Jessica Smith's Archive

1.5 Student Complaint Policy

by   |  07.13.21  |  Uncategorized

Responsible Body: Responsible parties review and update the individual policies contained in the policy.

Date of Last Review:

The university has established formal policies and processes to handle written student complaints and appeals that compose the Student Complaint Policy, available at the Dean of Students site. Students may submit formal complaints related to student athlete financial aid, Title IX, Student Life, Alpha Services, grades, academic integrity, university employee violations of policy or law, academic policy or syllabus, or general complaints.

1.6 Intellectual Property Policy

by   |  07.13.21  |  Uncategorized

Responsible Body: Office of General Counsel

Date of Last Review: November 2003

The Intellectual Property Policy is available on the policy page of the Office of General Counsel.

1.4 Academic Integrity Policy

by   |  07.13.21  |  Uncategorized

Responsible Body: Provost’s Cabinet

Date of Last Review: April 6, 2016

Overview

Abilene Christian University exists to educate students for Christian service and leadership throughout the world. As a Christian academic community, we are each responsible to hold each other accountable for behaviors consistent with the nature of God, to respect the community and to respect ourselves.

Academic integrity is demonstrated by behavior that honors the learning environment — regardless of setting, context, location or modality.

Academic dishonesty, or failure to practice academic integrity, negatively affects the learning environment and other members of the ACU community.

Academic dishonesty includes — but is not limited to — plagiarism, collusion, cheating, fabrication, facilitating academic dishonesty, failure to contribute to a collaborative project, and sabotage.

Academic dishonesty detracts from a student’s personal learning, which will affect her or his academic grade, standing in a course or program, and/or standing in the university.

Academic dishonesty also has a chilling effect on the ACU community creating an air of suspicion in the learning environment.

Additional Resources

The explanation and examples in the Expanded Definitions and Advice can be helpful for educating the ACU community about academic integrity or in deciding appropriate consequences for a violation.

The Process for Addressing Violations guides the involvement of faculty and administrators when someone suspects a violation of the policy.

The listed Rights and Responsibilities guide the behavior of faculty, students, department chairs, deans, and Student Life representatives in creating and protecting a culture of academic integrity and in addressing violations of it.

Academic Integrity: Expanded Definitions & Advice

Academic Honesty

The faculty and students of Abilene Christian University seek to honor each other as well as ourselves because we are created in the image of God. Thus, we want to work together to use others’ work, ideas, and words — as well as our own work, ideas, and words — ethically and honestly.

Students who attend Abilene Christian University should expect to participate in community with each other and with faculty practicing integrity and honor. They should also seek to learn why academic honesty is important to practice. Understanding reasons for ethical communication practices not only equips them to create effective messages in academic coursework, but it also is a feature of Christian leadership, as they prepare to communicate and serve as godly resources in their work environments.

Students are expected to be thoughtful in their use of all campus resources, particularly library resources. Ethical behavior on campus would include not defacing any materials, including books and digital recording equipment; returning materials in a timely manner; and paying fines if resources are kept beyond the due date.

Practicing academic integrity as it relates to plagiarism, multiple submissions and honoring another’s communication is addressed below. Other demonstrations of academic integrity includes, but are not limited to, a student:

1. following academic policies in the syllabus and engaging in honorable behavior, thus avoiding:

    • passing information from an earlier class to a later class.
    • signing a roll sheet for someone who is not in attendance.
    • failing to complete and submit work and suggesting that the faculty member lost the assignment.

2. submitting one’s own work, whether in a research paper, test, or any other kind of assignment resulting in a written, oral, visual, or auditory product.

3. representing others’ work accurately when used in one’s own work and giving appropriate credit for the use of others’ written, spoken and visual work when used in one’s own work.

4. asking permission to reuse one’s own work in a different academic setting from the one in which it was created.

5. asking permission to use other’s (faculty’s or student’s) discourse, and if permission is granted, repurposing that communication respectfully and appropriately when making it public beyond the classroom in which the discourse was generated.

6. responding to others’ ideas and opinions respectfully, whether or not one agrees with them.

7. doing his or her portion of a required group project or activity.

8. refusing to participate in cheating, including but not limited to,

    • changing a graded paper and requesting that it be graded again.
    • concealing notes on one’s person, in one’s clothing, and on/in one’s property.
    • placing notes for other students in the classroom or at the testing site.
    • coughing and/or using visual or auditory signals in a test.
    • marking two adjacent answers and claiming to have had the correct answer
    • switching exams so that neighbors have identical test forms.
    • marking your test or answer sheet so that another may see your answer.
    • having a substitute take a test or complete an assignment and providing falsified identification for the substitute.
    • consulting assignment solutions posted on websites of previous course offerings.
    • fabricating data for lab assignments.
    • submitting a paper or computer program written by another person.
    • writing in blue books prior to an examination.
    • stealing an exam for someone in another section or for placement in a test file.
    • stealing another student’s graded test and affixing one’s own name on it.
    • acquiring answers for any assigned work or examination from any source not authorized by the instructor for the specific assignment, such as opening the book on a closed book test or using notes on a test when not authorized.
    • observing the work of other students during any examination or other assignments where inappropriate.
    • gaining access to the content of any examination prior to its being given.
    • receiving, giving, or using unauthorized aid on an examination.
    • informing any person(s) of the contents of any examination prior to its being given.
    • providing answers for any examination or assigned work when not specifically authorized to do so by the instructor(s).
    • offering to sell or buy unauthorized aids or information for an assignment or examination.
    • presenting falsified materials and facts, orally or in writing, including but not limited to the results of interviews, laboratory experiments, and field-based research.
    • presenting  falsified results of research or laboratory experiments, orally or in writing, without the research or experiment having been performed.
    • collusion with (an)other person(s) on an assignment for which the instructor has specified independent work.
    • using the work of (an)other person(s) in place of independent work.

