Faculty Handbook 2013-2014

VI. Academic Affairs Policies (Committee on Academic Affairs)

Policy on Academic Integrity
Procedures for Faculty to Report Disruptive Classroom Behavior by Students
Class Rolls/Class Size
Grading System
Credit Hour Policy
Assignment of Grades/Re-Examinations for Seniors
Incompletes
Schedule Changes
Adding or Dropping Courses
Withdrawal from a Course
Withdrawal from the University
Student Attendance Policy
Administrative Withdrawal from a Course
Referral of Students for Counseling
Academic Renewal
Final Examination Schedule
Credit by Examination
Textbooks
Instructional Materials
Policies and Procedures of the Academic Affairs Committee
Distance Education Policy
GeorgiaVIEW LMS Technical Support Policy
Adoption of a New Course or a New Program
Substantive Change Policy
Records Retention Policy

VI. Academic Affairs Policies (Committee on Academic Affairs)

Policy on Academic Integrity

Introduction

Academic Integrity is a commitment, even in the face of adversity, to five fundamental values: honesty, trust, fairness, respect, and responsibility. From these values flow principles of behavior that enable academic communities to translate ideals into action. International Center for Academic Integrity1

GSW’s Policy on Academic Integrity sets forth principles of behavior intended to enable its community members to act according to these fundamental values, thereby fostering a community of excellence in teaching and learning. This policy defines academic integrity, assigns responsibility of community members for upholding these principles, defines academic dishonesty, and delineates the procedure for handling violations of the community standard.

Principles of Academic Integrity

  1. Accurate Attribution of Ideas: While the free exchange of ideas does not demand that every idea a person expresses be her or his own original thought, it does demand that a person accurately represent the origin of the thoughts she or he expresses. The forms of attribution vary depending upon the formality of the setting in which ideas are exchanged. In conversation, attribution might be as simple referring to where you heard an idea while in a class presentation or a written assignment, a specific style of attribution or documentation will be required. The specific format for such is usually defined by the academic discipline.
  2. Collaboration on Assignments: Collaboration is a fundamental component of community building and a valued ability in the work force, as well as one of the most important practices of a democratic society, but it depends on community members exercising the values of fairness, respect, and responsibility. Respectfully listening to the perspectives of others, and shouldering the responsibility for contributing equitably to the success of the group demonstrate academic integrity. In the academic setting, collaboration has been shown to improve students’ learning, but it must be balanced with the need to assess a student’s individual mastery of a topic. Thus, faculty may actively discourage collaboration for some types of assignments, such as homework or papers, while encouraging it in others circumstances, like group projects or presentations.
  3. Collection of Data: The academic community is a culture of evidence in which decisions are made and opinions evaluated largely on the basis of the factual or logical support. Therefore, whenever a community member presents data he or she has collected firsthand through observing, interviewing, surveying, or experimenting, he or she must be careful to describe clearly how the data were collected to verify that the results are presented accurately and to maintain all confidentiality agreements with participants.
  4. Quizzes, Tests, and Examinations: The academic community often calls upon its members to demonstrate what they know, or what they can do individually, often under the pressure of time constraints, which can put a student’s honesty, trust, fairness, respect, and responsibility to the test. Academic integrity requires that a student abide by the rules established by the faculty member for assessing individual learning.

Responsibility of Community Partners for Upholding the Values of Academic Integrity

Responsibility of the Faculty Member:

Students do not always come to the GSW community knowing the principles of academic integrity and therefore teaching students to exercise these principles is the duty of the faculty. Given that the parameters of academic integrity are defined by the goal of an assignment or activity, the type of assessment being used, and the standards of the particular discipline, faculty members should be explicit about their expectations of students. To that end, faculty members should state in their syllabi the expectations for 1) attribution of ideas, 2) collaboration on assignments, 3) collection of data, and 4) quizzes, tests and examinations.

Responsibility of the Student

As partners in their own learning, students are responsible for making themselves aware of how the principles of academic integrity apply in each academic setting they enter. While the faculty member is responsible for setting expectations, it is the student’s responsibility to seek guidance from the faculty member, especially when unsure of how to apply the principles in a particular situation. When in doubt, seek guidance from the instructor.

Academic Dishonesty

Violations of academic integrity will be subject to sanction by the academic community. The examples given below are intended to clarify the standards by which academic dishonesty may be judged.

Plagiarism

Plagiarism includes, but is not limited to, asking someone to write part or all of an assignment, copying someone else's work (published or unpublished), inadequately documenting research, downloading material from electronic sources without appropriate documentation, or representing others' works or ideas as one’s own.

Cheating on Examinations

Cheating on an exam includes, but is not limited to, giving or receiving unauthorized help before, during, or after an in-class or out-of-class exam. Examples of unauthorized help include using unauthorized notes in either hard copy or electronic form, viewing another student's exam, taking pictures of exams with cell phones or other electronic devices, allowing another student to view one's exam, and discussing an exam or sharing information on an exam’s content with other students after the exam has occurred in one section but not in another.

Unauthorized Collaboration

Unauthorized collaboration includes giving or receiving unauthorized help for work that is required to be the effort of a single student, such as the receiving or giving of unauthorized assistance in the preparation of a laboratory or writing assignment, on-line exams, etc.

Falsification

Falsification includes, but is not limited to the fabrication of citations or sources, of experimental or survey results, and of computer or other data.

Multiple Submissions

A student may not submit substantial portions of the same work for credit more than once without the explicit consent of the faculty to whom the work is submitted for additional credit. If a work product is to be substantially revised or updated, the student must contact the faculty member in advance to discuss necessary revisions. In cases where multiple submissions are approved, faculty members will require copies of the original documents for comparison.

Process for Resolving Academic Dishonesty Issues

Instances of academic dishonesty are a serious violation of community standards for academic integrity and may result in suspension or expulsion from GSW. While faculty members have the primary responsibility for establishing the parameters of academic integrity in the academic situations they supervise, it is the responsibility of all members of the GSW academic community to report suspected instances of academic dishonesty. Therefore, any member of the GSW academic community can lodge an academic dishonesty complaint with GSW’s Student Conduct Officer.

Any member of the academic community who has evidence of academic dishonesty should report his or her suspicion and evidence to the faculty member of the student(s) believed to be in violation of the policy. The faculty member is then responsible for responding, and if she or he has adequate evidence, may file an Academic Dishonesty Violation Report with the Student Conduct Officer.

Faculty Reporting

If an instructor discovers a case of academic dishonesty, he or she may impose whatever penalty is deemed appropriate by the faculty member, given the standards and expectations shared with students in that course (including but not limited to rewriting assignments, failure on the assignment, or failure in the course). The faculty member has the final word for how the incident will be handled in his or her own classroom.

