Academic Information, Policies and Procedures

Academic Policies and Procedures

The following pages outline policies and procedures intended to maintain the quality and integrity of academic programs at the University. For questions about any of the regulations or academic procedures, please contact the Office of the Registrar.

Organization of Academic Offerings

Semesters 

The University operates on a semester system. Semesters are approximately 16 weeks in length (i.e., fall, spring, and summer). Some courses run for eight-week sessions within semesters and during the summer.

The academic year is divided into: 

• Fall Semester (late August-December) 
• Spring Semester (early January-May) 
• Summer Semester (mid-May-August) 

The Academic Calendar 

Current and future academic calendars may be found at: 

• https://sau.edu/about-sau/registrar/academic-calendar/ 
• https://www.mtmercy.edu/info-for/current-students/registrar/schedules-catalog 

Questions about the academic calendar can be directed to the Office of the Registrar at registrar@sau.edu.

Class Schedules

Class schedules are created and published each semester for the subsequent semester in alignment with the University’s class scheduling policy. 

Classification of Students

Students are classified as first-year students, sophomores, juniors, seniors, and so forth on the following basis:

Classification of Undergraduate Students

Classification	Semester Credits
First Year	0 to 29 semester credits
Sophomore	30 to 59 semester credits
Junior	60 to 89 semester credits
Senior	90 semester credits
Special Status	Student not seeking a degree but enrolled in courses and/or pursuing other credentials
Post baccalaureate	Student who has earned a bachelor’s degree and is returning to pursue a second bachelor’s degree
Graduate	Student pursuing either a master’s degree or a doctoral degree

Classification of Courses

Course numbers have the following meaning:

Course Numbers

Course Number	Definition
100-199	Normally are first year courses
200-299	Normally are sophomore courses
300-499	Normally are junior and senior courses
500-900	Normally are graduate courses

At the undergraduate level, courses are prefixed at the 100-, 200-, 300- and 400-levels. This leveling is designed to communicate to both students and advisors some basic characteristics of these courses (e.g. introductory vs. advanced) and are used to scaffold learning in programs throughout the University, from certificates to minors to majors.

The following outlines the key characteristics of undergraduate courses at each level as well as the corresponding course caps:

• 100-level courses impart foundational knowledge, skills, and/or an introduction to a discipline or theme appropriate for a true beginner (there are no prerequisites for 100-level courses).
• 200-level courses exist at the developmental level and are designed to hone previous learning, scaffold learning in a sequence of courses and/or program, and/or begin to apply concepts and skills rather than to simply learn content or gain basic skills (while some 200-level courses might require prerequisites, not all do; some might simply assume some knowledge and skills gained during the course of 100-level Core Curriculum courses, for example, with the 200-level code indicating to both students and advisors that these courses are not for students in their first semester of study unless they have brought in a high number of transfer equivalency credits, etc.).
• 300-level courses are primarily upper-level major courses that guide students to synthesize knowledge and skills, deepen their understanding of advanced concepts, themes, or practices, and/or engage with the kinds of research practices that shape the field or discipline.
• 400-level courses are culminating courses with a program that challenge students to synthesize and apply learning and skills from a particular discipline in variety of ways.

Alphabetical prefixes indicate the academic department or program offering the course by way of a departmental abbreviation.

Credit Hour Policy

The credit hour is the unit of measure for student learning, effort, and academic engagement. The University's credit hour policies comply with regulations set by the U.S. Department of Education, the Higher Learning Commission (HLC), and the Iowa Department of Education.

Standard Lecture and Seminar Courses

One credit hour typically represents 50 minutes of scheduled classroom instruction and a minimum of two hours of out-of-class student work per week for a 15-week semester.

• Total workload and learning expectations remain consistent across all delivery formats (e.g., face-to-face, online, hybrid) and course durations (e.g., 8-week or 15-week terms).

Alternative Learning Formats

For courses with less structured schedules—such as laboratories, studios, internships, practica, independent studies, and research seminars—credit is awarded based on equivalent student effort. Academic units must clearly define learning objectives, expected outcomes, and workload expectations for these courses to ensure they meet University standards.

Degree Requirements

• Undergraduate Degrees: Minimum of 120 credit hours.
• Master’s Degrees: Minimum of 30 credit hours.
• Doctoral Degrees: Credit requirements vary by program. Students should consult their specific program handbook for details.

Implementation

Academic units are responsible for ensuring that all awarded credit hours comply with the requirements outlined in this policy.

Academic Advising

All degree-seeking students are assigned an academic advisor. Advisors are knowledgeable about academic policies and requirements, and guide students in the selection of majors, minors, certificates, concentrations courses, electives, professional opportunities (e.g., internships), and extracurricular offerings (as applicable) to support students in successfully completing their programs of study and successful preparation for post-University life. All students are encouraged and expected to work closely with their academic advisors in designing and following their plan of study and to utilize their advisors as a primary source of information and guidance.

Advisors are initially assigned upon a student’s admission to the University. Students are free to change their major (and their corresponding advisor) at any time by submitting a Change of Major Form to the Office of the Registrar.

Students may also change advisors within their major program of study, provided the program has the capacity to accommodate such changes.

Advisors are not authorized to change or officially interpret established policies of the University. Students have the ultimate responsibility for monitoring and ensuring their progress toward completing their program of study. Any exceptions to the University’s academic policy must be recommended by the University Committee on Academic Standing and Academic Integrity to the provost.

Catalog Requirements

A student’s “catalog of record” refers to the academic catalog operative at the time that a degree-seeking student matriculates at the University.  The catalog of record details a student’s degree, major, and graduation requirements. In general, students must meet the degree requirements of the catalog in effect at the time of their matriculation. From time to time, students may have reason to change their catalog of record; students should consult their academic advisors when contemplating changing their catalog of record. A student’s catalog of record remains operative so long as they remain continuously enrolled at the University.

Students are responsible for understanding and following catalog requirements for their program of study.  The only catalogs available to students are those that have been operative during the period in which they have been continuously enrolled.

If a student remains continuously enrolled, their catalog remains active. A student ceases to be continuously enrolled when the student is not enrolled for two consecutive semesters (with summer representing a semester). Students whose enrollment has been interrupted for two or more continuous calendar years and who reenroll at the University must meet the requirements as outlined in the catalog operative during the semester of their readmission. The University is not obligated to offer programs of study in perpetuity. As such, the University is under no obligation to ensure that students who cease continuous enrollment will be able to complete a specific program of study upon their return to the University. See also “Leave of Absence.”

Exceptions to Catalog Requirements

Students seeking to be exempted from an academic requirement should consult with their advisor to determine whether their proposed exemption has merit. If the student’s advisor believes that a proposed exemption has merit, the student should work with their advisor to develop a request to waive or modify the requirement in question. Please note: Course substitutions are not considered exceptions to catalog requirements.

These written requests (which should identify the requirement the student wishes to be waived or modified, along with a rationale for the requirement to be waived or modified) and a recommendation from the advisor must be referred to the University Committee on Academic Standing and Academic Integrity for review and a recommendation to the provost. Decisions regarding requests for exemptions from requirements are determined at the sole discretion of the University. 

Applying for Graduation

All degree-seeking students must complete an online graduation application and pay the associated graduation fee. Students who wish to participate in the University’s spring commencement (all campuses) should apply for graduation by early March.  Students who wish to participate in the University’s winter commencement (select campuses) should apply for graduation by early October. The University reserves the right not to honor applications that it receives thirty (30) days or fewer before prior to commencement, and to deny late submissions altogether.

Students should consult with their academic advisor or the Office of the Registrar for guidance on the application process.

The Office of the Registrar reviews all graduation applications to verify that students have met all degree requirements. Student Financial Services bills the graduation fee during the student’s final semester. This fee covers costs associated with the generation of diplomas.

