Internship Courses
15.   Mentoring and Referrals
• Mentoring
• Referrals from Advisement

Appendix 1: Principles of Teaching Responsibility

Appendix 2: Classroom Disruption

Syllabus Requirements: The instructor of every section of an undergraduate class at the University at Albany should provide each student in the section a printed or web-published copy of the syllabus for that section. The syllabus should be distributed during the first week of the class (preferably on the first regularly scheduled day the section meets), and must contain at least the information listed below, which was developed by the Undergraduate Academic Council as the “Minimum Contents of a Class Syllabus.” Although the instructor retains the right to modify the syllabus, he or she must give notice in class of any modifications in a timely fashion. Students are responsible to apprise themselves of such notices.

Minimum Contents of a Class Syllabus:

• Catalog number and title of the course
• Term and class number of the section
• Location(s) and meeting times of the section
• Instructor’s name and title
• If applicable, name(s) of teaching assistants in the class
• Instructor’s contact information (e.g., e-mail address, office phone number, office location, fax)
• Instructor’s office hours
• Course description, overview and objective(s)
• If applicable, General Education category/categories met by the course and how the course fulfills those General Education objectives
• Prerequisites of the course
• The instructor should specifically indicate those prerequisites that are critical to success in the class and that are enforceable.
• Grading scheme
• Whether the course is A-E or S/U graded
• Overall method by which grades will be determined (“weights” of exams, class participation, etc.)
• Course requirements, including but not limited to:
• Required textbooks
• Other required materials, purchases, fees (when applicable)
• Projected date and time of class exams, papers, projects, midterm, and final
• Attendance policies for the class
• General paper, project, and test requirements
• Requirement of Internet for coursework (when applicable)
• Safety policies (when applicable)

Deviations, especially in grading criteria, cannot occur during the semester (Regulations of the Commissioner of Education).

Exams Outside of Regular Class Hours: It is expected that exams, quizzes, and other in-class assessments will be scheduled during regular class times. Instructors who have a compelling educational reason for scheduling exams outside of regular class hours must so notify students during the first week of classes. The choice of time for any exam scheduled outside of regular class hours must take into account, as far as possible, students’ commitments to other class meetings, employment responsibilities, religious observances, etc. When this is not possible, appropriate and equitable accommodations must be made for students having such commitments.

Final Examination Policy: In many courses final examinations are an integral part of the learning and evaluative process. Some courses by virtue of structure, material, or style of presentation do not lend themselves to having a final examination. The following policy does not require an instructor to administer a final examination.

i. The term “final examination” is defined here as any exam lasting more than half an hour given in the terminal phase of a course. Such an exam may be comprehensive, ranging over most of the course material, or it may be restricted to part of the course material.

ii. Final examinations in semester-long undergraduate courses are to be given only according to the official exam schedule published by the Registrar. Attempts to give final exams outside the examination period are unfair to students and also to faculty colleagues, on whom it may place unfair rescheduling burdens. Using regularly scheduled class times for “early” final examinations also compromises the Carnegie definition of a credit hour, which requires courses to meet for the full semester.

iii. No examinations of more than half an hour’s duration are to be given during the last five regularly scheduled class days of a semester.

iv. Instructors seeking an exception to (ii) or (iii) must submit a written request through their department chair to their college or school dean, or directly to their dean in those schools with no departmental structure. If the dean approves the exception, the instructor must notify the class of the newly scheduled final examination date at least three weeks before the last regularly scheduled class day of the semester. At the end of each semester, each college and school dean must submit to the Provost and Vice President for Academic Affairs a summary of all exceptions granted to the final examination policy.

v. The preceding regulations notwithstanding, the instructor in any course retains the freedom to reschedule a final examination for an individual student who presents a clear case of hardship in his or her scheduled examinations. If possible such an exam should be rescheduled during the final examination period.

Final Examination Retention Policy: Each instructor must retain the final examination papers in his/her courses for one semester so that students wishing to see their work may do so. This regulation does not apply to classes in which the instructor chooses to return the papers to the students individually at the end of the course.

Three Finals on One Day: If a student has three final examinations on one day as a result of a departmental exam or because of the official rescheduling of an examination after the initial final examination schedule has been published, then that student has the right to a makeup for the departmental or rescheduled examination. The request for such an exam must be made to the instructor in the appropriate course no later than two weeks before the last day of classes of the semester. If possible, the makeup examination should be given within the final examination period.

Exam Proctoring: The Office of the Vice Provost for Undergraduate Education strongly recommends that the instructor responsible for a course be present during examinations. Not only does it signal respect for students and for the intellectual work completed together, but it also allows for those questions that arise in the exam room—ranging from typographical errors to substantive matters—to be answered by the person who is most knowledgeable about the exam. In all cases, those responsible for proctoring examinations should be mindful of the rules of academic integrity, and should be prepared to enforce them in the examination room.

Attendance: Class attendance is a matter between the instructor and the student. The instructor must announce and interpret specific attendance policies to the class, preferably in writing, at the beginning of the semester.