9. refusing to participate in the misuse of technology, including but not limited to:

    • falsifying time and date of submission of an electronic document or other assignment.
    • taking another student’s computer assignment printout from a computer lab.
    • transferring a computer file from one person’s account to another.
    • transmitting posted answers for an exam to a student in a testing area
    • using an electronic device to store test information or to send or receive answers for a test.
    • destroying or removing university property to gain an academic advantage, such as library or lab materials.
    • falsifying a crisis to avoid an academic deadline.

10. refusing to be generally dishonest, including but not limited to:

    • misrepresenting and/or falsifying death, illness or other trauma of oneself or another person as an excuse for missing a deadline, exam or required event.
    • claiming credit for an attendance or service activity without attending or performing the activity.
    • altering, misrepresenting, or falsifying a transcript, course record or graded work to gain unearned academic credit.
    • agreeing to change or have changed academic records, including arranging for a grade or credit not earned.
    • offering or accepting a bribe related to academic work or records.

Consequences of Academic Dishonesty

Failure to demonstrate academic integrity may affect students individually and collectively by impeding the atmosphere ACU seeks to maintain. Specifically, academic dishonesty may have, but not be limited to, the following consequences:

  1. losing points on an assignment.
  2. failing an assignment.
  3. failing a course.
  4. having a record of improper conduct in the dean’s office which oversees the course in which the infraction was made and in the office of the Dean of Students.
  5. being placed on behavioral probation or suspension.

Should the student be permitted to remain in the class after being found in violation of the academic integrity policy, the instructor may also require the student to retake the exam or an alternate exam, resubmit the coursework, or complete an alternate assignment. Any such makeup work may be graded independently or averaged with the penalized grade for the original dishonest work. Failure to comply with such requirements constitutes a second violation.

Acting With Integrity

Plagiarism: Academic Integrity in Written Work

Technological advances that make downloading and modifying others’ work easy may tempt some students to reframe another’s work as the student author’s own—an act of academic dishonesty or plagiarism. Plagiarism includes, but is not limited to, the following:

  • Failing to give appropriate credit to sources used in a work in an attempt to present the work as one’s own.
  • Submitting for credit in whole or in part the work of others.
  • Submitting a paper(s) or project(s) obtained from any source, such as a research service or a club paper file, as one’s own.
  • Giving someone a paper to use as her or his own when that individual did not write the paper.

Other acts that would be regarded as plagiarism — dishonest use of text — would include, but not be limited to the following:

  • Falsifying information or misrepresenting data.
  • Accepting credit or a grade for a group-generated text that you did not adequately participate in creating.

Various factors have a part in students’ misunderstanding of appropriate documentation.

  • For some, an emphasis on writing for standardized testing has meant that much of their education prior to coming to ACU has been focused on writing without using sources; thus, as they write in college level classes, they may require additional teaching to address incomplete or incorrect documentation.
  • For some, technological advances make the location and use of others’ words and ideas so easy to access that the student may work too quickly and thus have incomplete documentation.
  • Finally, researched writing is affected by the impact of “remix” on music and visual art forms.  The act of re-mixing is one of adding a new element to the original element, often with the resulting product being considered, in popular culture, as a new creation. However, in an academic context, simply adding a new element to an existing “text” does not result in a new, original creation. Specifically, in writing, this kind of “remix” strategy often results in incomplete and incorrect paraphrase in which a student changes only a few words in a longer borrowed piece of text.

Additionally, students should not ask or permit formal or informal tutors or editors to provide more than tutoring or limited editing. For example, students should not ask another to complete or rewrite work assigned by the instructor for the individual student to complete or write. However, students may certainly seek appropriate levels of help within and outside the university.

Because many students fear or have anxiety about writing researched assignments, professors may want to clarify what is not plagiarism as students consider their options for seeking help, and as they write researched assignments. Students are encouraged to seek help early in the research and writing process, both from the professor and from The Writing Center.

Collaborative Writing and Plagiarism

Collaboration on writing projects entails cooperation between students to generate and polish an extended report that may or may not require research. In this writing circumstance, students are expected to participate equally in the writing process so that all deserve the final project grade. A student who accepts a grade or accepts credit for a completed group project without adequately participating in the group is guilty of academic misconduct and may receive a penalty awarded for plagiarism for submitting a paper as her or his own without participating in the authorship. The student may also be removed from the group by the professor which may lower the student’s course grade.

Students who are struggling to participate successfully on this kind of project should seek help from the professor.

Online Classes and Plagiarism

Writing in online classes, regardless of whether it is in a discussion board, an individually generated assignment, or a major assignment, should adhere to the principles of academic honesty. Students should expect to document any sources they use whether they are generated or presented by the instructor or from another source.

Consequences for Plagiarism

Academic misconduct may result in a zero on the assignment. In addition, the student may have additional consequences that could include, but not be limited to, receiving an F in the course. Finally, dean of the college in which the course was taught and the Dean of Students will be notified. Information on the process can be found below.

Plagiarism-Checking Software

Electronic plagiarism-checking programs such as Turnitin are tools that provide faculty and students a faster way to identify problems by checking originality of the submitted text. Plagiarism-checking software offers students an opportunity to check the accuracy of paraphrases. Upon finding identified passages, students can seek help from the professor or The Writing Center to more accurately paraphrase and cite the source.