All incidents of academic dishonesty will be reported to the Student Conduct Officer using the Academic Integrity Violation Report Form which asks for a description of the incident, a copy of the faculty member’s written policy on academic dishonesty, the penalty imposed by the faculty member, and the student’s signature indicating the faculty member met with the student about the incident and explained the consequences.

The Student Conduct Officer will keep on file all Academic Integrity Violation Report forms. When a new report is received, the Student Conduct Officer will review the record to determine if the student has any other academic integrity violations on file. A first offense will be filed, but no action will be taken by the University unless the student chooses to dispute the charge, at which time the Student Conduct Officer will call for a hearing of the Faculty-Student Conduct Board. If the student has two or more violations on file, the Student Conduct Officer will automatically call for a hearing of the Faculty-Student Conduct Board, and the faculty member may be asked to submit further documentation of the violation.

The Faculty-Student Conduct Board will hold a hearing to determine if the student should be found in violation of the academic integrity policy and recommend a course of action to the Vice President for Academic Affairs. Only in cases where a student is exonerated of accusations of academic dishonesty can a grade be appealed through the grade appeal process. If the Faculty-Student Conduct Board determines the student to be in violation of the academic integrity policy, the Student Conduct Officer will then share with the Board any additional information concerning the number and types of prior violations, which the Board may consider when making sanction recommendations. The Faculty-Student Conduct Board will provide in writing its decision on the case and sanction recommendations to the Vice President for Academic Affairs. Sanctions may range from educational, such as assignments which require the student to research the topic of academic integrity or speaking to the UNIV 1000 classes about academic integrity, to more serious including probation, suspension, or expulsion.

The Vice President for Academic Affairs will notify the student and faculty member of the outcome of the case and of any University sanctions imposed. If sanctions include suspension or expulsion, the student’s Department Chair and/or Dean will also be notified. A student may not withdraw from the course in which an accusation has been made during the student conduct process. Students accused of academic dishonesty are entitled to the due process rights outlined in the Student Conduct Process of GSW.

1International Center for Academic Integrity. The Fundamental Values of Academic Integrity. Des Plaines, IL: Office of College Relations at Oakton Community College, 1999. 4. International Center for Academic Integrity. Web. 3 October 2012.

1Procedures for Faculty to Report Disruptive Classroom Behavior by Students

  1. When a student displays disruptive, disrespectful, or troublesome behavior in a classroom, the faculty member should document that behavior in an email format to the Assistant Dean of Students, the Director of Public Safety, and the chair of his/her department. The faculty should encourage anyone who witnessed the incident to go to either the Office of the Assistant Dean of Students or the Office of Public Safety to submit a statement as soon as possible following the incident.
  2. The Assistant Dean of Students will create a file on that student. In addition, the Assistant Dean of Students will collaborate with the Director of Public Safety to determine which office will collect a statement from the student (and others/witnesses, if needed) regarding the incident.
  3. The Assistant Dean of Students will make a determination at that time whether or not an immediate judicial action should take place, whether or not an informal meeting with the student should occur, or whether or not a report of the incident should remain in the student’s file in order to determine whether or not there is a pattern of behavior problems.
  4. The Assistant Dean of Students will email the student’s professors to determine whether or not there has been other inappropriate behavior.
  5. The Crisis Management Team will be notified of the reported incident and will become involved in reviewing, evaluating, and making recommendations on the student’s behavior to all involved parties.
  6. The Vice President of Academic Affairs will be notified about all reports and actions involving behavior in the classroom. The student’s professors/faculty, affected by her/his behavior, will be informed of actions taken and decisions reached.

1 Approved by General Faculty on 04/30/2010

Class Rolls/Class Size

Class Rolls

It is the responsibility of the faculty member to report inconsistencies in class rolls. If a student whose name is on the class roll does not appear by the second day of class and if an official drop notification has not been received, it should be reported to the Registrar's Office. Students whose names do not appear on the class roll should be sent immediately to the Registrar's Office to ascertain the reason for the omission. Official absences, beginning with the first class day following the add/drop period, should be recorded for any student who has added a course during late registration but has not attended class or contacted the instructor prior to the end of the add/drop period.

All instructors are responsible for taking roll during the first week of classes. (See Section K Administrative Withdrawal from a Course for Excessive Absences.)

Verification of attendance is processed in RAIN using the midterm grade form. Students not on the midterm grade list should be immediately reported to the Registrar's Office. Information should be entered by 11:00 p.m. of the third business day after the end of the first full week of class.

Class Size

Academic deans and department chairs, in conjunction with their faculties, determine realistic class sizes, based on the nature of each course and the size of the facility.

Grading System

Academic achievement for undergraduates is reported in letter grades and quali­ty points as follows:

GradeAchievementQuality Points
ASuperior 4
BAbove Average3
CAverage2
DPoor1
FFailing0
PPass0
SSatisfactory Performance0
UUnsatisfactory Performance0
VAudit0
IIncomplete0
WWithdrawn0
WFWithdrawn Failing0
NRNo Grade Reported by Instructor0

Consult the Georgia Southwestern State University Bulletin for the grading systems utilized in graduate programs.

1GSW Credit Hour Policy

Georgia Southwestern normally grants one semester credit hour for 50 minutes of instruction per week for 15 weeks; therefore, a typical three credit hour lecture class meets for 150 minutes per week. In addition, it is expected that the typical student will need to prepare for approximately 100 minutes per week outside class for every semester credit hour; therefore, a typical three credit hour lecture class will require approximately 300 minutes preparation per week.

Exceptions to this contact time expectation are made for classes in which the faculty has judged that more contact time is required to meet the learning outcomes of the class. For example, in task-oriented classes, such as studio classes, laboratories, clinical classes, classes with required field experience, and internships the contact time may be closer to the combination of contact and preparation time expected for a lecture class.

Similarly, in distance education classes, each credit hour represents approximately 150 minutes of activity per week; therefore, a typical three credit hour distance education class will require approximately 450 minutes of activity per week.

The hour designation is X-Y-Z, found at the end of the course’s description in the GSW Bulletin. X is the lecture contact time per week; Y is the lab or studio contact per week; Z is the credit hours. A typical three semester hour lecture class will appear as 3-0-3, while a typical science lab will be 0-3-1, and a typical physical education activity course will appear as 0-2-1.

1Approved April 4, 2012 by Deans/Directors Council
Approved April 20, 2012 by the Committee on Academic Affairs
Approved April 25, 2012 by the Faculty Senate
Approved by April 27, 2012 by General Faculty

Assignment of Grades/Re-Examinations for Seniors

Assignment of Grades

It is the responsibility of each faculty member to determine the requirements for each grade in each of his or her courses. It is also the responsibility of the faculty member to inform the students enrolled in a course of the expectations and require¬ments which must be met in order to earn each grade. The students must be informed in writing of the requirements as specified in the section of this handbook entitled, "Information Provided by Faculty Member for Students (III, D.)." It is the responsibility of faculty to submit midterm and final grades for all courses by the published deadline.