Students who are within six credits or two courses of completing their degree requirements may request permission to participate in commencement. Approval is contingent upon the student’s submission of a clear plan demonstrating how the remaining requirements will be completed and a time frame for completing those requirements.

Degree Conferral Policy

The University confers degrees on six dates throughout the calendar year. Degree conferral represents the official awarding of a student’s degree. While some degree conferral dates coincide with commencement ceremonies, most do not.

Whether they plan to participate in a commencement or not, students seeking to have their degree conferred should submit a graduation application at least eight weeks prior to their desired conferral date. The University reserves the right not to honor degree conferral requests that it receives thirty (30) days or fewer before prior to a degree conferral date, and to deny late submissions altogether.

Registration

Registration for Classes

Students register for classes in consultation with their academic advisor. When a student is registered for a class, this means that they have been added to the class roster for the semester or time period during which the course is being offered. It means that a space in the class has been reserved for that student. Students may not be permitted to register for classes if they owe a significant balance in the Office of Student Financial Services (or equivalent) and/or if they have other unresolved issues (e.g., unsubmitted documents; unpaid fines; unresolved disciplinary issues; etc.) with the University. The University also reserves the right to remove students from a class roster for a variety of reasons (e.g., failing to attend class; unpaid balances; etc.).

Enrollment in Classes

Students must register for courses and finalize their registration to be admitted to classes. Students are expected to have met any prerequisites required for registration in particular courses. Some courses may require written permission from the course instructor to ensure that prospective enrollees meet specific prerequisites.

Students may be removed from a course roster for not meeting the stated prerequisites of the course and/or for not attending and/or participating in a course. It is the responsibility of students to verify their course schedules and to contact the registrar’s office to correct any errors. If a student’s name does not appear on the course roster this means either that the student has not successfully registered for the course or that the student has not received permission to register for a course in which such permission is required for registration.

Adding and Dropping Classes

Students are permitted to add courses (i.e., enroll in courses with open seats) or drop courses (i.e., remove themselves from the roster of courses) for a period of time identified on the academic calendar. Students are subsequently able to add and drop courses for a specified period of time with the permission of the course instructor.  The length of these time periods varies in accordance with the length and format of the course in question. The academic calendar specifies add and drop periods for courses offered in various lengths and formats.

Courses that have been dropped do not appear on the student’s academic transcript.

Administrative Drop

Policy

To support the University’s conscientious stewardship of federal financial aid, and to ensure accurate and efficient class enrollments the University reserves the right to administratively remove students from class rosters during the drop / add period for non-attendance or for failure to meet other criteria for registration (e.g., having successfully completed the appropriate prerequisites, etc.). 

Instructors are encouraged to initiate the administrative drop of a student based on the following circumstances:

• For a traditional course, the student has not attended class during the first seven calendar days of the class and has not contacted the instructor to notify them about or explain their absence.
• Students enrolled in technology-delivered courses are subject to the same policy. The student is required to log into the University LMS during the first seven calendar days of the class or participate in any classroom-based activities as instructed to validate active enrollment.
• The student has not met course prerequisites, co- requisites, or other criteria for registration.

Procedure

• An instructor or department chair who chooses to initiate an administrative drop (or drops) should complete and submit the administrative drop form found on the Registrar’s website. 
• Following the receipt of the administrative drop form, the Registrar will send an email to the student, notifying them that they have been administratively dropped from the course. A copy of the communication will be sent to the instructor and department chair of the undergraduate department as well as the student’s academic advisor .
• If the student believes this action to be in error or that extenuating circumstances exist, they may appeal to the instructor and/or department chair. The decision of the instructor and department chair is final in this regard.

Students who are administratively dropped from a course (or courses) during the drop / add period are not assigned a letter grade for the course and the course from which they were administratively withdrawn does not appear on their transcript.  Students should not assume that they have been dropped automatically from a course because they have not attended. It is the responsibility of the student to meet financial aid requirements and follow University guidelines concerning other obligations that may be affected by the drop.

Enrolling in Online Courses

Students enrolled in in-person instruction on one of the University’s campuses are limited to enrolling in a maximum of two online courses (offered through the University) per semester (or a maximum of four courses over the fall and spring semesters). There is no limit to the number of online courses that a campus-based student may register for in the summer. The majority of the University’s online courses are offered in an eight-week format. Students are, therefore, encouraged to divide their online courses evenly over the first and second half of an individual semester. Students wishing to enroll in more than two online courses offered through the University during either the fall or spring semester must seek the support of their college dean and petition the provost’s office for permission to do so.

Course Load and Overload

Undergraduate Course Load

Course load refers to the number of semester credits that a student is enrolled in during a given semester. The course load for a full-time undergraduate student ranges from 12 to 18 semester hours, with 15 hours representing a standard, typical course load. A student with a course load of 12 semester credits is considered a full-time student, and one with fewer than 12 semester credits is considered a part-time student. All first-year students are limited to a maximum of 18 semester credits. Students on academic notice may not register for more than 15 semester hours.

Undergraduate students wishing to enroll in more than the maximum, full-time load of 18 credit hours must have a minimum, cumulative GPA of 3.0. Maximum overload is 21 credit hours. Courses that do not carry credit will not count toward course load. All overloads must be approved by the college dean.

Graduate Course Load

A graduate student with a class load of 9 semester credits is considered a full-time student, and one with 4.5 credits is considered a part-time student. For the summer session, a class load of 6 credits is considered full-time. Please see the Graduate Program section for full details. 

Entering and Exiting at Nonstandard Times

Withdrawal

Withdrawing from Courses

Students who withdraw from a course after the conclusion of the drop / add period but prior to the date identified on the academic calendar as the “Last Day to Withdraw from a Course with a W” are assigned a notation of “W” for the course from which they have withdrawn (see the University’s Academic Integrity policy for exceptions to this provision).

To withdraw from one or more courses, a student must complete and submit the course withdrawal form to the Registrar’s Office.

Please note, while a notation of “W” is not factored into a student's grade point average (GPA), it is factored into a student's completion rate and, potentially, a student’s status as a full-time or part-time student. Withdrawing from courses can impact a student’s eligibility for financial aid, and students should consult with their academic advisor and / or the financial aid office when considering withdrawing from courses. It may also shift their status from full-time to part-time.

Stopping class attendance is not equivalent to withdrawing from a class. Students who stop attending a class without formally withdrawing from the class will receive a grade for the class rather than a “W.”

Withdrawing from the University

A student officially withdraws from the University by completing and submitting a form indicating their withdrawal from all courses for which they are currently enrolled. This form must be completed during the period during which students may withdraw from courses while receiving a “W.”

Students who cease course attendance and leave the University without completing the withdrawal form will receive grades in all classes listed on their semester grade report.

Students withdrawing from the University will have “Official Withdrawal” noted on their transcript for the semester from which they officially withdrew and “W” grades in the courses from which they withdrew.

If a student is withdrawing from the current semester, but intends to re-enroll within a calendar year, they will not need to re-apply to the University. The student should work with their academic advisor to ensure continued and appropriate progression to degree completion.

Because withdrawing from the University, like withdrawing from individual courses, may impact a student’s completion rate, students are encouraged to consult with their advisor and the office of financial planning in conjunction with withdrawing from the University.

Administrative Withdrawal from Courses

To be a conscientious steward of federal resources, the University encourages instructors to request that students be administratively withdrawn from courses for chronic non-attendance (and to record students’ last day of attendance).

Procedure for Administrative Withdrawal from Courses

Should an instructor deem an administrative withdrawal appropriate, the instructor will file an Administrative Withdrawal Form with the Registrar. If the Registrar believes a withdrawal is justified, they will notify the student in question, in writing, of his/her pending administrative withdrawal from a course or courses. Students notified of their pending administrative withdrawal have five business days (two business days in conjunction with an eight-week course) to respond to the Registrar, in writing, and contest their withdrawal if they believe the administrative withdrawal is unwarranted. Should a student contest their withdrawal, the Registrar (in consultation with the provost) renders a decision regarding whether the student may continue to be enrolled in the course. This decision is final and not subject to appeal. If a student fails to respond within the designated period, this results in the student being administratively withdrawn from the course or courses. A student who is administratively withdrawn will receive a W for the course or courses.