Absences from Examinations: Students are expected to attend all examinations, except for a compelling reason. A student who learns that he or she will miss a quiz, examination, or other evaluation must notify the instructor as soon as the conflict is noted. In cases where documentation is called for, appropriate documentation must be provided to the instructor or to the Office of the Vice Provost for Undergraduate Education as soon as possible (see section below on Documentation and the Role of Undergraduate Education). All documentation must be presented before the end of the semester in question. Unless you have received a letter from the Office for Undergraduate Education stating that we have received appropriate documentation, you should ask to see original copies of medical excuses; do not accept photocopies.

Faculty Obligation to Provide Opportunities to Make Up Missed Work:

i. If the cause of the absence is documented hospitalization, a death in the immediate family, a personal emergency, or a religious observance, the instructor must administer a makeup exam or offer an alternative mutually agreeable to the instructor and student.

ii. If the cause of the absence is a major academic conference at which the student has significant participation, a varsity athletic contest (excluding practice sessions and intra-squad games), a field trip in another course, or some other compelling reason, the student must notify the instructor involved well in advance. The instructor is expected to provide, if at all possible, an alternative by which the student will not be penalized as a result of the absence. Any conflicts between student and faculty in agreeing on the alternative may be presented for resolution to the chair of the department in which the course is offered. The resolution proposed by the chair is advisory, leaving the final decision to the faculty member.

Fraudulent excuses for missed examinations are considered violations of academic integrity and are grounds for academic and disciplinary penalties.

The “Drop the Worst Test” Option and Makeup Exams: Some instructors use a grading scheme that allows students to drop one test, quiz, or exam from consideration—usually the one on which they do worst. This is perfectly reasonable. Occasionally, though, problems arise when a student has a documented, excusable absence from one of the tests or quizzes. In 2000-2001, the Undergraduate Academic Council was asked to review whether faculty should have the option of counting the absence as “the worst test” and concluded that it is unfair and inappropriate to refuse the student the opportunity to make up missed work, i.e., to say “that’s the test/quiz/exam you can drop.” Such a student is being afforded one less evaluation, and one less opportunity to voluntarily miss or drop a test/quiz/exam, than all others in the class. The UAC agreed that the student may choose to drop that evaluation, but otherwise must be given the opportunity to take an appropriate makeup, provided that the absence was excusable under University policies.

Religious Beliefs and Absences: Any student who is unable to attend classes on a particular day or days because of religious beliefs shall be excused from any examination or any study or work requirements given on those days. It is the responsibility of the faculty to make available to each such student an opportunity to make up any examination, study, or work requirements which may have been missed due to religious beliefs (paraphrased from New York State Education Law).

Documentation and the Role of Undergraduate Education: Instructors may, at their discretion, require or waive documentation of absences. Although we require students to discuss missed examinations and other penalized absences directly with instructors, we do, in some cases, serve as a central repository for any required documentation. For example, occasionally events such as hospitalization or a death in the family cause students to request that the Office for Undergraduate Education write a letter of excuse. This is most commonly done when a student faces an unexpected absence from the University and asks us to contact all course instructors simultaneously. It also allows students to maintain confidentiality regarding circumstances associated with personal or family emergencies. In these cases, the Office for Undergraduate Education will send a letter requesting that special consideration be given to the student, after proof is provided by the student in the form of documentation from, or phone consultation with, credible professionals or others. Although the Office for Undergraduate Education provides this service, we strongly encourage faculty to use their best judgement when students have appropriate documentation for legitimate absences and not to rely on our office when it is not necessary. It should be made clear that while the preceding paragraphs describe circumstances under which faculty are required or expected to provide opportunities to make up missed work, the burdens of promptly contacting the instructor and providing appropriate documentation rest with the student.

Grading Policies: Students must be informed (see section on Course Syllabi above) of the criteria for determining final grades at the very beginning of each semester. The criteria may not be changed while the course is in progress. For example, if students collectively do unexpectedly well or unexpectedly poorly on a mid-semester examination, an instructor may not decide that the exam will count only 25 percent rather than the originally announced 50 percent of the final grade. If a final grade is determined using criteria other than those announced at the beginning of the course, students may have legitimate grounds for academic grievances. The following are examples of legitimate considerations in determining a grade: examinations, missed examinations, quality of written and oral assignments, lateness of assignments, attendance, class participation, academic dishonesty, disruptive classroom behavior, etc.

Instructors’ Grading Responsibility: The instructor of record for a course must be fully cognizant of the justifications for all grades recorded over his or her authority. Although teaching assistants play a variety of important and indispensable roles in instruction and assessment, particularly in large classes, final grading decisions are the province of the instructor of record. If a student raises a concern about grading of an exam, the instructor of record is expected to work with the teaching assistant to learn about the grading decision, rather than respond to students’ inquiries about grades by disclaiming knowledge and referring students to teaching assistants.

The Indicators “W” and “Z”: Within the bounds set by policy and governance, instructors have exclusive responsibility for grading. The grades of A, B, C, D, E, S, U, and I are assigned by instructors only. The administrative indicators “W” and “Z” are technically not grades. A “Z” indicates that a student registered and never attended, or stopped attending before the tenth class day. A “W” indicates that the student dropped the course between the tenth class day and the last date to drop listed in the Academic Calendar. These indicators cannot be assigned by faculty, though faculty provide information used in the determination of whether they are appropriate. For example, a statement by an instructor that a student never attended class is relevant to the assignment of a “Z” indicator. The Undergraduate Bulletin and the Schedule of Classes provide more detailed information on grading policies.