Changing the permanent record of a student is a serious matter; consequently, a faculty member should be especially careful in determining a grade for a student and should request a change of grade only when it is clearly justified. If a change is justi¬fied, it must be requested on a "Change of Grade" form with clear justification given; and it must be approved by the department chair and the dean of the school.¬

The following statement governs the matter of an administrator changing the final grade (A, B, C, D, F, S, U, WF, or P) assigned by an instructor:

  1. The award of final grades to students for academic work represents an essential element of academic freedom. When an academic administrator is asked to review or change a grade which represents the substance of a genuinely academ¬ic decision, the administrator must give great deference and weight to the pro¬fessional judgment of the faculty member awarding the grade.
  2. A faculty member must have the widest range of discretion in making judg¬ments regarding the academic performance of a student and in determining the student's entitlement to a final grade for academic work.
  3. An academic administrator may not override or change a grade unless it is a substantial departure from accepted academic standards and practices. Any changes of grade can be made only after a reasonable attempt has been made at consultation with the faculty member who originally assigned the grade.
  4. A faculty member who wishes to appeal the decision of an academic administra¬tor to override or change a final grade may appeal that decision in writing through levels of supervision.

Re-Examinations for Seniors

  1. A senior preparing for graduation within two (2) semesters who earns a final grade of F or D may have the opportunity of one re-examination in that course. After reviewing the eligibility requirements for re-examination with the instructor of the course (based on the conditions listed below), the student must request permission for the re-examination in writing from the Vice President for Academic Affairs. The instructor will be informed in writing whether permission has been granted. Conditions for re-examinations include the following:
    1. The original course grade earned must not be the result of a violation of the Policy of Academic Integrity or the instructor’s written policy on course attendance.
    2. It must be mathematically possible to achieve the necessary passing grade in the course using the result of the re-examination.
    3. The course must be a non-core course numbered 2000 or above which is necessary for graduation.
    4. There must be no opportunity to repeat the course before the scheduled graduation.
    5. Graded assignments for which re-exam may occur include an examination, a project, a presentation, a paper, or another assignment as defined by course requirements. The assignment to be repeated will be determined by the instructor of the course.
    6. This re-examination policy cannot be applied in more than two courses.
    7. The request for the re-examination must be made within thirty (30) days of the end of the term in which the grade was received.
  2. Graduating seniors who fail the tests given by the Department of History and Political Science to meet the geography, U.S. history/Georgia history, or U.S. Constitution/Georgia Constitution requirements are entitled to a single retest in the deficient area during the term immediately preceding their graduation date. Retests are limited to two areas. Students in this situation should contact the secretary of the Department of History and Political Science.
  3. According to the Board of Regents procedures, this policy does not apply to the Regents’ Testing Program.

Incompletes

An "I" indicates that the student was doing satisfactory work but, for non academic reasons beyond his/her control, was unable to meet the full requirements of the course during the term scheduled. The individual faculty member assigning the "I" has the responsibility for documenting the work to be completed. This documenta¬tion is to be filed with the academic dean or department chair at the time grades are submit¬ted. A completed copy of the form "Incomplete Grade Assignment" must be submitted to the academic dean/department chair at the time a grade of Incomplete (I) is assigned, and a copy must be attached to the "Change of Grade" form when the "I" is cleared.

Students who for non-academic reasons stop attending class prior to midterm should withdraw from the course. A grade of “I” cannot be assigned in this situation.

   For the undergraduate or graduate student, an incomplete must be removed before the end of the following term whether or not the student is enrolled; other¬wise, the incomplete will be recorded as "F". A time extension for completing an incomplete requires a written request by the instructor to the Vice President for Academ¬ic Affairs explaining the unpreventable delay and written approval by the Vice Presi¬dent for Academic Affairs. The extension must be requested prior to the end of the term at the end of which the incomplete is automatically changed.

Schedule Changes

Adding or Dropping Courses

Following registration for the term, students may add or drop courses during the published add/drop period.

  • Students must discuss adding or dropping courses with their advisor.
  • Students who enter courses after the first day of class are responsible for making up missed assignments.
  • Students may add or drop a learning support course only with the approval of the Chair of the Department of English and Foreign Languages. Students enrolled in both Learning Support classes and degree credit courses cannot drop the Learning Support courses without dropping the degree credit courses as well.
  • Students may not drop a Regents’ remediation course without the approval of the Registrar or the Chair of the Department of English and Foreign Languages.

After the published add/drop period, students may adjust their schedules only by “withdrawal”. (See below.)

Withdrawal from a Course

After the add/drop period, a student must officially withdraw from a course by completing the “Withdrawal from Class” form available in the Registrar’s Office. This form must be returned to the Registrar’s Office upon completion. The student is fully responsible for collecting the appropriate signatures and submitting the completed form to the Registrar’s office.

  • Withdrawal from class without penalty requires the student to complete the Withdrawal from Class form and return it to the Registrar’s Office by the published “no-penalty” date of one week after midterm. A student following this procedure will receive a grade of W (Withdrawn).
  • Withdrawal from class without penalty will not be permitted after the published ‘no penalty’ date except for non-academic reasons. Documentation must be provided by the student to receive a W rather than a WF (Withdrawn Failing).
  • Students with Learning Support requirements who are enrolled in both Learning Support courses and degree credit courses may not withdraw from the required Learning Support courses with a “W” unless they also withdraw from the degree credit courses.

All withdrawals from class must be approved and completely processed before the last day of classes. A student who does not officially withdraw from a class will receive a grade of F in that course for the term.

Withdrawal from the University

Students withdrawing from all classes and exiting the University after the first day of class must meet with the Director of the Resource and Referral Center to initiate the official “Withdrawal from the University” process.

  • Withdrawal from the University prior to the “no-penalty” date of one week after midterm will result in grades of W (withdrawn) for all courses.
  • Withdrawal from the University after the “no-penalty” date will result in grades of WF (withdrawn failing) except for documented non-academic reasons.

All withdrawals from the University must be approved and completely processed before the last day of classes. The student is fully responsible for supplying all pertinent documentation to the Director of the Resource and Referral Center.

Failure to follow the proper procedure to withdraw from the University will result in grades of F in all courses, and no refund will be given.

Student Attendance Policy

Students are expected to attend all classes. If an absence is necessary, the student is responsible for reporting this fact to the instructor; in such cases, each instructor will take whatever action he or she deems necessary. In writing and within the first week of the term, faculty members will make their expectations concerning attendance clear to the students enrolled in their classes.