Leave of Absence

Students who need to interrupt their enrollment at the University may petition for a leave of absence if they expect to return to the University within one year and do not intend to enroll at another college or University during that time period. Reasons for seeking a leave of absence include, but are not limited to, military activation or deployment, addressing or recovering from a serious illness or accident, or needing to care for a family member. Students petition for a leave of absence by completing and submitting a leave of absence form to the office of the Registrar.

Students wishing to extend a leave of absence beyond the period of a year may petition the University for an extension. All leave of absences are granted at the discretion of the University and the University may request appropriate documentation (e.g., copies of military orders or activation papers, letters from medical professionals, and so forth) prior to approving a leave of absence; their extension; or students’ return from particular leaves (i.e., medical leaves). The provost makes all decisions regarding students’ return from a leave of absence, and those decisions are not subject to appeal.

Petitions for a leave of absence should be made prior to the semester during which the student will not be in attendance and, therefore, should be filed in the Registrar’s office no later than the date on the academic calendar identifying the deadline for the submission of end-of-semester final grades when a student is petitioning for a leave for the subsequent semester. Exceptions to these deadlines are granted at the discretion of the provost’s office.

Request for Late Arrival 

Students who anticipate beginning to attend their classes more than one week after the official start date for classes in a given semester (i.e., for travel-related or other reasons) should submit a Late Arrival Date Request (LADR).

LADRs should be submitted at least 30 days prior to the start of the semester. The University is not obligated to process LADRs submitted after this date and will only do so based on the merits of a student’s situation. LADRs are granted on a case-by-case basis, and late start dates are to be no later than three weeks from the official start date of classes. Although the University will work to enable students to begin their studies remotely, the University does not have the capacity to make remote learning accommodations for all courses. Students enrolled in internships, clinicals, labs, and other learning experiences are not eligible for a LADR.

The Division of Responsibilities for LADRs:

It is the responsibility of the University to verify the legitimacy of the student’s LADR (e.g.., travel challenges, family emergency, etc.) and to communicate that finding (and the legitimacy thereof) to the instructors on the student’s schedule. Toward this end, the University may ask students to provide appropriate documentation for their request. It is also the responsibility of the University to share the student’s status with all relevant University offices.

If an LADR is approved, it is the responsibility of the student to contact their instructors and make arrangements to access course materials and begin completing assignments from a distance. It is the responsibility of students who are enrolling at the University for the first time to notify the Admissions office if the arrival date on their LADR changes. It is the responsibility of returning students to notify the provost’s office if the arrival date on their LADR changes. Changes to an LADR arrival date may, at the discretion of the University, void the LADR.

Departing Campus Prior to the End-of-Semester Finals Period

Students may, under documentable, extenuating circumstances (e.g., medical reasons, personal reasons such as a death in the family, or limited international travel departure dates), request to depart campus prior to the conclusion of the University’s end-of-semester finals period. Students requesting to depart campus prior to the conclusion of the University’s end-of-semester finals period are responsible for speaking with their individual instructors at least two weeks prior to start of the end-of-semester finals period to determine whether such an early departure is feasible (i.e., whether the instructor(s) deem(s) it practical or advisable to have the student complete a final assessment; take a final exam prior to their departure; complete a final assessment from distance; receive an incomplete for the course; etc.). If an instructor(s) deem(s) an early departure feasible, the student is responsible for abiding by the terms designated by the instructor. If an instructor(s) deem(s) an early departure unfeasible, the student is expected to complete their work within the traditional end-of semester finals period.

Academic Engagement and Academic Standing

Attendance, Participation and Absences

The University expects that students will attend and/or participate in classes and laboratories regularly and punctually during any given semester or session in which they are enrolled. Syllabi for individual classes shall align with University policy on excused absences and indicate attendance and participation policies and expectations for each individual course. The validity of absences other than those officially excused by the University will be determined by the policy of each faculty member. Faculty concerned with a student’s excessive absences, academic performance, or lack of engagement are encouraged to file a CARE Report (which can be accessed in the list of "quick links" in their "MySAU" / SharePoint).

Students are encouraged to familiarize themselves with the attendance and participation policies for all their classes which regularly vary by individual instructor. Students should also be aware that federal laws related to financial aid and veterans’ benefits mandate class attendance and/or participation as conditions of eligibility for funding. These laws require that attendance/participation be monitored and that, if a student stops attending and/or participating in class, the last day of a student’s attendance and/or participation be recorded to determine whether the student is obligated to return Title IV funds.

Students should report the reasons for all class absences and/or inability to participate promptly to the appropriate instructors and discuss content, learning activities, and/or assignments missed. When absences are known in advance, students should communicate with their instructor(s) prior to the absence to develop plans for how they will compensate for missed class time.

The student has primary responsibility for informing an instructor of both excused and unexcused. Whether or not students are permitted to make up work missed for unexcused or excessive absences lies with the instructor.

Academic Standing 

Good Academic Standing

A student is in “good academic standing” when the student successfully maintains a satisfactory cumulative grade point average (GPA) (i.e., as identified by the University). A student who is in good academic standing is entitled to all the rights and privileges of enrollment at the University, such as continuing enrollment for the next semester, eligibility for financial aid, and participation in intercollegiate athletics. The minimum cumulative GPA required for a student to be in good standing is specified below.

Academic Standing

Classification	End of First Semester	End of Second Semester
First-year students	1.80 (0-15 cr)	2.00 (16-30 cr)
Second-year students	2.00 (31-45 cr)	2.00 (46-60 cr)
Third-year students	2.00 (61-75 cr)	2.00 (76-90 cr)
Fourth-year students	2.00 (91-105 cr)	2.00 (106-120 cr)

Please note the following:

• These thresholds represent institutional minimums. Individual academic programs may require students to maintain a higher cumulative grade point average.
• A student’s failure to maintain good academic standing may impact their eligibility for both federal and institutional financial aid.
• The fact that a student maintains good academic standing does not, in and of itself, ensure their continued eligibility for financial aid. Please see the financial aid section for more information on eligibility.

Academic Notice and Suspension for Undergraduate Students

The University reviews the academic standing of all students at the conclusion of each semester. Students who are not in good academic standing (i.e., who fail to maintain the required cumulative GPA) will, at minimum, be placed on academic notice for the subsequent semester. Students who achieve a semester GPA of 1.00 or lower will also be placed on notice for the following semester (irrespective of whether their cumulative GPA falls below the minimum standard). Students who are otherwise in good academic standing and whose semester GPA falls below 1.8 (but exceeds 1.0) will receive a letter of concern (irrespective of whether their cumulative GPA falls below the minimum standard).

The purpose of academic notice is to communicate to a student that their academic performance places their ability to graduate from the University in question. A student’s notice status and the duration of their notice status (i.e., a semester, at minimum) is intended to provide them with an opportunity to improve their academic performance (e.g., by strengthening their academic abilities and by accessing various University resources).

The potential outcomes for a student who has been placed on notice because their cumulative GPA has fallen below the minimum, cumulative standard (i.e., 2.0) are as follows:

• If, at the conclusion of the subsequent semester, the student’s cumulative GPA has risen above the minimum standard, the student’s notice status is removed.
• If, at the conclusion of the subsequent semester, the student’s cumulative GPA has not risen above the minimum standard, but their semester GPA has risen above the minimum standard, the student remains on notice. For example, a student’s semester GPA might be 2.32 while their cumulative GPA remains at 1.91.
• If, at the conclusion of the subsequent semester, neither the student’s cumulative GPA nor the student’s semester GPA has risen above the minimum standard, the student will be suspended from the University.