S/U Grading Option: For undergraduate courses, the grade of “S” is defined as equivalent to the grade of “C” or higher (not C-minus). In courses normally graded A-E, students may elect S/U grading within the guidelines stated in the Undergraduate Bulletin and according to the deadlines specified in the Schedule of Classes. No changes in grading systems can occur after these dates unless authorized by the Committee on Academic Standing. Students who have chosen the S/U option have a “#” noted in the grade column on the class list. Note that students are limited to a maximum of two S/U graded courses below the 300-level. This limitation does not apply to courses for which S/U grading is mandatory, such as internships.

Incomplete Grades: University at Albany policy states that incomplete grades should only be given when requested by the student, when course requirements are nearly completed, and when the instructor feels that there are legitimate circumstances beyond the student’s control for not completing all course requirements on time. Students should be informed what is needed and a firm deadline should be set for completing the requirements. Note that while a grade change form (or a request for an extension) must be submitted by the instructor to the Registrar one month before the end of the next semester, faculty may set a deadline for completion of course material prior to that date. Any unextended grade of “I” persisting after the stated deadline will be automatically changed to “E” or “U.” Any subsequent changes proposed for these grades will be subject to the same grade change policies as all other grades.

Grade Changes: An instructor may not permit students in an undergraduate course to submit additional work or to be reexamined for the purpose of improving grades after the course has been completed. Also, the Registrar may not enter a change of grade without the approval of the Vice Provost for Undergraduate Education except for changes of “I” to a final grade. A grade of A, B, C, D, E, S, or U may not be changed to a grade of “I.” On a case-by-case basis and for good cause, the Vice Provost for Undergraduate Education has the power to allow grade changes for reasons deemed legitimate. The grading process is not, and should not be allowed to become, one of negotiation between faculty and students. For example, students occasionally present arguments to faculty to change a grade for reasons having nothing to do with the specific course in question (e.g., a concern for academic dismissal or for the overall GPA). Clearly, such arguments are irrelevant to the determination of a grade in a specific course.

Timely Assessment: Patterns of testing, assignments, and examinations vary widely across departments and courses. It is important, however, that students in all courses be provided with assessment of their progress in a timely way. In particular, it is highly desirable that students should receive some formal assessment of their progress before the last date to withdraw from a course.

Academic Early Warning: The Office of Academic Support Services maintains an early warning system for some lower-division courses in which a significant number of students experience academic difficulty. Study groups facilitated by graduate students recommended by professors in the specific department, along with other campus resources, are available to help all students in these courses who request it. It is crucial that instructors participate in our early warning efforts by responding promptly to requests for information from Academic Support Services. Faculty cooperation in identifying students in academic difficulty is also greatly appreciated. It definitely enhances student success.

At present the following are the courses included in the early warning system:

ACC 211 and 222; BIO 110 and 111; CHM 120, 121, 220 and 221; CSI 101 and 201; ECO 110 and 111; ENG 216; MAT 101, 106, 108, 111, 112, and 113; PHY 105, 108, 140 and 150; PSY 101, 210, and 211; SOC 115 and 221.

Classroom Conduct: No eating, drinking, or smoking is permitted in the classrooms. It is important that this policy be consistently enforced. Disruptive behavior should not be tolerated. Many instructors find it useful to make an explicit statement about disruptive behavior in their syllabus or in their introductory announcements for a course. Cases of disruptive behavior may be referred to the University Judicial System. Clarence L. McNeill is the University’s Director of Judicial Affairs. He is available in Campus Center 358 (phone: 442-5501). Further guidelines on dealing with disruptive behavior are provided in Appendix 2 of this document.

Academic Dishonesty: This important matter is dealt with fully in the Undergraduate Bulletin and in other policy documents, which describe the main kinds of academic dishonesty, including plagiarism, cheating, multiple submission, forgery, sabotage, falsification, unauthorized collaboration, and bribery. It is the student’s responsibility to know and to adhere to appropriate standards of academic integrity. The Office for Undergraduate Education recommends that faculty announce explicitly, and indicate on their syllabi, the unvarying expectation of academic integrity.

The main facts are as follows:

i. Reporting: All instructors must report in writing to the Office for Undergraduate Education every incident involving academic dishonesty by undergraduates and all sanctions they impose, along with a brief description of the offense.

ii. Academic Penalties: Instructors have the right to impose appropriate academic (grade) sanctions for proven academic dishonesty. Such sanctions range from requiring resubmission of material, to a failing grade on an assignment, to a failing grade for the whole course.

iii. Disciplinary Penalties: Instructors may also refer cases of academic dishonesty to the University Judicial System in lieu of, or in addition to, any academic penalties they impose through their course grades. Again, Clarence L. McNeill is the appropriate contact person. You can contact him or the Office for Undergraduate Education to discuss typical faculty practices in cases of academic dishonesty, as well as what appropriate sanctions for particular situations might be.