Incorrect Documentation: A Teachable Moment

On occasion, a student may make mistakes in documentation and using others’ texts and ideas appropriately. In such cases, the professor may deem the appropriate course of action to be that of teaching rather than punishing.

The following may serve as examples of a student not fully understanding the principles of documentation.

  • The student’s text contains a reference to an author or a source that precedes paraphrased material. Such references might mention “a study,” “research,” “a source,” or “statistics.” It might include the complete or partial title of a resource or an author’s name. However, the documentation is incomplete or incorrect because the paraphrase is poorly written, and/or a parenthetical citation is omitted. The text would include some attempt at a bibliography and/or in-text citation.
  • The student’s text contains one or more in-text parenthetical citations referencing a title and/or author. However, this documentation is incomplete, as the student author does not indicate where the paraphrase begins, and/or the paraphrase is written poorly. The text contains other examples of documentation such as quotations placed in quotation marks and/or a bibliography.
  • The student’s text contains in-text references to a source to indicate when the paraphrase begins, as well as including parenthetical citations at the ends of some sentences. However, the documentation is incorrect because the student only changes a few minor words, resulting in an incomplete paraphrase. (This poorly executed paraphrase is what is most often described as “unintentional plagiarism.” While the student’s paraphrase is too close to the original text not to be penalized, the student clearly indicates an understanding of the need to document.) The text contains other examples of documentation such as quotations placed in quotation marks and/or a bibliography.
  • The student’s text contains words or sentences placed in quotation marks that are not properly incorporated into the student’s text and may lack an in-text parenthetical citation. However, the text contains some attempt at a bibliography.
  • The student’s text contains a “works cited,” “bibliography,” or “references” page listing sources. However, the text itself lacks correct in-text indication of paraphrased or quoted material, and the tone and style of the writing shifts in different sections of the paper to indicate that the student quoted without quotation marks or included a poorly written paraphrase.

In these examples, the student has clearly made some effort to cite sources used in the paper.

Consequences for Incorrect Documentation

The consequences of some errors in citations, paraphrasing, and documentation can be a poor grade, perhaps a failing grade on the assignment. Should time permit, the professor may allow the student to revise the incorrect passages for additional points added to the assignment. The student will be notified of the grade penalty. The student can expect the professor to suggest resources for help, including help from The Writing Center.

Additionally, a student who receives guidance for “incorrect documentation” should understand that the professor will send notification of the incident and the actions taken to the dean of the college in which the course is taken as well as the Dean of Students.

A student who commits a second overt violation of inadequate documentation after having submitted a text that a professor treated as an instance of “incorrect documentation” will likely receive the consequences of plagiarism. In such a case, the second violation may even be regarded as a second violation of plagiarism.

More Extensive Citation Problems

However, not all erroneous attempts at documentation merit being treated as “incorrect documentation.” Examples of documentation mistakes that would be regarded as plagiarism might include, but not be limited to:

  • A paper in which information is copied and pasted without any attempt within the text to document the information using quotation marks or references to research. The text may have a weak bibliography, such as pasted-in URLs.
  • A paper in which information is pasted in from secondary sources with an occasional reference to “research” but without adequate in-text citations or bibliographic material (or very weak bibliographic material).
  • A paper in which the student may appear to be using citations but is actually using a secondary source’s text and citations (in text and references). A student could do this using material from one author or several authors. In this case, the paper appears to have been fully researched and written by the student author who has actually only written a few sentences to frame or connect material from other authors.

In these examples, students should understand that they will more likely be regarded as having been academically negligent or dishonest rather than committing error from lack of knowledge, and they would receive the penalty for plagiarism rather than the consequences for incorrect documentation.

Multiple Submissions

Reusing Work

Just as faculty and students seek to honor others in our work by appropriately citing them and thoughtfully representing their words and ideas within our work, we also honor the spirit of God when we appropriately develop our own scholarship.

The practice of resubmission is referred to in scholarly circles as “duplicity,” “self-plagiarism,” “dovetailing,” “resubmission” or “multiple submissions.” In the natural sciences, the practice is referred to as “salami slicing;” in publishing, “shotgunning” or “double-dipping.” These terms describe the submission of one’s own work from previous research experience or a previous course to a current research experience or current course for credit. Additionally, the submission may be that of a project produced by a student in an academic context that is not course-related (e.g., the Undergraduate Research Festival) and submitted, either simultaneously or asynchronously for a course or another research context.

Although the term “duplicity,” sometimes used in lieu of “self-plagiarism,” is frequently seen in literature on plagiarism, because of the negative implications it communicates regarding student intent, we choose the term “multiple submission” to more accurately describe the practice of reusing a single project in two or more academic settings.

For convenience, all contexts in which a student may produce a project and to which a student may wish to submit a project are referred to below as a “course.”

While the practice of using multiple submissions for faculty involves issues of copyright in the re-issue of our published materials, the issues for students are different. Because the student is the owner of her or his text, student’s reuse of that text cannot accurately be described as a form of plagiarism. The ownership and licensing of student work is explained in the Intellectual Property Policy.

At ACU, we believe that reuse can, if executed properly, lead students to an enriched, developed project that mirrors what many of us do as we research more deeply into a single area of our disciplines. While we support the practice of multiple submissions, we recommend the following procedures be followed when a faculty member chooses to allow reuse.