The potential outcomes for a student who has been placed on notice because their semester GPA has fallen to 1.0 or lower are as follows:

• If at the conclusion of the subsequent semester or term the student’s semester GPA has risen above the minimum standard (i.e., 2.0), the student’s notice status is removed.
• If at the conclusion of the subsequent semester or term the student’s semester GPA has not risen above the minimum standard (i.e., 2.0), the student will remain on notice or be suspended from the University, as appropriate.

Notice status is not subject to appeal. Students who have been suspended for failure to maintain good academic standing have the right to appeal their suspension. All appeals of an academic suspension must be submitted in writing to the Registrar and must include the following:

• A statement explaining why the student has not succeeded in achieving good academic standing for two consecutive semesters.
• A plan detailing how the student will improve their academic performance.
• A written statement supporting the student’s appeal from a University faculty or staff member.

A student’s initial appeal of suspension is heard by the University Committee on Academic Standing and Academic Integrity (i.e., a faculty committee). Students who are unsatisfied with the outcome of their initial appeal may make a subsequent appeal to the Office of the Provost, whose decision is final.

Students who have been suspended for academic reasons are not eligible to apply for readmission until two subsequent semesters have elapsed (e.g., spring and summer, or summer and fall). If readmitted by the University Committee on Academic Standing & Academic Integrity, students return on notice status and must attain, minimally, a 2.0 semester GPA at the conclusion of the semester of their readmission to remain enrolled in the University.

Graduation Requirements

Graduation Requirements for Bachelor’s Degrees

Bachelor’s degrees (i.e., Bachelor of Arts, Bachelor of Business Administration, Bachelor of Music Education, Bachelor of Science, Bachelor of Science in Industrial Engineering, Bachelor of Science in Mechanical Engineering, Bachelor of Science in Nursing, and Bachelor of Social Work) are conferred upon students who successfully complete the following requirements:

1. Students must successfully complete a minimum of 120 hours of credit¹ with a minimum cumulative grade point average of 2.0. Please note: some programs require more than 120 hours. Some programs require a cumulative grade point average higher than 2.0. Some programs require a minimum grade in program coursework.
2. Students must successfully complete the specific requirements of their major program of study (i.e., as outlined in their academic catalog of record).
3. Students must complete the requirements of the University ’s core curriculum (i.e., as outlined in the core curriculum section of their academic catalog of record).
4. Students must complete a minimum of 15 credit hours at the 300 level or above.
5. Students must complete a minimum of 15 hours of their major program of study through the University . Students must complete a minimum of 30 of their final 40 hours through the University .

Diplomas will not be released until all financial obligations owed to the University are paid in full.

¹

Students may apply electives, minors, transcript-conferred certificates, and other transcript conferred credentials toward their required 120 hours for graduation as part of their degree plan, though not at the expense of making appropriate progress toward the completion of their major and their core curriculum requirements.

Graduation Requirements for Graduate Degrees

For information regarding graduation requirements for graduate degrees please refer to the program information pages of this Catalog.

Diplomas will not be released until all financial obligations owed to the University are paid in full.

Core Curriculum

Mission

The Core Curriculum seeks to advance the mission, vision, and values of the University. The mission of the Core Curriculum reads as follows: Through sustained engagement with both enduring and contemporary questions, the University’s core curriculum prepares students with the knowledge, skills, and ethical grounding to work courageously to create a just future. The core is thus predicated upon the Ambrosian values of wisdom (knowledge and skills) courage (to work courageously), justice and service (to create a just future). The University’s commitment to learner-centeredness is embodied in the University’s Core Curriculum through incorporation of best practices in student learning for 21st century General Education.

Program Learning Outcomes

Courses in the Core Curriculum are designed to engage students in questions that are contemporary, enduring, and often both. This question-based course design honors the ideas, knowledge, and skills that students bring with them to their education and supports them in extending and challenging these capacities, transferring learning to new, complex situations both within and beyond the classroom. In Core Curriculum courses students will:

1. Utilize the traditions of faith and tools of reason to engage questions of a contemporary and/or enduring nature.
2. Communicate effectively via written, creative, and other forms of expression.
3. Use methods of mathematical inquiry to evaluate information, draw conclusions, and formulate courses of action.
4. Employ evidence-based reasoning to explore the natural world, diverse human experiences, and historical contexts.
5. Examine multiple forms of difference in both local and global contexts and articulate the value of diverse identities and perspectives.
6. Apply theological and/or philosophical lenses to a complex question in order to envision a just world.

Curricular Structure

The curriculum is scaffolded according to the program learning outcomes, which are divided into 12 course requirement areas. To successfully complete the entire Core Curriculum, a student must complete one course from each requirement area (a total of twelve courses of 3 credit hours for a total of 36 credit hours). Nine of the Core Curriculum courses are 100-level courses. Two courses are 200-level courses, and one course is a 300-level course.

Students should consult with an academic advisor for guidance on fulfilling the requirements of each requirement area.

Program Learning Outcome #1: Theological and Philosophical Foundations (2 course requirements) 

Utilize the traditions of faith and tools of reason to engage questions of a contemporary and/or enduring nature. 

Theological Foundations 

Course List

Code	Title	Credits
THEO-100	Understanding Theology & the Common Good	3

Students satisfy the Theological Foundations requirement by successfully completing THEO-100 Understanding Theology & the Common Good. In the course students will identify how theological approaches, texts, and tools can be applied to the pursuit of truth and social justice. By engaging the question, how can a catholic perspective deepen one’s understanding of what it means to create a more just society, students expand awareness of their own beliefs and faith perspectives and those of others, in relation to local and global justice issues. Drawing upon the knowledge and collaborative problem-solving skills that they will develop in this class, students will assess theological responses for just action, according to the principle of the common good. 

Philosophical Foundations 

Course List

Code	Title	Credits
PHIL-100	The Examined Life	3

Students satisfy the Philosophical Foundations requirement by successfully completing PHIL-100 The Examined Life. The course provides students with the basic philosophical tools to engage with contemporary and enduring questions, such as: What does it mean to live a good or meaningful life, in a complex and pluralistic world, and in light of the world we hope for? Students examine the deeper assumptions and the practical consequences of time-honored responses to these questions, while also growing in self-awareness. Students learn how to parse, clarify, and better articulate the questions themselves, reflect on possible answers, and defend these with careful, well-constructed arguments that illuminate the various aspects of our lives and what it means to be human.

Program Learning Outcome #2: Written, Creative, and Other (3 course requirements)

Communicate effectively via written, creative, and other forms of expression.

Expression: Written

Course List

Code	Title	Credits
ENGL-101	English Composition (with a C or better)	3

Students satisfy the Expression: Written requirement by successfully completing ENGL-101 English Composition (with a grade of C or better). The course teaches students to write effectively in college while preparing them to continue writing in the rest of their lives as well. Through the process of writing, students also build critical thinking and reading skills, which help them to develop and communicate their ideas, research, and analysis in written form. Students use these developing skills to engage with a challenging question: How do stories shape lives, communities, and societies? 

Expression: Creative

Course List

Code	Title	Credits
AD/ENGL/THTRFIRST-145	Creative Expression	3
MUS-145	Creating Music in the 21st Century	3

Students satisfy the Expression: Creative requirement by successfully completing an approved course in this area of expression. These courses help students express themselves creatively by building artistic techniques in the production or performance of works of art (e.g., visual, literary, and/or performing art). Students cultivate critical thinking skills by engaging enduring and contemporary questions through the lens of the arts, questions such as: How does engaging in the creative process enrich our understanding of ourselves and others? Students learn how to present their work to audiences as a means of sharing identity and fostering connection, as they reflect meaningfully on creative expression to understand its personal and communal value. 