Expectations and requirements of faculty conduct are described in detail in the Faculty Handbook (http://www.albany.edu/senate/handbook/index.html). The Principles of Teaching Responsibility, which appear in the Faculty Handbook, are reprinted in Appendix 1 of this document. Students sometimes come to the Office for Undergraduate Education to report problems they are having with an instructor. We can often play a useful role in mediating disagreements or in explaining policies. We can also effectively make referrals to health, counseling, academic support, or advisement services. However, we always tell students that they must discuss problems and if necessary register complaints: first with the instructor; second with the department chair; and third with the dean of the relevant School or College. This is also the sequence of steps in formal grievance procedures, which occur within schools or colleges under the oversight of the Committee on Admissions and Academic Standing (CAAS), which is one of the committees of the Undergraduate Academic Council. If resolution of a grievance is not obtained within a School or College, students may petition CAAS for action. Legislation passed by the University Senate during the 2002-2003 academic year allows for the CAAS to change a grade against the will of the faculty member(s) involved if it deems such action to be appropriate.

F.E.R.P.A.: The Family Educational Rights and Privacy Act of 1974 forbids disclosure of information about a student’s academic work to third parties without his or her written permission. Such third parties include fellow students, but also parents and family members of the student in question. Instructors should be alert to the existence of this strong and binding restriction, and should take care not to reveal information about students directly or indirectly to third parties. For example, it is actually illegal to leave graded papers in a public hallway, if it permits students to examine faculty evaluation of the work of other students. Any questions about privacy law and disclosure should be referred to the Registrar.

Posting Grades: Students should receive the results of their assignments and examinations in a timely fashion. Many faculty post the results of examinations at a convenient location for students to check their grades. It is a violation of F.E.R.P.A. to post exam results or grades in a manner that allows any third party to infer a specific student’s grade. Posting grades by full student identification number, or social security number, or name, is prohibited. An acceptable way to comply with the law is to post the grades by the last four digits of the Student ID number in numerical order.

8. REGISTRATION

Class Standing: is determined on the basis of graduation credits, completed or in progress, as follows:

Freshman Fewer than 24 credits

Sophomore 24-55 credits

Junior 56-87 credits

Senior 88 or more credits

Senior Registration Policy: Seniors may not enter 100-level courses during the Advanced Registration or Registration Periods without permission of the Office for Undergraduate Education. Seniors may enter 100-level courses during the Program Adjustment (Drop/Add) Period, on or after the second day of classes in a semester.

Deregistration of Students Who Do Not Have Appropriate Prerequisites: If students lack the appropriate course prerequisites, instructors should ask students to drop the course. If a student refuses to drop the course, the instructor may, at any time during the semester, request that the Registrar deregister the student. The Registrar will assign a grade of “W” for students who are deregistered after the Program Adjustment Period. The Office for Undergraduate Education urges faculty to inform their classes during the first few days of class if they intend to apply this policy. In any event, faculty should apply this policy consistently and, if possible, early enough for a student to switch to a different course.

Deregistration of Students Who Fail to Attend Class: Beginning on the seventh day of classes instructors may deregister students who fail to attend class, explain their absence, or officially drop within the first six class days of a term, unless prior arrangements to preserve the registration have been made by the student with the instructor. In the case of classes which meet once a week, including lab courses, the instructor may deregister students who do not attend the first scheduled class. Instructors should keep careful records and be consistent if choosing to implement this policy. A “class day” is defined as any day from Monday through Friday in which classes are in session and the Registrar’s Office is open.

Adding Classes Beyond the Deadline: In exceptional circumstances, instructors may wish to allow students to add a course beyond the last official date to do so. In such cases, instructors should provide a signed letter on departmental stationery, including the student’s name, student identification number, the catalog number and course number of the class, and a permission number, as well as a positive indication that the student has been in attendance in the class. The instructor should also indicate if the late add is due to circumstances beyond the student’s control. This information is relevant in decisions to waive the late fee. From the end of the Late Registration Period until the last day that students may drop a semester length class with a “W” (generally about three weeks after the midterm point, see below), students may bring their letter directly to the Registrar’s Office. After that point, students should bring the original of the instructor’s letter to the Office for Undergraduate Education immediately after it is received from the instructor. If the late add request is approved, the student will be given written permission to register, which must be done in person in the Registrar’s Office within two working days.

In order to avoid a situation where students feel that they can attend several classes and then selectively register for courses based on course grades, the Office for Undergraduate Education recommends that students who have been attending but are not registered not receive any feedback on their evaluations until they are officially registered for the course.

Last Day to Drop a Class: From the first class day through the tenth class day of the semester, students who drop a class will have that course removed from their record. From the tenth day of class through “the last day to drop a course,” which is specified in the Undergraduate Bulletin as 15 class days after the midterm point for semester length courses, students who drop a class will receive an indicator of “W” on their transcript. It should be noted that the “last day to drop a course” differs between undergraduates and graduates, with the undergraduate date being approximately two weeks later.

Late Withdrawals from Courses: The various deadlines for dropping and adding courses are well publicized, and students are responsible for observing them. Occasionally a student will petition the Committee on Academic Standing (CAS) for a waiver of the deadline to drop a course. Forms for this purpose are available in the Office for Undergraduate Education, LC 30. In general, only cases which present documented extenuating circumstances beyond the student’s control are likely to be approved. If approved, these petitions result in a “W” for the course. The petition form asks the faculty whether they support the withdrawal request. The faculty recommendation is carefully considered by CAS; however, the outcome of the request is not determined exclusively by the faculty recommendation. Students sometimes erroneously assume that because a faculty member strongly supports their petition it is certain to be granted. This is not true. Please take care not to suggest otherwise to students.