Penalties for excessive absences in each course are set at the beginning of each term by the faculty member teaching that course. Excessive absences may result in the student's receiving a grade of "F". Students with excessive absences may be subject to disciplinary suspension from the University. In a case involving possible suspension, the Dean for Students shall refer the case to the Faculty Student Judiciary upon the request of the student.

Student Absence Policy for University Sanctioned Events

Faculty members will set policies for absences from class and the effect absences may have on final grades. They will make their expectations concerning absences known to their students in writing during the first week of class.

However, a student who is absent from a class as a result of representing this institution at a University-sanctioned event will not be penalized for the absence. In these cases, the student will be given an opportunity to complete any work that may have been missed as a result of the absence. It is the student's responsibility to notify the instructor in advance of an anticipated absence.

For an event to be sanctioned by the University, approval by the Office of Academic Affairs must be obtained in advance of the event.

Any exceptions to this policy must be approved by the Vice President of Academic Affairs.

Student Absence Policy for Ordered Military Duty

For the purpose of this policy, ordered military duty shall mean any military duty performed in the service of the State or the United States, including, but not limited to, service schools conducted by the armed forces of the United States.

Students who must miss class for ordered military duty will not be penalized and will be given an opportunity to complete any work missed as a result of the absence. The student should provide documentation of the ordered military duty in advance of the absence and make arrangements with the instructor to make up missed work. For service or training requiring excessive absences or the inability to complete a semester’s work, the student may be eligible for Military Withdrawal from the course.

Administrative Withdrawal From a Course

During the First Week of Classes

Registered students who attend none of the class meetings of a course during the first week of classes, do not inform the instructor of their intentions to remain in the course or do not drop the course within the published period will be administratively withdrawn from the course. It is the responsibility of the faculty member to document the absences.

The faculty member will inform the Registrar that the student is not attending classes by notation on the verification roll provided after the add/drop period.

Students will be contacted by the Registrar and informed that they will be administratively withdrawn if they do not contact that office by a specified date.

For Excessive Absences

It is the responsibility of each faculty member to determine for his or her class what constitutes an absence, what constitutes "excessive absences", and the relationship of absences to final course grades. It is also the responsibility of each faculty member to so inform each student in writing at the beginning of the course.

The options of a faculty member for assigning a grade to a student with exces¬sive absences include the following:

  1. Assign a grade of "F" at the end of the term. The instructor must enter the last date of attendance on the final grade form in RAIN for every student who earns the grade of "F". The Department of Education requires this documentation for all students receiving federal financial aid funds.
  2. Request administrative withdrawal of the student with the assignment of a grade of "WF".

If a faculty member intends to assign a grade of "F" for excessive absences, then no further action is required by the faculty member other than to be sure the absences are documented.

If a faculty member wishes to request administrative withdrawal from a course of a student with a grade of "WF", the faculty member should take the following actions:

  • Write a letter to the student to remind the student of the policy on absences and inform the student that he/she must contact the faculty member within one week or action will be initiated for administrative withdrawal and the assignment of a grade of "WF". Please note that this step might allow some reconciliation in the event that the student contacts the faculty member. The guidelines issued at the beginning of the term should reflect the possibility. The letter should be addressed to the student at the campus post office address and to the student's home address.
  • If the student does not contact the faculty member within one week the faculty member should address a memorandum to the Registrar requesting that the student be administratively withdrawn with a grade of WF, send a copy to the student at the campus post office address and to the student's home address.

Referral of Students for Counseling

Counseling Services provides counseling for students who are referred by faculty members. It is important that students are referred immediately upon even a suggestion of a problem in order for counseling to have any impact upon performance. The three reasons for which a faculty member will normally refer a student for counsel¬ing are as follows:

  1. A student having academic difficulty of a type with which the faculty member might not be trained to address.
  2. Personal problems which affect academic performance.
  3. Absences that affect academic performance but have not reached a point of being defined as "excessive".

Academic Renewal

Any degree-seeking student who has experienced academic difficulty, who has not attended any post-secondary institution for a period of five years and who wishes to make a fresh start may apply for Academic Renewal. Former Learning Support students may apply for Academic Renewal only if they successfully completed all Developmental Studies requirements prior to the commencement of the five year period of absence.

A student re-enrolling after a five year absence from post-secondary institutions must apply for Academic Renewal within two semesters after re-enrollment or one calendar year, whichever comes first.

If a student is granted Academic Renewal, a new grade point average will be established according to the following guidelines:

  1. A Renewal GPA is begun when the student receives approval for Academic Renewal and includes all course work completed following the re-enrollment.
  2. The Academic Renewal GPA will be used for determining academic standing and eligibility for graduation.
  3. All previously attempted course work continues to be recorded on the student's official transcript.
  4. To earn a degree, a student must meet the GSW residency requirements after acquiring Academic Renewal status.
  5. At least 50% of work toward a baccalaureate degree must be completed after the granting of Academic Renewal status for a student to be eligible for honors at graduation.
  6. Academic credit for previously completed course work -- including previous transfer course work -- will be retained only for courses in which an A, B or C grade has been earned.
  7. Retained grades are not calculated in a Renewal GPA. Such credit is considered in the same context as transfer credit, credit by examination, and courses with grades of "S".
  8. Courses with D or F grades must be repeated at GSW if they are required in the student's degree program. Further, all remaining courses for the current degree objective must be completed at GSW, i.e., no transient credit will be accepted.
  9. Applicability of retained credit to degree requirements will be determined by the degree requirements currently in effect at the time Academic Renewal status is conferred on the student. Specific GSW program regulations must also be met.
  10. A student can be granted Academic Renewal status only one time.
  11. Transfer Credit.
    1. A student who has been suspended from GSW and has attended one or more other System institutions during the period of suspension will not be eligible for Academic Renewal.
    2. A student who has not been suspended from GSW but who has been absent from GSW five years or more and who has attended a school other than this institution during that period of absence may choose only one of the following options:
      1. A student may return to GSW subject to all relevant transfer and reentry policies. No renewal GPA is calculated and transfer credit will be granted for applicable courses taken during the absence.
      2. A student may apply for Academic Renewal. If Academic Renewal status is approved, no transfer credit will be granted for course work completed during the absence.
  12. Any scholastic suspensions which occurred in the past shall remain recorded on the student's permanent record.
  13. The Renewal GPA begins with the term following re-enrollment. If a student is denied Academic Renewal and subsequently does not re-enroll, he/she may resubmit an Academic Renewal application after no less than one year has passed since the initial petition.
  14. The granting of Academic Renewal does not supersede financial aid policies regarding Satisfactory Academic Progress.
  15. The granting of Academic Renewal does not supersede the admissions requirements of certain programs, e.g., teacher education, nursing, which require a specific minimum grade point average based upon all course work.