Multiple Submissions in a Non-simultaneous Context

If the student wishes to submit a paper or project from a previous course to a course being taken in the current semester, or if a student who has been unsuccessful in a face-to-face or online course wishes to resubmit a major assignment when re-taking the course, the student should:

  • Seek permission of the current instructor.
  • Expect to enrich and expand the project to address the course prompt/assignment.
  • Expect to provide a copy of the original work with the new project.
  • Expect to cite the original work in the new work in a substantive note, a textual reference or a bibliographic entry per the instructor’s preference.

Multiple Submissions in a Simultaneous Context

It is possible that a student wishes to use the same project for two courses being taken simultaneously. In this case, the student should

  • Seek permission from both instructors by submitting written justification explaining the benefit of using the same project or body of research for two assignments.
  • Expect to modify each submission to meet the parameters of each course’s assignment upon receiving permission.

With permission, the student’s decision to submit her or his own work is not plagiarism. Even so, this decision still has consequences. For example, the student may be asked to write a reflection paper on the impact of the development of this research experience on his or her scholarship.

Multiple Submissions and Turnitin

The repeated submission will flag as plagiarized in Turnitin. A student should be prepared to provide the teacher with the original report from Turnitin if requested.

Multiple Submissions and Thesis or Dissertation

It is not unusual for a graduate student to incorporate one of her or his papers or section of a paper from a course into her or his graduate research project or thesis. Some graduate courses may specifically assign students to research and write about topics that they know will contribute to larger projects or theses. In some cases, a student may be inspired by research in a course and wish to expand that work into a larger research project or thesis. The impetus might even come from previous work in another program or another school. In these cases, the student should work closely with the director of the project or thesis to discuss whether or how the earlier work should be revised to meet the parameters of the current project and whether it would be appropriate to acknowledge in a note that a study or section thereof originated in an earlier paper written for a specific course.

Consequences For Not Following the Multiple Submissions Procedures

When a student does not contact the professor, yet chooses to re-submit work, a likely consequence is that the student’s paper will not adequately meet the requirements of the assignment prompt. Thus, the paper will not earn the grade that the student likely expects. Additionally, if the professor has a specific policy stated in the syllabus about a procedure for multiple submissions, the professor may also reserve the right to penalize the paper.

If the professor’s syllabus has a “no multiple submissions” policy, the professor reserves the right to treat the incident like a plagiarism incident and address the student’s behavior accordingly.

Honoring Others’ Communication

Oral Texts and Classroom Discourse

The spoken word should be handled as carefully and thoughtfully as the written word. Thus, to avoid inappropriate use of another’s speech, students should be mindful of these guidelines for the spoken text in an academic setting.

Faculty and students should consider the academic environment as a place where we ask questions, test ideas, and explore sensitive topics. Sometimes in a debate, a student or professor may take an unusual or extreme position in order to test a hypothesis. Neither faculty nor students should assume that any statement made in the course of a conversation is that person’s only and final thought on a topic. If a student is troubled by a position that someone takes in class, the student should approach that person and discuss her or his concerns.

The classroom, whether face-to-face or online, is a private context in which to consider and discuss ideas and issues. As a member of any class, students must respect the privacy of all other members of the class by not sharing any recording of class conversation without the express, written consent of all people who are seen or heard in the recording.

Students are not permitted to record or videotape a class or student comments in a class — whether delivered orally or in writing — by any means without prior, express authorization from the course instructor. Some reasons the instructor may permit a student to record or videotape a class session include but are not limited to:

  • for the personal use of the student,
  • for the benefit of another student who is unavoidably absent, and
  • as part of an accommodation for a student with a disability.

Permission given by an instructor to record or videotape a class is limited to permission to record for personal use only. It is never permissible to copy, file-share, sell, Web-serve, or otherwise distribute such recordings without the express, written consent of all participants in the recording/taping.

Visual and Auditory Texts

Visual and auditory texts (presentations, class discussions, podcasts, videos, artistic works, etc.) are to be accorded the same treatment that a written text would receive. Students should expect to create their own work. If another’s work is used in some way, it should be accurately cited.

Students should not expect to photograph, videotape, or otherwise replicate another student’s visual or auditory work without express permission of the author and the professor.

Collaboration

Students should expect to participate in learning and in the generation of work through collaboration as requested by their professors. Students should participate in an equal division of labor to receive the group grade and follow guidelines and expectations as if the project were individually generated.

Academic Integrity: Process for Addressing Violations

All alleged violations of academic integrity trigger a three-phase university response that is also available as an infographic.

  • The first phase — the investigation phase — involves determining whether an academic integrity violation occurred.
  • The second phase — deliberation and notification of consequences—outlines the determination of the consequences and processes for notifying the student(s) involved.
  • The third phase — reporting an academic integrity violation — outlines how the department will report the violation to the college dean and how the dean will report the violation to Student Life. This phase includes examination of the student’s record for evidence of previous violations of integrity and/or student conduct, and, if necessary, assessing consequences for any recurring problems.

The Dean of each college, the Dean of Students and the Vice President for Student Life may designate a person within her or his office to represent the respective office in the process.

Phase 1: Investigation of an Academic Integrity Violation

If faculty, staff or a student suspects a violation of integrity related to a specific class, she or he should contact the faculty member teaching that class as soon as possible, and the faculty member will be responsible for following up on the matter.

If the suspected violation occurred in written work, the faculty member will ask at least two colleagues to review the situation, in so far as is possible, without revealing the name(s) of the student(s) involved. If the suspected violation involved observation of cheating, the faculty member will describe or document the situation in writing and move to the student meeting described in Phase 2.