Withdrawal and Readmission: Since Fall 1999, students who have a cumulative grade point average of 2.0 and above may choose to interrupt their studies (“depart”) and then return to the University within six semesters through a simplified process. Students wishing to depart can do so by completing forms available from the Withdrawal and Readmission staff in the Office for Undergraduate Education, LC 30. Students who have interrupted their studies for more than six semesters or who have interrupted their studies with an average of less than 2.0 will be withdrawn and must go through a formal readmission process.

Students who withdraw from the University for medical or psychological reasons may return after they have received clearance from the University Health Center or Counseling Services Center, respectively, regardless of their cumulative grade point average.

Similarly, students who were Academically Dismissed or Disciplinarily Suspended must apply for readmission before they can return. These applications will be reviewed by the Committee on Academic Standing regardless of the students’ cumulative grade point average.

9. HONORS AND DEAN'S LIST

Criteria for Graduation with Honors: A student graduates: cum laude if that student’s average is equal to or greater than 3.25 but less than 3.50; magna cum laude if the average is equal to or greater than 3.50 but less than 3.75; and summa cum laude if the average is equal to or greater than 3.75. In addition to the minimum grade point average for graduation with honors, a student must have completed a minimum of 56 credits at the University at Albany, with 40 of those credits graded on an A-E basis.

Criteria for the Dean’s List: The Dean’s List is published every fall and spring semester. Criteria for receiving this honor vary according to whether students are full-time or part-time, freshman or non-freshmen, and whether they matriculated before Fall 1997. Details can be found in the Undergraduate Bulletin.

10. ACADEMIC WARNING, PROBATION AND DISMISSAL

The following conditions apply to matriculated students.

Academic Warning:

A student whose semester grade point average (GPA) falls below a 2.0 (but at or above a 1.0) will receive an Academic Warning from the Vice Provost for Undergraduate Education, with a copy sent to the academic adviser. This action will not subject the student to any further penalty but is intended to remind the student of the University's policies as well as to inform the student of the resources available to ensure good progress in achieving an undergraduate degree.

Academic Probation:

i. A student whose cumulative grade point average falls below a 2.0 will be placed on Academic Probation for the following semester. A student placed on Academic Probation will be notified by the Vice Provost for Undergraduate Education, with a copy sent to the academic adviser, and will be advised of the resources available to assist students in improving their academic standing.

ii. Students on Academic Probation will be expected to improve their academic performance immediately. They must raise the cumulative GPA to at least 2.0 to be removed from Academic Probation. Students who fail to meet this condition will be placed on Terminal Probation in the following semester.

Terminal Probation:

i. A student will be placed on Terminal Probation for the following semester if either of the following occur:

· the student's semester GPA is below 1.0

· the student has a cumulative GPA below 2.0 for a second semester

ii. Students on Terminal Probation for a semester are in danger of academic dismissal at the end of that semester. Therefore, as a condition of continuing their enrollment at Albany, they must complete an "Academic Improvement Plan" to improve their academic performance in consultation with their academic adviser, and must file this plan with the Office of the Vice Provost for Undergraduate Education by the date specified on the form (approximately three weeks into the semester). Failure to file this form could result in immediate deregistration from the University.

iii. If the student achieves a semester GPA and cumulative GPA of at least 2.0, the student will be removed from Terminal Probation.

iv. If the student's semester GPA is at least a 2.0 but the cumulative GPA remains below 2.0, the student will remain on Terminal Probation and must continue to meet the conditions described in section ii. above. The student must raise the cumulative GPA to at least 2.0 to be removed from Terminal Probation.

v. If the student earns a semester GPA below a 2.0 while on Terminal Probation, the student will be dismissed.

Academic Dismissal:

Academic dismissal will occur only if a student has been on Terminal Probation and fails to earn a semester GPA of at least 2.0. The student’s record will have the notation “Academic Dismissal.” Students who have been academically dismissed have the right to seek reinstatement to the University by submitting a written petition by stated deadlines to the Committee on Academic Standing through the Office of the Vice Provost for Undergraduate Education, LC 30.

Academic Dismissal Policy for Educational Opportunities Program Students: Students enrolled at the University through the Educational Opportunities Program will be granted an additional semester on Academic Probation before they are subject to Terminal Probation, even if their cumulative GPA is below a 2.0.

11. SPECIAL GROUPS

Honors and Presidential Scholars: Presidential Scholars (including Frederick Douglass Scholars) are high academic achievers who belong to all class years. They include both University Scholars and College Scholars, with the former having somewhat better academic performance in high school and receiving higher tuition scholarships. Most Scholars are recruited as incoming freshmen, but some students who do very well academically at Albany are invited to join the program. The retention standard for the program is a cumulative average of 3.25. Typically freshmen and sophomore Scholars live in Honors Halls on campus. Presidential Scholars take regular course loads across the full range of disciplines. Their privileges include priority registration in required lower division courses. An interdisciplinary course, UNI 101 “Foundations of Great Ideas,” has been available as an option to Presidential Scholars since Fall 1999. In addition, since Fall 2001 several departments have been asked to create “Honors Only” sections of their introductory courses. Questions about the Presidential Scholars program should be referred to Professor Vivien Ng, Associate Dean and Honors Director, or Dan Smith, Assistant Dean, Office for Undergraduate Education.