A student may apply for Academic Renewal in the Registrar's Office.

Final Examination Schedule

A final examination schedule for each term is developed and distributed by the Office of the Vice President for Academic Affairs for undergraduate and graduate courses offered on campus. This schedule should be adhered to by all faculty members. If a separate examination is given on the laboratory phase of a course, it may be scheduled on the laboratory period immediately prior to the regular examination schedule. Off campus course examinations will be scheduled by the faculty member with the approval of the academic dean who will insure that adequate instructional time has been completed. Area Teacher Education Service course examinations will be given at the last scheduled meeting of the class.

Exceptions to the above policy should be discussed with and approved orally by the appropriate academic dean or department chair. Then the request should be made in writing to the Office of the Vice President for Academic Affairs. The approval from the Office of the Vice President for Academic Affairs in writing must be received before departing from the regular examination schedule.

Credit by Examination

Georgia Southwestern State University has an established program for awarding credit by examination. The general conditions related to awarding credit, the applicable testing programs, and standards for awarding credit are outlined below:

1. General Conditions for Awarding Credit by Examination

  • a. A maximum of 30 semester hours will be accepted from the combined sources of correspondence work, extension work, and credit by examina­tion.
  • b. No student will be permitted credit by examination for a course after he/she has once enrolled in the course.
  • c. For credit to be awarded and recorded, the candidate must be an accept­ed and enrolled student at Georgia Southwestern State University.
  • d. Credit earned by examination will be recorded on the student's record by course, course number, and semester hours earned.  No grade or grade points will be assigned.

2. Testing Programs

a. Advanced Placement Program of the College Entrance Examination Board

Advanced Placement CourseMin. Score for Awarding CreditGSW Course CreditSemester Hours Credit
American History 3HIST 2111, 2112 6
Biology3BIOL 1107, 1107L4
 5BIOL 21074
Calculus AB or Calculus BC3MATH 11204
Chemistry3CHEM 1211, 1211L4
Computer Science A3CSCI 13014
Computer Science AB3CSCI 1301, 1302 8
English3ENGL 1101 3
European History3HIST 1112 3
French Language3FREN 10013
 5FREN 1001, 10026
History of Art3ARTF 20613
Studio Art: Drawing3ARTF 10103
Studio Art: Port3ARTF 10203
Macroeconomics3ECON 21053
Microeconomics 3ECON 21063
Elementary Harmony I3MUSC 12013
Physics B 3PHYS 11114
 5PHYS 1111, 11128
Physics C (mechanics)4PHYS 22114
Physics C (E&M)5PHYS 22124
Spanish Language 3SPAN 10013
 5SPAN 1001, 10026
Statistics 3MATH 22043
U.S. Govt and Politics3POLS 11013

b. Foreign Language Tests

Foreign Language Tests - Up to 9 hours of credit may be awarded in either French or Spanish for passing departmentally administered examinations. Consult the English and Foreign Languages Department, English Building, Room 227, or call (912) 931-2183 for further information or to arrange for testing.

c. General Examinations of the College Level Examination Program

General ExaminationMin. Score for Awarding CreditGSW Course CreditHours Credit
English470ENGL 11013
Humanities470ENGL 21113
Natural Science570BIOL 1000, 10014

d. Subject Examinations of the College Level Examination Program

Subject ExaminationMinimum Score for Awarding CreditGSW Course CreditHours Credit
American Government 50POLS 11013
American History 1: Early Colonization to 187750HIST 21113
American History 2: 1865 to the present   50HIST 2112 3
American Literature50ENGL 21303
Calculus with Elementary Functs50MATH 11204
College Algebra50MATH 11113
Composition, Freshmen50ENGL 11013
English Literature 50ENGL 21203
French, Level I50FREN 10023
French, Level II50FREN 2001, 2002 6
General Biology50BIOL 21074
General Chemistry50CHEM 1211, 1211L4
General Psychology50PSYC 11013
Human Growth and Development50PSYC 21033
Humanities50ENGL 21103
Information Systems and Computer Applications50CIS 10002
Intro. Management50MGNT 36003
Intro. Accounting 50ACCT 21013
Intro. Business Law50BUSA 30903
Intro. Marketing 50MKTG 38003
Intro Macroeconomics50ECON 21053
Intro Microeconomics50ECON 21063
Intro Sociology50SOCI 11013
Spanish, Level I50SPAN 10023
Spanish, Level II50SPAN 2001, 20026
Trigonometry50MATH 11123
Western Civ 1: Ancient Near East to 164850HIST 11113
Western Civ 2: 1648 to Present50HIST 11123

NOTE:  For further information about the College Level Examination Program, the registration procedure for the test(s), and test dates, direct your request to the Registrar's Office.

Textbooks

Textbook orders should be turned in to the Campus Bookstore by department heads and are due on the dates listed in the Academic Affairs Calendar.

Textbook adoptions must be submitted online at the following web address: http://www.gswbookstore.com/textbook_adoptions.asp. A copy of the submittal will be emailed to the instructor’s email submitted on the adoption.

It shall be the duty of the department heads to notify the textbook manager in writing at the time the adoption is placed whether such books will be used for subsequent terms. At the end of each term the Campus Bookstore will provide a list of these textbooks to a wholesale buyer so that books being used the following term can be purchased from students for resale to the bookstore.

Faculty members who wish to change texts which are used by more than one faculty member should discuss the proposed change with the department chair or academic dean and the other faculty members involved.

Desk copies of a textbook should be ordered from the publisher by the department. Desk copies can be purchased from the Campus Bookstore, but the department will be charged the retail price. A signed internal requisition must be submitted to the bookstore at the time of the purchase. If the book is returned to the bookstore in saleable condition before midterm of the term in which it was purchased, a credit memo will be issued for the full amount. Requisition forms and desk copy forms may be obtained from the academic dean or department chair.

Instructional Materials

School and departmental budgets provide funds for supplies, equipment, and other instructional materials. This fund is administered by the academic dean or department chair. Instructors should list their needs and submit the list to the dean/chair. The dean/chair in turn will complete the proper Departmental Purchase Request form and route it accordingly. The dean/chair will normally have a supply of paper, pencils, etc., for distribution to his/her faculty upon request.

Policies and Procedures of the Committee on Academic Affairs

I. The Committee on Academic Affairs (henceforth CAA or the Committee), as provided for in the “Statutes,” is a standing committee in the faculty and administration shared governance system of the University. It is responsible for approving substantive change to the curriculum, reviewing academic policies, and overseeing academic advisement.