Expression: Other

Course List

Code	Title	Credits
COMM-145	Critical Conversation-Finding Your Voice and Building Relationships	3
PSCI-145	Civil Discourse & Civil Society	3

Students satisfy the Expression: Other requirement by successfully completing an approved course in this area of expression. These courses build students’ multimodal communication skills (e.g., oral, visual, interpersonal dialogue, and/or civic discourse) for today’s diverse, global, and digital world. Courses center around questions such as: How can communication empower individuals to find their voice and build stronger relationships? Students learn how to prepare and deliver effective messages in various contexts—i.e., personal, social, professional—as they reflect on how identity and values shape their own and others’ forms of communication.

Program Learning Outcome #3:  Mathematical Inquiry (1 course requirement)

Use methods of mathematical inquiry to evaluate information, draw conclusions, and formulate courses of action.

Mathematical Inquiry

Course List

Code	Title	Credits
STAT/PSYCFIRST-145	Introductory Statistics	3

Students satisfy the Mathematical Inquiry requirement by successfully completing an approved course in this area of inquiry. These courses introduce students to quantitative reasoning, data interpretation, theories, and applications, while engaging relevant questions such as: How does mathematics help us see meaningful structure in a complex world? Students attain mathematical and/or statistical skill sets that enable them to critically evaluate quantitative information, examine logical assumptions and assertions, and construct sound logical arguments. Students will use mathematical, logical, statistical, and/or algorithmic analysis to solve problems and inform sound decision-making in their daily lives.

Program Learning Outcome #4: Natural World, Diverse Human Experiences, Historical Perspectives (3 course requirements)

Employ evidence-based reasoning to explore the natural world, diverse human experiences, and historical contexts. 

Evidence-Based Reasoning: Natural World

Course List

Code	Title	Credits
ASTR/BIOL/CHEMFIRST-145	Science in Our Lives	3
BIOL/CHEM/PHYSFIRST-146	Thinking Like a Scientist	3

Students satisfy the Evidence-Based Reasoning: Natural World requirement by successfully completing an approved course in this area of reasoning. These courses immerse students in the fundamental principles and methodologies of scientific inquiry. Students will use the methods and concepts of at least one field of empirical science to answer a contemporary and enduring question such as: How will our lives be shaped by scientific development? Students develop evidence-based reasoning skills to understand the scientific process, assess the quality of scientific data, critically evaluate scientific claims, and apply scientific reasoning to contemporary challenges. These skills empower students to become scientifically literate citizens equipped to address the complex issues confronting humanity in our rapidly changing world.

Evidence-Based Reasoning: Diverse Human Experiences

Course List

Code	Title	Credits
ENGL/PHILFIRST-146	Humanity, Conflict and Non-Violence	3
PSYC/SWKFIRST-146	Why Did They Do That? Understanding Human Behavior	3
HS/SOC/THEOFIRST-146	Memento Mori: Death & Dying	3
IL/KINFIRST-146	Human Experiences	3

Students satisfy the Evidence-Based Reasoning: Diverse Human Experiences requirement by successfully completing an approved course in this area of reasoning. These courses develop students’ ability to understand the diversity of human experiences and the various ways in which humans construct meaning from experience. Students learn how to use evidence-based reasoning to analyze sources (including but not limited to sources from the arts, literature, media, film, historical documents, social institutions, and other cultural products). Students are asked to consider various aspects of the diversity of social, political, civic, and/or institutional life, while exploring questions that help them navigate the world in which they live, such as: How do experiences of conflict help clarify one's sense of a meaningful life and the common good?

Evidence-Based Reasoning: Historical Perspectives

Course List

Code	Title	Credits
HIST-145	Reacting to the Past	3
HIST-146	Historical Perspectives	3

Students satisfy the Evidence-Based Reasoning: Historical Perspectives requirement by successfully completing an approved course in this area of reasoning. These courses cultivate students’ historical literacy and contextual understanding of human experience across time. Students develop the ability to articulate connections between past events and present realities, engaging with essential questions such as: How does developing an historical consciousness allow us to understand and navigate the complexities of the contemporary world? In pursuing these questions, students learn how to critically evaluate and properly employ multiple types of primary and secondary sources.

Program Learning Outcome #5: Local and Global Difference (2 course requirements)

Examine multiple forms of difference in both local and global contexts and articulate the value of diverse identities and perspectives. Understanding and valuing difference is rooted in the university’s Catholic identity, which affirms the sacredness and dignity of every person. The Core engages students with the contributions of difference both locally and globally, by demonstrating the ways that human and cultural difference enrich life in various ways (e.g., personal, relational, communal, national, international). 

Local Difference

Course List

Code	Title	Credits
HS/SOC/KINFIRST-245	The Social Determinants of Health- Local Perspectives	3

Students satisfy the Local Difference requirement by successfully completing an approved course in this area of inquiry. These courses develop students’ understanding and valuing of diverse and intersecting human identities (e.g., cultural, racial, ethnic, socio-economic, sexual and gender identities). Students examine how identities are formed through interactions with others and how various aspects of human life are impacted by social structures, policies, institutions, and/or communities within specific contexts (i.e., at the personal, local, state, and/or national level). Students collaborate with individuals or communities to develop a plan of action to further social justice causes. For example, students identify the role of race, ethnicity, age, and gender as determinants of health and advocate for policies that respect diverse identities and perspectives in order to address a course question: How does feeling good relate to my neighborhood? 

Global Difference

Course List

Code	Title	Credits
GST/SOCFIRST-246	Global Impacts of Immigration	3

Students satisfy the Global Difference requirement by successfully completing an approved course in this area of inquiry. These courses provide students with the intellectual tools necessary to understand and participate in our increasingly interconnected world, by engaging questions like: How can exploring diverse cultures and perspectives shape your understanding of your role as a responsible global citizen? Students examine a variety of human experiences and cultural expressions from around the world as well as the roots of global conflicts and issues, while reflecting on how these insights foster shared and responsible global citizenship.

Program Learning Outcome #6: Integrative Faith and Reason

Apply theological and/or philosophical lenses to a complex question, in order to envision a just world.

Building on the Core Curriculum’s foundational courses that teach students to seek answers to complex questions through theological and philosophical lenses, as well as students’ engagement with other contemporary and enduring questions throughout the Core, this course challenges students to integrate and extend their learning in a Core capstone course to “act courageously, to seek wisdom through faith and reason, to work for justice and to lead lives of service.” 

Integrative Faith and Reason

Course List

Code	Title	Credits
THEOFIRST-300/301	Saving Nature	3
PHIL/THEOFIRST-301	Beyond Productivity: Human Thriving in a Culture of Efficiency	3
PHIL/THEOFIRST-302	Thinking Through the Hard Stuff	3

Students satisfy the Integrative Faith and Reason requirement by successfully completing an approved course in this area of integrative inquiry. These courses engage a particular ethical dilemma or pressing social issue through a theological or philosophical lens. Students evaluate and negotiate their own and others’ responses to a particular dilemma or issue by drawing on theological, philosophical and/or ethical frameworks. Students integrate resources from the Catholic intellectual tradition with knowledge from multiple disciplines to prepare them to engage critically and ethically with the complexities of the contemporary world. For example, in considering the environmental crisis, a theological course in this area engages students with the question: How can we find hope, meaning, and purpose in saving nature?

Transfer Credits and Course Substitutions as They Apply to Core Curriculum Courses

1. Transfer Credits and Courses

   1. Students may use transferred credits (including credits obtained through the College-Level Examination Program [CLEP] or through Advanced Placement Examinations [AP]) to meet Core Curriculum requirements. The university serves as the sole arbiter in determining whether transfer courses and/or credits satisfactorily meet core curriculum learning outcomes. Information describing alternate means of meeting Core requirements may be obtained from the Office of the Registrar.

   2. Transfer students who have graduated from a two-year regionally accredited college with a 2.00 grade average, with an Associate in Arts Degree (AA) or Associate in Science Degree (AS), are considered to have met all Core Curriculum requirements, with the exception of a Core Curriculum capstone course integrating faith and reasoning (i.e., Core Program Learning Outcome #6) (see #3 below). 