Project Renaissance: Project Renaissance is an interdisciplinary, first-year program open by application to all incoming freshmen at the University. The General Program is available to all students. In addition, there are Pre-Professional Tracks in Arts & Humanities, Business, Health, Psychology & Sociology, and Law, each of which is intended for students with interest in a variety of possible majors. Project Renaissance focuses on the theme of “Human Identity and Technology” and fulfills 12 credits of the General Education requirements. The General Program is team-taught by faculty from several disciplinary backgrounds. The Pre-Professional Tracks combine an introductory course in an appropriate Department with a complementary, interdisciplinary course taught by a Project Renaissance faculty member. Students live together in the freshman residence halls and take their two Project Renaissance courses together (by floor). The program also includes intensive use of computer technology. Project Renaissance courses have UNI- prefixes. The program has been carefully designed so that, with the assistance of their Advisors, students are able to take introductory coursework for essentially any major at the University and to complete this major in four years. Questions about Project Renaissance should be referred to the Dr. Stephen DeLong, Director of Project Renaissance, Office for Undergraduate Education.

Educational Opportunities Program: The Educational Opportunities Program (EOP) is jointly sponsored by New York State, the Office of Special Programs, and the University at Albany. It offers admission opportunities to students who are disadvantaged economically and educationally but who possess the potential and the motivation for academic success. The program provides some financial support; an intensive summer experience before the freshman year; an extensive array of tutoring, mentoring, counseling, and support services; and special developmental classes and workshops. Retention rates for EOP students are exceptionally high, and more than 3,000 baccalaureate degrees have been awarded to students admitted to the University through EOP; roughly 15% of these degree recipients graduated with honors. Questions about the EOP program should be referred to Dr. Carson Carr, Associate Dean, Office of Academic Support Services.

12. THE GENERAL EDUCATION PROGRAM

General Education is designed to provide students with a broad educational foundation that presents a set of knowledge areas, perspectives, and competencies that are considered by the University to be central to the intellectual development of every undergraduate. General Education courses at the University at Albany are expected (1) to offer a non-specialized introduction to the central topics in a field, (2) to encourage reflectiveness about disciplinary knowledge, (3) to encourage active rather than passive learning, (4) to be sensitive to the multiple perspectives of a pluralistic culture within and beyond the University, and (5) to promote critical inquiry into the assumptions, goals, and methods of various fields of academic study. The current General Education Program was developed through extensive dialogue within our General Education Committee and complies with a mandate from the SUNY Board of Trustees. The program is described in detail in the Undergraduate Bulletin, which also indicates conditions under which waivers and exceptions are granted.

General Education Requirements:

The General Education Program applies to all students admitted to the University with basis of admission “FRESHMAN” in Fall 2000 and thereafter and with basis of admission “TRANSFER” in Fall 2002 and thereafter. The Program requires students to take a minimum of 30 credits of coursework in the following areas: disciplinary perspectives (18 credits), cultural and historical perspectives (15 credits), mathematics and statistics (3 credits), communication and reasoning competencies (4 courses), and foreign language (second semester of an introductory language or the equivalent). Communication and reasoning competencies include requirements for two Writing Intensive courses, one of which is to be completed within the freshman or sophomore year and one of which must be at or above the 300-level, as well as one Oral Discourse course and one Information Literacy course.

Any questions about the General Education Program should be referred to Professor Anne Hildreth, Associate Dean for General Education, Office for Undergraduate Education.

13. SOME GRADUATION REQUIREMENTS

Declaration of the Major: Freshman and transfer students are admitted to the University and not to a particular department, college or school. Normally, students are expected to declare their intended major when they have earned 24 graduation credits. By the time students have accumulated 42 graduation credits, students must have officially declared a major or have applied for admission to a restricted major. The University allows students to complete multiple majors and/or minors.

i) Multiple Majors: Students may elect more than one major, designating which is to be considered the “first major,” the “second major,” etc. The first major listed shall be from the department from which the student elects to receive advisement. The faculty of the school or college that offers the first major shall recommend the student for the appropriate B.A. or B.S. degree. For each major, students must complete the major requirements as outlined in this bulletin. However, for a student with two or more majors, a specific course that is applicable to more than one of the majors may be applied toward each of the majors to which it is applicable.

ii) Multiple Minors: Students may declare two or more minors, but the same course may not be applied to more than one of the minors. However, the same course may be applied to one of the minors and to one (or more) of the applicable majors.

Grade Point Average Degree Requirement: Students must achieve a cumulative grade point average of at least 2.00 in all University at Albany coursework to earn a bachelor’s degree. Students who matriculated in or after Fall 1997 must also achieve a minimum grade point average of 2.0 for all University at Albany coursework used to fulfill requirements in the major, combined major/minor, or departmental major, and must achieve a minimum grade point average of 2.0 for all University at Albany coursework used to fulfill requirements in their minor(s).

Determination of Grade Point Average: University at Albany grade-point averages are determined only on the basis of courses completed at the University. Students can transfer in course and graduation credits, but the letter grades earned in courses elsewhere are not used in computing the Albany GPA.