II. The President appoints the members of the CAA annually. The Committee is composed of about 15 active faculty including the Academic Vice President, the Associate Vice President for Academic Affairs, and the University Registrar and two student government members. Ex-officio members and student members are full voting members. The Committee elects the Committee Chair and Secretary annually. As defined by the Statutes, Chairs are to be elected from faculty members with previous service on the Committee.

III. The Committee’s policies and procedures:

  1. An electronic copy of requests to add a course or program, to revise a course or program, or to deactivate a course or program must be sent to the CAA Chair at least 10 days prior to a scheduled meeting; request forms may be found at http://sacs.gsw.edu/sacs/SACs/IEP_Web/Academic_Approval.html. One hard copy of any proposal, containing all necessary signatures, should also be sent to the CAA chair; this is the official copy of the proposal. Only the head of an academic or administrative unit may submit proposals; individual faculty may not submit course or program proposals except through their unit head. Proposals for the addition of new programs must be submitted to the Deans’ and Directors’ Council prior to submission to the CAA.
  2. The CAA Chair distributes electronic copies of the proposals, along with an agenda and minutes of the previous meeting, to the Committee members.
    1. Proposals are sent to committee members at least one full work-week before the meeting in order for the members to consider them carefully. This procedure may be suspended item by item by majority vote at the meeting.
    2. Copies of the proposals, agenda, and minutes are sent to each school Dean prior to each meeting.
  3. The same forms are to be used for submissions to this Committee, the Teacher Education Council, and to the Committee on Graduate Affairs.
    1. The Committee on Graduate Affairs has responsibility for the graduate courses, programs, and policies.
    2. All courses, programs, and policies pertaining to undergraduate teacher certification programs should be approved by the Teacher Education Council before submission to the Committee.
    3. Course changes may be submitted for file purposes only. Examples of “Submissions for File” include changes to course name or number where the course remains substantially the same. New course outlines with the changes need to be submitted along with the course change proposal. Revisions “Submitted for File” are not put to a vote but recorded in the minutes and forwarded along with approved proposals, although the Committee may decide that a proposal is a substantive change and return it for resubmission before putting it to a vote.
  4. Proposers or their designees are required to attend the meeting when the Committee considers their proposals. Proposers or their designees attend in order to respond to any questions the Committee might have about the proposal. If the proposer or his or her designee is not in attendance, the Committee will table the proposal. The proposer or designee does not have the right to make a presentation but may be invited to do so by the Chair.
  5. Meetings are conducted according to Robert’s Rules, current edition.
  6. A quorum is a majority of the members working on campus that term.
  7. The minutes from the previous meeting are considered first and approved. Next, a date for the next meeting is agreed upon. Although not according to Robert’s Rules, the Chair with the informal agreement of the Committee may change the order of the agenda.
  8. As provided in the Statutes, there are three standing subcommittees of the CAA: Academic Advisement and Academic Standards. The CAA Chair appoints sub-committee members and the sub-committees themselves elect subcommittee chairs.
    1. The Academic Advisement Sub-committee oversees academic advisement.
    2. The Academic Policies Sub-committee reviews academic policies.
    3. The General Education Review Sub-committee reviews the assessment of Core curriculum.
  9. Instructions for filling out forms may be found at http://sacs.gsw.edu/sacs/SACs/IEP_Web/Academic_Approval.html.
  10. Some proposals must be submitted to the Faculty Senate and a General Faculty meeting for approval.
    1. Proposals that must go to the Faculty Senate and the Faculty include new programs, substantive program changes, establishment of or substantive revision in policies, and all changes in the Core Curriculum, Physical Education requirements, and UNIV 1000.
    2. Proposals that do not need to go to the Faculty Senate include new courses, course revisions, minor program revisions (as a change in major elective choices), and minor policy changes. For example, the establishment of a policy to allow CLEP credit and the establishment of passing scores for all accepted tests would need approval of the Senate and Faculty, while a proposal to change some passing scores would not.
    3. The Committee may decide to submit other items to the Faculty Senate based on such factors as the nature of the change, or number of students affected.
  11. If a proposal is approved, the Chair will sign and date on the appropriate line of the proposal form.
  12. Following the meeting, the Chair will assemble packets of the agenda, approved minutes of the previous meeting, and copies of all proposals. The packets are forwarded to the Office of Academic Affairs, the Registrar, and to the James Earl Carter Library for file.

Distance Education Policy

Georgia Southwestern State University is committed to providing personalized and challenging educational experiences that stimulate intellectual inquiry by means of learner-centered approaches. To achieve these ends, the University offers distance education opportunities that comply with the principles of good practice formulated by the Western Interstate Commission for Higher Education (WICHE) and accepted by the Southern Association of Colleges and Schools (SACS). This statement details the areas of good practice to which the University is committed.

DEFINITION:

This University defines distance education as a formal educational process in which the majority of the instructional interaction occurs when student and instructor are separated geographically. Instruction may be synchronous or asynchronous. Distance education may include electronic correspondence, audio, video, computer technologies and the Georgia Statewide Academic and Medical System (GSAMS). This policy shall apply to all credit-bearing courses and programs offered through distance education at Georgia Southwestern State University.

CURRICULUM AND INSTRUCTION:

The University's faculty assumes responsibility for and exercises control over distance education, ensuring both the rigor of programs and the quality of instruction. Furthermore, the faculty recognizes that Distance Education implies course design that utilizes the advantages of the delivery medium to achieve course objectives. The University ensures that the technology available to course designers is appropriate to the nature and objectives of its programs and ensures that materials, programs and courses are current.

Georgia Southwestern State University’s policy regarding intellectual property is consistent with the University System of Georgia’s recommendations.

FACULTY SUPPORT:

The University is committed to providing appropriate faculty support services specifically related to distance education. Institutional support includes, but is not limited to, providing adequate and up-to-date technology, providing appropriate technical assistance, such as help and training, and compensating faculty for the development of courses designed to be delivered entirely by remote means, such as the Internet or GSAMS. Faculty teaching distance education courses (including online courses) must provide students with an email address or a phone number. Each syllabus should contain an indication of how quickly students may expect a response. (4.8.2.4.2)

The University assesses the impact of distance education on faculty workload to ensure that distance education and traditional instruction can be usefully compared. The University recognizes distance education course development as valid scholarship for the purpose of tenure and promotion.

STUDENT SUPPORT:

The University is committed to providing distance education students with the same range of student services it provides to traditional classroom students, including admissions, financial aid, academic advising, delivery of course materials, and placement and counseling. The University also provides adequate means for resolving any complaints that distance education students may have (See GSWeathervane at http://gsw.edu/Campus-Life/ResourcesInformation/StudentHandbook/, (Appendix I - academic grievances and Appendix K - non-academic grievances). The University provides students with advertising, recruiting, and admissions information that adequately and accurately represent the programs, requirements, and services available.