   3. All students are required to successfully complete a signature Ambrosian course in integrative faith and reason, (i.e., except for those students who transfer a course to the university that meets Core Program Learning Outcome #6). This ensures that all students graduating from the University have completed at least one course that engages them in the distinct mission, vision, and values of the University.

2. Internal Course Substitutions (standing substitutions) for Core Curriculum Courses

   1. Students in some academic programs may meet up to two Core Curriculum requirements through the university’s Core Curriculum standing substitution policy. This policy allows academic programs that can make a persuasive case that their majors are achieving core curricular outcomes within the context of their program to substitute the achievement of those outcomes for a maximum of two Core Curriculum requirements. For example, students majoring in some scientific programs may meet the “mathematical inquiry” and “evidence-based reasoning: natural world” Core Curriculum learning outcomes through their major coursework. Standing substitutions require no action on the part of individual students. 

The University Grading System, Grade Point Average, Grading Options, and Grading Documents

Grading System

The University’s grading system is employed for both grade reports and transcripts. The grading system uses letter grades that are assigned a quality point value per hour of credit, and other abbreviations as follows:

Grading System

Grade Symbol	Definition	Quality Point Value Assigned to Letter Grade
A+/A	Superior Achievement / Demonstration of Mastery with respect to course learning outcomes	4.0
A-	Superior Achievement / Demonstration of Mastery with respect to course learning outcomes	3.67
B+	Above Average / Demonstration of Proficiency with respect to course learning outcomes	3.33
B	Above Average / Demonstration of Proficiency with respect to course learning outcomes	3.0
B-	Above Average / Demonstration of Proficiency with respect to course learning outcomes	2.67
C+	Average Achievement / Competency with respect to course learning outcomes	2.33
C	Average Achievement / Competency with respect to course learning outcomes	2.0
C-	Average Achievement / Competency with respect to course learning outcomes	1.67
D+	Below Average Achievement / Approaching Competency with respect to course learning outcomes	1.33
D	Below Average Achievement / Approaching Competency with respect to learning outcomes	1.0
D-	Below Average Achievement / Approaching Competency with respect to course learning outcomes	0.67
F	Failure	0.0
P	Passing work in a course for which the student has registered as pass / no pass
NP	Non-passing work in a course for which the student has registered as pass / no pass
I	Incomplete / work must be completed by a designated date or the I converts to an F
IP	Work on in progress / grade is appropriate for only a limited number of learning experiences
AU	Course was audited
W	Student Withdrew from Course

Quality Points and the Calculation of Grade Point Average

A student’s grade point average is calculated using quality points. Each letter grade, and each + (plus) and - (minus) variation thereof carries a specific quality-point value. The quality-points earned in a specific course are equal to the value of the letter grade multiplied by the number of credits. For example, if a student receives a B in a three-credit course, this equates to 3.00 quality points times 3 credits.

A student’s semester GPA is calculated by adding up the quality-points earned in each course and dividing the total number of credits attempted during that semester. A student’s cumulative GPA is calculated in the same manner, but by using cumulative quality points earned and cumulative credits attempted.

A student’s semester and cumulative GPA are used to determine a student’s academic standing. While the University may use the grades a student has earned at another college or University in conjunction with a student’s application for admission to the University, or a particular academic program, it calculates grade point averages for enrolled students based solely on the work students complete at the University.

Some grades do not carry quality points and are not included in the calculation of a student’s GPA. These include:

• AU - Course Audited
• P - Passing work (i.e., student would have received a grade of C or higher had the student’s work been graded) in a course for which the student has registered P / NP
• NP - Non-passing work (i.e., student would have received a grade of F or higher had the student’s work been graded) in a course for which the student has registered P / NP
• W - Student withdrew from the course prior to the withdrawal deadline / no grade assigned
• I - Incomplete / Student has completed majority of the work for the course and has a deadline for completing the remaining work
• IP - In progress / For graded work that will extend beyond the end of the semester (e.g., completing hours for an internship)

All A, B, C, D and P grades for all college level courses earn credit. With the exception of P grades, these grades may be applied toward the student’s degree program as well as toward the total hours required for a degree subject to the policies in this catalog. The F grade does not earn credit but is computed into a student’s GPA. Grade report designations of W and NP are not computed into the GPA and do not earn credit. Students should consult the financial aid section of the Catalog regarding the implications that grades not carrying quality points may carry for financial aid eligibility.

Notes on Unique Grade Report and Transcript Designations

Incomplete Grades

Instructors may assign an Incomplete grade (I) to students who are unable to complete the assigned work for a course in accordance with deadlines articulated in the course syllabus due to documentable, extenuating circumstances. Incompletes should be awarded only in circumstances in which the student is able to provide an appropriate rationale for receiving an incomplete (coupled with relevant documentation, if appropriate).

The instructor should provide the student with a specific description of the work to be completed and a final date by which the work must be completed (which must align with the relevant incomplete due dates identified on the academic calendar). The work must be completed and submitted to the instructor prior to the designated date on the academic calendar. If the student fails to complete the course by this date, the incomplete will revert to the final grade submitted to the registrar’s office by the instructor. If the instructor has not specified an alternate grade, the grade will revert to an F. The instructor must submit the final grade to the registrar no later than the end of the sixth week of the subsequent semester.

In Progress Grades

“In Progress” (IP) grades are to be used with courses that are not expected to be completed within a traditional academic semester. Courses that expect to use an IP grade regularly must be approved by the Educational Policy Committee to do so. Courses approved to use this grade have a notation within their course description.

The requirements for use of this grade are as follows:

1. Completion of course work is limited to one academic year from date of enrollment.
2. Satisfactory progress must be confirmed by the department chair at the beginning of each semester within the academic year.
3. If the work is not completed within one academic year, the student will have to re-enroll in the course and accept all financial consequences of this action.

Options for Enrolling in Courses without a Letter Grade

Pass/No Pass

Degree-seeking students may enroll in a limited number of courses on a pass / no pass basis. Courses taken on a pass / no pass basis are subject to the following provisions.

1. A maximum of eight pass/no pass courses (24 semester credits) may count toward the 120 semester credits required for graduation.
2. Courses taken pass / no pass may not be used to fulfill general degree, major, minor, core curriculum, certificate, or concentration requirements. (Exceptions: upper division courses only offered on a pass/no pass basis and required for a major, minor, or concentration.)
3. Courses completed pass / no pass are not used in computing the student’s grade-point average.
4. Instructors are not notified regarding which students are taking a course pass / no pass.
5. Students may start a course declaring pass/no pass or a letter grade option and change to a letter grade or pass/no pass within three weeks from the beginning of the semester.

Auditing a Course

Students may register for a course on an audit basis instead of for credit. Courses that are audited are considered part of the student’s total credit load in computing the student’s tuition. Thus, a student who registers for 12 semester hours for credit and three semester hours on an audit basis is considered (for tuition purposes) to have registered for an equivalent of 15 semester hours.

Students may change their registration from credit to an audit basis during the first four weeks of the semester. However, an initial registration for audit may not be changed to a for-credit registration once classes have begun.

Retaking a Course

Courses that a student retakes to demonstrate greater proficiency in a specific content area (e.g., retaking the same course to earn a better grade) are not counted toward the 120 semester credits required for graduation if prior credit was awarded for the same course. The grades for both courses are used in computing the cumulative grade-point average unless the student meets the criteria outlined below.

A student may repeat a course taken at the University, unless obvious regression is involved (e.g., retaking a basic math course after the student has received a B in a calculus course), and have only the grade and credit for the section of the course in which the student received the higher grade used in calculating total hours earned as well as the student’s cumulative grade- point average.

Under the provisions of this option, the Office of the Registrar will make a notation on the student's transcript to indicate that a particular course has been repeated. Students who wish to use this option should register for the course through the standard registration process. After the course has been completed and a final grade has been received, the lower grade will remain on the student's permanent academic record. However, only the higher grade will be used in calculating the student's grade point average (GPA) and earned credit hours.