Phase 2: Deliberation and Notification of Consequences

There are three possible outcomes of deliberation:

  • If the colleagues respond unanimously that an integrity violation did not occur, the faculty member should visit with the student about the behavior or other evidence that led to the perception of academic dishonesty in order to educate the student about conduct and practices that clearly establish one’s integrity rather than creating suspicion. The matter is closed.
  • If the colleagues give a mixed response, some believing that an integrity violation occurred and others believing it did not occur, the faculty member will, in the presence of the department chair or a second faculty member, visit with the student(s) involved to gather additional information. When the case involves an online course, this visit may be conducted electronically, preferably as a video conference call, although an audio conference call will be acceptable when video is unavailable. The faculty members must, in a timely manner, conclude that the student did or did not violate the academic integrity policy.
  • If the colleagues respond unanimously that an integrity violation did occur, the faculty member will meet with the student in the presence of the department chair or a second faculty member. When the case involves an online course, such meeting may be by video (or if necessary, audio-only) conference call. If the student admits guilt or if the student denies guilt but the evidence indicates otherwise, then the faculty member will convey orally and in writing the consequence determined in accordance with university policy, departmental policy and/or the class syllabus.

Examples of consequences determined by the faculty member may include, but are not limited to, the following:

  • Lowering the grade on the assignment up to and including an F in the course for a first offense, based on policies included in the syllabus.
  • Requiring the student to retake the exam or an alternate exam, resubmit the coursework, or complete an alternate assignment should the student be permitted to remain in the class after being found in violation of the academic integrity policy. Any such makeup work may be graded independently or averaged with the penalized grade for the original dishonest work. Failure to comply with such requirements constitutes a second violation.
  • A second violation in a class will result in an F in the course and immediate referral to the Dean of Students.

Phase 3: Reporting an Academic Integrity Violation

If it is determined that a violation occurred, the faculty member is responsible for forwarding paperwork describing the incident and penalty simultaneously to the department chair and the Dean of the college. The record of each incident should include a written description of the incident, investigation, and outcome, as well as a copy of the written notification to the student. The Dean or designee will hold the paperwork until the conclusion of the student’s appeal window and then forward the paperwork to the Dean of Students.

If the student accepts the finding of a violation and its consequence, then the university response is concluded; otherwise an appeal is available. The student must send any appeal to the Dean of the college within five business days of receiving written notification of the violation and its consequence.

The Dean of each college should report academic integrity violations to the Dean of Students after the student’s opportunity for appeal is exhausted. It is important to note that while the department may consider the consequences to be final, faculty may not be aware of previous integrity violations in other departments.

Student-Athletes

If the student is a student-athlete, the college Dean should also send the record to the Director of Academics and SWA for Athletics at the same time the Dean notifies the Dean of Students. Athletics may have an internal process for the student-athlete that is separate and in addition to the process outlined in this document.

The Role of Student Life in Responding to Academic Integrity Violations

In many cases, Student Life may have a more holistic picture of the student’s conduct and behavior throughout the campus. Incidents of academic integrity violations in other departments, chapel integrity violations, disrespectful behavior towards others, and providing misleading information to other university authorities are typically located in the discipline file and document a pattern of behavior not otherwise expected from an ACU student. Once the college Dean has forwarded the academic integrity violation to Student Life, the Dean of Students or designee reserves the right to further investigate, deliberate, and sanction a student if it is determined the student has a documented pattern of misconduct.

Multiple Violations of Academic Integrity

Once the written findings are forwarded to the Dean of Students, he/she or designee will review the records of each student found in violation of the academic integrity policy and determine if previous integrity violations or related student conduct violations have occurred. As is the case with all university disciplinary responses, a student’s entire disciplinary record will be considered when making decisions regarding appropriate sanctions.

The Dean of Students or designee will determine whether additional consequences are appropriate. The Dean of Students may choose to consult with the Dean of the student’s college. The Dean of Students should convey the disciplinary action in writing and may choose to meet with the student to convey orally as well.

Disciplinary actions sanctioned by Student Life may include, but are not limited to: a formal warning, conduct probation, suspension or dismissal. Refer to the Student Conduct section of the Student Handbook for a full description of each sanction.

Disciplinary Records

Any sanction given to a student may be documented in the student’s discipline file in the Office of Student Life. It is recommended that each Dean of the college, department chair and/or faculty members maintain copies of the records as well. Matters involving testing organizations or local, state, or national legal issues may be reported to the appropriate authorities.

According to the Student Handbook, “The Dean of Students retains responsibility for the maintenance, storage and release of student records related to disciplinary proceedings in keeping with FERPA. In most cases, student disciplinary records may be kept for a period of five years upon separation from the university, at which time minimal statistics may be retained and the full document may be destroyed.” For a full description of FERPA policy, refer to the university catalog.

The Appeal Process

ACU gives each student the right to a single appeal. Imposition of disciplinary responses will be deferred pending the review of the appeal. A student may appeal the finding of guilt or faculty member’s consequence for a class-related incident to the Dean of the college by filing a written appeal within five business days of receiving the written disciplinary action from the faculty member. Appeals will not be accepted after this deadline.

Appeal forms are available on the Provost’s website. The student should submit the form and any additional statements or documentation the student believes are relevant to the appeal. The faculty member and department chair will be notified of the appeal and will have three days from notification by the dean’s office to prepare statements to be included in the student’s record.