In addition, the University ensures that students admitted to distance education programs possess the knowledge and have access to equipment necessary to use the technology employed in the programs. The University provides aid to students who are experiencing difficulty using the required technology, including but not limited to help desk facilities to augment faculty assistance (See website for distance education at http://www.gsw.edu/admissions/ugorientation.html).

LIBRARY AND LEARNING RESOURCES:

The University ensures that students have access to and can effectively use appropriate library resources. In addition, the University monitors whether students make appropriate use of learning resources.

COMMITMENT TO SUPPORT:

Georgia Southwestern State University is committed to securing the funding necessary to provide the support to Faculty and Students enumerated above.

EVALUATION AND ASSESSMENT:

The University assesses student capability to succeed in distance education programs and applies this information to admission and recruitment policies and decisions.

The University evaluates the educational effectiveness of its distance education courses and programs by focusing on student learning outcomes, student retention, and student satisfaction to ensure comparability to campus-based courses and programs.

The University ensures the integrity of student work and the credibility of the degrees and credit awarded by being aware of and prepared for the opportunities for academic dishonesty afforded by distance education.

COMPUTER-ENHANCED INSTRUCTION:

Georgia Southwestern State University acknowledges that synchronous and asynchronous computer technologies are also used in education where the majority of the instruction takes place in a traditional classroom setting. Such computer-enhanced instruction should be considered when applying areas of this policy, such as Curriculum and Instruction, Faculty and Student Support, Library and Learning Resources, and Evaluation and Assessment.

GeorgiaVIEW LMS Technical Support Policy

(in the part VI. Academic Affairs Policies (Committee on Academic Affairs) of the Faculty Handbook)

Instructional Technology will provide technical support to Faculty and Staff members who wish to use the GaVIEW Desire2Learn (D2L) learning management system.

Each semester courses are automatically created in GaVIEW via the Banner process for every instructor who is teaching a course. This is true for in-class and on-line courses. This will make it possible for instructors who are not teaching on-line courses to use GaVIEW as a supplement to their traditional classes.

Instructional Technology offers online tutorials and workshops on GaVIEW D2L. These tutorials and workshops cover the various tools available to help organize and manage a course, including file transfer, quiz management, posting course notes, managing students and use of the grade book. Instructors are welcome to bring any items they need incorporated into their courses.

It is the faculty member’s responsibility to set up and maintain their course. This includes but is not limited to: putting up course content, creating quiz modules and posting other instructional material. Instructional Technology will work with faculty members to ensure that they have the ability to perform these duties. Instructional Technology will also provide one-on-one training as needed.

Support for GaVIEW D2L is available on a 24x7 basis via the D2L Help Center (here is the link to insert: https://d2lhelp.view.usg.edu/) (DHC). The DHC link is available on the GaVIEW Home page. The Center is designed to answer all questions regarding GaVIEW D2L from a Designer, Instructor, or Student perspective. This service can be accessed anytime, from anywhere. The on-line support center has technicians standing by to answer questions online via online chat or phone. They also have an extensive knowledge base that offers information and solutions for commonly asked questions or frequent problems encountered by GaVIEW users.

The GSW GaVIEW log-in page has a number of resources available for faculty and students including:

  • Information and instructions on how to log in to GaVIEW D2L
  • Browser checker on the GaVIEW login page
  • GaVIEW Student Orientation
  • Faculty Resources page with tutorials, useful links, and faculty development materials
  • D2L Help Center and GSW GaVIEW help links
  • Downloads page with the downloadable software
  • GaVIEW Maintenance schedule
  • Link to the Respondus (third party software) website
  • Announcements - This section will inform faculty/staff and students of any updates concerning GaVIEW

There are also Desire2Learn tutorials available after logging in to GaVIEW including the following on-line courses:

  • D2L Self Paced Tutorial for faculty
  • D2L Student Tutorial for students

Information for help from GSW is also available via e-mail at gaview@gsw.edu. This email address is active during normal business hours.

Instructional Technology offers technical support by phone and email and will work with faculty members to resolve any problems they encounter with GaVIEW D2L.  The contact information is as follows:

Contact: Alla Yemelyanov
Phone:  229-931-2969 or 229-931-2074
Email:  gaview@gsw.edu

Adoption of a New Course or a New Program

A new undergraduate program proposed by a school or department must be approved by the Committee on Academic Affairs. A new graduate program proposed by a school or department must be approved by the Graduate Council. The new program will then be presented through the Faculty Senate for consideration by the entire faculty. Programs approved by the faculty must be submitted to the Chancellor for action by the Board of Regents. New undergraduate and graduate courses pro¬posed by any school or department must be presented to the Committee on Academic Affairs and Committee on Graduate Affairs respectively, and when it pertains to teacher education programs, to the Committee on Teacher Education.

1Substantive Change Policy

Definition (taken verbatim from SACSCOC Policy Statement): Substantive change is a significant modification or expansion of the nature and scope of an accredited institution. Under federal regulations, substantive change includes.

  • Any change in the established mission or objectives of the institution
  • Any change in legal status, form of control, or ownership of the institution
  • The addition of courses or programs that represent a significant departure, either in content or method of delivery, from those that were offered when the institution was last evaluated
  • The addition of courses or programs of study at a degree or credential level different from that which is included in the institution’s current accreditation or reaffirmation.
  • A change from clock hours to credit hours
  • A substantial increase in the number of clock or credit hours awarded for successful completion of a program
  • The establishment of an additional location geographically apart* from the main campus at which the institution offers at least 50 percent of an educational program.
  • The establishment of a branch campus
  • Closing a program, off-campus site, branch campus or institution
  • Entering into a collaborative academic arrangement such as a dual degree program or a joint degree program with another institution
  • Acquiring another institution or a program or location of another institution
  • Adding a permanent location at a site where the institution is conducting a teach-out program for a closed institution
  • Entering into a contract by which an entity not eligible for Title IV funding offers 25% or more of one or more of the accredited institution’s programs

*Note that in this context “geographically apart” also refers to distance education programs.

Any academic or administrative unit at GSW that plans to implement a change to an academic program that will be substantive as defined above must insure that the proposed change or changes have received approval from the GSW’s SACSCOC Liaison, the appropriate faculty committee(s), the Faculty Senate, the Faculty, and the Board of Regents, if applicable, in sufficient time to allow prompt notification of SACSCOC. Since SACSCOC notification for changes such as degree level change and initiation of a new location are required one year in advance of program implementation, programs need to plan accordingly. Most other forms of substantive change require notification six months prior to implementation, and therefore, changes proposed for implementation fall term of a given academic year, must have been approved at the Fall General Faculty meeting in the year prior to implementation. Similarly, changes proposed for implementation in the spring term of a given academic year must be approved at the Spring General Faculty Meeting in the year prior to implementation. Any proposed substantive change must be approved by GSW’s SACSCOC Liaison before submission to the appropriate faculty committee(s).