Restrictions

1. The repeat grade option may be used only once per course.
2. If the course was taken for a grade the first time, it must be taken for a grade the second time.
3. If the course was taken pass/no pass the first time, it must be taken pass/no pass or for a grade the second time.
4. The repeat grade option may not be used if the first grade was assigned as a result of disciplinary action (e.g., reduced grade due to academic integrity violation).
5. The repeat-grade option may be used in no more than 12 semester credits.
6. The repeat-grade option may be used only for courses taken and repeated at the University.

Grade Changes and Grade Appeals 

Grade Change (Instructor Initiated)

A final grade reported to the registrar may be changed only through faculty petition to the registrar. The registrar will change a student grade following the submission of final grades only in cases in which instructor error in record keeping, calculation, or assessment is demonstrable. Grades are not changed based on a re- evaluation of the instructor’s original judgment or a student’s request to submit additional work to raise a grade. No grade may be changed more than 365 calendar days after it has been reported to the registrar’s office.

Grade Appeals (Student Initiated)

Students have the right to appeal a final grade if they believe they have been graded incorrectly or unfairly (i.e., based on grading policies outlined in the relevant course syllabus). The student should first attempt to resolve the matter by communicating their concerns with the course instructor. If the instructor agrees that the student was graded incorrectly or unfairly, the instructor submits a grade change request to the registrar and the matter is resolved informally.

If the matter is not resolved to the student’s satisfaction by the course instructor, the student may initiate a formal, written appeal to the department Chair. A final appeal can be made to the Associate Dean of the School in which the Department is housed or the Dean of the College (i.e., if there is no associate dean in the chain of command) overseeing the department in question.

If the department chair, associate dean, or dean is serving as the course instructor, the process is executed at the next administrative level (e.g., if the dean is the course instructor, the student appeals to the provost).

A formal grade appeal is subject to a maximum of two reviews. The decision made by the senior academic administrator in the appeal chain is final.

Grade Appeal Stipulations

1. Only final grades are subject to appeal. Students may request explanations and reconsiderations for grades on exams, papers, projects, and so forth from course instructors, but only final grades are subject to appeal.
2. A student who appeals a final grade is responsible for making a written argument and assembling evidence to demonstrate that their final grade was incorrect or unfair based on the grading policies and procedures outlined in the relevant course syllabus.

Procedures and Timeline for Appeal

Informal Resolution through Appeal to Course Instructor 

1. Within seven (7) business days of final grades being posted, a student who believes their final grade was incorrect or unfair should contact the course instructor via University email to share their concerns with the course instructor.
2. The course instructor should respond to the student’s email within seven (7) business days.
3. If the student has not received a response from the instructor within seven (7) business days from the day of their initial email communication to the instructor, the student should contact the department chair via the chair’s University email address.
4. The department chair shall contact the course instructor.
5. If the course instructor communicates with the student within fourteen (14) business days of the student’s initial email communication, an informal resolution may be reached (i.e., resulting in the instructor filing a grade change with the registrar). If an informal resolution is not reached, the student may proceed to file a formal, written appeal with the department chair.
6. If the course instructor does not communicate with the student within fourteen (14) business days of the initial email communication, the student may proceed directly to a formal, written appeal to the department chair.

Formal Resolution through Appeal to Department Chair and Other Administrators

1. Within seven (7) business days of receiving a negative decision from the course instructor (i.e., that the course instructor does not believe a change of grade is warranted), the student may submit a formal appeal to the department chair.
2. The formal appeal should be submitted in writing via the University's email system to the department chair and should provide both an argument regarding why the student believes they were graded incorrectly or unfairly and evidence to support that argument.
3. The Chair will investigate the appeal. The investigation may include but is not necessarily limited to discussing the matter with the course instructor and reviewing those portions of the student’s educational file relevant to the grade appeal (the student’s written appeal constitutes authorization for the Chair to have access to the student’s educational files and grades pertaining to the appeal).
4. Within ten (10) business days of receiving the formal appeal, the Chair will respond to the student’s appeal in writing, copying the course instructor.  If the decision is to grant the appeal, the Registrar’s office shall be notified of the grade change as well.
5. Within seven (7) business days of receiving the decision from the chair, the student may (if they receive an unfavorable decision) make a second appeal, in writing to the associate dean of the academic unit in question or, if there is no associate dean overseeing the unit, to the dean of the college.                       
6. The associate dean or dean (as applicable) will review the decision of the department chair and undertake further investigative steps as appropriate. Within ten (10) business days of receiving the formal appeal, the Chair will respond to the student’s appeal in writing, copying the department chair, the course instructor, and the student. If the decision is to grant the appeal, the Registrar’s office shall be notified of the grade change as well.
7. The appeal process ends here. There is no additional grade appeal process beyond this point.

Exceptions

1. If the Department Chair has assigned the grade that is being appealed, the appeal goes directly to the associate dean or dean (as applicable) and the provost (as necessary).
2. If the Associate Dean has assigned the grade that is being appealed, the appeal goes to the dean or provost, as applicable.
3. If the dean has assigned the grade that is being appealed, the appeal goes to the provost.
4. Timelines may be extended by the Chair or the Dean if necessary evidence or individuals are not available, or if the University determines that additional time is necessary to process the appeal. No exceptions or extensions of time will be granted for students to initiate a grade appeal.

Graduate programs follow this grade appeal policy unless otherwise noted in their program handbook.

Grade-Related Documents and Practices

Early Alert Grades

University faculty members teaching undergraduate courses file early alert grades during the sixth week of the semester. Early alert grades facilitate the University’s ability to connect students who may be struggling academically to appropriate resources.

Final Grade Reports

Final grade reports are generated at the conclusion of each semester.

Transcripts

A transcript is the official record of the work that a student has undertaken at the University. It shows the courses that a student has enrolled in and the outcome of those courses (e.g., earned grade, withdrawal, etc.), as well as a student’s overall grade point average.

Requests for official and unofficial transcripts must comply with the Family Educational Rights and Privacy Act of 1974 (FERPA).

Students and alumni may request transcripts through National Student Clearinghouse Transcript Services. Official transcripts, which bear a University seal, may be sent directly by the Clearinghouse to other educational institutions, employers, or others as proof of academic work and degrees completed at the University.  A nominal fee may apply for electronic transcripts. Current students may obtain an unofficial transcript through Self-Service.

Academic Recognitions and Honors related to Grades

Dean's List

The Dean’s List is compiled at the conclusion of the fall and spring semesters to recognize outstanding academic achievement among undergraduate students. Students are named to the Dean’s List by meeting the following criteria:

• They have completed a minimum of 12 semester hours of graded coursework (i.e., courses taken pass / no pass and incomplete grades are not utilized in dean’s list calculations)
• They have a semester GPA of 3.5 or higher.

Part-time students may qualify for the Dean’s List if at least 12 credits are completed in consecutive fall/spring semesters while also meeting the criteria listed above.

Note: Students who have requested non-disclosure of their directory information must submit a written request to the Office of the Registrar before they are included in the published list.

Graduation Honors

At graduation, and in conjunction with degree conferrals, honors are conferred upon undergraduate students who have maintained the following University grade-point averages:

Undergraduate Graduation Honors

Honor	GPA
cum laude	3.5
magna cum laude	3.75
summa cum laude	3.9

Graduation honors are calculated based on the student’s cumulative University GPA at the conclusion of the semester prior to the semester that degree conferral takes place. If a student’s semester GPA during their final semester moves them into a higher graduation honors category, this higher category will be noted on their transcript.  The University does not lower a student’s graduation honors category or remove an honors designation from their transcript based on the semester GPA of their last semester.