Unresolved Grades and “I”: All incomplete grades and grades not reported must be resolved before an undergraduate degree can be awarded. If reasonable attempts to contact the instructor fail, the student with an incomplete or “blank” (not reported) grade may appeal to the Committee on Academic Standing or, if that body is unable to meet to resolve the issue in a timely fashion, to the Vice Provost for Undergraduate Education. As with any other appeal to University policy, the student shall be expected to provide a rationale for the alternative grade and supporting documentation where applicable. Specifically, evidence must be presented that the student has made reasonable efforts to contact the instructor of the class. In these circumstances, a credit-bearing grade can only be assigned by the instructor of record or, in rare circumstances, the academic unit that offers the course. In other words, in no instance would the Committee on Academic Standing or the Vice Provost for Undergraduate Education change an incomplete or blank grade to an “A” through “D” grade or to an “S.”

Program Audits: Computer-generated advisement and degree program audits are available to students and official advisors through the MyUAlbany self-service system.

Repeating Courses: Courses which can be repeated for graduation credit are so designated in the Undergraduate Bulletin. Students who receive two non-failing grades in courses that are not repeatable for credit will have one of the courses excluded from their graduation credit. However the GPA, which reflects all courses taken at the University, will be computed using both grades.

Degree Requirements, Appropriate Undergraduate Bulletin: A student’s degree requirements are those in effect at the time of matriculation as an undergraduate.

Residence Requirements:

a. University Residence: Students must earn 30 of their last 60 credits in courses at the University at Albany campus. Degree candidates who complete two approved study abroad semesters during their junior or senior year must earn a minimum of 30 of their last 69 credits in courses at the Albany campus. An "approved" study abroad program is any program from which the University accepts credits.

b. Major Residence: Students must complete a minimum of 18 graduation credits, including 12 credits at or above the 300 level, in the major on the Albany campus or through a SUNY-sponsored Study Abroad Program that sponsored by a university center or a four-year liberal arts college.

c. Minor Residence: Students must complete a minimum of 6 graduation credits of advanced courses in the minor on the Albany campus or through a SUNY-sponsored Study Abroad Program that is sponsored by a university center or a four-year liberal arts college. Advanced courses are defined as courses at or above the 300-level, or courses with prerequisites.

d. Combined Major/Minor Residence: Students must complete a minimum of 24 graduation credits, including 12 credits at or above the 300 level, in the major on the Albany campus or through a SUNY-sponsored Study Abroad Program that is sponsored by a university center or a four-year liberal arts college.

14. INTERNSHIP COURSES

Internships: Please remember in advisement that registration in all internships at the University is restricted to students with junior or senior standing, and with cumulative GPAs of 2.5 or above. Internships must be S/U graded. These rules were considered and reaffirmed by UAC, during the 1998-99 academic year. They apply to departmental as well as University-wide internships.

15. MENTORING AND REFERRALS

Mentoring: Mentoring is an important function, one which is distinct from disciplinary or general advisement. Mentors act as friends and guides for freshmen who are finding their footing in a new environment; for high achieving students who are exploring challenging new areas; and for students in academic difficulty who need mature counsel and support. Mentoring is a demanding and rewarding activity. All professionals, and teaching faculty in particular, are encouraged to become undergraduate mentors. If you are interested, please contact Dr. Carson Carr in the Office of Academic Support Services.

Referrals from Advisement: Sometimes it becomes clear during advisement or mentoring that a student is having serious difficulties. They may be academic in nature, or they may be personal, involving problems with family, suitemates, or relationships. Sometimes substance abuse is an issue. In all such cases, the following actions are appropriate: first, urge the student to seek help; second, advise the student on where to seek help; and third, make a direct contact with the appropriate office—for example, the Counseling Services Center or Academic Support Services—for advice on how to connect the student with appropriate resources. You should also be aware that the Counseling Services Center has several publications that are available through its Counseling Matters home page on the Web at http://www.albany.edu/counseling_center/. One source that you may find particularly helpful is the Guide for Faculty and Staff, at http://www.albany.edu/counseling_center/resources/195uccre.html

APPENDIX 1: PRINCIPLES OF TEACHING RESPONSIBILITY

The following responsibilities apply to faculty and other instructional staff at the University at Albany (referred to below as instructors). These statements are an expression of professional responsibilities on our campus.

The provisions of such a code are so reasonable and the University conceives them to be so important that adherence to them will be taken into consideration as part of the assessment of teaching effectiveness called for in Article XII of the SUNY Board of Trustees’ Policies.

Some of the specific provisions below correspond to state law or regulation, or University policy developed through the Senate and its councils. Specific sentences that correspond to previously existing law, regulation, University policy or AAUP Ethics are in italics.

1. Instructors are responsible for ensuring that the content of the courses they teach is consistent with the course descriptions approved by the relevant curriculum committees. Instructors are also responsible for stating clearly to students in each class the educational goals of the course at the beginning of each term (SED). It is expected that the class activities will be directed toward the fulfillment of those goals and that the basis upon which student performance is evaluated will be consistent with those goals.

2. Instructors are responsible at the beginning of each term for informing students in their classes of the attendance policy (UAC/Senate) and methods to be used in determining final course grades (SED). Course grades should be based on student performance, and consistent with announced methods for determining grades (AAUP/Senate).