1 Approved by GSW Faculty 04/27/12

Records Retention Policy

  1. Key principles of confidentiality for student records.
    1. The Family Educational Rights and Privacy Act (FERPA) states that student information must be kept confidential. In short, faculty can discuss a student's grades privately with each individual student, but are not allowed to share grades with the student's friends, family members, or other students. Students must sign a waiver form before grade information can be shared with parents or guardians.
    2. Minor students: The grades and records of students who are minors must be kept confidential according to FERPA guidelines. Like adult students, waiver forms must be signed before grades and other student information can be shared with parents or guardians.
    3. High school students in the ACCEL program have signed waiver forms that permit the sending of final grades to the high school's Registrar and/or Guidance Counselor. Midterm grades are not covered by this waiver. Midterm grades should only be sent to the high school if the student has a waiver form on file with the Registrar that allows midterm grades to be sent to the high school.
    4. Information that must be kept confidential includes (but is not limited to):
      • Grades and coursework: Exams, term papers, and projects.
      • Records of daily attendance.
      • Personal information: Addresses, telephone numbers, email, and student ID numbers.
  2. Storage of student records: The need for confidentiality requires that records must be retained, stored, and destroyed in a secure manner. The goal is to prevent possible breaches of confidentiality.
    1. Electronic records
      1.  
        • Password-protected faculty computers
        • Networked storage from GSW
        • Course management systems (examples: GeorgiaView, online systems from textbook publishers)
        • Turnitin.com, LiveText, and similar online educational services that have password protection.
      1.  
        • Networked storage from GSW
        • The GeorgiaView online system
      1.  
        • Removable storage media (examples: USB memory drives, CD-ROMS, floppy disks, and zip drives) are inherently insecure because they are portable. They can be easily lost or stolen. Data storage on removable media should be avoided or minimized whenever possible. If data must be stored on removable media, encryption of the data is recommended.
        • File sharing and Internet-based file storage systems that are unencrypted.
      • All electronic forms of student records (e.g., spreadsheets) must be stored on systems that are password-protected. The following systems are approved and recommended for storing student grades:
      • Encryption: Encryption makes it more difficult for unauthorized people to view confidential documents. The use of encryption for student records and information is highly recommended and should be used whenever possible. The following examples are encrypted systems:
      • Electronic documents should not be stored on systems that can be easily accessed by other people. The following storage formats are unsuitable for the storage of student records:
      • Data segregation: Work files (e.g., Powerpoint presentations, student grades) and personal files (e.g., family photos) must have segregated data storage. USG policy does not specifically forbid the storage of personal files on work computers. However, personal files should be stored in a different location than work files in order to prevent possible mix-ups of work and personal information.
        • Data segregation example: Store all work-related files in the "my documents" folder of the computer's hard drive. Store all personal files in a "personal" folder that is not inside the "my documents" folder.
    2. Paper records: Paper records (examples: grades, exams) should be stored in filing cabinets that are in locked rooms. The filing cabinets should be locked preferably. Paper records should not be kept in areas where students or student workers might be able to access them.
  3. Communication of student records.
    1. An individual student's grades can be communicated to him/her through:
      • Paper records handed directly to the student.
      • The grade book features of password-protected course management systems (example: GeorgiaView).
      • The email feature of course management systems (example: GeorgiaView).
      • Online educational systems that are password-protected (examples: Turnitin.com, LiveText).
    2. The following means of communication are insecure, therefore, unacceptable:
      • Posting grade lists on an office door is insecure. Even when names are not used, students may be able to determine the grades of other students. Do not post lists of student grades on paper in public places.
      • Sharing grades over the telephone is insecure because there is no way to verify the identity of the person to whom one is speaking.
      • Unofficial email addresses (example: hotmail.com or yahoo.com email addresses) are insecure because there is no way to verify the identity of the people who own these email addresses.
  4. Retention of student records.
    1. GSW policy on student coursework records (e.g., exams, home work, term papers, quizzes, etc.) is that these materials should be retained for at least one term after completion of the course except for grades that are contested.
      • Reference: Page 110, #38 of the USG Records Retention Series A.
    2. For program assessment, grade and other coursework information can be retained for the period of assessment without identifying information.
    3. If grades are contested, the coursework records must be retained until the grade dispute is resolved.
      • Reference: Page 110, #38 of the USG Records Retention Series A.
    4. Final grades will be stored by the Registrar's Office. There is no need for faculty to keep long-term records of final grades. These records should not be retained by faculty members.
      • Reference: Page 107, #26 of the USG Records Retention Series A.
  5. Destroying student records.
    1. When the retention policy has expired (see #4 above), all student records in the faculty member's possession should be destroyed.
      • Electronic records: These should be deleted from the computer hard drive or the network drive.
      • Paper records: These should be destroyed through shredding.
    2. Grades and other student records that are stored on the GeorgiaView system should be destroyed in accordance with the GeorgiaView and online learning policy.
    3. Records in other proprietary systems (e.g., turnitin.com) are governed by user agreements. For example, students who submit papers to turnitin.com agree to turnitin.com's privacy agreement.
      • turnitin.com's privacy pledge
      • turnitin.com's statement on legality, ethics, and FERPA compliance
  6. Access to records and computer networks.
    1. Records and other sensitive data must be preserved in locations that cannot be accessed by students, student workers, and the general public.
    2. Classroom computers: Steps should be taken to prevent students and other unauthorized users from accessing computers and the network.
      • Faculty should log off or shut down classroom PCs when the class is finished. Leaving classroom PCs on and logged into the network makes network resources available to students and other unauthorized users.
      • Empty classrooms should be locked whenever possible to prevent unauthorized access.
    3. Faculty offices: Faculty should lock their offices when they are not present in order to prevent possible access to confidential material.
  7. Miscellaneous records that need to be secured.
    1. Advisement records that contain student grades
      • Any electronic files (example: spreadsheets) and paper records (example: midterm grade reports) used for advisement should be maintained similarly to course materials described above.
      • Midterm grade reports should be used to identify advisees who are struggling. Reports should be destroyed through shredding.
      • Advisee information on forms such as graduation checklists should be periodically reviewed for old or outdated files. Old electronic files and paper records should be destroyed.
    2. Other records that should be treated in the same manner as course data (secure storage of electronic and paper documents) include:
      • Scholarship and award applications
      • Job candidate records (e.g., letters of reference, grade transcripts)