Academic Integrity Policy

The University’s mission statement refers to the University as “a community of learners.” All members of that community are called upon to uphold the standards of academic integrity and to avoid academic dishonesty of any kind. By accepting employment at the University or by accepting admission to the University, faculty, staff, and students affirm and support the principle of honesty in their endeavors on behalf of the institution. Each member of the community is responsible for acting with integrity. 

Forms of Academic Misconduct

Academic misconduct is any attempt to gain unearned advantage involving coursework or records. Forms of misconduct include, but are not limited to the following: 

Plagiarism 

Plagiarism is the intentional or unintentional use of another’s words or ideas without crediting the source. Examples include but are not limited to:

• Receiving credit on group assignments without contributing fairly.
• Submitting another paper or assignment, in whole or in part, as if it were your own.
• Using exact phrases, sentences, or paragraphs from a source without quotation marks and/or proper citation.
• Paraphrasing another’s work or using information (verbal or visual), opinions, or concepts from a source without proper citation or acknowledgement.
• Borrowing phrases from a source without using quotation marks, substituting synonyms for the author's language while keeping to the same general language framework and meaning as found in the original.
• Submitting material (e.g., an assignment) without appropriate documentation of AI’s contributions in a course in which the instructor permits AI use, so long as it is appropriately documented.

Falsification or Fabrication

Falsification or fabrication is intentionally altering or creating data in an academic exercise or record. Examples include but are not limited to:

• Inventing research or lab results.
• Counterfeiting a record of a practicum experience.
• Sabotaging another student’s work such as a lab report.
• Fabricating an excuse (e.g., an illness or accident) to justify a delay in submission of an exam or assignment.
• Inventing a citation, altering a grade on an assignment or academic record, unauthorized altering of a returned test or paper before seeking regrading, or impersonating another student.

Unauthorized Assistance

Unauthorized assistance is the use of any source of information not authorized by the instructor. Examples include but are not limited to:

• Collaboration on completing assignments or tests without the authorization of the instructor or outside the limits designated by the instructor.
• Allowing another, such as a tutor or fellow student, to complete or significantly revise a paper or assignment.
• Using materials such as textbooks, notes, or formula lists during a test without the professor's permission.
• Copying from another student's test or homework and/or allowing another student to copy from your test or homework.
• Utilizing Artificial Intelligence (i.e., AI) for the support and/or generation of submitted work when use of AI related forms has been prohibited by the instructor.

Complicity

Complicity is assisting another person in committing an act of academic dishonesty. Examples include but are not limited to:

• Writing or procuring an assignment for another student.
• Taking an exam for another student.
• Changing an academic record for another student.
• Supplying to another student or students with unauthorized copies of an exam, or exam questions or answers, or lying to students, faculty, or administration on behalf of another student.

Improper Use of Technology

Improper use of technology is the dishonest or deceptive use of any technological device such as a computer, smart-phone, or tablet to receive or attempt to receive, or aid another to receive credit for academic work, or any improvement in evaluation of academic performance. Examples include but are not limited to:

• Using a device such as a computer, smart-phone, smartwatch, or tablet to store or receive answers to assignments or tests.
• Having someone else log-in as the student to complete an online assignment or exam.
• Logging in as someone else to complete an online assignment or exam.

Abuse of Academic Materials

The abuse of academic materials is intentionally destroying, stealing, or making such materials inaccessible. Examples include but are not limited to:

• Hiding or removing library resources, so other students do not have access to them.
• Destroying files or other materials needed in academic work.
• Stealing notes, assignments, or exams from students or instructors.
• Infecting University computers with malware or viruses.

Multiple Submission

Multiple submission is the use of the same work in more than one course without prior permission from the instructor. Examples include but are not limited to:

• Submitting the same paper, assignment, or presentation, in whole or in part, to satisfy course requirements in more than one class.

Procedures for Alleged Academic Misconduct

An instructor or other professional staff member (i.e., a member of the Accessibility Resource Center with responsibility for proctoring exams) who suspects that or has evidence that, an act of academic misconduct has taken place is responsible for acting in accordance with the University Academic Integrity Policy. In addition, others, including students, who have reason to believe a violation has taken place, should notify the instructor or appropriate staff member verbally or in writing. The names of those supplying information other than the instructor or professional staff member will be held in confidence. For purposes of this policy, it is assumed that professional staff members will primarily, if not solely, encounter major violations of this policy (see definition below, i.e., in the form of cheating on proctored exams in one form or another). As such, professional staff members who encounter major violations or the ’s academic integrity policy are asked to notify both the instructor of record and the Registrar regarding these violations. Instructors who are likely to encounter a wider range of both minor and major infractions are asked to follow the steps outlined below.

• The instructor will discuss the allegation with the student and determine an appropriate sanction for the course, if deemed necessary.
• Depending on the severity of the violation (see “Potential Consequences of Academic Misconduct”), the instructor will send a completed incident report with any supporting documentation to the Registrar.

The incident report will be reviewed by the University committee on academic standing and academic integrity Chair. In the case of violations that are not considered to be severe (see Potential Consequences of Academic Misconduct), a letter of violation will be sent to the student, and they will be asked to meet with the Registrar. The student may either accept the action or may request a formal hearing before the University committee on academic standing and academic integrity committee.

In the event of a repeat violation or if the University Committee on Academic Standing and Academic Integrity Chair (UC-ASAI) suspects organized cheating or severe acts of academic dishonesty, the investigation will be pursued by the UC-ASAI. The Registrar will notify the students of the specific allegations of academic misconduct and when a formal hearing with the committee is scheduled. The UC-ASAI will determine which additional sanctions (if any) will be enforced (see Potential Consequences of Academic Misconduct). A student may appeal UC-ASAI ruling to the Provost and Vice President for Academic Affairs whose decision is final.

All incident reports of academic misconduct are kept on file in the Office of the Registrar.

Potential Consequences of Academic Misconduct

Alleged instances of academic misconduct that occur within a traditional academic environment (i.e., and not in a test proctoring situation) will result in a meeting between the instructor and the student during which the instructor will explain to the student how the observed behavior might represent a violation of the University’s Academic Integrity Policy. This initial meeting provides the student with an opportunity to provide an explanation. At this meeting, the instructor will also explain what behaviors were expected and appropriate for that assignment, and how the student’s behavior violated these expected behaviors. Potential consequences for academic misconduct are at the discretion of the instructor and will depend on the severity of the violation.

Consequences for a Minor Violation

These my include: having the student redo an assignment or giving the student a reduced grade for an assignment (potentially including “F” or zero). Examples of minor violations include but are not limited to:

• Paraphrasing another’s work without proper citation in parts of a written assignment.
• Allowing another student to significantly revise a paper or assignment (without authorization from the instructor).
• Fabricating an excuse to justify a delay in submission of an assignment.
• Receiving credit on a group assignment without contributing fairly.

In these cases, after hearing the student’s explanation, an instructor might decide that this violation does not warrant the submission of an incident report to the Office of the Registrar.

Consequences for a Major Violation

These may include: giving the student a grade of “F” or zero on the assignment or exam or giving the student a grade of “F” for the entire course. If the instructor determines that a major violation has occurred, the instructor will also submit an incident report, including any documentation and the action taken to the Office of the Registrar (see Procedures for Alleged Academic Misconduct). Examples of major violations include but are not limited to:

• Copying from another student’s test.
• Using a smart phone to receive answers to a test.
• Submitting another’s paper or assignment, in whole or in part, as if it were your own.
• Inventing results for a lab report.

Cases of severe or repeated violations will automatically be evaluated by the University committee on academic standing and academic integrity committee (see Procedures for Alleged Academic Misconduct) and may result in loss of academic honors, notice, suspension, or expulsion. A student’s grade can be changed, even after a course has been completed.

Examples of severe violations that would be considered by the University committee on academic standing and academic integrity include but are not limited to:

• Distributing stolen exams.
• Selling papers to other students.
• Downloading entire papers from the internet.