Within five business days of receiving the appeal, the Dean of the college will review the appeal notice and may decide to meet with the student to further discuss his or her grounds for appeal.  The student may not have a representative present for the meeting with the Dean; however, he or she may bring a companion who is neither a witness nor representative. Prior to this meeting and in order to reach a decision, the Dean of the college will, in consultation with the involved faculty member, review the appeal and support materials (for example, plagiarized sources, tests from which answers were copied, etc.).

The Dean of the college may also confer with the student in the process of coming to a final decision. The Dean of the college will consider the appeal and uphold, reverse or otherwise modify the previous decision. The decision of the Dean of the college may not be appealed. The Dean of the college will convey in writing the final decision to the student, faculty member, and department chair. In an appeal, the student’s appeal form and documentation, faculty member’s response, and written decision of the Dean are added to the record for the case. The college Dean will send all documentation to the Dean of Students at the conclusion of an appeal.

Appealing a Student Life Decision

Should the Dean of Students impose an additional consequence as the result of academic integrity violations, the student has the right to appeal the additional consequence to the Vice President for Student Life (VPSL). A written appeal within five business days of receiving the written disciplinary action from the Dean of Students or designee is required. Appeals will not be accepted after this deadline.

Within five business days after receiving the appeal, the VPSL will review the appeal notice and may decide to meet with the student (electronically, if a face-to-face meeting is impractical) to further discuss his or her grounds for appeal. The student may not have a representative present for the meeting with the VPSL; however, he or she may bring a companion who is neither a witness nor representative. Prior to this meeting and in order to reach a decision, the VPSL will, in consultation with the involved faculty member, college Dean and/or the Dean of Students, review the appeal, the student’s discipline file, and support materials (for example, plagiarized sources, tests from which answers were copied, etc.). The VPSL may also confer with the student in the process of coming to a final decision.

The VPSL will consider the appeal and uphold, reverse or otherwise modify the decision of the Dean of Students. The appeal decision of the VPSL may not be appealed. The VPSL will convey in writing the final decision to the student, the faculty member involved, and the Dean of Students.

Academic Integrity: Rights and Responsibilities

Faculty

While teaching at Abilene Christian University, faculty members should expect to:

  • Actively educate toward and encourage academic honesty and integrity.
  • Consciously avoid conditions that encourage or excuse academic dishonesty and fraud.
  • Have the right to require that a student present his or her ACU-issued photo ID in order to accept an examination or other item for evaluation.
  • Determine whether the act is a violation of academic integrity or failure to understand the standards for academic integrity.
  • Report and pursue all alleged violations of academic integrity.
  • Avoid providing unfair advantage to a student. If it is determined that an instructor provided unfair advantage to a student by failing to report a violation of the academic integrity policy, this act may be reported to the Dean of the instructor’s college.

Students

While enrolled at Abilene Christian University, the student should expect to:

  • Have rights to an academic integrity hearing conducted at the appropriate level.
  • Meet with the faculty member or other university official responsible for investigating and making decisions with regard to violations of academic integrity.
  • Admit guilt and seek reparation.
  • Have reasonable access to the information in the case file.
  • Review evidence.
  • Present counter evidence and/or witnesses on student’s own behalf.
  • Have a non-representative and non-witnessing observer present during all meetings. A student may not be represented by an attorney at a departmental, college, or university academic integrity meeting.
  • Continue attending and participating in the affected classes until all academic integrity appeals have been exhausted.

University

A department may choose to adopt specific departmental academic integrity response policies in consultation with the Dean of the college in addition to university policy. Appeals that relate to elements of the departmental policy follow the same procedure as the process defined to support the university policy.

The department chair should expect to:

  • Ensure that all faculty, including new and adjunct faculty, are aware of departmental, college and university policies.
  • Ensure that statements of appropriate policies are included in course syllabi.
  • Consult with faculty who suspect a violation of academic integrity.

The Dean of the college should expect to:

  • Promote a culture of academic integrity.
  • Work with department chairs to ensure that all are prepared to consistently direct the application of academic integrity policies with their faculty and students.
  • Ensure that records related to academic integrity violations are complete and provide them in a timely manner to the Dean of Student Life.
  • Evaluate student appeals of the finding or consequence of an academic integrity violation in a thorough and unbiased way.

A representative from the Office of Student Life should expect to:

  • Determine whether an incident should be processed through an academic department or through the Office of Student Life if the alleged violation occurred outside of a course context.
  • Further investigate, deliberate and sanction a student if the student has a documented history of integrity violations and/or a pattern of misconduct.
  • Consult with appropriate faculty and staff as needed.
  • Ensure each student’s discipline file is accurate, secure and up-to-date.

1.3 Significant Disruption Policy

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Responsible Body: Provost’s Cabinet

Date of Last Review: May 13, 2020

 

A significant disruption may affect the university’s ability to conduct its courses and academic procedures in usual and customary ways. A significant disruption might include but is not limited to events such as a natural disaster, pandemic illness, or campus emergency that would impede normal operations for more than one week. 

When the university president in consultation with the Board of Trustees declares a significant disruption for any or all campuses, the Academic Response Team may authorize alterations to a set of procedures and policies for the term of the significant disruption. The ART will include the provost, vice provost, academic deans, Faculty Senate chair or branch campus faculty representative at each affected campus, and chairs of the terminal academic councils at each affected campus. If the vice provost, any deans, Faculty Senate chair, or academic council chairs are unavailable to serve, the provost or designee will appoint replacements.

The principles that guide the decisions of the ART and actions of the faculty during a significant disruption are maintenance of academic standards and fairness to students. The ART may make decisions related to academic continuity, the academic calendar, and emergency grades.