3. Instructors are responsible for meeting their classes regularly and at scheduled times according to the University calendar. Instructors should notify their department chair or program director if they are to be absent or late and appropriate arrangements have not been made, so that suitable action may be taken. Teaching assistants who will be absent or late are responsible for notifying their course supervisor. Instructors are expected to adhere to University policy regarding scheduling and administration of final examinations (Undergraduate Academic Policy Manual).

4. Instructors are responsible for keeping a reasonable number of office hours for student conferences (Academic Affairs/Faculty Handbook). Office hours should be scheduled at times convenient to both students and instructor, with the option of prearranged appointments for students when there are schedule conflicts. Those who are responsible for academic advising should also be in their offices at appropriate times to accommodate advising and registration needs.

5. Instructors are responsible for providing a makeup exam or alternative or adjusting due dates for submission of work in case of religious observance (SED/Undergraduate Bulletin), participation in authorized intercollegiate events, or a personal emergency (University Senate).

6. Examinations and other assignments submitted for grading during the term should be returned with sufficient promptness to enhance the learning experience. Examination questions are an integral part of course materials, and the decision whether to allow their retention by students is the responsibility of the instructor. Term papers and other comparable projects are the property of students who prepare them. They should be returned to students who ask for them and those that are not returned should be retained by the instructor for at least one term (University Senate).

7. Instructors of courses in which assistants are authorized to perform teaching or grading functions are responsible for acquainting these individuals with the provisions of these principles and for monitoring compliance.

8. At the end of each term, instructors should use some systematic procedure in each of their courses to solicit feedback from the students (University Senate).

University Senate
January 24, 1994

APPENDIX 2: CLASSROOM DISRUPTION

An Advisory from the Office of Judicial Affairs: This information has been adapted, with permission, from an advisory issued by Gary Pavela, Director of Judicial Programs at the University of Maryland, College Park by John M. Murphy, former Director of Judicial Affairs, 442-5501. Questions concerning the contents should be directed to Clarence L. McNeill, Director.

Classroom disruption by students is a rarity at the University at Albany. The Office of Judicial Affairs offers the following advice to assist instructors who have never encountered a disruptive student, and may be unsure how to respond.

1. Faculty members are responsible for management of the classroom environment. Teachers (as one court recently suggested) can be compared to judges: both focus on relevant issues, set reasonable time limits, assess the quality of ideas and expression, and make sure participants are heard in an orderly manner. While their ultimate goals may be different, both judges and teachers need to exercise authority with a sense of fairness, and with appreciation for the reality of human fallibility.

2. Classroom disruption should be seen as a disciplinary offense, as defined by the University’s Code of Student Conduct. The term “classroom disruption” means behavior a reasonable person would view as substantially or repeatedly interfering with the conduct of a class. Examples include repeatedly leaving and entering the classroom without authorization, making loud or distracting noises, persisting in speaking without being recognized, or resorting to physical threats or personal insults.

3. Both students and faculty members have some measure of academic freedom. University policies on classroom disruption cannot be used to punish lawful classroom dissent. The lawful expression of a disagreement with the teacher or other students is not in itself “disruptive” behavior.

4. Rudeness, incivility, and disruption are often distinguishable, even though they may intersect. In most instances, it’s better to respond to rudeness by example and suasion (e.g. advising a student in private that he or she appears to have a habit of interrupting others). Rudeness can become disruption when it is repetitive, especially after a warning has been given.

5. Strategies to prevent and respond to disruptive behavior include the following:

a. Clarify standards for the conduct of your class. For example, if you want students to raise their hands for permission to speak, say so, using reminders as needed.

b. Serve as a role model for the conduct you expect from your students.

c. If you believe inappropriate behavior is occurring, consider a general word of caution, rather than warning a particular student (e.g. “We have too many simultaneous conversations at the moment; let’s all focus on the same topic”).

d. If the behavior is irritating, but not disruptive, try speaking with the student after class. Most students are unaware of distracting habits or mannerisms, and have no intent to be offensive or disruptive.

e. There may be rare circumstances when it is necessary to speak to a student during class about his or her behavior. Try to do so in a firm and friendly manner, indicating that further discussion can occur after class. Public arguments and harsh language must be avoided.

f. A student who persists in disrupting a class may be directed to leave the classroom for the remainder of the class period. Whenever possible, prior consultation should be undertaken with the Department Chair, Vice Provost for Undergraduate Education (442-3950), and the Director of Judicial Affairs (442-5501).

g. If a disruption is serious, and other reasonable measures have failed, the class may be adjourned, and the campus police summoned. Teachers must not use force or threats of force, except in immediate self-defense. Prepare a written account of the incident. Identify witnesses for the Campus Police, as needed.

6. The Office of Judicial Affairs can help by reviewing university disciplinary regulations with you, and meeting with accused students formally or informally. It’s better to report disruptive incidents to us promptly, even if they seem minor. One of our preferred strategies is to develop behavioral contracts with students, so they have clear guidelines about what behavior is expected of them. In the most serious cases, we can suspend students immediately, pending disciplinary proceedings, or medical evaluation. Copies of our University code of conduct, Community Rights and Responsibilities are available in CC 358. In addition, Judicial Affairs has prepared a systematic process for conducting disciplinary conferences with students in the booklet Introduction to the Disciplinary Process.