Academic Continuity

The ART will establish a plan to continue courses if possible and will take into account the point in the semester at which the disruption occurred, the availability of resources, and the effects on students and faculty. The plan will address alternate locations, times, or modality. It will also make recommendations about any reductions in assignments necessary to complete the term and availability of faculty to students for office hours. The university will provide reasonable notice of the approved alterations to students and faculty before implementation.

Course instructors who are able to continue working should strive to maintain rigorous academic standards balanced with compassion for students. Faculty maintain their freedom and responsibility in the conduct of their courses and purview over evaluation of student performance. They should make every effort to follow best practices recommended by the ART and the Adams Center for Teaching and Learning. 

Instructors of record are designated in the university’s student information system and are responsible to teach and issue final grades. If an instructor of record will be unavailable to continue in a course during a significant disruption, the department chair or program director or designee may appoint a replacement instructor of record to complete the course responsibilities. 

Academic Calendar

The ART will aim for the term to continue on its normal calendar. A significant disruption in the final quarter of the term will prompt more limited modifications to standard procedure than will occur for earlier interruptions. The team may extend the academic term when a pause is necessary to allow for better conditions later. The university’s credit hour policy will inform decisions about the academic calendar.

Emergency Grading

When faculty and students face reduced time, engagement, assignments, or exams, emergency grades may be appropriate based on an academic experience altered more than was expected. The declaration by the university of a significant disruption and explicit authorization by the ART are the only conditions under which emergency grades are available. 

Unless instructed otherwise by ART, faculty will report letter grades as usual. The ART will determine whether emergency grading should be temporary or permanent, and mandatory or optional. Temporary emergency grades would be replaced by regular grades on a timeline chosen by ART; permanent emergency grades would stand on student transcripts.

Three emergency grades are available:

PE Satisfactory performance during a significant disruption. When authorized, PE represents a grade of C or better for undergraduate courses and a grade of B or better for graduate courses. A grade of PE carries course credit and is not counted toward the GPA.

NE Unsatisfactory performance during a significant disruption. When authorized, NE represents a grade of D or lower for undergraduate courses and a grade of C or lower for graduate courses. A grade of NE does not carry course credit, must include the last date of course participation, and is not counted toward the GPA.

IE Incomplete due to a significant disruption. When authorized, IE indicates that a student has not completed all course requirements. The ART will set a deadline no sooner than the end of the next long term for students to complete requirements to be eligible for a grade reflecting completion. Upon completion of the work, the student will receive a letter grade or PE/NE, based on the grading type authorized for the term. Students who do not complete requirements by the deadline will retain an IE. A grade of IE does not carry course credit, does not need to be resolved prior to graduation, and is not counted toward the GPA. 

A grade of PE will satisfy all university and major requirements and all future course prerequisites at the institution. Grades of NE and IE will not satisfy requirements or prerequisites. A course where a student received an emergency grade does not count toward any course repeat limits. The use of mandatory emergency grades or students’ individual selection of optional emergency grades supersede any elections students had previously made for P/F or CR/NC grading, and these attempts will not count against the limits on CR/NC grading.

Generally, making letter grades the default and allowing students to select PE/NE grading is preferable because it provides options for several groups of students: those working toward licensure, those planning to attend graduate or professional school, those working to improve their gpa or academic standing, undergraduate students who want an option to keep course credit for an earned D, or graduate students who want an option to keep course credit for an earned C.

If the ART determines that a disruption is severe or prolonged enough, it may authorize the registrar to enter the emergency grade of IE for all course attempts for the term. The academic continuity plan will address whether or how instructors of record will replace these grades.

Scope of Authority

Each significant disruption is a unique event creating a cascade of needs, which may not all be addressed by this policy. The university should follow its procedure for addressing exceptions to academic policies not included here, which may include engagement of the Provost’s Cabinet for academic policies, faculty Enrollment Committee for admissions decisions, and academic councils for decisions related to general requirements for graduation or policies governing academic probation and suspension. The president may declare a significant disruption for the university’s campuses individually or the institution as a whole. The composition of the ART is designed to represent each affected campus, and its decisions apply to each affected campus. 

1.2 Credit Hour Policy

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Responsible Body: Provost’s Cabinet

Date of Last Review: April 15, 2020

 

The credit hour is the basic unit of measuring the work represented by academic engagement.

According to the federal definition (34 CFR 600.2), “a credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally established equivalency that reasonably approximates not less than – 

(1) One hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work each week for approximately fifteen weeks for one semester or trimester hour of credit, or ten to twelve weeks for one quarter hour of credit, or the equivalent amount of work over a different amount of time; or

(2) At least an equivalent amount of work as required in paragraph (1) of this definition for other academic activities as established by the institution including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.”

One credit hour at ACU is equivalent to 50 minutes of direct instruction per week and a minimum of 2 additional hours of work by the student for a period of 15 weeks, or an equivalent amount of cumulative work over a different time period. 

Faculty recommend the number of credit hours when proposing a new course. This ensures that the university definition is applied using professional judgment by those with the content knowledge and teaching experience to reasonably approximate an equivalent amount of work. 

This definition applies regardless of course modality because faculty can evaluate an equivalent amount of work. ACU has four instructional methods: 

  1. Online – A course that uses web-based tools and in which 86-100% of the instruction and interaction between the instructor and a student is done online.
  2. Distance Learning – A synchronous course in which student(s) are not co-located with the instructor(s). Student(s) and instructor(s) who are not co-located primarily have mediated interaction during the instruction portion of the course. This course may be offered at the same time as a face-to-face section of the course. This course will have online elements.
  3. Hybrid – A course that displaces between 15-85% of face-to-face class time with instruction and interaction using online tools, so that at least 15% of the course is delivered when the student(s) and instructor(s) are co-located.
  4. Face-to-face – A course in which the student(s) and the instructor(s) are co-located 86-100% of the instruction and interaction time. Face-to-face courses may have online elements.

Courses with designated schedule types traditional lab, traditional lecture/lab, experiential learning, seminar, or studio may contain academic activities such as internships, field experience, practica, research, clinical placements, workshops, and laboratory or studio work. Consistent with the federal and institutional definitions, credit will be assigned for these experiences based on an equivalent amount of work. However, these courses may require more time than the minimum stated in the credit hour definition. Lab and studio courses typically require 2-4 hours of student engagement per credit hour awarded.

All credit-bearing activities require a syllabus, which must include the number of credit hours, meeting times, student learning outcomes, assignments to assess performance on the outcomes, and a course calendar.

1.1 Definition of Academic Policies

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Responsible Body: Provost’s Cabinet

Date of Last Review:  April 15, 2020

 

Faculty own the curriculum and set out requirements to earn credentials from the university; they govern this through the curriculum approval process. 

Academic policies ensure the integrity of the curriculum approved by the faculty, and they allow students to understand their responsibilities. They ensure that students in programs throughout the institution have equivalent opportunities, offer ways for students to meet university requirements, and provide processes for faculty to carry out academic functions. Students are responsible for familiarizing themselves with applicable policies.

Academic policies govern areas such as academic integrity, definitions of terms and classifications, course enrollment and load, grading, academic standing, attendance, scheduling, and transfer guidelines. Academic policies are published in the catalog or Faculty Policies and Procedures.

The provost recommends changes to academic policy, and the Provost’s Cabinet is the body that can approve changes. Any changes go into effect after they are published.

2.3 Special Provisions Relating to Other Divisions

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Responsible Body:  Office of the Provost

Date of Last Review:  June 25, 2021

Senior Leadership Team (SLT)

The Senior Leadership Team works with the president to guide the university’s operation.

Marketing and Strategic Communications

The Division of Marketing and Strategic Communications assists in preparation of marketing plans for programs or departments/schools.  This office creates ACU’s primary marketing messages to help strengthen the university’s image and brand.  Faculty members wishing to produce marketing materials must coordinate the production through MSC.

Marketing and Strategic Communications is also the designated liaison with all news media.  Guest speakers, special events, new programs, and recognition of employees and students often warrant public attention that can be achieved by media.  The office regularly communicates with the media, and that established relationship helps ACU receive maximum coverage.  Faculty members should send information about academic activities to the office so the staff can promote stories through the local and campus media. Faculty members should notify the office if contacted by media representatives. For media contact and preparation of news releases, faculty members should provide notice to the office well in advance of the events.

All publications and printed material designated for off-campus distribution (including usage/application of official ACU logos and artwork) must be processed through Marketing and Strategic Communications.  This office provides photographic services and orders all university signage. University standards and procedures have been developed to help ensure a consistent, high quality presentation of ACU to its various audiences.

Fundraising

All fundraising activities for the university are to be coordinated through the Advancement Office.  All fundraising projects must be developed, coordinated, and approved through the department/school chair, the dean of the college, the provost, and the vice president for advancement.

2.2 Academic Administrative Groups

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Responsible Body:  Office of the Provost

Date of Last Review:  June 25, 2021

Provost’s Advisory Workgroup

This advisory workgroup meets three times per month with the Provost. This advisory workgroup comprises the vice provost; the deans of the colleges of Arts and Sciences, Biblical Studies, Business Administration, Education and Human Services, Graduate and Professional Studies, and Honors; and the deans of the School of Nursing and Library Services and Educational Technology. This group functions as an informal workgroup to address issues of concern to the provost, to the colleges, and to the Academic Division as a whole. 

Provost’s Cabinet

The Provost’s Cabinet includes the vice provost, associate vice president of academics-ACU Dallas, associate provost of curriculum and assessment, associate provost for institutional effectiveness, and assistant provost for residential graduate programs; the deans of the colleges of Arts and Sciences, Biblical Studies, Business Administration, Education and Human Services, Graduate and Professional Studies, and Honors; the deans of the School of Nursing and Library Services and Educational Technology; vice president for church relations, registrar, executive director of Study Abroad, executive director of the Adams Center, executive director of University Access Programs and Student Success Programs, director of experiential learning, Faculty Senate chair, and academic operations manager. The Cabinet normally meets at least once a month.  The Cabinet addresses matters of academic policy and assists in planning and budgeting for the Academic Division.  

Academic Managers

The Vice Provost chairs the monthly meeting of managers (directors, assistant and associate deans, and others) of educational programs and support services.  Issues include management concerns such as integrating support services with educational programs, the exchange of ideas that will lead to improvements, policy review and revision, and problem solving.  Recommendations of this group go to the Provost’s Cabinet.

Frontline Professionals Group

The executive assistant to the provost chairs the monthly meeting of the Frontline professionals, composed of support staff members who are front-line professionals in units within the Academic Division reporting to the Office of the Provost. Other persons with budgeting responsibilities may also be included. The purpose of the group is to discuss issues relevant to academics, to enhance communication and teamwork, and to provide training in areas pertinent to the work of support staff.